ARCADE HACKERS
& DATA DETECTIVES

By the end of this lesson you will be able to identify the hardware components of the ELECFREAKS Retro Console, connect it to MakeCode Arcade in your browser, and run your first pre-built program on the physical device.

1. Pick up a Retro Console from the front of the room. Handle it carefully - hold it with both hands, screen facing you. Do not pull on the USB cable.
2. Look at the front of the console. Identify these components: Screen (the display in the centre), D-pad (the cross-shaped button on the left), A button (right side, right button), B button (right side, left button), Menu button (top centre), USB port (bottom edge for charging/programming).
3. On your laptop, open a browser (Chrome or Edge). Go to arcade.makecode.com. You do not need to sign in.
4. Click New Project. When it asks for a project name, type your first name and "game1" - for example: Alex_game1
5. You are now in the MakeCode Arcade editor. Notice the three panels: left panel (the simulated screen showing your game), middle panel (categories of blocks - Sprites, Controller, Game, etc.), right panel (your code workspace where blocks snap together).
6. Click the Sprites category (orange). Find the block that says set mySprite to sprite of kind Player. Drag it into the workspace and connect it inside the on start block.
7. Click the grey square on the sprite block to open the Sprite Editor. Draw a simple character - 16×16 pixels. Use the pencil tool and pick a bright colour. Click Done when finished.
8. Look at the left panel - your sprite should now appear on the simulated screen. If it doesn't, check that your block is connected inside on start.
9. Now let's transfer this to the physical console. Plug the USB cable from the Retro Console into your laptop. A new drive called ARCADE or GAMEPAD should appear in File Explorer (like a USB drive).
10. In MakeCode Arcade, click the Download button (the game controller icon, bottom left of the editor). Save the .uf2 file. Drag or save it to the ARCADE drive. The console will restart and run your program.

By the end of this lesson you will have a complete game design document - game concept, genre, sprite plan, and a rough level sketch - that you will use as your blueprint for the next four coding lessons.

1. Open a word processor or get a blank piece of paper. At the top, write: GAME DESIGN DOCUMENT - [Your Name]
2. Choose your genre. Pick one: Shooter (player avoids or destroys enemies), Platformer (player jumps across platforms), Maze/Runner (player collects items or navigates), or Puzzle (player solves a challenge). Write your chosen genre at the top of your document.
3. Write your game concept - 2-4 sentences. Answer these: Who is the player? What is their goal? What makes the game end (lose condition)? What does a win look like? Example: "The player is a space pilot. Their goal is to dodge meteors and collect fuel canisters. The game ends when health reaches zero. The player wins by surviving 60 seconds."
4. Plan your sprites. A sprite is any object that moves or interacts. List at least 2 sprites you need. For each, write: name, what it does, and roughly what it looks like.
5. Sketch your level. Draw a rough rectangle (the screen is 160×120 pixels). Mark where your player starts, where enemies or objects come from, and where the score/health will display.
6. Plan your scoring. Write: how does the player earn points? How many points for a win? What reduces health?
7. Show your design document to your teacher for approval before you start coding next lesson. Get a tick or sign-off.
8. Open MakeCode Arcade and start building your sprites. Click Sprites → set mySprite. Use the sprite editor to draw your player character. Use the 16×16 grid. Keep it simple - solid shapes read better on a small screen.

By the end of this lesson your player sprite will move around the screen using the D-pad, stay inside the screen boundary, and appear over a coloured background. You will understand how coordinates work in MakeCode Arcade.

1. Open your saved game project from last lesson (arcade.makecode.com → your project). If it didn't save, start fresh and redo your player sprite from your design document.
2. Set the background colour. Click the Scene category (light blue). Find set background color to. Drag it into your on start block. Click the colour square and choose a colour that suits your game's theme.
3. Add player movement. Click the Controller category (orange). Find move mySprite with buttons. Drag it into on start. Press the play button in the simulator - use arrow keys. Your sprite should move!
4. Set the speed. The move mySprite with buttons block has two numbers inside it: vx (horizontal speed) and vy (vertical speed). The default is 100. Try changing both to 80. Test it - does the movement feel right for your game? Adjust until you're happy.
5. Keep the sprite on screen. Click Sprites. Find set mySprite stay in screen ON. Drag it into on start. Without this, your player will fly off the screen.
6. Set starting position. Click Sprites. Find set mySprite position to x: 80 y: 60. These are the centre coordinates of the 160×120 screen. Adjust the y value to place your player where they should start.
7. Test your game in the simulator. The arrow keys control the D-pad. Make sure: sprite moves smoothly, stays on screen, starts in the right position. When happy, transfer to the physical Retro Console using the Download button and drag to the ARCADE drive.
8. Add a second sprite (enemy or object). Click Sprites → set mySprite2 to sprite of kind Enemy. Draw the enemy art. Position it somewhere on the screen. We'll add collision logic next lesson.

By the end of this lesson your game will have a working score counter, a lives system, and at least one enemy or object that causes damage when it touches the player. The game will end when lives reach zero.

1. Open your game project. You should already have a player sprite that moves and stays on screen, plus an enemy sprite positioned somewhere.
2. Add a score. Click the Info category (yellow). Find set score to 0. Drag it into on start. The score display will automatically appear on your screen.
3. Add lives. Still in Info, find set life to 3. Drag it into on start. You should now see both score and lives displayed on the simulator screen.
4. Make the enemy move. Click Sprites. Find set myEnemy velocity to vx: 0 vy: 50. Drag it into on start. Your enemy will now fall downward at speed 50. Adjust the vx/vy values for your game type.
5. Collision detection - player hit by enemy. Click the Sprites category. Find the block on sprite of kind Player overlaps otherSprite of kind Enemy. Drag it onto a blank area (not inside on start - it's an event block that sits on its own).
6. Inside this overlaps block, add: Info → change life by -1. Then add sprites → destroy otherSprite (so the enemy disappears after hitting). Test in the simulator - running into the enemy should now reduce your lives.
7. Spawn more enemies. The game needs a constant stream of challenges. Click the Game category. Find on game update every 2000 ms. Inside it, add: Sprites → create sprite at x: (pick random 10 to 150) y: 0 of kind Enemy. This creates a new enemy at a random x position at the top of the screen every 2 seconds. Set its velocity the same way as step 4.
8. Add score for surviving. Find on game update every 1000 ms. Inside, add Info → change score by 1. Your score now increases every second the player survives.
9. Test everything: move around, get hit by enemies, watch lives decrease. When lives hit zero, MakeCode automatically shows a "Game Over" screen. That's your lose condition - already built in!

By the end of this lesson your game will have a working win condition, you will have tested it on the physical Retro Console, and you will have written your evaluation. Task 1 is due end of this lesson.

1. Open your game project. It should already have: player movement, enemies, score increasing over time, lives decreasing on collision, and game over at zero lives.
2. Add a win condition. In the Game category, find on game update every 1000 ms. Add a second one, or inside your existing one, add: Logic → if score > 30 then. Inside the if-block, add Game → game over WIN. Now if the player survives long enough to reach 30 points, they win. Adjust the score target to suit your game.
3. Add a splash screen. Click Game. Find splash "TITLE" "subtitle". Drag it to the very top of your on start block (above everything else). Type your game's name and a short instruction like "DODGE THE METEORS!".
4. Add a sound effect (optional but impressive). Click Music. Drag play sound boing until done (or choose another) inside your overlaps block (when player gets hit). This plays a sound every time the player is hit.
5. Final test on the Retro Console. Click Download. Connect the console via USB. The ARCADE drive appears. Drag the .uf2 file to the drive. Unplug and play. Test: Does the player move? Do enemies appear? Does getting hit reduce lives? Does reaching the score target show WIN? Does dying show GAME OVER? Fix any issues you find.
6. Screenshot your code. In MakeCode Arcade, press Ctrl+Shift+S or use your computer's screenshot tool (Win+Shift+S) to capture a screenshot of your full code in Blocks view. Save it as "Task1_Code_[YourName]".
7. Write your evaluation - 3-5 sentences minimum. Answer: What does your game do well? What is one bug or limitation? What would you add if you had more time? Why did you choose this genre? Save as "Task1_Eval_[YourName]".
8. Upload to Connect: Your design document, the code screenshot, the project URL (from Share), and your written evaluation. All four items = full submission.

By the end of this lesson you will have showcased your completed game to at least two classmates, given and received structured feedback, and completed an extension challenge if your game was submitted early.

1. Pair up with someone nearby. Hand them your Retro Console. They play your game for 3 minutes without you explaining anything. Watch their reactions - do they figure out the controls? Do they reach the win condition?
2. Give them a feedback form (or just say it aloud): What was the best part? What was confusing? What would make it more fun?
3. Swap - you play their game and give them the same feedback.
4. Class Tournament (optional): If time allows, your teacher will run a quick class vote on categories: Most Fun, Best Graphics, Hardest Game, Most Creative. Hold up Retro Consoles, class votes by applause.
5. Extension Challenge (early finishers): Open MakeCode Arcade. Your challenge: add a high score system that saves the top score between plays. Hint: look at the Settings category in MakeCode - it has a save/load value block. This is your first taste of persistent data storage.

By the end of this lesson you will be able to explain the difference between data and information, identify at least three types of data, design a simple survey question appropriate for spreadsheet analysis, and open a new spreadsheet ready for data entry.

1. Data vs Information. Data is raw facts or measurements - numbers, words, dates - that don't tell a story by themselves. "14, 16, 12, 15, 13" is data. Information is data that has been organised or analysed so it means something: "The average sleep of our class is 14 hours" - now it means something. In this task, you'll collect raw data and turn it into information.
2. Types of data. There are two main categories:
   • Quantitative (numbers) - things you can measure or count. Example: height, score, temperature, number of apps.
   • Qualitative (categories/words) - things that describe qualities. Example: favourite colour, preferred music genre, type of phone.
3. Choose your survey question. You need one question your whole class can answer. It must produce data that you can put in a spreadsheet and graph. Good options: "How many hours of screen time did you have yesterday?" (quantitative), "What is your favourite type of music?" (qualitative with defined categories).
4. Write three possible survey questions on paper. Next to each one, write: what type of data it produces (quantitative or qualitative), and what kind of chart would suit it (bar chart, pie chart, column chart). Show your teacher - get one approved.
5. Open your spreadsheet. Open Microsoft Excel on your school laptop (Start Menu → Excel) or Google Sheets (sheets.google.com - check consent). Create a new blank workbook.
6. In cell A1, type: Name. In cell B1, type your survey question (abbreviated if long). These are your column headers. Make them bold: select row 1, press Ctrl+B.
7. In cells A2 downward, start entering your classmates' names. Leave column B blank for now - you'll collect responses next lesson. Save the file as "Task2_Survey_[YourName].xlsx".

By the end of this lesson you will have at least 15 survey responses entered into your spreadsheet and will have calculated the mean, median, and mode using spreadsheet formulas.

1. Collect your data. Walk around the room with your laptop or a paper list. Ask each classmate your survey question and record their response in column B. Aim for at least 15 responses (the whole class if possible). Return to your seat and finish entering any paper responses into your spreadsheet.
2. Calculate the mean (average). Click on an empty cell below your data (e.g. D2). Type: =AVERAGE(B2:B50) (adjust the range to match your actual data). Press Enter. This calculates the mean of your numerical data.
3. Calculate the median. In cell D3, type: =MEDIAN(B2:B50). The median is the middle value when all values are sorted - it's less affected by extreme outliers than the mean.
4. Calculate the mode. In cell D4, type: =MODE(B2:B50). The mode is the most frequently occurring value. If your data is qualitative (categories), use: =COUNTIF(B2:B50,"Pop") to count how many times each category appears.
5. In cells E2:E4, add labels next to your formulas: "Mean", "Median", "Mode". This makes your spreadsheet readable to anyone who opens it.
6. Save your spreadsheet. Upload the current version to Connect under Task 2 - Data Entry Progress.

By the end of this lesson you will have created at least two labelled charts from your data and will understand when to use different chart types.

1. Highlight your data range (column A for names/categories and column B for values). Include the header row.
2. Click Insert → Chart. Choose Column Chart (or Bar Chart). Excel will create a basic chart. Click OK.
3. Add a chart title. Click on the chart. Click the "+" button (Chart Elements). Check "Chart Title". Click on the title box and type a descriptive title: e.g. "Favourite Music Genre - Year 8 Survey".
4. Add axis labels. Still in Chart Elements, check "Axis Titles". Click on the horizontal axis title and type your question (e.g. "Music Genre"). Click on the vertical axis title and type "Number of Students".
5. Create a second chart. With your data still selected, Insert → Chart again. This time choose Pie Chart. Pie charts are useful for showing proportions - what percentage of students chose each option.
6. Add a legend to your pie chart (check "Legend" in Chart Elements) and a percentage label (check "Data Labels" → "Percentage").
7. Resize and position both charts neatly on your spreadsheet. They should not overlap your data table.

By the end of this lesson you will have a draft report that analyses your data using correct statistical vocabulary and references your charts by name.

1. Look at your two charts. Which category/value appears most? Which appears least? Is the data spread out or clustered? Write down your observations as dot points - these become your analysis.
2. Statistical vocabulary to use in your report:
   • Mean - the mathematical average
   • Median - the middle value when sorted
   • Mode - the most common value
   • Range - the difference between highest and lowest
   • Frequency - how often a value appears
3. Open your word processor (Word, Google Docs). Start writing your report with these headings: Introduction, Findings, Conclusion.
4. Introduction (2-3 sentences): What was your survey question? How many people did you survey? How did you collect the data?
5. Findings (4-6 sentences): Report what the data shows. Use at least three of the vocabulary terms above. Reference your charts: "As shown in Figure 1..." or "The bar chart reveals...". Point out any surprising results.
6. Leave the Conclusion section blank for now - you'll complete it next lesson.

By the end of this lesson your data report will be complete (introduction, findings, conclusion), your spreadsheet will be formatted cleanly, and both charts will have titles, axis labels, and legends. You will be submission-ready for next lesson.

1. Finish your Conclusion (3-4 sentences). Answer: What did you find out from your data? Does the data match what you expected before you collected it? What would you do differently if you collected this data again (e.g. bigger sample, different question)? What is one real-world situation where this kind of data analysis would be useful?
2. Check your word count. Highlight all your text in the word processor. Look at the bottom of the screen for the word count. It should be 150-250 words for the report. If you're under 150, expand your findings or conclusion. If over 250, trim repeated or obvious statements.
3. Polish your spreadsheet. Open it. Check: Are column headers in row 1 bold? Are all cells with numbers right-aligned? Are all category cells consistently capitalised? Is there a clear gap between your data table and summary stats? Does it look clean if you print it?
4. Finalise your charts. For each chart: Is there a descriptive title? Are both axes labelled (if applicable)? Is there a legend? Are colours distinguishable? Click on your first chart → Chart Design → Edit Data → make sure the data range covers all your responses.
5. Add figure numbers. Below each chart, add a text box (Insert → Text Box in Excel) or just type below the chart: "Figure 1: Bar chart showing [your question]" and "Figure 2: Pie chart showing [your question]." Reference these in your report.
6. Export your work. Save the spreadsheet as .xlsx. Also save/export a PDF copy (File → Save As → PDF). Your report can be in Word (.docx) or Google Docs (download as .docx).
7. Read through your full submission checklist: raw data table ✓, two charts with labels ✓, introduction ✓, findings with vocabulary ✓, conclusion ✓, 150-250 words ✓. If anything is missing, fix it now.

By the end of this lesson your Task 2 submission will be complete and uploaded to Connect. You will also compare your findings with two classmates and identify one interesting difference between your datasets.

1. Final check before submitting. Open your spreadsheet and report side by side. Confirm: raw data table present, two labelled charts, introduction + findings + conclusion written, word count 150-250, formulas for mean/median/mode visible.
2. Open Connect → Task 2 - Data Analysis. Attach your spreadsheet (.xlsx) and your report (.docx or PDF). Click Submit. Show your teacher the submission confirmation.
3. Data Showcase (remaining time). Find two classmates who studied a different question to yours. Compare your charts side by side. Discuss: what did each person find? Did any results surprise you?
4. In your workbook, write 2-3 sentences: "The most interesting difference between my data and [classmate name]'s data was..." Use specific numbers.
5. Extension Challenge (early finishers): Create a third chart - a scatter plot or a line graph - using your data. Scatter plots show relationships between two numeric variables. Can you find any correlation in your class data? Label it properly and add it to your spreadsheet.

By the end of this lesson you will have chosen your cybersafety topic and completed detailed research notes from at least one reliable government source.

1. Choose your topic from: phishing & email scams, online identity theft, social media data harvesting, ransomware, cyberbullying & the law, or dark patterns. Write your chosen topic at the top of your page.
2. Go to the eSafety Commissioner website (esafety.gov.au). Search for your topic. Read the relevant pages and take notes under four headings: WHAT IT IS, HOW IT WORKS, WHY PEOPLE FALL FOR IT / WHO IS AFFECTED, HOW TO PROTECT YOURSELF. Write in your own words - do not copy-paste.
3. Find a real-world example of your issue: a specific scam, a news story about data being stolen, or a documented phishing attack. Write 2-3 sentences about it - what happened, who was affected, and the outcome.
4. Save your research notes. Submit under Task 3 - Research Notes on Connect.

By the end of this lesson you will have completed research notes from a second reliable source and have all the information needed to build your presentation.

1. Find a second source - either Scamwatch (scamwatch.gov.au), ACSC (cyber.gov.au), or AFP ThinkUKnow (thinkuknow.org.au). Repeat the note-taking process under the same four headings.
2. Compare your two sources. Are there any differences in advice or information? Note any differences - this shows critical thinking.
3. Identify 3 specific, practical prevention tips you can include in your presentation. They must be actionable (something a real person can do), not generic (e.g. "be careful online" is too vague).
4. Write a bibliography entry for both sources: Website Name. (Year). Title of page. URL.

By the end of this lesson you will have created at least 4 well-designed slides for your Task 3 presentation, applying the golden rule of slide design.

1. Open Canva for Education (canva.com/edu - consent required) or PowerPoint. Create a new presentation.
2. Slide 1 - Title: Your topic name, your name, and the class/year. Choose a colour theme that matches the seriousness of your topic.
3. Slide 2 - What Is [Your Issue]? One clear definition. 3-4 bullet points maximum. One relevant image or icon.
4. Slide 3 - How Does It Work? Explain the mechanism. Use a diagram or step-by-step graphic if possible.
5. Slide 4 - Real-World Example: Your specific case study. What happened? Who was affected? What was the outcome?
6. Apply the golden rule to every slide: ONE key message per slide, no walls of text, font minimum 24pt for body text.

By the end of this lesson you will have a complete presentation (6-10 slides) and will have received and applied peer feedback.

1. Slide 5 - Why Are People Targeted / Vulnerable? Who is most at risk and why? What psychological tricks do scammers or criminals use?
2. Slide 6 - How to Stay Safe (3+ Tips): Each tip must be specific and actionable. Bad: "Be careful." Good: "Use a different password for every account and store them in a password manager."
3. Slide 7 - Sources: List both of your sources with full details (Website Name, URL, date accessed).
4. Slide 8 - Reflection: Leave this blank for now - you'll write it next lesson.
5. Peer Feedback: Show your presentation to someone sitting near you. They give you two pieces of structured feedback: (1) One thing that works well, (2) One thing that's confusing or could be improved. Apply at least one change based on their feedback.

By the end of this lesson you will have written your reflection slide and polished your entire presentation to be submission-ready.

1. Write Your Reflection (Slide 8): Write 3-5 sentences answering: What is the most important thing you learned about cybersafety? Did anything surprise you? What is one specific thing you will do differently online as a result of your research?
2. Polish all slides for visual consistency: same font, same colour scheme, no walls of text, no typos.
3. Run through the submission checklist: 6-10 slides total ✓, all text in your own words ✓, two sources cited ✓, at least 3 prevention tips ✓, one real-world example ✓, reflection 3-5 sentences ✓.
4. Export: In Canva - Share → Download as PDF. In PowerPoint - File → Save As PDF.

By the end of this lesson Task 3 is fully submitted to Connect with all three required items.

1. Open connect.det.wa.edu.au. Navigate to Task 3 - Cybersafety Presentation.
2. Attach your Presentation PDF (6-10 slides).
3. Attach your Reflection Document (separate Word or PDF, 3-5 sentences).
4. Attach your Research Notes (your notes from Week 7 Lessons 1-2).
5. Click Submit. Wait for the confirmation message. Do not close the browser until you see "Submitted".
6. Show your submission confirmation to your teacher before closing your laptop.

By the end of this lesson you will be able to describe what Module 2 covers, explain what AI is in simple terms, and set a personal learning goal for the module.

Welcome to Module 2! This module covers Artificial Intelligence and Ethics, and Smart Cities built in Minecraft Education. By the end you'll have investigated real-world AI systems, formed your own opinion about AI fairness, and designed a digital city that uses technology to improve life for its residents.

1. Open your workbook and write the heading Module 2 - AI Ethics & Smart City Builders.
2. Your teacher will show a short video clip of AI in everyday life (facial recognition, recommendation systems, autonomous vehicles). Watch and take notes on: What is the AI doing? Who benefits? Is anyone at a disadvantage?
3. In your workbook, write your own one-sentence definition of AI. Compare with the person next to you - are they similar?
4. Read through the Module 2 task list on this page. Highlight or underline the task you feel most nervous about and the one you're most excited about.
5. Write one specific learning goal for Module 2 - something you want to understand or be able to do by Week 9.

By the end of this lesson you will be able to open your Module 1 game and identify at least 3 specific improvements or new mechanics to add for Task 4.

Task 4 is all about extending and remixing. You're not starting from scratch - you're taking what you built in Module 1 and making it better, deeper, more polished.

1. Go to arcade.makecode.com and open your saved project from Module 1.
2. Play through it once as if you were a new player. Note what feels frustrating, boring, or too easy.
3. In your workbook, create a "Game Improvement Plan" with 3 columns: What I'll change | Why | How (what blocks/code). Fill in at least 5 rows.
4. Brainstorm 2-3 possible new mechanics. Options: a second level with increasing difficulty, a boss enemy with special behaviour, a power-up that changes gameplay, a timer mechanic, or background music/sound effects.
5. Choose your focus for Task 4 and note it in your workbook. You'll need at least 3 meaningful changes from your Task 1 game.
6. Start implementing your first change. Even small progress today helps - change a sprite, adjust speed, or add one new block.

By the end of this lesson you will be able to implement at least one new mechanic in your MakeCode Arcade game using conditional logic, timers, or multi-sprite interactions.

1. Open your MakeCode Arcade project. Use a variable to track when the player has reached a score milestone (e.g. 10 points).
2. To create a level change: use an on game update every block combined with an if/else to check if score >= 10. Inside, use scene · set background colour (darker or different hue) to signal a new level.
3. Increase enemy speed for Level 2: store enemy speed in a variable (e.g. enemySpeed). In the level-change block, change it to a higher value. Make sure your enemy-creation block uses this variable.
4. Add a level announcement: use game · splash to show "LEVEL 2!" for 2 seconds when the level changes.

1. In the Music menu, drag a play melody block into your on start. Choose a built-in tune (e.g. "dadadadum") and set it to loop.
2. Add sound effects for events: drag music · play sound into your collision handler. Put a different sound in your game-over screen.
3. Test on the Retro Console: plug in via USB, download the .uf2 file, and test if sounds work through the speaker.

By the end of this lesson you will be able to use structured peer feedback to identify bugs and improvements in your MakeCode Arcade game, and test on the physical Retro Console.

1. Swap seats (or share your project link) with a partner. They will play your game on the simulator while you watch - do NOT help them. Watch where they get confused, stuck, or bored.
2. Your partner writes feedback using this format: "I liked… / I found it hard to… / I suggest…"
3. Swap back. Read their feedback and decide: what will you act on? Write 3 specific changes you'll make based on the feedback.
4. Spend the rest of the lesson fixing the top issues identified. Focus on: game balance (is it too hard/easy?), visual clarity (can you see what's happening?), and feel (do controls respond well?).
5. Download your .uf2 file and test on the physical Retro Console. Compare the simulator experience to the real device.

By the end of this lesson you will have submitted Task 4 via Connect and be able to explain the difference between supervised and unsupervised machine learning with an example.

1. Play through your game from start to finish at least 3 times. Try to break it intentionally - move in unexpected directions, ignore enemies, die instantly.
2. Fix any crash bugs (game freezes or resets unexpectedly) before any visual bugs.
3. Check your score counter resets when you restart. Check lives display correctly. Check win/loss screens trigger reliably.
4. Take 3 screenshots of your game: the start screen, mid-game action, and the level 2 or win screen. Paste these into your Word doc.
5. Below each screenshot, write 1-2 sentences explaining what code makes that moment happen.
6. Write a short paragraph comparing your Task 4 game to your Task 1 game: What changed? What blocks did you learn to use? What would you add with more time?
7. Save your project to MakeCode (share link) and copy the URL into your submission document.

1. Your teacher will introduce the 3 types of AI learning: Supervised (trained on labelled data), Unsupervised (finds patterns in unlabelled data), and Reinforcement (learns from rewards and penalties).
2. In your workbook, draw a simple 3-column table: Name | How it works | Real-world example. Fill it in.

By the end of this lesson you will have showcased your Task 4 game to classmates, compared your original and remixed games side by side, and reflected on what you learned about game design iteration.

1. Flash your Task 4 game to your Retro Console. Make sure it loads cleanly.
2. Rotation play: Pair with a classmate. They play your game for 3 minutes, you play theirs. Swap twice so each person gets feedback from two different players.
3. Class vote categories (optional): Most Fun, Biggest Improvement from Task 1, Most Creative Mechanic, Best Use of Sound. Your teacher will tally votes.
4. Comparison reflection. In your workbook, draw a simple table: Task 1 Game | Task 4 Game. Fill in: number of features, difficulty level, code complexity (rough estimate of blocks used), overall quality rating (1-5). What changed? What drove those improvements?
5. Extension challenge: Open your Task 4 game in MakeCode Arcade. Can you add one more feature in this lesson? Ideas: a second enemy type, a bonus level trigger at a specific score, or a custom game-over animation. Keep going - version 3 is yours to build.

By the end of this lesson you will be able to identify at least 5 AI systems in everyday life, describe what data they use, and who benefits and who might be disadvantaged.

AI is already woven into daily life - you just don't always see it. Streaming services, social media feeds, spam filters, autocorrect, face unlock on phones, and navigation apps all use AI. Today we start building the evidence base for your Task 5 investigation report.

1. Open your workbook. Create a table with 5 columns: AI System | What it does | Data it uses | Who benefits | Possible harm or bias
2. Your teacher will share 5 short real-world AI case studies. As you read/hear each one, fill in a row of your table. Examples: TikTok recommendation algorithm, Amazon warehouse robots, facial recognition by police, Spotify Discover Weekly, and Google Translate.
3. For each example, ask: What could go wrong if the AI makes a mistake? Add this to your notes.
4. Begin researching your chosen AI system for Task 5. You must choose ONE specific AI system to investigate in depth. Write your choice in your workbook and get teacher approval before next lesson.
5. Find 2 credible sources about your chosen AI system (news article, academic summary, company website). Paste the URLs into your workbook.

By the end of this lesson you will be able to explain what AI bias is, describe at least 2 ways bias enters AI systems, and give a real-world example of harm caused by AI bias.

AI bias happens when an AI system produces unfair or discriminatory results. Usually this isn't intentional - it creeps in because of the data the AI was trained on, or the assumptions baked into the design.

1. In your workbook, write and define these 4 types of bias:
   Training data bias - the data used to train the AI doesn't represent everyone fairly
   Historical bias - the AI learns from past human decisions that were already biased
   Feedback loop bias - the AI's outputs affect future data, reinforcing existing patterns
   Design bias - the people who built the AI didn't consider all users
2. For each bias type, write one real or hypothetical example. E.g. Training data bias: "A medical AI trained mostly on data from men might give incorrect health advice to women."
3. Read the case study your teacher provides (e.g. COMPAS recidivism algorithm in US courts, or Amazon's hiring AI that penalised female applicants). Answer: What type of bias is this? Who was harmed? What should have been done differently?
4. Begin drafting the "What Is Bias?" section of your Task 5 report. Use your notes - aim for 2-3 paragraphs minimum.

By the end of this lesson you will be able to explain the ethical concerns of AI data collection - including privacy, consent, and who is responsible when AI causes harm.

AI systems need data to work - often a lot of personal data. Every time you use an app, search the web, or walk past a camera, data about you might be collected and used to train AI. This raises serious questions: Did you consent? Do you know it's happening? What can be done with your data?

1. Scenario discussion (class): Your school wants to install facial recognition cameras to automatically mark attendance. What are the ethical issues? Discuss in pairs, then share with the class.
2. In your workbook, define in your own words: Privacy (the right to control your own information), Informed consent (agreeing to something only after fully understanding what you're agreeing to), Data sovereignty (communities having control over data about them).
3. Research: Find one real example of an AI system that collected data without clear consent. Write a summary in your workbook (3-5 sentences): what the AI did, what data it collected, and why it was controversial.
4. Add a section to your Task 5 draft report: "Ethical concerns of [your chosen AI system]." Address at least 2 ethical concerns - e.g. privacy, bias, accountability, transparency.

By the end of this lesson you will have a complete first draft of your Task 5 AI and Ethics report with all required sections present.

Your Task 5 report must include these sections (in order):

1. Introduction - What AI system did you choose? Brief description of what it does and who uses it (2-3 sentences).
2. How it works - Explain in simple terms what data it uses, what type of AI learning it is, and what output it produces (3-5 sentences).
3. Benefits - Who benefits from this AI? How does it make life easier, safer, or more efficient? Give 2-3 specific examples (3-5 sentences).
4. Ethical concerns / Risks - What are the risks? Focus on bias, privacy, fairness, or accountability. Give a real example if you can find one (4-6 sentences).
5. Your opinion - Do you think the benefits outweigh the risks? What should be done to make it fairer or safer? (3-5 sentences, written in first person: "I think…")
6. References - List at least 2 sources (website URL + name + date accessed).

7. Write your draft using Microsoft Word. Aim for approximately 400-600 words total (not counting references).
8. Use headings for each section. Write in full sentences - dot points are not acceptable for a report.
9. Ask Copilot to check your draft for clarity: paste a section in and ask "Is this clear and logical?"

By the end of this lesson you will submit your Task 5 report via Connect and be able to describe what a smart city is and what digital technologies it uses.

1. Read your report aloud to yourself or a partner. Fix any sentences that sound awkward or unclear.
2. Check your report has all 6 required sections. Check references have URLs and access dates.
3. Spell-check and grammar-check using Word's built-in tools.
4. Save as a PDF. Open connect.det.wa.edu.au, navigate to Task 5, and submit your PDF. Confirm submission received.

1. Your teacher will briefly explain what a smart city is: a city that uses digital technology (sensors, data, networks, automation) to improve services and quality of life for residents.
2. In your workbook, draw a simple city outline. Label 4 areas: Transport, Energy, Communication, Community Services. Inside each area, note one way digital technology could make it "smarter".
3. Introduction to Task 6: Open the Task 6 brief on this page. Read through the deliverables and requirements. Write down 2 questions you have about the task - ask them next lesson.

By the end of this lesson you will be able to argue both sides of an AI ethics question using evidence from your Task 5 research, and explain at least one policy change that could make AI fairer.

1. Your teacher will assign everyone to one of two positions for each debate question:
   • Question A: "AI should be allowed to make decisions about people (e.g. loan approvals, job interviews, bail decisions) - Agree or Disagree?"
   • Question B: "Tech companies should be legally required to explain how their AI systems make decisions - Agree or Disagree?"
2. You have 3 minutes to write 2-3 bullet points supporting your assigned position - even if you personally disagree with it. Use facts from your Task 5 report.
3. Each side presents their points (2 minutes per side). The class listens - no interrupting.
4. Open floor: 3 minutes of questions and responses. Any student can ask a question to either side.
5. Final vote: after hearing both sides, each student votes privately on their actual opinion. Compare the before/after - did anyone change their mind after hearing the arguments?
6. Extension challenge (early finishers): Draft a short "AI Ethics Policy" - 3 rules you think every AI company should follow. Write it as a formal policy document: Rule, Why it matters, How you'd enforce it.

By the end of this lesson you will have a complete planning booklet for your Minecraft smart city with a city map sketch, 4 named zones, and digital technology connections.

1. Open Microsoft Word. Create a new document titled "Smart City Planning Booklet - [Your Name]".
2. Page 1 - City Overview: City name, theme (futuristic, eco-friendly, underground, floating island, etc.), and a 3-5 sentence description of what makes your city "smart".
3. Page 1 - City Map: Draw or sketch your city map by hand on paper, then photograph it and insert into Word. OR use Word's shape tools to create a simple overhead map. Label your 4 zones clearly.
4. Page 2 - Zone Descriptions: For each of your 4+ zones, write: Zone name | What it contains (buildings, features) | What digital technology is embedded | How it benefits city residents.
5. Page 2 - Automated System Plan: Describe the redstone circuit or command block system you'll include. What does it do? Where is it? Why is it in your city?
6. Have your teacher review and approve your plan before next lesson. Get a "Plan Approved ✅" written in your workbook with your teacher's initials.

By the end of this lesson you will have established the outline of your smart city in Minecraft Education with your major zones staked out and at least one zone partially constructed.

1. Open Minecraft Education. Create a new world in Creative Mode using a flat terrain template (makes it easier to see your city layout from above).
2. Name your world "[YourName]-SmartCity" so your teacher can find it easily.
3. Stake out your zones first: Before placing any detailed structures, mark the boundaries of each zone using a different coloured block (e.g. red wool for transport hub, blue wool for data centre, green for park). This gives you your city grid.
4. Photograph your planning booklet map and compare it to your in-game grid. Do the sizes feel right? Adjust before building.
5. Begin constructing your first zone. Work from the outside in: place the outer walls/boundaries, then fill in the interior details.
6. Every 15 minutes, stop and look at your city from above (press F5 or use a high vantage point). Make sure it still looks planned, not random.

1. E - Open inventory
2. F - Fly toggle (Creative Mode)
3. T - Open chat (for commands)
4. F2 - Screenshot (saves to Minecraft screenshots folder)

By the end of this lesson you will have at least 2 of your 4 zones substantially constructed and have taken progress screenshots.

1. Open your world. Take a screenshot of where you're up to - this documents your progress.
2. Focus on one zone at a time. Complete its main structure before moving to the next zone. A zone with a solid main building beats 4 zones with just walls.
3. Add at least one detail that makes each zone feel real: signage using signs/banners, decorative items (fences, flowers, lighting), or functional-looking technology (beacons for antennas, daylight sensors for solar panels, hoppers for waste systems).
4. Connect your zones with roads (grey concrete or stone), pathways (gravel or stone slabs), or elevated rail lines. This makes the city feel connected.
5. Take a progress screenshot after each zone is substantially built. You'll need 5+ screenshots for your submission - start collecting them now.

1. Solar panels → Use stair blocks or daylight sensors arranged in rows on rooftops.
2. Data centre → A building with lots of glowstone, repeaters, and comparators arranged in rows to look like server racks.
3. Traffic sensors → Place sea lanterns or redstone lamps at intersections.
4. Communication towers → Tall structures using iron bars and fences with beacons or redstone on top.

By the end of this lesson you will have at least one automated system working in your smart city and all 4 zones substantially complete with 5+ screenshots ready.

1. Option A - Automatic lighting (daylight sensor): Place a daylight sensor. Run redstone dust to redstone lamps. Invert the sensor (right-click) so lights turn on at night. This represents automatic street lighting triggered by light sensors.
2. Option B - Automatic door (pressure plate): Place a pressure plate outside a building entrance. Connect via redstone to iron doors. When a player steps on the plate, doors open. This represents automatic doors in a transit hub or public building.
3. Option C - Command block announcement: Place a command block (requires /give @s command_block in chat). Set the command to: /title @a title {"text":"Welcome to SmartCity","color":"gold"}. Connect to a button. This represents a public information system or smart sign.
4. Once your system is working, test it 3 times. Add a sign nearby that explains what the system represents in real-world terms.

1. Press F2 to screenshot (or your school's screenshot method - check with your teacher).
2. Required shots: (1) Aerial overview of the whole city, (2) Ground-level street shot showing roads and buildings, (3) Your automated system in action, (4) Your most creative or interesting zone (close-up), (5) A "technology detail" - something that represents a digital system.
3. Take each screenshot in good lighting (daytime or well-lit area). Screenshots that are dark or inside a structure won't score well.
4. Rename your screenshots to match what they show (e.g. "aerial-overview.png", "automated-lighting.png").
5. Insert all screenshots into your Word planning document under a heading "Build Gallery".

By the end of this lesson you will submit your complete Task 6 package - planning booklet, screenshots, written explanation, and reflection - via Connect.

1. Open your Word document. Under the heading "Digital Technology Explanation", write about 3 specific features of your Minecraft city that represent real-world digital technology.
2. For each feature, use this structure: (1) What it is in Minecraft → (2) What it represents in the real world → (3) How it actually works using digital technology.
   Example: "The daylight sensor circuit on my main street (Minecraft) represents automatic street lighting (real world). In reality, smart street lights use IoT light sensors that detect ambient light levels and send signals to a controller that switches the lights on or off - saving up to 60% more energy than traditional timer-based systems."
3. Each explanation should be 3-5 sentences. Use correct digital technology vocabulary (IoT, sensors, data, automation, network, algorithm).

1. Under the heading "Reflection", answer these 3 prompts in paragraph form:
   Challenge: What was the hardest part of this project and how did you work through it?
   Pride: What specific part of your city are you most proud of and why?
   Future: If you had more time, what would you add to your city and how would it use digital technology?
2. Write in full sentences. Aim for 3-5 sentences per prompt.

1. Your Word document should contain: (1) City overview and theme description, (2) City map (photograph or digital), (3) Zone descriptions (4 zones), (4) Automated system description, (5) Build Gallery (5+ labelled screenshots), (6) Digital Technology Explanation (3 features, 3-5 sentences each), (7) Reflection (3 prompts answered).
2. Proofread the entire document. Check: full sentences throughout, correct spelling, all screenshots labelled, all sections present.
3. Save as PDF. Go to connect.det.wa.edu.au, find Task 6, and submit your PDF.
4. Also export your Minecraft world as a backup: in Minecraft Education, go to Settings → Storage → Export World. Save the .mcworld file. Submit it via Connect as a second file attachment.
5. Show your teacher your submission confirmation before closing your laptop.

By the end of this lesson you will have showcased your Minecraft smart city to at least two classmates, given structured feedback on another student's city, and written a short semester reflection on what you learned.

1. Open Minecraft Education and load your smart city world. Set up your screen so classmates can see it clearly.
2. Gallery Walk rotation: Every 4 minutes, rotate to view the next person's city. As you explore each city, note: What digital technology does it represent? What's the most impressive zone? What would you add?
3. Leave a sticky note (physical) or a Connect comment on each city with one specific compliment and one genuine question about a design choice.
4. Class vote categories: Most Creative City, Best Use of Redstone, Most Realistic Smart Technology, Best Overall Build. Your teacher tallies the votes.
5. Semester Reflection (10 min). In your workbook, answer these three prompts in full sentences:
   • Most valuable thing I learned: What skill, concept, or tool from this semester will stick with me?
   • Biggest challenge I overcame: What was genuinely hard, and how did I work through it?
   • What I want to learn next: If I could choose one DigiTech topic to explore further, what would it be and why?