Overview

Master AI & Machine Learning for 50% Off

Go under the hood of AI — neural networks, real-world applications & more. Designed by UNSW experts.

Most states in Australia require a minimum of 20 hours of relevant Professional Development (PD) per year, to maintain your teaching accreditation. Completion of Scratch Coding: Mastering the Basicscan contribute as 5 hours of Teacher Identified PD to help you address the following Australian Teaching Standards: Standard 2 - Know the content and how to teach it&semi; Standard 3 - Plan and Implement for effective teaching and learning&semi; Standard 6 - Engage in professional learning. As evidence of your PD, you can download a certificate on completion of the course, once your course work has been passed by the assessors.

Not a teacher? This course will give you an understanding of the importance of computational thinking and how it is used everywhere. This course will help you to develop an understanding of using Scratch coding to create games and animations and to engage young people to do the same.

Thanks to the Telstra Foundation, we can provide this course as a free resource to everyone.

Syllabus

Design a sequenced mini-unit of coding activities that aligns with the Australian Curriculum: Digital Technologies (Years 3–6) by mapping specific content descriptions and achievement standards to Scratch, AI and 3D printing projects.
Analyse sample Scratch, AI and 3D printing classroom projects to identify how they develop key Digital Technologies concepts (such as algorithms, branching, iteration, data and representation) for Years 3–6, using curriculum language in written reflections.
Create a working Scratch project that models a Years 3–6 learning task by incorporating events, sequences, loops and conditionals, and annotate the code to explain how each feature supports specific learning outcomes.
Plan and document a scaffolded coding lesson for Years 3–6 that integrates a free digital resource (such as an online tutorial or template project), including clear learning intentions, success criteria and differentiated support strategies.
Experiment with an AI-based classroom tool (for example, a generative AI prompt or coding assistant) to generate or refine a coding activity, and justify in a short rationale how you will manage safety, ethics and age-appropriate use with primary students.
Construct a simple 3D-printable artefact (such as a key tag, token or simple model) using beginner-friendly design software, and outline how you would guide Years 3–6 students to connect the design process to Digital Technologies and Design and Technologies outcomes.
Differentiate a coding task for a diverse Years 3–6 class by revising instructions, supports and extension options, and document how these adjustments address varied readiness, interests and access to technology.
Develop a formative assessment checklist or rubric for a Years 3–6 coding project that captures both technical skills (such as debugging and algorithm design) and general capabilities (such as collaboration, creativity and problem-solving).
Reflect on your own confidence, beliefs and mindsets about teaching coding and emerging technologies by completing a brief pre- and post-course self-evaluation, and summarise specific actions you will take to continue building your skills.
Collaborate with peers in an online discussion or shared document to critique and refine each other’s draft coding lessons, and summarise at least two improvements you incorporate into your own plan based on peer feedback.
Explain to students and colleagues, using age-appropriate language and examples, how coding, AI and 3D printing activities in your classroom connect to real-world applications and future-focused skills, and prepare a short script or slide to support this communication.
Select and organise a set of free, curriculum-aligned coding resources (such as Scratch studios, unplugged activities and printable guides) into a simple digital folder or playlist, and label each item with the targeted Years 3–6 content descriptions.