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Scratch Programming Plan

How I could help your school in person through Training days, Inset, Modelled lessons or Curriculum design
Read this first
Things to consider when adding a strand of programming into your planning

Introductory

Smoking Car

This is a simple program. It links keyboard inputs to directions, movement and other simple game functions. The final challenge is to create a sequence of movement that will move the car from start to finish. Detailed planning here including catch-up and extension cards.
(Y3)(2-3 sessions)

Music Machine

This program asks pupils to create simple screen buttons and then link sounds to each button. Pupils use a mouse input to control the program building on their understanding in the Smoking Car module. Simple repeat x times loops are met for the first time. More able pupils can use loops inside loops and multiple coding blocks to mix sound. Planning including catch-up and extension cards is here.
(Y3)(2-4 sessions) Rewritten to draw out the understanding of loops inside loops

Dressing Up Program
This is a very simple program that I now use to start pupils programming in Year 3, however it could easily be used in KS1. Pupils design a simple dressing up game that changes what the sprite is wearing when you click on him or her. I have detailed planning including support cards here.
(Y3)(2-3 sessions)

Action Assessment
A simple open ended assessment that could be completed after pupils have done the Smoking Car, Music Machine and Dressing Up modules. Planning is here.
(Y3) (2 sessions)

Basic Conversation

This is a great simple programming project which can be covered in one session or stretched over a longer period. It can be linked to many different literacy and humanities based topics. I have detailed planning for both Scratch 1.4 and Scratch 2.0 available here.
(Y3-4)(1-3 sessions)

Maths Quiz

Pupils create a maths quiz. They use selection to determine if the answer is right or wrong and a variable to hold the score. They can also extend the quiz into changing the background if the answer is right or wrong through the broadcast command. After the maths quiz it is a good idea to get pupils to create a quiz of there own choosing. This gives pupils the chance to re-use and adapt code. Pupils will often ask their users to type complicated answers and then wonder why their users get questions wrong. This is a good chance to talk about simplifying choices to avoid spelling issues (y=yes n=no or 1=London 2=Edinburgh) unless your quiz is a spelling quiz. The planning is here.
(Y4)(2-5 sessions if pupils make own quiz afterwards)

Slug Trail Game
This is my most simple gaming planning. Helping pupils to bridge the gap between action programming and more complex game ideas such as forever loops and conditional selection. Full planning here
(Y4)(2-3 sessions)

Selection Investigation
A great module to use after the slug trail and quiz in Y4 before the assessement activity. Pupils use skill of generalisation (adapting a solution that solved one thing to solve another) to investigate how many uses of selection they can find when touching a colour. Planning Here
(Y4-5) (1-2 sessions)

Y4 Creative Assessment Opportunity
Pupils need to have completed the majority of the introductory programming modules before completing this module. Planning here.
(Y4) (2 sessions)

Gaming

Crab Maze
This is the game I used to start with until I found out that KS2 pupils needed a more gradual introduction to programming in Scratch. There is a PDF version available along with catch-up cards and success criteria here. Some pupils go on to create multiple levels and a coin scoring system which is included in the planning. Before sharing these I ask pupils what they would like to add and give pupils time to think through ideas/adaptations of their own however I tend to cover this in more detail in my primary games maker modules.
(Y4-6)(2-4 sessions)

Primary Games Maker
As a class we choose a gaming genre. I show pupils a working model of most basic game. Pupils get together in small groups to decide how they will extend and adapt the basic idea. Pupils then move on to using an A3 Decompose planner. Full planning and resources here. There is enough planning for three modules here a platform game, flappy bird mod and a snail trail.
(Y5-6)(2-3 sessions per game)

Maths

Perimeter Program
Calculate perimeter of regular 2D shapes. Pupils then learn how to make a menu system so that the user can choose which type of shape they wish the perimeter to be calculated for. Planning, extension and catch up cards here Rewritten to include algorithmic thinking, generalisation and evaluation
(Y4-6)(2 sessions)

Counting Machine
Pupils follow a flowchart design to program a variable that changes within a loop. They then adapt the loop to make it count in 2s, backwards in halves etc. The planning then splits and they could make the program count into a loop or design a count down timer for their teacher. Planning is here. Rewritten to include decomposition.
(Y5-6)(2 sessions)

Times Tables Game
Create a times tables game where users click on the correct number sprite to increase their score. Pupils choose a table that they are learning to increase their own tables knowledge. Why not upload there creations to the Scratch website and link on your school website to help other students learn their tables. Planning and resources here.
(Y5-6)
(2-3 sessions)

Plan and Create a Clock
In this module pupils
1, start by thinking through clock patterns such as how the seconds go through a 60 second loop before resetting to zero and moving the minutes on.
2, Complete the final few blocks of a clock operation flow diagram
3, Match Scratch blocks with the flow diagramming blocks.
4, Program the clock in Scratch using the annotated flow chart to help them. Planning is here.
(Y5-6)(2-3 sessions)

Coin Program
Investigating less than, greater than and equals to culminating in building a machine to calculate the most efficient change to give for any given number of pennies. A flowchart is used to help pupils think through what us happening before programming. Planning is here.
(Y5-6)
(2-3 sessions)

Cartesian Coordinates
A simple lesson that introduces x and y values and uses them to draw a range of shapes in the 1st Quadrant culminating in pupils reflecting shapes into the 2nd, 3rd and 4th quadrants.
Planning and resources here.
(Y5-6)(1-2 sessions)

Investigate the properties of regular 2D shapes
Create the simple program by following differentiated pseudo code (code written in English) then use the program to investigate the properties regular 2D shapes. Planning & resources here. The complexity here is the use of pseudocode which is why I only recommend this to Y6
(Y6)(1-2 sessions)

Odd Even
This module investigates the properties of odd and even numbers through looking at their remainders when divided by 2. This knowledge is then used to create a program that randomly chooses a number and then asks the user if it is odd or even. A point is given if they select the right choice. This planning includes a pupil booklet so pupils can work at their own pace. Planning Here
(Y5-6)(2-3 sessions)

Lego Wedo


Toilet Fan

Pupils design their own Lego Wedo fan with distance sensor to remove nasty smells. They then program it in Scratch in an increasing level of challenges. Planning is here.
(Y5-6)(2 sessions but best done in one long session 1 & 1/2 to 2 hours)

Car Park Barrier

Build a car park barrier using Lego Wedo (Box 9580) and them program it using Scratch 1.4. This is a great module to do after the toilet fan module. You could also spend more time building the model and incorporate some form of gearing to help the barrier move more smoothly but this might need more lego than is in the box. Planning is here
(Y5-6)(2 sessions but best done in one long session 1 & 1/2 to 2 hours)

Tilt Switch
This module starts with a very simple demonstration of how the Lego tilt switch outputs numbers depending on how it is tilted. Pupils are then encouraged to find different uses for this either through creating a new project that uses it or adapting a previously created programming project. Pupils need to have completed lots of introductory Scratch programming and created at lease one game that involved planning it themselves to get the most out of this open ended project. Planning is here
(Y6) (2 sessions)

General

Random Word
Combine letters, words and phrases to create all sorts of random words, phrases and sentences. There are lots of literacy or fun possibilities with this idea. Planning Here
(Y5-6)(1+ session)


Broadcast Conversation
This conversation links speech blocks together by using the broadcast tool. It is worth doing next as lots of other programming elements use broadcasts and it can be a difficult concept to understand. If I have spent a long time on the basic conversation project I keep this to a minimum. I have detailed planning for both Scratch 1.4 and Scratch 2.0 available here. You could link this to so many literacy projects.
(Y5-6)(2-3 sessions)

Music as Code
Turn music into an algorithm and then into code by using abstraction.
Planning is here (bottom plan)
(Y5-6) (1-2 sessions)

Music score to code
Turn a music score (algorithm) into a Scratch program
Planning is here (top plan)
Y4-6) (1-2 sessions)

Experimental
Train your computer to do Maths. This is a module to help Y4 pupils use multiple variables to write maths sums. It works but I am still tweaking the method of recording away from the computer. Planning is here

Scratch Random Tree Design
Pupils start by decomposing a tree into its parts. They then write code to solve the different parts. Once they have solved one branch they are encouraged to randomise it and repeat the code within a loop. There is planning for Scratch and Logo here. Logo planning works much better for this activity.
(Y5-6)(3-4 sessions)

 

Here are some older planning ideas for you to consider here.

 

Asking the big questions
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