Key Stage 1 Scenario

Introduction

Software/app/hardware choices

Keywords

​Sprite: Objects that wear costumes that are used to make up Scratch projects.

Script: Sequence of actions or a program created by snapping blocks together into stacks of graphic blocks which are used to tell a sprite what to do.​

Green Flag: Allows you to start many scripts at the same time.​

Outcomes

  • Created a simple guided tour of the school using Scratch Jnr

  • Shown they can explain the meaning of the word 'algorithm'​

Before you Start

 

If you have access to iPads in your class, you may also wish to explore some of the age-appropriate apps:

 

If your school has a subscription to Espresso Coding (a separate subscription) or to 2Simple 2Code (as part of a Purple Mash subscription), both services provide high-quality guided tutorials that will introduce learners to key terminology.

Finally, as far as possible, be consistent in your use of computer science languages as you work through the activity with your children. In particular, make (correct) use of the word algorithm as frequently as you can. Here is a video which you may wi​sh to use to explain the meaning of algorithm to your class.

The Big Picture

Here is an idea to consider:​  

In this activity, we are going to use Scratch Junior to create a guided tour of their school. The child​ren will design their own avatar, will take photos of key locations around the school, and will then script, record and program their avatar. Using Scratch Junior is a great introduction to the full version of Scratch (which runs on Windows and Mac, not the iPad). You will find an activity for the full version in the Lower Key Stage 2 activity. ​ 

 

Or you could try: 

The children have been asked by the council to create a tour of their local area using Scratch Junior. Within the tour children will (where possible) add their face to the avatar and use local images as the background to their program. The children will then need to script, record and program their avatar to move through the locations and share a fact about each one before moving on.

eSafety/Digital Literacy Considerations

  • If using images from the internet or elsewhere in projects, please bear in mind copyright rules - i.e. use Creative Commons images where possible.

  • Computing algorithms are fundamental to the workings of computing devices. Emphasize the links between programming and their experiences of everyday technology​.

Cross Curricular Ideas

  • Literacy - instructional writing

  • ​​​Maths - coordinates 

  • Speaking and listening skills​

Computing National Curriculum Links

  • Understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions

  • Create and debug simple programs

  • Use logical reasoning to predict the behaviour of simple programs

Key Questions

  • What areas of the school will be the focus for the tour?

  • Have you produced a script for the character to say which is:

    • ​​detailed

    • positive

    • light-hearted and engaging (not too formal but formal enough)

  • ​​Are you ready to begin programming? 

Extension/Differentiation

​​For those who require support at this stage, it may be useful to provide them with this planning sheet to help guide their thinking.

If further support is required, it may be appropriate to provide children with scaffolded sentences or a model on which they can base their own script.​​

Awareness

 

Plan

We would suggest that the children are grouped into pairs. Before we begin to plan our guided tour, we are going to think about what the children like about the school. This might be a class discussion, or might be facilitated as a mindmap (for example, by using Popplet (App Store Link) or Popplet Lite (App Store Link). Through this process, each pair needs to identify at least five areas (inside or outside) or rooms in the school that are the 'highlights'.

For each of these five areas, they need to script at least one line that the tour guide (their avatar) will say about it. Why is it special? What happens there? Why is it important, fun, or helpful?

Use the following slide/helpsheet to support the writing of the finished script:

 

Alternatively, use a mind mapping app (again, possibly using Popplet or Popplet Lite) or word processing app (for example, Pages) for the scripting, Doing this on the iPad has the advantage that the words can be copied and pasted into Scratch Junior later.

By the end of the planning process, the children should have a clear plan for what a "tour guide" character is going to say in each of the areas of the school.

Skills

 

Planning & Creation

 

Plan

​The first activity that the children will need to complete is to design their own avatar. Their avatar will be formed by combining a "hand-drawn" body with a photo of their own face.

The video below leads you through the process of creating an avatar. If the children are working in pairs or groups, they can repeat this process to create an avatar for each of them.

 

​​The next stage is for the children to move around the school taking images of the rooms that they are using for their guided tour.

 

Note that they need to take their photos straight into the Scratch Jnr app as there is no way to import existing images into Scratch Jnr (at the time of writing at least - it seems like an omission that should / will be fixed soon).

 

The video below leads you through the process of bringing backgrounds into the slides:

Key Questions

  • Do ​you understand to create an avatar? 

  • Is the avatar well drawn and does the face fit well?

  • Do you understand how to import background images directly into Scratch Junior and are the pictures you have taken good enough quality (not blurred, large enough, showing areas of the school at their best?

Extension/Differentiation

For those who need support with this activity, it may be that they work in pairs or small groups to complete this stage.

It may be that the videos on the left are accessed on the learners' iPads to help guide them through the process in their own time.  (It is worth remembering to use headphones if you intend doing this!)

​​

Plan

Our Scratch Jnr project is now set up, and we're ready to start doing some programming to make our avatars move and speak.

To do this, we drag and drop commands from the commands list to create algorithms. (Remember to use the term algorithm when you can).

 

The video clip below leads you, step-by-step, through this process.

​Recording voices and switching backgrounds

The final stage in creating a guided tour is to add in recordings of voices, and to link the slides together so that the information about one tour moves into the information about the next.

 

Extension ideas:

  • Add in new locations

  • Add more than one avatar into each location, and create a "conversation" between the avatar, timing the speech bubbles and sounds appropriately.

  • Create an "interactive" presentation - i.e. where speech bubbles and sounds only play when a character is clicked upon.​

Key Questions

  • Do you understand how to use the commands in Scratch Junior to create algorithms to make your avatar interact with the background ?

  • Do you know how to record your voice and insert it into Scratch?

    • ​is the recording clear?

    • is the recording lighthearted and lively with good expression?

    • have you recorded in a quiet space so that bakground sound is limited? 

  • Do you know how to switch to different slides?     

  • Have you been able to use any of the extension ideas to make your project more exciting?​​

Extension/Differentiation

For those learners who need extending further, encourage them to:

  • Add in new locations

  • Add more than one avatar into each location, and create a "conversation" between the avatar, timing the speech bubbles and sounds appropriately.

  • Create an "interactive" presentation - i.e. where speech bubbles and sounds only play when a character is clicked upon​.​​

Sharing & Evaluation

Plan

Sharing, feedback, evaluation and subsequent modification and improvment are key parts of any creative process. Here are some ideas that you may wish to explore to facilitate this process.

Sharing your work to the whiteboard using AirServer

If the PC or laptop connected to the whiteboard in your classroom does not have AirServer installed, speak to your ICT Technician / line manager in school to ask for this.

With AirServer running on your laptop, students in your class will be able to connect via your laptop to display their work on the whiteboard. 

iOS 10 or earlier - ​Swipe up from the bottom of an iPad screen to pull up the Control Centre, and tap "AirPlay" to list available destinations for broadcast. ​Tap onto the correct destination, and tap the toggle switch to turn mirroring on.

 

iOS 11 - ​Either double tap your home button or swipe up with 4 fingers to access the Control Centre. Click Screen Mirroring (bottom right) and select your airserver device. If you are unsure which one this is, open AirServer settings which will show your computer name. You can change this to make it easier for your class to identify which laptop to mirror to (this will be an important part of the showcasing process)

Please note: if you have an Apple TV installed in your classroom, use that instead! The process of connecting is the same.

 

​Sharing work online for feedback and evaluation

  • Use an online survey tool on your Learning Plaform or elsewhere for students to evaluate their own Guided Tour and those of others in the class eg Padlet (click here for a YouTube tutorial on setting up a Padlet)

  • Ask students to write simple blog articles which include detailed reviews of other students work.

  • Use Socrative.com on laptops or the Socrative apps on iPads to collect together thoughts about possible improvements or ideas to extend the work.

  • Have an in-class vote / competition to select favourite pieces of work.

  • Upload "best" work to the school website for parents to view (see below for ideas for exporting)

  • Enter "best" work for The DIGIs! www.thedigis.net (see below for ideas for exporting) 

 

Please note: there is no direct "export" option from Scratch Jnr. To save permanent records of work you can:

  • Film the iPad screen with a second iPad while the program runs or 

  • Use the screen recording facility in AirServer on your laptop: broadcast to the laptop, start screen recording, then start the program running in Scratch Jnr. 

Key Questions

  • Do you understand the ways in which your work can be shared?

  • Are you able to generate a list of success criteria so that you are able to comment on how good your own work is as well as the work of others?​  

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Extension/Differentiation

For those who require support in this aspect, it may be that agreed success criteria are presented to them or agreed with them.  Simple 'I can' statements such as: 

  • ​I can create an avatar of myself and add a picture of my face

  • I can add backgrounds by taking pictures of parts of the school

  • I can use the coding blocks within Scratch Junior to create 'algorithms' which make my avatar move

  • I can write a suitable script describing the best parts of my school

  • I can record a voice (usually my own) and programme the avatar to speak 

  • I can make sure that whatever I record is clear and has no background noise 

  • I can switch pages in my project so that my avatar visits different parts of the school

  • I can say what I like about my own piece of work as well as the work of others and suggest what could be done better next time

For those who need exending, ask them ​to create their own criteria with added detail, incorporating the extension activities described in Stage 3 of this activity. ​​​

 

Assessment

 

All learners will be able to

  • Give instructions to my friend and follow their instructions to move around.

  • Press the buttons in the correct order to make my robot do what I want.

  • Describe what actions I will need to do to make something happen and begin to use the word algorithm.

  • Begin to predict what will happen for a short sequence of instructions.

  • Begin to use software/apps to create movement and patterns on a screen.

  • Use the word debug when I correct mistakes when I program.​

Some learners will be able to

  • Be able to give reasons why they like or dislike a computer program or app. Be able to explain, in simple terms, key vocabulary in programming, including algorithm, program, code/ instruction.

  • ​Work independently or with other learners to design simple programs or games to be created in age-appropriate software (Kodu/Scratch).

  • Be able to predict the behaviour of a simple program, and to test that prediction.​

  • Create a simple computer program that includes multiple instructions.

  • Test a simple program, notice bugs and make changes to improve it.

  • Describe to other children how they created a program, and what they hoped to achieve.

  • Suggest specific reasons why a program did not work correctly, and work, with support, to solve issues. 

  • Give feedback to other children about their programs or games.​

Most learners will be able to

  • ​Experience a variety of simple games, simulations, and apps (including online resources). 

  • Express an opinion about a game, simulation or app​.

  • Contribute to class decisions about the design of a collaborative program or game.

  • Show other children the result of simple programs they have helped to create.

  • Be able to describe what happened when a set of instructions was run, and whether it achieved the desired outcome. Suggest simple suggestions why a program did not work correctly.​