- Have this slide up when students are arriving at the session and ask them to do this before you get started.
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 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+
Take some time to explain this task fully and give the students time to ask questions.It would be helpful to spend a bit of time talking about:How to create quality media (images/sound files), the implications of using bitmap/vector type images, and the file formats that can be used for images/audioWhat pseudo code is and why it can be a useful part of the process15 mins +
Explain that this is a very important part of the process and is based on a social-constructivist model of learningDon’t tell them, but in the next session they’re going to remix someone else’s project and develop it to include inputs/outputs and add features using variables (KS2 objectives)2 mins
EP404 Session 6 Computing Part II
DEBUGGING & LOGICAL REASONING
HELP ME SCRATCH
Add your LNG’s recommended Scratch resources to the
whole cohort Google doc at http://goo.gl/xSJUIw
If the resource has already been added by someone else there is
no need to add it again.
There is a link to this doc in the EP404 blog menu so you can now
use this list of resources to support your learning.
If you come across any other useful resources in future, add them
to the doc.
COMPUTING - KS1/KS2
Key stage 2
Pupils should be taught to:
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 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 a simple matching game for young children.
1. First come up with a concept for the game (e.g. match the labels
to the pictures of animals, using audio narration for pre-readers).
2. Then, working on paper, plan out the functionality of the game.
3. Work out what media resources will be needed (i.e.
4. Write some pseudo code (e.g. a flow chart) as a group to begin
to work out how you will code the game.
You will each create a version of this game, starting in the session
next week and then completing as an individual follow up task before
the following session.
Read p1-11 of Brennan, K. & Resnick, M. (2012) New frameworks
for studying and assessing the development of computational
Shortened URL: http://goo.gl/hKpudx
Friday 6th December 11-1pm in C122
Whole cohort input by Daryl Bailey
NB: This replaces your usual Friday session that week.
Your attendance at this input will have a significant impact on your
ability to select an appropriate context for the assessment task.