Progress Outcome 5 Year 8-10

For learners to independently decompose problems into algorithms, they need to understand how to decompose the problem into smaller, more manageable parts. E.g. to draw a car or a dog, you will need to identify:

• the complete and incomplete geometric shapes needed to draw the object
• lines of various colours and widths
• the sprite moving while the pen is up (i.e. repositioning rather than drawing)

To practise decomposing problems, you are going to draw a picture in Scratch.

1. Watch the sprite draw a dog and pay particular attention to the code that is running to understand how it works.
2. Identify the shapes that make up the dog.
3. Consider the changes in shapes needed to turn this into a cat.
4. Remix the code to draw a cat instead (or be adventurous and draw something else).
5. Share your completed project on the Google+ Community.

Task 2 should take about 20 minutes to complete.

For learners to create programs with inputs, outputs, sequence and selection, using algorithms, they need to understand the concepts of:

• sequence (programs do not work correctly unless they are sequenced correctly e.g. by building in a wait time, before continuing to the next step)
• selection (using if-statements)

To create the quiz questions in this task, they will also need:

• comparative operators (>, <, >=, <=, ===, and !==. )
• logical operators (e.g. AND, NOT, OR, )

To practise creating programs, you are going to build a short 5-question Quiz in your subject area, using the tutorial on Barefoot CAS. You will need to register, but it is quick and free.

https://barefootcas.org.uk/programme-of-study/use-selection-programs/ks2-maths-quiz-selection-activity/

1. Watch the video and read the tutorial.
2. Remix the coding sequence to create your own 5-question quiz in Scratch.
3. Share your completed project on the Google+ Community.

Task 3 should take about 30 minutes to complete.

For learners to use variables of different data types and iteration, they will need to understand the following concepts:

• variables (e.g. scoring in a game/ age, which has a different value every time.)
• iteration (repeating the same sequence over and over - e.g. sprite jumps up and down or cheers if a question is answered correctly.)

To learn how to use variables and iteration, you are going to add a scoring system to your quiz using variables and you could also add a 'celebration' by the sprite e.g. jumping up and down, drawing a gold star or cheering.

1. These tutorials will help you to do that Barefoot CAS, jumping cat, Tag game.
2. Remix the code to add a scoring system for your quiz and a perhaps a 'celebration' for correct answers.
3. Share your completed project on the Google+ Community.

Task 4 should take about 30 minutes to complete.

For learners to determine when to use different types of control structures, they will need to understand what a range of control structures do and how to select the appropriate ones. Also, they will need to understand how to sequence control structures and what to combine them with.

To learn how to use different control structures, you are going to use these to make songs play correctly.

1. Watch the videos tutorials about Hat blocks, Repeats and Broadcasting if you are unfamiliar with any of these functions.
2. Use control structures to make the song play correctly.
3. Either refine the Blue Danube Waltz further - using control structures; or choose a project from the Scratch library and use control structures to refine it.
4. Share your completed project on the Google+ Community.

Task 5 should take about 20 minutes to complete.

For learners to use an organised documenting approach tor testing and debugging their programs, there is a wide range of possibilities, some more complex than others.

Create an infographic on ways of documenting testing and debugging, which will be appropriate to your students' level and resources available to you. It can be as simple as saving files sensibly on Scratch or Trinket, and creating new copies on which to iterate programs.

While learning how to document testing and debugging, you are going to design an infographic, showing students how to use organised approaches to documentation.

Design Infographic on how to organise documenting processes suitable for you students

1. Familiarise yourself with Debugging in Scratch on the ScratchEd page.
2. You could watch the videos to find out more about IDE's (Trinket is an example we have worked with) and testing and debugging strategies, but it is probably too advanced for students at this level.
3. Create an infographic in Adobe Spark Post or similar.
4. Share your completed infographic on the Google+ Community.

Task 6 should take about 40 minutes to complete.

For learners to review how computers store more complex types of data using binary digits, you will play with RGB colour (always spell as "color" when writing code) in a Python-based drawing program on Trinket.

• The focus is on changing the colours on a basic flower by using the logic behind creating a range of colours, using RGB Color Values.

1. Play RGB Color game on Quizizz and use it to compile a cheat-sheet to help you code the flowers in Trinket.
2. Make 5 copies of the original trinket file.
3. Remix the code in order for the flowers to resemble the pictures provided of each below.
4. Use what you have learned in previous coding exercises and the Python commands to code your own daisy in Trinket. It should contain at least 4 different colours as well as black and white and show solid forms as well as lines. If you want to code something else, you are welcome to - coding a daisy will be quicker, though!
5. Share your completed Trinket on the Google+ Community.