Pupils needing extra support

• Could verbally explain the similarities and differences between the two code examples instead of annotating so they can focus on reasoning about changes without the added writing demand.
• Could use the remix station as a guided space to talk through ideas using the prompts before editing their code.
• Could highlight the outer and inner loops using two different colours to help track which part of the code controls rows and columns.

Pupils working at greater depth

• Should make purposeful changes to loop values, pauses or direction that alter timing, rhythm or movement in a controlled way, explaining how these changes affect the outcome.
• Should predict the effect of specific edits before running the program and explain whether the result matched their expectation.
• Could use comments throughout the project to explain both what sections of code do and why particular remix choices were made.
• Could support others at the remix station by explaining how small changes to loops or values lead to larger visual effects.