[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-174163-en":3,"doc-seo-174163-105":30,"detail-sidebar-cat-1-en-105":92},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":11,"category_id":12,"category_name":13,"doc_title":14,"doc_description":15,"doc_content":16,"file_id":17,"file_url":18,"file_type":19,"file_size":20,"view_count":11,"is_deleted":4,"is_public":11,"is_downloadable":11,"audit_status":11,"page_count":21,"language":22,"language_code":23,"site_id":24,"html_lang":23,"table_of_contents":25,"faqs":26,"seo_title":27,"seo_description":15,"update_tm":28,"read_time":29},174163,549768702563,"Fahsai","https://ap-avatar.wpscdn.com/avatar/8000c4aa63b76e948b?x-image-process=image/resize,m_fixed,w_180,h_180&k=1786536092046926083",1,11,"Presentations","Software Engineering Stage 6 (Year 11) - The Object-Oriented Paradigm - Learning Program","A 10-week learning program for Software Engineering Stage 6 (Year 11) builds students’ fundamental understanding of the object-oriented paradigm (OOP). Students explore core OOP concepts, distinguishing OOP from other programming paradigms, and apply them through guided coding tasks. Weeks 1–2 use Python’s Turtle module to identify objects, methods, and attributes, followed by class design activities. Weeks 3–4 consolidate understanding through workbook modelling tools. Weeks 5–8 create a text-based role-playing game using key OOP concepts, and Weeks 9–10 support evaluation, submission, peer assessment, and presentations, grounded in NSW curriculum programming expectations.","Software Engineering Stage 6 (Year 11) – sample program of learning\nThe object-oriented paradigm\n\u000f\nContents\n\u0013 TOC \\o \"1-3\" \\h \\z \\u \u0014\u0013 HYPERLINK \\l \"_Toc150844797\" \u0014Rationale\t\u0013 PAGEREF _Toc150844797 \\h \u00143\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc150844798\" \u0014Overview\t\u0013 PAGEREF _Toc150844798 \\h \u00144\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc150844799\" \u0014Outcomes\t\u0013 PAGEREF _Toc150844799 \\h \u00146\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc150844800\" \u0014Lesson sequence and details\t\u0013 PAGEREF _Toc150844800 \\h \u00148\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc150844801\" \u0014Week 1\t\u0013 PAGEREF _Toc150844801 \\h \u00148\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc150844802\" \u0014Week 2\t\u0013 PAGEREF _Toc150844802 \\h \u001413\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc150844803\" \u0014Week 3\t\u0013 PAGEREF _Toc150844803 \\h \u001416\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc150844804\" \u0014Week 4\t\u0013 PAGEREF _Toc150844804 \\h \u001419\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc150844805\" \u0014Weeks 5–8\t\u0013 PAGEREF _Toc150844805 \\h \u001422\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc150844806\" \u0014Week 9\t\u0013 PAGEREF _Toc150844806 \\h \u001427\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc150844807\" \u0014Week 10\t\u0013 PAGEREF _Toc150844807 \\h \u001430\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc150844808\" \u0014Additional information\t\u0013 PAGEREF _Toc150844808 \\h \u001433\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc150844809\" \u0014Further implementation support\t\u0013 PAGEREF _Toc150844809 \\h \u001433\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc150844810\" \u0014Assessment for learning\t\u0013 PAGEREF _Toc150844810 \\h \u001433\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc150844811\" \u0014Differentiation\t\u0013 PAGEREF _Toc150844811 \\h \u001434\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc150844812\" \u0014Support and alignment\t\u0013 PAGEREF _Toc150844812 \\h \u001435\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc150844813\" \u0014Evidence base\t\u0013 PAGEREF _Toc150844813 \\h \u001437\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc150844814\" \u0014References\t\u0013 PAGEREF _Toc150844814 \\h \u001439\u0015\u0015\n\u0015\u000fRationale\nThe NSW Department of Education publishes a range of curriculum support materials, including samples of lesson sequences, scope and sequences, assessment tasks, examinations, student and teacher resource booklets, and curriculum planning and curriculum evaluation templates. The samples are not exhaustive and do not represent the only way to complete or engage in each of these processes. Curriculum design and implementation is a dynamic and contextually-specific process. While the mandatory components of syllabus implementation must be met by all schools, it is important that the approach taken by teachers is reflective of their needs and faculty/school processes.\nNESA defines \u0013 HYPERLINK \"https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/understanding-the-curriculum/programming\" \u0014programming\u0015 as the process of ‘selecting and sequencing learning experiences which enable students to engage with syllabus outcomes and develop subject specific skills and knowledge’ (NESA 2022). A program is developed collaboratively within a faculty. It differs from a unit in important ways, as outlined by NESA on their \u0013 HYPERLINK \"https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/understanding-the-curriculum/programming/advice-on-units\" \u0014advice on units\u0015 page. A unit is a contextually-specific plan for the intended teaching and learning for a particular class for a particular period. The organisation of the content in a unit is flexible and it may vary according to the school, the teacher, the class, and the learning space. They should be working documents that reflect the thoughtful planning and reflection that takes place during the teaching and learning cycle. There are mandatory components of programming and unit development, and this template provides one option for the delivery of these requirements. The NESA and department guidelines that have influenced this template are elaborated upon at the end of the document.\nThis resource has been developed to assist teachers in NSW Department of Education schools to create learning that is contextualised to their classroom. It can be used as a basis for the teacher’s own program, assessment, or scope and sequence, or be used as an example of how the new curriculum could be implemented. The resource has suggested timeframes that may need to be adjusted by the teacher to meet the needs of their students.\u000f\nOverview\nDescription: In this unit students will","cbCaisA8mQrbmgZa","https://ap.wps.com/l/cbCaisA8mQrbmgZa","docx",271798,43,"English","en",105,"# Rationale\n# Overview\n## Duration\n## Explicit teaching\n# Outcomes\n# Lesson sequence and details\n## Week 1\n## Week 2\n## Week 3\n## Week 4\n## Weeks 5–8\n## Week 9\n## Week 10\n# Additional information\n# Further implementation support\n# Assessment for learning\n# Differentiation\n# Support and alignment\n# Evidence base\n# References","[{\"question\":\"What programming focus does this unit teach for Year 11 students?\",\"answer\":\"The unit develops a fundamental understanding of the object-oriented paradigm (OOP) and its key concepts.\"},{\"question\":\"How do students build their understanding during the first part of the learning sequence?\",\"answer\":\"In Weeks 1 and 2, students are introduced to objects, methods, and attributes by using Python’s Turtle module, then write their own classes, objects, attributes, and methods.\"},{\"question\":\"What is the main project and how is it assessed?\",\"answer\":\"From Weeks 5 to 8, students create a text-based role-playing game using key OOP concepts. In Weeks 9 and 10, they test, evaluate, submit projects, present to the class, and participate in peer assessment through a Q\\u0026A session.\"}]","Software Engineering Stage 6 (Year 11) - The Object-Oriented Paradigm - Learning Program | DOCX",1788310858,15,{"code":4,"msg":31,"data":32},"ok",{"site_id":24,"language":23,"slug":33,"title":14,"keywords":34,"description":15,"schema_data":35,"social_meta":87,"head_meta":89,"extra_data":91,"updated_unix":28},"software-engineering-stage-6-year-11-the-object-oriented-paradigm-learning-program","",{"@graph":36,"@context":86},[37,54,69],{"@type":38,"itemListElement":39},"BreadcrumbList",[40,44,48,51],{"item":41,"name":42,"@type":43,"position":11},"https://docshare.wps.com","Home","ListItem",{"item":45,"name":46,"@type":43,"position":47},"https://docshare.wps.com/template/","Template",2,{"item":49,"name":13,"@type":43,"position":50},"https://docshare.wps.com/template/presentations/",3,{"item":52,"name":14,"@type":43,"position":53},"https://docshare.wps.com/template/software-engineering-stage-6-year-11-the-object-oriented-paradigm-learning-program/174163/",4,{"url":52,"name":14,"@type":55,"author":56,"headline":14,"publisher":58,"fileFormat":61,"inLanguage":23,"description":15,"dateModified":62,"datePublished":63,"encodingFormat":61,"isAccessibleForFree":64,"interactionStatistic":65},"DigitalDocument",{"name":9,"@type":57},"Person",{"url":41,"name":59,"@type":60},"DocShare","Organization","application/vnd.openxmlformats-officedocument.wordprocessingml.document","2026-09-05","2026-09-02",true,{"@type":66,"interactionType":67,"userInteractionCount":53},"InteractionCounter",{"@type":68},"ViewAction",{"@type":70,"mainEntity":71},"FAQPage",[72,78,82],{"name":73,"@type":74,"acceptedAnswer":75},"What programming focus does this unit teach for Year 11 students?","Question",{"text":76,"@type":77},"The unit develops a fundamental understanding of the object-oriented paradigm (OOP) and its key concepts.","Answer",{"name":79,"@type":74,"acceptedAnswer":80},"How do students build their understanding during the first part of the learning sequence?",{"text":81,"@type":77},"In Weeks 1 and 2, students are introduced to objects, methods, and attributes by using Python’s Turtle module, then write their own classes, objects, attributes, and methods.",{"name":83,"@type":74,"acceptedAnswer":84},"What is the main project and how is it assessed?",{"text":85,"@type":77},"From Weeks 5 to 8, students create a text-based role-playing game using key OOP concepts. 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