85 pages

Vous pourrez modifier la taille du texte de cet ouvrage

Découvre YouScribe en t'inscrivant gratuitement

Je m'inscris

Teaching Primary Programming with Scratch Pupil Book Year 3 , livre ebook


Découvre YouScribe en t'inscrivant gratuitement

Je m'inscris
Obtenez un accès à la bibliothèque pour le consulter en ligne
En savoir plus
85 pages

Vous pourrez modifier la taille du texte de cet ouvrage

Obtenez un accès à la bibliothèque pour le consulter en ligne
En savoir plus


Scratch teaching and learning made easy thanks to up-to-date, classroom-tested methodologies. Draws on the expertise of Code-IT and HIAS.



Publié par
Date de parution 31 janvier 2023
Nombre de lectures 1
EAN13 9781915054234
Langue English
Poids de l'ouvrage 4 Mo

Informations légales : prix de location à la page 0,1000€. Cette information est donnée uniquement à titre indicatif conformément à la législation en vigueur.


Teaching Primary Programming with Scratch
Pupil Book - Year 3
A research informed scheme of work by Phil Bagge HIAS Computing Inspector/Advisor Part of the HIAS Teaching Primary Programming from Scratch Series
Published in 2023 by University of Buckingham Press, an imprint of Legend Times Group
51 Gower Street
London WC1E 6HJ
Copyright Phil Bagge 2023
Published by arrangement with Hampshire Inspection and Advisory Service (part of Hampshire County Council)
All rights reserved. No reproduction, copy or transmission of this publication may be made without written permission.
Except for the quotation of short passages for the purposes of research or private study, or criticism and review, no part of this publication may be reproduced, stored in a retrieval system, copied or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, now known or hereafter invented, save with written permission or in accordance with the provisions of the Copyright, Design and Patents Act 1988, or under terms of any licence permitting limited copying issued by the publisher.
This book is sold subject to the condition that it shall not, by way of trade or otherwise, be lent, resold, hired out, or otherwise circulated without the publisher s prior consent in any form of binding or cover other than that in which it is published and without a similar condition including this condition being imposed on the subsequent purchaser.
Any person who does any unauthorised act in relation to this publication may be liable to criminal prosecution and civil claims for damages.
ISBN 978-1-91505-4-227
Introduction Progression
Introducing New Concepts
1 Simple Sequence
2 Fast Slow Blocks
Modules of Work
3 Animal Challenges *
4 Conversation
5 Fish Fun *
6 Animation
7 Ladybug Munch *

A good plan might involve doing two or three of these modules in Year 3.
A Game followed by a nongame with Ladybug Munch to finish if pupils reading is good.
* These are simple games

What Does This Book Do?
This book is a complete scheme of work for teaching primary programming using Scratch in Year 3 for 7-8 year olds.
What Is Included?
It includes permission to photocopy the pupil s worksheets answersheets and other resources that include this block for your class or school.
It includes links to example code, project templates and slides to improve how you introduce new programming concepts.
Part of a Series
It is part of a five-book series. Three other books include projects for other year groups.
Teaching Primary Programming with Scratch, Year 4
Teaching Primary Programming with Scratch, Year 5
Teaching Primary Programming with Scratch, Year 6
Teaching Primary programming with Scratch - Research-Informed Approaches
The teacher book listed at the end explores methodology and pedagogy in detail helping you to understand why an approach is useful.
There is a clear, research-informed progression through the series, and the graphic on the next page on a grey background shows which programming concepts are introduced in this book.
Pedagogy in a Few Paragraphs
Introduction to Programming Concepts
Away From Code
Pupils are taught key programming concepts away from programming to lower cognitive load and make it easier to transfer these ideas from one programming language to another.
I Do You Do
While pupils are finding their way around the Scratch environment, we employ this basic methodology as it allows more solo hands on access.
Pupils are encouraged to read and understand code before they create their own code. We use the PRIMM method in this book in the last module.
Modify (change)
Some modules include a Parsons exercise to build code from teacher-provided pre-selected code.
Each project provides time and stimulus to be creative in code within the zone of proximal development provided by the taught concepts and explored projects. In other words, it has reasonable projects that can be created independently or with minimum teacher support.
Key knowledge is introduced in the concept introductions and reinforced in each of the activities.
Hints Tips
The last module also includes a copy of the pupil resource annotated with extra information to further teachers programming knowledge, hints and formative assessment opportunities in case pupils are stuck and tips to adapt or support whole class teaching.
Many of these extra hints and tips will not be needed, but the more informed the teacher is, the better quality learning opportunity pupils will have.

Committed to Improvements
HIAS, Hampshire s Inspection Advisory Service, is committed to developing and improving these resources. We recognize that primary programming is still its infancy in comparison with other subjects and that new research and primary practice will refine and improve teaching and learning in this area. All royalties earned from this series will be used to write more computing books and revise these resources as needed.

Photocopiable resource for pupils

Teacher Hints Tips on the same resource

CHAPTER 1 Simple Sequence
Introducing Simple Sequence
These slides can be downloaded from https://computing.hias.hants.gov.uk/course/view.php?id=51 .
Part One: Simple Sequence
They are designed to be delivered to the whole class before pupils move on to using simple sequence in any module of work in this book. If pupils have used the slides before a previous module of work omit them.
Part Two: Fast Slow
Is designed to be delivered before the conversation or animation modules. If pupils have not viewed sequence or fast and slow, then deliver one in the first session and the second in a further lesson.
They can also be delivered to a small group of pupils if they are working independently through resources in pairs.
Slides are provided in PDF and PowerPoint Formats and teachers who purchased the book are authorized to adapt the resources within their school or on closed learning platforms such as Seesaw, Google Classroom or Teams as long as they are not shared outside the school community.
Extra hints and tips on usage are provided alongside each slide on the following pages.
Pupils will need whiteboards and pens or paper and pencils.
Summary Sheet
These is a summary sheet that follows this slide commentary that pupils can use to write their algorithms on and be reminded about key knowledge.

A simple definition of sequence. NOTE sequences can include other concepts such as repetition or selection, but for this book these more complex ideas are omitted, hence simple sequence.

Ask pupils to act it out. You could point to the actions one at a time to help them.

Ask pupils to act out this adapted algorithm.

Accept any answers that point out that wave has more detail telling us how to wave

Point out that sequences start at the top and work their way down. They could also go from left to right. Pupils should know that an algorithm is a set of instructions to do something that can be understood by a human, and you may want to remind them of this.

Point out that some people waved in different ways. This is fine as we have not given much detail.

Ask them to either write down what is different or tell their neighbours.

Read the slide and explain what precise is, if any need this.

Instruct pupils to write their own algorithm and then give them to their neighbour to act out. They can have more actions. If any pupils struggled to act out the last algorithm check their work first. Offer to scribe for poor writers.

Dots show actions.

Point to the code blocks one at a time and read them. You could also explain what each command will do. Point out that they will be run in order from top to bottom.

As you read through the algorithm, again point to the dots on the line. Explain that this is the flow of control, the order the instructions take in this algorithm.

Ask pupils to draw the flow of control line and dots on top of their sequence algorithms.

Programming has the same flow of control as the algorithm. From top to bottom.
CHAPTER 2 Fast Slow Blocks

( Part 2 is important in the conversation and animation modules.)

Process means act on. So computers carry out millions of instructions per second.

Blocks on the right run very fast, millions of instructions every second, so all of these would happen in less than one second. Some might even be too quick to see. Blocks on the left are slower.

Here are some example fast and slow blocks. Pupils can either write down what is different about both groups or tell their neighbours.

Make sure pupils understand that the slower blocks have built-in timings and the fast blocks don t have timings.

Point out how some of the fast blocks on the left have been slowed down on the right. You might even want to demo this directly in Scratch.

Ask pupils to either write down or tell their neighbour what is wrong with this code.

Read the answer in orange. Explain that when this is run, only the last block would be shown, as the rest would whizz through at high speed.
Drag these out and show pupils what happens when they are run.

Here is one fix where the times have been added by using wait blocks to slow the code down. The empty block at the end stops the last speech block from continuing forever.

Here is another fix where say blocks with built in times have been used. Both solutions work well.

Finally a quick summary slide.

Knowledge Organiser
Humans are surrounded by digital devices

Computers are digital devices designed to run lots of programmes.
We can write new programmes using programming languages like Scratch.
We are learning about
Simple sequence

  • Univers Univers
  • Ebooks Ebooks
  • Livres audio Livres audio
  • Presse Presse
  • Podcasts Podcasts
  • BD BD
  • Documents Documents
Alternate Text