Briefly remind the students about the expectations at KS2.3 mins
Explain that this week the focus is on developing the students’ logical reasoning and debugging skills as well as helping them to become more familiar with Scratch.2 mins
Share this project and as a group debug and improve.
Share these sample projects with the group and ask the students to identify what appears to be wrong/what could be developed.Tell them that they should Remix the projects and add features/fix the bugs, using logical reasoning to work out what needs to be changed.1hr+
It needs to make use of purposeful interaction to engage the reader and support learning Remember to consider that it is for a year 5/6 child and therefore will need to make appropriate use of audio feedback,
This is a level 5 piece of work. If you would like to know more about the knowledge, cognitive skills and understanding expected of you at level 4 study then please see the SEEC level descriptors please use this link above
Please note that these are just a guide to the kind of qualities we will be looking for in your response to the taskand by no means a check list.
Ei505 Session 2
DEBUGGING & LOGICAL REASONING
Key stage 2
Pupils should be taught to:
COMPUTING - KS2
design, write and debug programs that accomplish specific goals,
including controlling or simulating physical systems; solve
problems by decomposing them into smaller parts
use sequence, selection, and repetition in programs; work with
variables and various forms of input and output
use logical reasoning to explain how some simple algorithms work
and to detect and correct errors in algorithms and programs
understand computer networks including the internet; how they can
provide multiple services, such as the world wide web; and the
opportunities they offer for communication and collaboration
use search technologies effectively, appreciate how results are
selected and ranked, and be discerning in evaluating digital
select, use and combine a variety of software (including internet
services) on a range of digital devices to design and create a
range of programs, systems and content that accomplish given
goals, including collecting, analysing, evaluating and presenting
data and information
use technology safely, respectfully and responsibly; recognise
acceptable/unacceptable behaviour; identify a range of ways to
report concerns about content and contact.
This game almost works correctly but it could
do with some improvements.
Can you make sure the frog moves correctly?
Can you make it easier for the frog to cross
Can you add a victory ‘sound’ when the frog
reaches the other side?
This game works but it could so with some
Can you award the user a point for every
apple they catch in the basket? Can you add a
GAME OVER background and switch to this
when three apples have hit the ground?
This game is simple right? Just click the label
that matches the picture shown in the middle.
Uh oh! Someone’s messed up the code! Can
you fix it? Use the comments to help you work
out what is wrong.
BACKUP OR IT’S GAME OVER!
We strongly advise you to keep backups of any important project
that you produce using Scratch. To do this, when you’re in the
editor view, click File > Download to your computer. We
recommend that you keep multiple backups of your project as it
develops. You might name these files using the current date/time
so that you can easily locate the right file should you need it.
We also advise you to keep backups of any media files that you
produce for use in your Scratch projects.
Design and write a
goal relating to the
KS2 curriculum in
either English or
Your educational program should engage the user for at
least 3 minutes. It should teach as well as consolidate
YOUR EDUCATIONAL PROGRAM…
Could be a game, story, song,
rap, rhyme, animation etc
It needs to teach the
concept/focus/skill and then
consolidate the learning.
• Demonstrate computational thinking
through processes including:
decomposition; logical reasoning; and
• Make discerning use of digital content to
achieve specific goals;
• Demonstrate an applied understanding of
a key aspect of either English or
mathematics education for KS2.
An adequate, but weak response to the task
All learning outcomes/ assessment criteria have just been met
There are design issues and a limited awareness of the user
Some minor inaccuracies and/or misunderstandings e.g some coding issues,
Lack of user testing
Use of simple movement or animation to create interactivity but this is minimal
Adequate understanding and use of programming to create EP but minimal
evidence of independent research (learning)
Some minor deviations from the specifications for the assessment task,
The EP has been executed in a basic and/or poor way
Demonstrates limited levels of initiative, personal responsibility, decisionmaking
A sound, competent response to the task
All learning outcomes/ assessment criteria have been met and some
may have been achieved at a good standard
Sound understanding and exploration of Scratch with no significant
inaccuracies in the programming
Some use of repetition, selection and sequencing
The EP is presented/organised clearly and approached/executed in a standard
Sound use of digital content
Demonstrates some levels of initiative, personal responsibility, decision-making
in programming and creating the educational
A good to very good response to the task
All learning outcomes/ assessment criteria have been met fully at a
good or very good standard
Good use of more advance features in Scratch (variables, broadcasting etc)
Good use of repetition, selection and sequencing
No significant misunderstanding or errors in the programming or content of
The organisation and presentation of the EP is at least good
It has been approached/executed in a comprehensive and appropriate way
Demonstrates good levels of initiative, personal responsibility and decisionmaking in designing and programming the EP
An excellent response to the task
All learning outcomes/ assessment criteria have been achieved to a
high standard and many at an exceptionally high level
Design, creation and quality of the EP and assets are excellent throughout
The EP demonstrates a high/exceptionally high understanding of applied
In-depth understanding, exploration and research
All specifications for the assessment task have been adhered to
The work has been approached and executes in an original way
Demonstrates high levels of initiative, personal responsibility, decision-making
It surprises us!