All children should be able to:
|
Put Scratch blocks into the right order for their game. Use the SET block correctly. Use ASK AND WAIT block correctly. Use PICK RANDOM block correctly. Use IF THEN ELSE correctly. Use REPEAT block correctly. Copy code that makes random multiplication questions. |
| Most children will be able to: |
|
Self-assess and Screen-Print work independently Make code that makes random multiplication questions. Make code that makes random multiplication questions. Use logical reasoning to detect and correct bugs in their games. |
| |
|
Some children will be able to do Explain how the algorithm that underlies their game works. Use logical reasoning to detect and correct bugs in their games. Make code that makes random subtraction questions. Make code that makes random addition questions. |
Show the example game #3 to the children and remind them about the purpose of games.
What new blocks are being used?
Show how the new blocks fit together
Show LO to children. How can the sums in the game last week be made more complicated using code. Discuss.
Show example:
https://scratch.mit.edu/projects/173457017/#player
Task 1 – copy the code by dragging across
Task 2 – duplicate code
Re-introduce digital self-assessment related to success criteria of learning objectives
Talk through the word bank:
Key Words
SET block
ASK and WAIT block
PICK RANDOM block
JOIN block
IF THEN ELSE block
REPEAT block
Sequence – order of the code written
Selection – the programme will respond differently depending upon the correct/incorrect answer selected
Repetition – the programme will ask several questions
Variables – the scripts will keep track of the score/attempts/questions.
Algorithm – step by step guide/instructions to solve a problem.
Input – data supplied to the computer using a mouse/keyboard.
Output – Information produced by the computer on the screen or through the speakers.
Program – A set of instruction code understood by the computer to create an outcome.
