Year 5 – Programming B – Selection in quizzes Unit

Overview

Year 5 – Programming B – Selection in quizzes

Unit introduction
Learners will develop their knowledge of ‘selection’ by revisiting how ‘conditions’ can be used in programming, and then learning how the ‘if… then…
else...’ structure can be used to select different outcomes depending on whether a condition is ‘true’ or ‘false’. They represent this understanding in
algorithms, and then by constructing programs in the Scratch programming environment. They learn how to write programs that ask questions and use
selection to control the outcomes based on the answers given. They use this knowledge to design a quiz in response to a given task and implement it as a
program. To conclude the unit, learners evaluate their program by identifying how it meets the requirements of the task, the ways they have improved it, and
further ways it could be improved.

If learners are using the online version of Scratch, be aware this allows them to share and comment on projects. A simplified version of the Scratch’s
community guidelines can also be found at the end of this unit guide. For the full guidelines, see the Scratch website.

Software and Hardware requirements

Learners will need to have access to Scratch for this unit. The online version of Scratch runs via a web browser and can be accessed on desktops, laptops and
tablets. You may want to consider setting up a teacher account, to create logins for learners to save and access their projects. If internet connectivity is an
issue in school, Scratch can be accessed offline via the Scratch app.

If you’ve adapted this unit to better suit your school, please share your adapted resources with fellow teachers in the STEM community. Alternatively, if this
unit isn’t quite right for your school, why not see if an adapted version which better suits has already been shared?

Page 1 Last updated: 07/03/24

Year 5 – Programming B – Selection in quizzes
Unit overview

Overview of lessons
Lesson Brief overview Learning objectives

Exploring conditions In this lesson, learners revisit previous learning on ‘selection’ and identify how To explain how selection is used in
‘conditions’ are used to control the flow of actions in a program. They are computer programs
introduced to the blocks for using conditions in programs using the Scratch ● I can recall how conditions are
programming environment. They modify the conditions in an existing program and used in selection
identify the impact this has. ● I can identify conditions in a
program
● I can modify a condition in a
program

Selecting outcomes In this lesson, learners will develop their understanding of selection by using the To relate that a conditional statement
‘if… then… else...’ structure in algorithms and programs. They will revisit the connects a condition to an outcome
need to use repetition in selection to ensure that conditions are repeatedly checked. ● I can use selection in an infinite
They identify the two outcomes in given programs and how the condition informs loop to check a condition
which outcome will be selected. Learners use this knowledge to write their own ● I can identify the condition and
programs that use selection with two outcomes. outcomes in an ‘if… then…
else…’ statement
● I can create a program that uses
selection to produce different
outcomes

Asking questions In this lesson, learners consider how the ‘if… then... else…’ structure can be used To explain how selection directs the flow
to identify two responses to a binary question (one with a ‘yes or no’ answer). of a program
They identify that the answer to the question is the ‘condition’, and use algorithms ● I can explain that program flow
with a branching structure to represent the actions that will be carried out if the can branch according to a
condition is true or false. They learn how questions can be asked in Scratch, and condition
how the answer, supplied by the user, is used in the condition to control the ● I can design the flow of a program
outcomes. They use an algorithm to design a program that uses selection to direct that contains ‘if… then… else…’

Page 2 Last updated: 07/03/24

Year 5 – Programming B – Selection in quizzes
Unit overview

the flow of the program based on the answer provided. They implement their ● I can show that a condition can
algorithm as a program and test whether both outcomes can be achieved. direct program flow in one of two
ways

Designing a quiz In this lesson, learners will be provided with a task: to use selection to control the To design a program that uses selection
outcomes in an interactive quiz. They will outline the requirements of the task and ● I can outline a given task
use an algorithm to show how they will use selection in the quiz to control the ● I can use a design format to outline
outcomes based on the answer given. Learners will complete their designs by my project
using design templates to identify the questions that will be asked, and the ● I can identify the outcome of user
outcomes for both correct and incorrect answers. To demonstrate their input in an algorithm
understanding of how they are using selection to control the flow of the program,
learners will identify which outcomes will be selected based on given responses.

Testing a quiz In this lesson, learners will use the Scratch programming environment to To create a program that uses selection
implement the first section of their algorithm as a program. They will run the first ● I can implement my algorithm to
section of their program to test whether they have correctly used selection to create the first section of my
control the outcomes, and debug their program if required. They will then continue program
implementing their algorithm as a program. Once completed, they will consider ● I can test my program
the value of sharing their program with others so that they can receive feedback. ● I can share my program with others
Learners conclude the lesson by using another learner’s quiz and providing
feedback on it.

Evaluating a quiz In this lesson, learners will return to their completed programs and identify ways To evaluate my program
in which the program can be improved. They will focus on issues where answers ● I can identify ways the program
similar to those in the condition are given as inputs, and identify ways to avoid could be improved
such problems. Learners will also consider how the outcomes may change the ● I can identify the setup code I need
program for subsequent users, and identify how they can make use of ‘setup’ to in my program
provide all users with the same experience. They will implement their identified ● I can extend my program further
improvements by returning to the Scratch programming environment and adding
to their programs. They conclude the unit by identifying how they met the
requirements of the given task, and identifying the aspects of the program that

Page 3 Last updated: 07/03/24

Year 5 – Programming B – Selection in quizzes
Unit overview

worked well, those they improved, and areas that could improve further.

Subject knowledge and CPD opportunities

This unit focuses on developing learners’ understanding of selection in an on-screen context. It highlights what ‘conditions’ are and how they are used as part
of ‘selection’.

Conditions
‘Conditions’ are statements that need to be met for a set of actions to be carried out. They can be used in algorithms and programs to control the flow of
actions. When a condition is met it is referred to as ‘true’ and when it is not met it is referred to as ‘false’. You need to be able to identify and use conditions
in algorithms in the form of statements to both start and stop sets of action. Additionally, you need to understand that conditions can be used in loops, and
when they are, that the set of actions in the loop will be carried out repeatedly until the condition is true. For example, ‘until button ‘A’ is pressed’.

Selection
When designing programs, there are often points where a decision must be made. These decisions are known as ‘selection’, and are commonly implemented
in programming using ‘if’ statements. Selection is used to control the flow of actions in algorithms and programs by checking whether a condition (see above)
has been met. If it has been met, the identified actions will be carried out. When selection is used in programs, infinite loops (see above) are often used to
instruct the device to check the condition repeatedly. Without using loops, the condition would only be checked once following the sequence of the code.

Continual Professional Development

Enhance your subject knowledge to teach this unit through the following free CPD:
 Getting started in Year 5 – short course
 Introduction to primary computing remote or face to face
 Teaching programming to 5- to 11-year-olds
 Introduction to Programming with Scratch
 Teaching programming using Scratch and Scratch Jr

Teach primary computing certificate

Page 4 Last updated: 07/03/24

Year 5 – Programming B – Selection in quizzes
Unit overview

To further enhance your subject knowledge, enrol on the teach primary computing certificate. This will support you to develop your knowledge and skills in
primary computing and gain the confidence to teach great lessons, all whilst earning a nationally recognised certificate!

Progression
This unit assumes that learners will have prior experience of programming using block-based construction (e.g. Scratch), understand the concepts of
‘sequence’ (Year 3 units: Sequencing Sounds and Events and actions in programs) and ‘repetition’ (Year 4 units: Repetition in shapes and Repetition in
games), and have some experience of using ‘selection’. Ideally, learners will have completed ‘Programming A – Selection in physical computing’ before
undertaking this unit, as this will provide them with the required knowledge of ‘selection’.

Please see the learning graph for this unit for more information about progression.

Curriculum links
Computing
● 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
● 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

Assessment
Formative assessment
Assessment opportunities are detailed in each lesson plan. The learning objectives and success criteria are introduced in the slide deck at the beginning of
each lesson, and then reviewed at the end. Pupils are invited to assess how well they feel they have met the learning objectives using thumbs up, thumbs
sideways, or thumbs down.

We recommend the use of teacher accounts in Scratch to help with assessment throughout this unit. For guidance on setting up teacher accounts, please visit
the Scratch website (scratch.mit.edu/educators/faq).

Page 5 Last updated: 07/03/24

Year 5 – Programming B – Selection in quizzes
Unit overview

Summative assessment
Please see the summative assessment document of multiple-choice questions for this unit. This can be downloaded as a paper copy, with answers, or in a
digital format to be shared.

Scratch guidelines
 Stay Safe Online: Don’t share personal info like your full name, address, or phone number. Also, don’t share details about where you go to school
or your social media accounts.

 Be Kind and Helpful: When you comment on someone's project, say something nice about it and offer suggestions in a friendly way. Don’t be
mean or spammy.

 Share and Collaborate: You can use other people's stuff on Scratch to make your own cool projects but remember to give credit. And when you
share your work, others can use it too, as long as they give credit and make changes.

 Be Honest: Always tell the truth and be yourself when you're on Scratch. Don’t pretend to be someone else.

 Keep Scratch Friendly: Make sure your creations and chats are friendly for everyone. If you see something mean or inappropriate, you can
click the link that says "report" on any project, comment, discussion post, studio, or profile page. If you're unsure or it's a bit complicated,
you can ask your teacher or a trusted adult to get in touch with us. The Scratch team will take care of it.

Resources are updated regularly — the latest version is available at: ncce.io/tcc.

This resource is licensed under the Open Government Licence, version 3. For more information on this licence, see ncce.io/ogl.

Page 6 Last updated: 07/03/24