Computer Science 2 – Programming

Computer Science 2 – Programming 

 

EYFS

 

Helicopter Rescue – Busy Things

Children can plan the moves the helicopter needs to take in order to get the cow to safety.

http://busythings.lgfl.org.uk

 

Daisy The Dinosaur iPad app

As a class discuss the commands. What will happen to Daisy when we select one of these commands? How can we make her jump 5 times? Children are then given the opportunity to create their own set of instructions and show them to the class.

 

Making Things Move – Espresso Coding Unit 1a

As a class discuss what each of the icons do? What will happen to the fish when you move the icons around?

Can put them in the correct order to make the fish move in a certain direction? Children are then given the opportunity to go through the unit 1 section of Espresso Coding independently.

http://www.discoveryeducation.co.uk/what-we-offer/discovery-education-coding/try-it-now

 

Year 1 – Let’s explore algorithms 

 

Path Peril

Children to look at the instructions in front of them. They will then draw out where they think the chicken will end up.

http://busythings.lgfl.org.uk/content/activities/pdf_chicken_path/CC_pathPeril.pdf

Children are shown a chicken. They will plan a route for the chicken to make and see if what they did was correct. Can children explain why their set of instructions worked or why it did not?

http://busythings.lgfl.org.uk/

 

J2code

Three lesson plans (Programming Basics/Understanding Algorithms)

https://www.j2e.com/j2code/

Lesson  1:

https://www.j2e.com/code/Y1lesson1

Lesson 2:

https://www.j2e.com/code/Y1lesson2

Lesson 3:

https://www.j2e.com/code/Y1lesson3

 

Scratch Jr – Tinkering

This activity involves pupils tinkering with ScratchJR to find out what it does and how to create programs.

http://barefootcas.org.uk/barefoot-primary-computing-resources/computational-thinking-approaches/tinkering/ks1-activity-scratch-junior-tinkering/

 

 

 

Year 2 – Let’s talk using Scratch

 

Children to create a simple conversation between 2 sprites telling a joke.

http://code-it.co.uk/wp-content/uploads/2015/05/actionassessment_planning.pdf

The link below can be changed and adapted to be used within scratch. Knock-Knock Joke

http://barefootcas.org.uk/barefoot-primary-computing-resources/computational-thinking-approaches/creating/ks1-activity-scratchjr-knock-knock/

 

Year 3 – Lets make music using Scratch

 

  • Music Machine – Scratch (Repetition):

http://code-it.co.uk/scratch/music_machine/musicmachineoverview

  • Logo 1 – (Repetition) – Sample planning provided.

[embeddoc url=”http://www.rnlcom.com/wp-content/uploads/2016/02/Logo-1.doc” download=”all” viewer=”microsoft”]

[embeddoc url=”http://www.rnlcom.com/wp-content/uploads/2016/02/Logo-1-Assessment-Right-Angled-Shapes-With-Repeats.pdf” download=”all”]

 

 

Year 4 – Let’s play game using Scratch

 

  • Smoking Car – Scratch (with amendment for selection):

http://code-it.co.uk/scratch/smoking_car/smokingcaroverview

Amendment:

Phil Bagge’s smoking car planning encourages use of the ‘when __ key pressed’ blocks which do not develop an understanding of selection.  We suggest amending the planning to use if and ‘key __ pressed’ blocks as shown on the right.

  • Slug Trail Game – Scratch (with the same amendment as above for selection):

http://code-it.co.uk/scratch/slugtrail/slugtrailoverview

  • Selection Quiz – Scratch (Selection):

http://code-it.co.uk/scratch/mathsquiz/mathsquizoverview

(Note: HA learners may reach the point of adding of a score to their game.  This will be their first proper introduction to variables which is introduced formally in year 5.)

  • Logo 2 – (Procedures) – Sample planning provided.

[embeddoc url=”http://www.rnlcom.com/wp-content/uploads/2016/02/Logo-2.doc” download=”all” viewer=”microsoft”]

 

Year 5 – Let’s keep score using Scratch

 

  • Maths Quiz – Scratch with scores (Variables): (You will need to create a login.)

http://barefootcas.org.uk/programme-of-study/work-variables/ks2-maths-quiz-variables-activity/ 

 

(Consider creating just one level with students and then moving straight on to adding coin sprites.  Next, write code to hide a coin and increase the score (variable) when that coin is touched. Once this is done, students can be extended by asking them to create more levels and add sound effects.  See sample Scratch files for support.)

 

 

Year 6 – Let’s create using Scratch

 

  • Game CreationComing Soon – Nic Hughes will be providing content. 
  • Digital Clock (+ Analogue extension) – Scratch (Decomposition/Flow Charts)
  • http://code-it.co.uk/scratch/clock/clockoverview
  • Traffic Lights – Scratch (Consolidate previous concepts/Flow Charts)