Scratch programming for Part 2 (online)

8 week course - 1 ½ hours twilight online course with 3 hours homework a week.

This course is open to all teachers including those that are not currently working towards the BCS Certificate in CST

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Audience: This course is for primary teachers who have limited experience of computer science both in terms of knowledge of the underlying concepts and also limited experience teaching programming. They may have taught ICT in the past, perhaps using programmable toys and control products.

Course description: This course provides theory and practical activities to support teachers undertaking Part 2, the programming Project, of the BCS Certificate in Computing Science Teaching (Primary). Topics will include: computational thinking, unplugged pedagogy, using programmable toys to teach fundamental concepts, and programming constructs and debugging will be explored through tasks and lesson activities. Ideas for programming projects will be explored and support provided to develop projects. Scratch will be introduced and used as the programming language for most activities. Progression, assessment and alternative programming languages will also be discussed.

Course WeekSession Title OutlineHomeworkSoftware and hardware requirements
 Pre Course ActionsIt is suggested that before the course you:  
  1. Sign up to the Barefoot Computing Website.  
  2. Sign up to and play a few Scratch games.  
1Session 1 Introduction to Computational Thinking (CT)In this session we will look at what computational thinking is, seeing how concepts can be taught using unplugged activities and programmable toys in KS1 and KS2. Barefoot resources and activities will be referenced in this session. Homework: Teach an unplugged or programmable toy activity and reflect on the computational thinking that pupils have experienced and what progress they appear to have made.For homework programmable toys if this activity selected.
2Session 2 Introduction to ScratchIn this session we will look at Scratch and the programming constructs of sequence and repetition. A simple cross curricula animation will be used as the context to demonstrate how to design and build a simple Scratch program.Homework: Teach a simple introduction lesson to scratch or read more about programming using the QuickStart Primary resources.Scratch
3Session 3 Selection and project typesIntroduction of types of programming projects and selection. Design and build a simple cross curricular quiz. A number of sample programs will be used to explore reading code, prediction, logical reasoning and tinkering. Repurposing will be used to change and extend a sample program.Homework: Teach a simple Scratch lesson using a quiz, e.g. tinker with an existing quiz, design one, or build one.Scratch
4Session 4 Variables and user defined blocksIntroduction to variables and user defined blocks. Further develop the quiz created in session 3. Unplugged activities will be used to explore variables. This understanding will then be applied by adding variable to the the quiz created in session 3. Initialising variables and data types will be discussed.Homework: Further develop your quiz with your class.Scratch
5Session 5 Review and bringing it all togetherReview what we have learned so far and apply to a new context. Design and start the build of a simple cross curricular game. Homework: Complete the build and debugging of the game designed in the session.Scratch
  Example game designs will be reviewed and compared to planning used in other primary subjects. New game designs will be created linking to computational thinking concepts such as abstraction, decomposition and algorithm design. As the build process is started a focus on debugging will exemplify the importance of continual testing.  
6Session 6 Introduction to Control and selecting a programming projectIntroduction to inputs and outputs and control projects. Discussion of the input, process, output model and common inputs and outputs and control tech used in primary. Develop an outline of programming project. Hand in to assessor.Scratch
  Review of example primary programming projects and discussion of options and requirements for the Certificate's programming activity.  
  The Primary project should meet the following assessment criteria:  
  It should be accompanied by a clear description of the objectives and functionality of the program (no more than 500 words)  
  The program should run without errors (be reasonably robust)  
  The teacher should have indicated which areas of the subject knowledge requirements have been exemplified in this project  
  The following programming features should be demonstrated in program   
  Iteration (if appropriate for the program)   
  Input and output functionality   
  Variables with different data types  
7Review programming project and CT approaches.Review of how to teach debugging, perseverance, collaboration and creativity in cross curricular projects.Develop programming projectScratch
  Review of outline programming project and support to respond to feedback from assessor and/or start development.  
8Session 8 Review Programming Project and progressionReview of common programming assessment and progression frameworks. Discussion of alternative programming environments. Homework: Complete programming project and submit to assessor.Scratch
  Review of programming projects and support to complete development. 

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