Learning objective
- To understand how a Scratch game works by using decomposition to identify key features.
Success criteria
- I can recognise that
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National curriculum
Computing
Pupils should be taught to:
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Cross-curricular links
None.
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Before the lesson
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Lesson plan
1: Lesson plan
An area for you to put useful resources from the previous lesson
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Adaptive teaching
Pupils needing extra support:
Could be encouraged to investigate what happens when a user gets a correct answer compared to an incorrect answer; could use the Resource: Knowledge organiser: Programming: Further coding with Scratch for support on what the coding blocks are called and do.
Pupils working at greater depth:
Should have a greater understanding of how the sprites interact with one another; could open a blank Scratch project and try out different blocks to see if they can get a similar response.
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Assessing progress and understanding
Pupils with secure understanding indicated by: identifying some of the
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Vocabulary definitions
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code
A set of instructions written in programming language to tell a computer what to do.
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code block
Similar to puzzle pieces, they can be dragged, dropped and snapped together to create an algorithm.
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In this unit
Assessment Y4: Further coding with Scratch
Lesson 1: Scratch reminder
Lesson 2: Identifying what code does
Lesson 3: Introduction to variables
Lesson 4: Making a variable
Lesson 5: Times tables project
Maintained by: Kapow Primary team
Last update: 5th February, 2024
