This graphic shows how the skills needed to produce high standard are progressively developed from step one through to progression step five. Use this when planning activities to ensure that progression in skills and the appropriate level of challenge are central to any task.

🤖 j2code & Scratch

J2Code is an intuitive coding platform tailored for primary-aged children. It offers various tools and resources that gradually introduce students to coding concepts through visual programming. Starting with JIT (Just in Time), students can engage with simple drag-and-drop commands, making it easy for them to create sequences and understand the basics of algorithms. As they progress, they can explore more advanced features with J2Code Visual and even transition to text-based coding with J2Code Logo, providing a smooth learning curve.

Scratch is a widely used, block-based coding platform that encourages creativity and logical thinking. Scratch allows students to create interactive stories, games, and animations by snapping together code blocks. It’s an excellent way for students to learn the principles of programming in a visually appealing and user-friendly environment.

⭐ DEBUG!!

Debugging is the skill of identifying and fixing errors in code. Plan opportunities for learners to debug code and emphasis that we all make mistakes in our programming and that this is normal.

⭐ PROMOTE CREATIVITY!

Scratch provides an excellent opportunity for learners to explore their creative potential. Encourage learners to find multiple innovative solutions to the same problem and celebrate this variety.

⭐ KEEP EXPLORING AND LEARNING!

Scratch is not only designed to make games, but can also make stories, animations and quizzes. In the world of Scratch coding, there’s always something new to explore. Whether it’s a new code block, a creative idea, or a challenging project; keep encouraging learners to explore and learn.

⭐ START AT THE BEGINNING!

Familiarize yourself with Scratch Jr. and j2code beforehand.

⭐ NAME YOUR VARIABLES!

Give variables concise, meaningful, and consistent names, so that you know exactly what a variable does just by reading its name.

Suggestions 🔎

Scratch

Scratch Jr

j2code

Here are some applications and software that you can use to develop computational thinking skills. These are a small selection - there are MANY more available. It is essential that you select the applications and software that is suitably matched to the learner's stage and that each learner experiences a range of these applications as they apply and develop their digital skills.

PS1 - Basic Coding Concepts

What does good look like?

In Progression Step 1, coding activities with JIT and Scratch Jr are designed to introduce young children to foundational digital skills in a playful and exploratory manner. Using JIT, students engage in interactive play to learn basic commands and sequencing through activities that involve guiding characters and performing simple actions. Transitioning to Scratch Jr, students can create interactive stories using visual programming blocks, fostering creativity and early computational thinking. Integration with play-based learning and familiar contexts enhances engagement, while a supportive environment encourages exploration and experimentation. Assessment focuses on observing engagement, sequencing skills, and creativity, promoting a positive learning experience focused on understanding basic coding concepts.

How about...

Retell a story: Using the story of the Three Little Pigs, learners can create simple sequences of commands to move the wolf around the screen to blow the houses down in JIT.
Matching activities: Create a JIT activity where children match virtual objects (like shapes or animals) to corresponding coloured spots on the screen. For example, they drag a red shape to a red spot or match a blue animal to a blue environment.

⭐ Skills ⭐

Recognise and follow instructions

Pupils understand the concept of an algorithm by following a step-by-step set of instructions through everyday activities.

Drag and drop

Pupils can use simple drag and drop programming to move characters around a screen and identify a suitable starting position.

Introducing sequencing

Pupils can create simple sequences of instructions to perform basic tasks, such as move forward and turn, with a single sprite.

Identify simple errors

Pupils will to be able to recognize when the steps are not in the correct order and understand that the instructions should be followed in a specific sequence.

Experimenting

Pupils should be given the opportunity to explore the software and familiarise themselves with its features.

PS2 - Understanding and applying basic concepts

What does good look like?

Good Scratch programming skills at this stage include the ability to follow and give simple instructions, understand basic sequencing, repetition and solve simple problems such as being able to control the movement of sprites. However, it’s important to have realistic expectations as learners at this age may need guidance and support to fully understand and apply their skills.

How about...

Celebrating Bonfire night: Can you use the line tool in the Paint Editor to draw a colourful firework? Use the repeat block to show and hide the fireworks. Can you add a “pop” sound when the firework appears? Can you create another firework and alternate when each firework appears.

Easter Egg Hide and Seek: Can you use the Paint Editor to draw a colourful Easter egg? Add the egg to your background. Can you make your Easter egg smaller? Try changing the number to get the right size.

Seasons of the year: Make the “sprite” wait while the background changes to different seasons.

Using two sprites: Program the characters to have a conversation in Welsh following “Patrwm yr Wythnos”

⭐ Skills ⭐

Problem Solving

Breaking down a problem by understanding components of a problem e.g Pupils could be given a set of Lego bricks and be asked to build a specific structure. They would need to breakdown the problem by understanding the components of the structure and how they fit together.

Achieving different outcomes

Learners can change the size of characters to grow or shrink. They can hide and show characters with an instruction block.

Debug

Try different solutions to fix an error, such as changing the code or reordering blocks.

Loops

Learners are beginning to explain how loops can be used to repeat certain sections of a sequence, and how this could be useful. Learners can use different end blocks, including repeat forever.

Multiple sprites

Learners can program two or more characters with instructions at the same time.

PS3 - Increasing complexity

What does good look like?

Learners should have a good understanding of using coding concepts such as loops, conditional statements, variables, and functions in their Scratch programs. They should be able to start using more complex concepts to create more advanced programs. They should be able to think creatively, solve problems, and test their ideas through prototyping.

How about...

Teaching Co-ordinates: Use scratch to demonstrate x and y by getting the spite to move to the correct destination that is input.

Use Scratch to make a question and answer quiz.

Create a program where sprites will ask for dimensions and the code will work out the area and perimeter of a rectangle or shape.

Demonstrate how the food chain works by creating a branch databases questionnaire which will give learners different outcomes based on answers they have given in previously. Create a game where a player must use the arrow keys to make one avoid another sprite.

⭐ Skills ⭐

Conditional statements

Learners use and understand Conditional Statements through IF or WHEN blocks e.g. use IF command to avoid obstacle.

Variables

Learners can create a variable to release extra blocks, store and edit data within them. They can create a scoreboard that gains and loses points.

Repeating patterns / loops

Learners can use REPEAT UNTIL blocks to create looped instructions that terminate when a condition is met.

Sensors

Learners can use SENSING blocks to detect areas of their environment and respond accordingly.

Operators

Learners understand how Operator blocks work and can use these within their code. They can apply mathematical operators in more complexity e.g. < >

Control sprite position

Learners can use co-ordinates to set sprites locations.

PS4 - Advanced Concepts

What does good look like?

Learners can apply coding concepts to develop diverse applications. They demonstrate proficiency in utilising different types of loops and integrating user inputs into their programs. Learners begin to prioritise clean code practices, such as eliminating redundant code and employing self-explanatory identifiers. They can test and debug algorithms for errors and efficiency while documenting their code through annotation. Learners create advanced programs using more complex blocks and concepts.

How about...

Creating a multiplayer level game to collect coins and avoid the mushrooms. If you score over 10 points, you move on to the next level, where the mushrooms increase in speed. Each level would add more difficulty or possibilities e.g. more enemies, power bombs etc.

Could create an animation to have a conversation between two Sprites in Welsh. Using broadcasting blocks to reply to the conversation in the correct order.

Learners could create an animation about the Plague. If a user touches someone who is affected, they turn green, after 10 seconds they turn yellow and then after another 10 seconds they turn red by using the timer blocks. The game would also continue to do this to other sprites to illustrate the spread of disease.

⭐ Skills ⭐

Control

Learners can use nested IF statements by combining multiple IF blocks together. Learners are able to set TIMERS in their code.

Events

Learners can use BROADCASTING and WHEN MESSAGE RECIEVED blocks to respond to sprites.

Looks

Learners are able to adjust the size of their sprites within the code.

Operators

Learners are able to use more complex logical operators including AND, OR, MOD and ROUND.

Variables

Learners can explore arrays using LIST blocks in their coding.

Levelling-up

Learners can create different levels to their game with increasing difficulty.

Explaining their code

Learners can annotate their code by right clicking on each block and explaining how their code works.

PS5 - Data and Algorithms

What does good look like?

At this level, pupils should be able to use a functional or procedural approach to programming. Pupils should understand the value of validating and verifying data for processing and apply a variety of validation techniques. Pupils should be able to utilise more advanced data structures, such as list or text files. Pupils should understand and be able to apply common algorithms, such as searching or sorting, into their programs. Pupils should start to consider code maintenance at this point, for example clear annotation of code. Pupils should be able to understand that different programming languages can be used for different tasks, and apply these appropriately. The programs developed should be able to represent real-world problems.

How about...

Create a two function program in Python that first, allows a user to enter and store values in a list, for example, rainfall data. This could use loop to enter the data for each month. Validation could be used to make sure that data is entered correctly. In the second function, the user could type in a value, check if that data is in the list, and output the data if present, or a message if not.

Create a database system in Python that stores data, for example, personal finances. Use validation techniques to regulate the inputs. Store the information to a text file. Get the pupil to read the data form the text file. Use different functions to process the data to find the max, min, mode, mean and median.

⭐ Skills ⭐

Functional Programming

Pupils can use functions to help the maintainability of their programs. This should allow for more local variables and fewer global variables. Pupils can then use their functions to test their programs.

Sorting and Searching

Pupils should be able to use sorting and searching algorithms, or the build-in features of the programming language, such as sort() in Python. These skills are a fundamental of programming and allow for more advanced data handling.

Validation of code

Using different validation techniques on data; such as presence, range, length, format and lookup checks, to ensure that the data entered is correctly. Pupils should be able to program code that validates the inputs and provides an output message when entered incorrectly.

Code Maintenance

Pupils should be able to annotate code so that it describes what the program does. Pupils should be able to use subject-specific language to show theyunderstand the code and help with the maintainability of the program.

Data Structures

Pupils should be able to use more advanced data structures at this level, for example using lists, arrays and storing data to text files. Pupils should be able to interrogate these data structures, for example, outputting specific values from a list, or reading text files and outputting specific values from it that have been searched for.

Program Language Selection

Pupils should understand that different programming languages can be used to perform different tasks, for example, SQL to interrogate a database or JavaScript to make websites interactive.

Real-world Problems

Pupils should be able to code programs that have a real-world impact, such as handling scientific data, and use their programs to model the real-world.