Task 1: What is meant by algorithmics and coding?

View the definition of Coding in Wikipedia then view the definition of Algorithmics. How do the two relate to each other?

Task 2: Jobs on offer

Look at the jobs currently on offer at seek.com (you may need to search for terms such as software engineer or software developer.)

Task 3: Class sharing

After students have completed research into careers in coding they are encouraged to explore resources they have found useful in their independent research. Students could write a brief summary of useful information to be shared on a class google doc or sheet, a mindmap maybe using Bubble.us or Canva

Task 2: Close Video Analysis

At the beginning of the video Caroline describes how she got into Software Engineering. After beginning in the Marketing area Caroline made a career change. Students could discuss the steps she took and investigate the course she completed to qualify in her new career.

At 1:15 She also mentions the firm she is with running a Junior Engineering program. A worthwhile investigation would be for students to find out about Graduate programs offered by many businesses, some in conjunction with Universities and other further education courses. This e-magazine from Careers with STEM has good information on traineeships and apprenticeships.

Beginning at 1:30 - 3:06 Caroline uses some terms well known across industry. Students can review what is meant by some of these terms she uses. These are part of her daily work.

• • Standup

  • Blockers

  • Rubber Ducking

At 2:37 Caroline mentions Problem Solving as being her favourite part of the day. Students could complete some of the problem solving activities found at Bebras 365

At 3:45 Caroline discusses the parts of her job she finds rewarding. Students could list the things they would want in a career, rank them and compare their list to what Caroline finds great about her job.

At 4:00 the idea of being comfortable being 'lost' is discussed. What are some of the strategies Caroline uses to overcome this challenge?

Being able to communicate effectively technically at 5:10 is another challenge Caroline sees as part of her work. What are some of the other important 'soft skills' students would need in the workplace?

A future trend in the software field Caroline mentions at 5:30 is Microservices. Students could investigate this area further.

Interestingly, (at 6:16) Caroline did not study any software related subjects at Secondary School except for a brief course in web development. What implications does this have for students in their own subject selections?

The advice at 7:15 she gives to current secondary students don't really relate to technical or coding skills at all. Rather she talks about being curious, to dig deeper, to be patient and persistent. Does this surprise students?

At 9:30 Caroline discusses the ratio of male to female workers in her workplace. This would be an excellent discussion point for any class. A great resource to work with your students here can be found at the Girl Geek Academy

At 10:40 Caroline mentions the coding language she likes to use is Ruby. There are a few starting activities at the site for students to try https://www.ruby-lang.org/en/.

The VTAC site offers many courses for those interested in pursuing careers in algorithmics and coding. (Hint: when searching, use the term computer science.)

The Australian Computer Society list many of the Australia wide courses available that it offers accreditation for. https://www.acs.org.au/cpd-education/accredited-courses.html

Another excellent source of career information can be found at The STEM Hub. They produce a range of student magazines and other resources as well as valuable teacher resources. The magazines feature interviews with young people working in various technology related careers. In particular the link to their emagazine will introduce students to a range of occupations that employ a range of coding skills in everyday work.

Teachers' Guide

The aims of the Teachers' guide are to:

· To identify some factors that may influence a person’s career path and see that there are a variety of means to achieve qualifications.

· To gain an understanding of how ICT and Digital Technologies are used in cyber security now and likely trends for future use.

· To undertake a self assessment of some features that relate to working in cyber security to help identify possible level of interest and ability in using these in future careers.

Click here to download the teachers guide

Teacher Lesson Plan

This sheet outlines ways to tackle this module it contains ideas for discussion/outline of broad options for working in cyber security and the varying focus on ICT and Digital Technologies in different roles in the industry.

Click here to download the teacher lesson plan

Student Worksheet

The student worksheet invites students to delve deeper into a career in Cyber Security

Click here to download the student worksheet

The Australian Government Employment Portal - Employment Projections predicts a growth of 30% in the labour market for Software and Applications Programmers by 2025.

More details about the job growth prospects and other information about can be found at Job Outlook

Code wth Google offers beginner to advanced coding activities for students with teacher notes and curriculum outlines.

https://code.org/ Students can become involved in learning how to code for all ages including the Hour of Code.

https://csermoocs.adelaide.edu.au/ CSER organise a range of Digital Technologies programs for Australian teachers, including their free, online CSER MOOC courses, free professional learning events, and our National Lending Library