ei505 session 2

COMPUTING

PART II:

DEBUGGING & LOGICAL REASONING

CO

MPU

TIN

G - K

S2

Key stage 2

Pupils should be taught to:

design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts

use sequence, selection, and repetition in programs; work with variables and various forms of input and output

use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs

understand computer networks including the internet; how they can provide multiple services, such as the world wide web; and the opportunities they offer for communication and collaboration

use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content

select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information

use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.


http://scratch.mit.edu/

This game almost works correctly but it could do with some improvements.

Can you make sure the frog moves correctly?Can you make it easier for the frog to cross the road?Can you add a victory ‘sound’ when the frog reaches the other side?

http://scratch.mit.edu/projects/18025114/






This game is simple right? Just click the label that matches the picture shown in the middle.

Uh oh! Someone’s messed up the code! Can you fix it? Use the comments to help you work out what is wrong.


This game works but it could so with some extra features.

Can you award the user a point for every apple they catch in the basket? Can you add a GAME OVER background and switch to this when three apples have hit the ground?









BACKUP OR IT’S GAME OVER!

We strongly advise you to keep backups of any important project that you produce using Scratch. To do this, when you’re in the editor view, click File > Download to your computer. We recommend that you keep multiple backups of your project as it develops. You might name these files using the current date/time so that you can easily locate the right file should you need it.

We also advise you to keep backups of any media files that you produce for use in your Scratch projects.


ASSIGNMENT TASK

Design and write a program to accomplish a specific educational goal relating to the KS2 curriculum in either English or mathematics.Your educational program should engage the user for at least 3 minutes. It should teach as well as consolidate learning.


YOUR EDUCATIONAL PROGRAM…

Could be a game, story, song, rap, rhyme, animation etc

It needs to teach the concept/focus/skill and then consolidate the learning.


LEA

RN

ING

OU

TCO

MES

• Demonstrate computational thinking through processes including: decomposition; logical reasoning; and developing algorithms;

• Make discerning use of digital content to achieve specific goals;

• Demonstrate an applied understanding of a key aspect of either English or mathematics education for KS2.

40-49%

There are design issues and a limited awareness of the user

Some minor inaccuracies and/or misunderstandings e.g some coding issues,

Lack of user testing

Use of simple movement or animation to create interactivity but this is minimal

Adequate understanding and use of programming to create EP but minimal evidence of independent research (learning)

Some minor deviations from the specifications for the assessment task,

The EP has been executed in a basic and/or poor way

Demonstrates limited levels of initiative, personal responsibility, decision-making

An adequate, but weak response to the task All learning outcomes/ assessment criteria have just been met


Sound understanding and exploration of Scratch with no significant inaccuracies in the programming

Some use of repetition, selection and sequencing

The EP is presented/organised clearly and approached/executed in a standard way

Sound use of digital content

Demonstrates some levels of initiative, personal responsibility, decision-making in programming and creating the educational

50-59%

A sound, competent response to the taskAll learning outcomes/ assessment criteria have been met and some may have been achieved at a good standard

60-69%

Good use of more advance features in Scratch (variables, broadcasting etc)

Good use of repetition, selection and sequencing

No significant misunderstanding or errors in the programming or content of the EP

The organisation and presentation of the EP is at least good

It has been approached/executed in a comprehensive and appropriate way

Demonstrates good levels of initiative, personal responsibility and decision-making in designing and programming the EP

A good to very good response to the task All learning outcomes/ assessment criteria have been met fully at a good or very good standard


Design, creation and quality of the EP and assets are excellent throughout

The EP demonstrates a high/exceptionally high understanding of applied pedagogical design

In-depth understanding, exploration and research

All specifications for the assessment task have been adhered to

The work has been approached and executes in an original way

Demonstrates high levels of initiative, personal responsibility, decision-making

It surprises us!

70+

An excellent response to the taskAll learning outcomes/ assessment criteria have been achieved to a high standard and many at an exceptionally high level

EXAMPLE PROJECTS





FOLLOW-UP TASK

Plan:

Create a visual plan with annotations of your Scratch Assignment project. Bring to the next Computing session on 09/05/14

ei505 session 2

Education