Introduction to Python Programming
Using Python programming with your students. Suitable for Stage 4+
Python is a widely used general-purpose, high-level programming language.
For students today, coding is becoming an essential skill, just like reading, writing and mathematics. Being introduced to coding gives students an appreciation of what can be built with technology. We live in a digital world. Understanding how technologies work and the imagining of new devices/services are both enhanced by learning the skill of coding.
Not everyone who is taught how to code will become a ‘coder’ or have a career in information technology, just as not every student who is taught visual arts with become an artist. ‘Code’ is a tool that can help students bridge the gap between the physical and digital world. If students can code, they can bring their ideas to life in bigger, brighter, and more creative ways using a computer or program.
This workshop will support participants in getting started with Python’s fast, object-oriented programming language. Python has a low barrier to entry and is supported by a large online community. Its code is used in programs and software that touches every aspect of our lives.
Participants will:
- explore the available tools
- load and modify an existing game or activity
- build confidence by completing guided Python programming activities
- begin work on an ‘Open Ended Project’ section after lunch
“Everybody in this country should learn to program a computer, because it teaches you how to think.”
– Steve Jobs
Audience: Stage 4 to 6 teachers.
Keywords: Secondary, STEM, STEAM, Coding, Programming, Creative & Critical Thinking, Computational Thinking, Design, Digital Literacy, Cross-Curricular
What is Python?
Python is an interpreted, interactive, object-oriented programming language. It incorporates modules, exceptions, dynamic typing, very high level dynamic data types, and classes. Python combines remarkable power with very clear syntax. It has interfaces to many system calls and libraries, as well as to various window systems, and is extensible in C or C++. It is also usable as an extension language for applications that need a programmable interface. Finally, Python is portable: it runs on many Unix variants, on the Mac, and on Windows 2000 and later. (Taken from: python.org)
Facilitator
Sarah Boyd
Developer & Facilitator
Dr Sarah Boyd is a LEGO® Robotics facilitator and part-time high school teacher of Computing and Mathematics. She has recently retrained as a teacher having had a long career as a software programmer and Electrical Engineer. She began facilitating at MacICT in 2014 where she combines her engineering and programming background with her love of teaching. She completed her PhD in Computer Science at Macquarie University in 1999.
Enrol
Unfortunately there are no plans to run this course again. Apologies for any inconvenience.
FAQ
How do I enrol?
How is payment taken?
How do I get there and do I need to bring anything?
What if I cancel or don't show up?
You can delete your own enrolment through MyPL, however keep in mind any cancellations made within 2 days of the event or no-shows will incur the full cost, charged to your school. Please contact us if there are any issues with your attendance.
What's a follow-on component?
Some of our courses include a follow-on component to be completed by the participant in their school context with the aim of transferring the new practice to their teaching and learning repertoire. These deliverables are included as part of the course hours and are designed to engage teachers in real ‘learning through doing’ leading to improvement in the skills and capabilities of teachers. This is an opportunity for you to have some time to take what you learned during the workshop and apply it to your own context and your own students. Details of the follow-on will be emailed out to all participants. The deliverables must meet the following Criteria:
- Product (this may refer to lesson plan, unit of work or other digital product)
- evidence of creativity;
- planning and/or design;
- incorporation of key ideas in the course;
- integration of technology; and
- a published/shared product that is appropriate to audience, purpose and context.
- Online Interaction
- peer feedback; and
- community building.
- Personal Written Reflection (200 words):
- Reflect on the learning experience gained by participating in this course, including the deliverables, OR reflect on your classroom practice (including a description of the pedagogical approach, delivery and implications for the future); AND
- Reflect on how you achieved one or more of the specified professional learning standards.
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