This program is free and is functional for students across all years of primary school as it has varying levels of complexity. This program can be used for teaching Maths and English whilst allowing students to develop their basic computer skills. Students are able to access this program from anywhere where there is a computer and can work on any level or topic when work has not been assigned. ABCya provides a fun interactive experience to assist in learning fundamental skills in the areas of literacy and numeracy.

Year Levels: K-6

Subject: Technologies

Strands: Digital Technologies

General Capabilities:

Literacy: Students complete interactive games focused around their development of phonics and word structure.

Numeracy: Students use this program to develop their basic facts in an interactive way.

Information and Communication Technologies: Students complete their work on a computer or iPad, this allows them to develop their basic understanding of computer skills.

Integrated Learning Opportunities:

Mathematics and English

Content Descriptors:

Use data to solve similar tasks/problems (ACTDIP003)

Link to site:

Further Information:

  • The program is free to use for educators and students.
  • ABCya uses interactive games to teach through play.
  • The site has a family option to allow students to learn at home with their families.

Enter Book Creator

Book Creator  

Year Level – 1-6

Source – iPad Application


This intuitive and easy to learn app lets children (and adults) get into creating content to match the real world style that they are aiming for.  Its title may say ‘Books’ but really any type of written production could be output from it.  Text can be manipulated into headlines for newspaper articles; diagrams can be stacked, overlaid and adjusted to create diagram rich how-to guides.
The app is not a fully featured desk top publishing solution and nor should it be.  The developers of Book Creator have carefully distilled down the most essential parts of layout software to make an app that can be mastered in just a short amount of time, allowing content creation to come to the fore, rather than the learning of the software.   Should there be any difficulties, this is an app with a very well realised supporting website that answered every question that I had.
I was able to use Book Creator during my ATP for a year 1 class during procedure writing. After 15 minutes of direct instructions, all students were able to navigate their way through all features within the application.

Strands: Digital Technologies

Sub strand:

General Capabilities: Develop, communicate and discuss design ideas through describing, drawing, modeling and/or a sequence of steps

Literacy – the students need to be able to effectively put titles, labels etc on the graph

Information and Communication Technology(ICT) – students will be using ICT to complete their interactive book.

Integrated Learning Opportunities:

English, Mathematics, Geography, PE, Science

Cost: free with limited features


John Greenham

Boogie Bot – Grooving Fun

Meet Boogie Bot. Boogie Bot = Fun.

Boogie Bot is an interactive learning App that enables children to program a robot to dance. Programming the robot introduces children to the basics of coding as they interact, and develop skills using ‘Blocky’, a visual programming language. As children learn to code with coding blocks they turn ‘Boogie Bot’ into a grooving, dancing master.  

This App has 5 different categories, with varying levels of difficulty. Each category introduces a different programming concept to enrich learning.



Year Level: Year 2

In the classroom: 

Boogie Bot allows each child to build a robot using a blue print design, and then program it to dance along with hip music in an illuminated ‘dance zone’. Once a dance sequence has been programmed, the children transform the dance room into a grooving zone with opportunities to share their dance and earn rewardsDance action blocks are used to create dance moves with a variety of options for children to include special effects. Rewards are earned as the children progress through different levels. This app could be integrated into Health & Physical Education by fostering ‘Boogie Bot Brain-Breaks’ during lesson transition times. The children can have ownership and design their own ‘brain-breaks’ to create those essential moments throughout the day to activate bodies and brains!

Subject: Digital Technologies


1. Knowledge & Understanding – Digital systems

  • The components of digital systems: hardware, software and networks and their use.

2.  Processes & Production Skills

  • Defining problems and designing digital solutions (Year 2)
  • This App supports development of Computational Thinking and enriched learning as children learn the basics of computer Science. These include; Algorithmic thinking, sequential processing, pattern recognition and looping.

General Capabilities:

Literacy, Numeracy, Information & Communication Technology, Critical & Creative Thinking

Integrated Learning Opportunities:

English, Health & Physical Education, Mathematics.

Content Descriptors:

Follow, describe and represent a sequence of steps and decisions (algorithms) needed to solve simple problems (ACTDIP004 )

Recognise and explore patterns in data and represent data as pictures, symbols and diagrams(ACTDIK002)

Recognise and explore digital systems (hardware and software components) for a purpose(ACTDIK001)

Getting Started:


iPad Screen Shots:



Link to this resource:

Additional Information: 

This app is designed for both iPhone and iPad
  • Free
  • Category: Education
  • Updated: Mar 20, 2017
  • Version: 1.02
  • Size: 178 MB
  • Language: English
  • Seller: NybleApps LLC
 Compatibility: Requires iOS 8.0 or later. Compatible with iPhone, iPad, and iPod touch.


Wonder Workshop is WONDERFUL – see what I did there?


Inspiring the up and coming generation in using digital technologies can be a challenge at times, especially with maintaining attention.  But Wonder Works provides colourful and engaging resources which develop students confidence and competency in using and manuvering their skills with digital technology.


Digital Technologies

Year Level

Foundation to Year Two


Knowledge and Understanding

Sub Strand

Recognise and explore digital systems (hardware and software components) for a purpose

Resource Link


Free resource information – price varies on suggest apps for lesson plan templates


Cross Curricular Capabilities

The resources suggest that these apps can assist in most learning areas as it is used to consolidate content specific learning which fosters play based learning.

For Example – Using Go App


English: – Literacy (Foundation – Year 2)

Comprehending texts through listening, reading and viewing
  • Interpret and analyse learning area texts
  • Navigate, read and view learning area texts
Composing texts through speaking, writing and creating
  • Compose spoken, written, visual and multimodal learning area texts
Word Knowledge
  • Understand learning area vocabulary

For example – Using Blockly


Math: Chance ( Year one and two)

Year One – Identify outcomes of familiar events involving chance and describe them using everyday language such as ‘will happen’, ‘won’t happen’ or ‘might happen’

  • justifying that some events are certain or impossible

Year Two – identify practical activities and everyday events that involve chance. Describe outcomes as ‘likely’ or ‘unlikely’ and identify some events as ‘certain’ or ‘impossible’

  • classifying a list of everyday events according to how likely they are to happen, using the language of chance, and explaining reasoning


Easy Lesson Plans

Example –  Heads or Tails



Codeable Crafts – First Impressions Count


Introduce your class to coding with this App that will inject a love for coding and becoming a ‘Story Creator.’ Codeable Crafts is an introduction for children to the world of coding that will leave a lasting impression. It is fun, engaging, and enhances creativity as children develop their own imaginative stories. They use a combination of simple drawing tools to develop their own characters, and coding applications to ‘bring their characters life’. 

In the classroom:

Codeable Crafts is an educational tool that allows children to learn the basic concept of Computational Thinking. It has a variety of character templates that are visually stimulating for each child to animate using a basic set of coding blocks.

There are no limits to the possibilities of stories the class can create as they become the master creators of the characters they draw, design, and animate.  Codeable Crafts is an app that could be easily integrated into other areas to enrich learning whilst exposing and teaching about coding. An example is; during a unit of work introducing a writing genre,  ‘narratives,’  the class would be able design their characters, write their story, and then use this app to ‘animate’ their written story.  This is elementary coding that the children will love.


Link for this resource:

Visit Website:


Google Play:


Year level: Foundation – Year 1.

Subject: Digital Technologies


Processes & Productions Skills

  • Computational thinking
  • Defining problems and defining digital solutions (F-2)
  • Communicating ideas and information

Knowledge & Understanding

  • Digital systems
    • The components of digital systems: hardware, software and networks and their use.

Content Descriptors:

Recognise and explore digital systems (hardware and software components) for a purpose (ACTDIK001)

Follow, describe and represent a sequence of steps and decisions (algorithms) needed to solve simple problems (ACTDIP004 )

Integrated Learning Opportunities:

English, The Arts, Mathematics

General Capabilities:

Numeracy, Critical & Creative Thinking, Information & Communication Technology, Literacy.

Getting Started:

View the brief tutorial overview showing how to decorate and animate character templates.

Simple Steps to follow:

Step One: Decorate and animate animal templates.

Step Two: Choose from My Sketchbook or My Storybook to start creating.

Step Three: Colour and add stickers to the templates in the sketchbook, and then select finished creatures to star in animated stories in the storybook.

Step Four: Start using a small set of basic coding blocks to create sound, movement, and text.

Step Five: Put the blocks together like puzzle pieces and watch the finished story.

iPad Screenshots:


Additional Information:

  • Free App.
  • Compatibility: Requires iOS 8.0 or later. Compatible with iPad.
  • Category: Education
  • Updated: 05 June 2017
  • Version: 1.3.0
  • Size: 100 MB
  • Languages: English, Japanese
  • Seller: Benesse Corporation
  • Made For Ages 6–8

Reviews of this app as an education tool available at:


Class Dojo

Year: Lower to upper primary

What is this? Class Dojo is a app that aids with behaviour management, as it helps monitor and guide student behaviour. It can be used by both the teacher and the students. It enables students to become responsible for their own actions, reactions and behaviours and can also help develop students’ ability to self regulate. This app can help create a sense of belonging in the classroom as students are shown as a whole class and can even be broken down into groups. This app can be used for more than just behaviour management however, as it can be used as a timer, as an attendance record, track homework and it has an instant messaging system to be used to keep in contact with parents. Parents can ask queries and seek responses from the teacher, and they can even be updated through the class blog. All students have the ability to post on the class blog but posts require teacher approval. In this way students are able to have access to their dojo from home, and the site even provides custom QR codes for students to scan in order to reach their dojo. As of last year, teachers are now able to use the site to send other teachers resources, which keeps the resources in one easily accessible account. The site also provides an introduction video for students and a letter to parents explaining how the app works. Not only is this a wonderful app that is beginning to be used in many schools, but it is also 100% free, making it easy for whole schools to adapt due to the lack of cost.

Here are some praise and examples for how other teachers use this app: 

Image result for class dojo avatars girlsHow this app aids with behaviour management: In this app, the teacher enters their class list into the app. Each student is represented with a customise-able monster avatar. The teacher can give individual or groups of students points and select a specific reason why from a list of observable behaviours (eg. listening, participation). Points can also be deducted from students. The app can either be displayed on an interactive whiteboard so that all students can view it, or can be operated from a computer, iPad or iPhone. This makes the app portable and provides access from where ever the teacher may take the students within the school. To make the app most effective, teachers should negotiate with their students a list of desirable behaviours that they can achieve points for. This way all students are aware of what behaviours they should demonstrate and creates a sense of accountability. Students can also be broken up into groups (either as desk groups or even spelling/maths groups, etc.) and can give group points. The points can be reset whenever the teacher chooses, for example at the end of each day or week. What the teacher chooses to do with the points is completely up to them. They can provide students with individual rewards or can even decide to give out whole class rewards. Reward systems and needed points can be tweaked to suit the year level.

Image result for class dojo rewards whole class



Application in classrooms via the use of the curriculum: I have seen this app effectively implemented in a range year levels, such as year 2/3 split class and even a year 5 class. However I will relate this to the year 4 curriculum.

Year 4 curriculum (SCASA)

Subject: Technologies

Strand: Digital Technologies

Sub-Strand: Knowledge and Understanding/Digital Systems

Content Descriptor: Digital systems and peripheral devices are used for different purposes and can store and transmit different types of data (ACTDIK007)

This content descriptor was chosen because aspects of the app directly relate to this. The app enables teachers to track, mark and keep record of student homework. Students each have their own individual accounts, which students can use to upload their homework and assessment pieces. The uploaded work is presented as a portfolio, and allows parent and peer access.


Class dojo. (n.d.). Retrieved from

School Curriculum and Standards Authority (SCSA). (n.d.). Retrieved from

The Social Robot Toolkit


Year Level:
F – 2

Digital Technologies

Digital Technologies Knowledge and Understanding

Content Descriptor:
Recognise and explore digital systems (hardware and software components) for a purpose (ACTDIK001)

Link to the Resources:

Cross-Curriculum Priorities and General Capabilities:
Literacy, Information and Communication Technology (ICT) Capability and Critical and Creative Thinking

Links to other learning areas: 

A classroom activity using this resource:
The Social Robot Toolkit works specifically with an interactive robot called Dragonbot. The purpose of the social robot toolkit is to teach students about social communication with the assistance of playful interaction. This coding device allows children, between the ages of 4 and 8, to experiment with computational concepts. The toolkit gives students the opportunity to develop their interpersonal skills through the assistance of storytelling. The Social Robot familiarises students with interpersonal and computational concepts. Edith Ackermann, a developmental psychologist, highlights that the programming of the robot is done so highlight relational interactions.


How to use this resource:
The Social Robot Toolkit comes with:

  • Dragonbot
  • An A3 laminated sheet comprising of a blue triangle and a green square.
  • A series of vinyl stickers that represent triggers and events.
  • Tablet

The children place a sticker on the blue diamond, which is the action they are to complete, such as clapping their hands. Followed by a sticker on the green square, which is the action for Dragonbot to complete, such as smiling. Placing a black arrow between the two events creates the sequence.

Once the students have created their sequence they show Dragonbot. The teacher then uses the tablet provided to input the sequence created by the child. When Dragonbot acknowledges the sequence it nods its head and says, “I’ve got”.

At that point children will complete the trigger action which results in Dragonbot executing the chain of command.


Timber Sleuth – Design and Technology

Subject: Technology

Strand: Design and Technologies

Sub-Strand: Knowledge and Understanding

Bands: Foundation to 2

Learning Resource Type: Interactive resource



Timber Sleuth!

Timber sleuth is an interactive application that can be found on the Apple App Store. This App transforms learning into a fun and easy educational form, suitable for independent or collaborative work, with plenty of room for extension!

In this App Students will identify a range of familiar items made from timber. Upon completion of each activity students will be provided with further information on the uses and types of timber used in the items they are selected. The App gives details on why such material has been used for the job and the properties of said material. within the App their are two settings,’Under construction’ and ‘Home sweet home’. Students can explore each setting zooming in or out, while selecting items to learn more about their materials and properties.

Content Descriptors

Design and Technology:

  • Explore the characteristics and properties of materials and components that are used to produce designed solutions (ACTDEK004)
  • Investigate the suitability of materials, systems, components, tools and equipment for a range of purposes (ACTDEK013)


  • Objects are made of materials that have observable properties (ACSSU003)
  • Different materials can be combined for a particular purpose (ACSSU031)
  • With guidance, plan and conduct scientific investigations to find answers to questions, considering the safe use of appropriate materials and equipment (ACSIS054)
  • Natural and processed materials have a range of physical properties that can influence their use (ACSSU074)

General Capabilities:

  • Literacy
  • Science
  • Personal and Social capability
  • Information and Communication Technology

Links and Further Reading

Timber Sleuth App

Scootle – Timber Sleuth


By Emily Richardson, 2017


Jessica Mann – Coding is the Future

Scratch Jr

Subject: Technologies

Year Level: Year One

Strand: Design and Technologies – Processes and Production Skills


  • Creating Solutions by – Designing: Develop and communicate design ideas through describing, drawing, modelling and/or a sequence of written or spoken steps
  • Creating Solutions by – Collaborating and managing: Works independently, or with others when required, to safely create and share sequenced steps for solutions

Accessing the App:

  • Get on Google Play (Android)
  • Download from the App Store (iPad/iPhone)
  • Available at Amazon
  • Available in the Chrome Web Store
  • The app is FREE

Cross-Curriculum Priorities:

  • Sustainability
  • Asia and Australia’s engagement with Asia

General Capabilities:

  • Literacy
  • Numeracy
  • Information and Communication Technology (ICT)
  • Creative and Critical Thinking
  • Personal and Social Capability

Links to Other Learning Areas:

  • English
  • Mathematics

Why is Coding Important for Students?

Coding is important as students learn computer programming as well as how to solve problems and create their own projects with their own ideas. Using Scratch Jr. students have the opportunity to use their own creative juices in interactive stories and games. This app was created to suit younger children (5-7 years) cognitive, personal, social and emotional development.

Coding is a new type of literacy. It helps students express their own ideas and organise their thinking. They learn how to create and express through technology as well as learning how to solve problems and create design solutions, which are important life skills.

Coding involves students using their computational thinking. It requires them to use their thought processes in formulating a problem and expressing the solution.

Generic starting image on the Scratch Jr. app

How does the Scratch Jr. App Work?

  • Ultimately the app requires students to move and connect coding blocks. They control their characters actions within the designated area. The blocks are organised in colour-coded categories and they can control how many times an event occurs.
  • There are many different things that can be used, created and done on this app. Numbers, directions and letters can all be used. As a teacher, watching and attempting the tutorials and activities found on the Scratch Jr. website is beneficial in helping your abilities in teaching students how to effectively use this coding app. Help with this can be found at this link: (flicking through the tabs – activities, curricula and assessment – is very beneficial and provides lots of guidance for great classroom use of the app).
  • For a step-by-step introduction video on how the app works access this link:
  • Playing the introductory video on the Scratch Jr. site teaches students what to do. Have them work through it as the video plays and also give students free time to have a go at using and exploring the app.

Students working collaboratively on the Scratch Jr. app

Scratch Jr. Benefits for Students:

  • Learn how to solve problems
  • Learn how to create solutions to problems
  • Learn how to design their own projects using their own ideas
  • Get to creatively express themselves – creating their own stories and games
  • Makes abstract ideas real

Classroom Activity using Scratch Jr.:

The Scratch Jr. App is used with lower primary students (mainly used with 5-7 year olds). It can be used with older students if they have never experienced coding before as an introductory activity. Older students who are experienced with coding can use the full Scratch app or other coding apps such as Hopscotch that are available. Scratch Jr. can be used independently, in partners or in group situations. Students can use their knowledge from Mathematics lessons on directions to program their cat to move in certain ways or their knowledge from English lessons to program the cat to say different letters correctly when it is the appropriate time. Students can swap their Scratch Jr. programs with others (by swapping devices) and complete each others designs.

Student independently using the Scratch Jr. app

Further Information:

Additional information on the app can be accessed through this link:

Can connect with others on Twitter (@scratchjr)

Further activity videos for guidance can be accessed through this link:

*App requires wifi to work*



Superhero Coding Game

Year Level:


Digital Technologies

Digital Technologies Processes and Production Skills

Content Descriptor:
Follow, describe and represent a sequence of steps and decisions (algorithms) needed to solve simple problems (ACTDIP004).

Link to the Resources:

Cross-Curriculum Priorities and General Capabilities:
Literacy, Numeracy, Information and Communication Technology (ICT) Capability and Critical and Creative Thinking

Links to Other Learning Areas:
Science, Mathematics and English

A Classroom Activity Using this Resource:
This is a simple coding game to introduce th basic concepts of coding without using a computer. Students will get the opportunity to create the board game with the objective being that the superhero has to avoid bad guys and get the jewels. Students will use sticky notes to create a sequence using basic coding commands that will determine the path the superhero has to take. This board game can be used in early childhood settings to introduce basic coding commands before introduced to coding on a computer. As students develop in confidence with the commands, the game can be modified to a more advanced level. This coding game is based around the STEM (science, technology, engineering and mathematics) initiative. STEM allows us to use current technologies that allow us to drive innovation in our fast-changing economy.

How to use this resource:
To make this game you will need:

  • A poster board/A3 piece of paper
  • Craft tape or ruler and marker
  • Post it notes (3 different coloured piles)
  • Superheroes
  • Obstacles
  • Jewels

Start by creating the board using either an A3 piece of paper or a poster board. Using either craft tape or a marker and rule create the lines for the grid. Once you have drawn the grid establish a starting and finishing point.

When creating the command cards we use three basic commands. Forward. Turn Left. Turn Right. On top of each pile of sticky notes
draw one of the commands.

Place the obstacles and jewels on the board to make it difficult for the superhero to reach the finish line.
Start the game! Ensure students have ample space to lay out the code in front of them. As students move the superhero they will layout the forward,turn left and turn right cards in front of them. They need to determine the shortest route to get to the finish line and collect all the jewels.

Advanced Version – students use the sticky notes to plan their commands before they go. Then move the superhero trough the series of commands to see if they were correct.