Coding with Scratch: Learning Loops: Repetition Loops

(Count-Controlled)
National Curriculum Lesson Duration
Use sequence, selection and repetition in programs; work with variables and various forms of input and This lesson will last 60
mins
output. approximately 60
minutes.
Aim
To use a loop to repeat an action or sequence multiple times.

Success Criteria Key Vocabulary

I can explain what a loop is. Block code, repeat, repetition, loop, count-controlled.
I know that there are different types of loops.
I know when to use a repeat loop.
I can customise repeat blocks to repeat an action a specified
number of times.

Resources Preparation
Lesson Pack Knowledge Organiser - as required
Knowledge Organiser Block Code Sorting Activity - one per pair or group
PC devices, such as laptops, Chromebooks and/or tablets Differentiated Octopus Antics Scratch Task - one per child as
required.
Scratch Online version accessed via https://scratch.mit.edu/

Prior Learning: After completing Lesson 1, children should be confident in changing backdrops and adding and controlling sprites
within Scratch. They should know what block code is, be able to find blocks in different categories and use them to build
algorithms in the Code Area. Children should also understand the need to test and debug algorithms to remove errors in
code.

Learning Sequence

Remember It: Remind the children about the different categories of block code in Scratch using the Block Code
Sorting Activity. Each pair or group will need a set of the cut-up cards. In this task, children are required to sort the
cards to match a range of blocks to the category in which they are found. Check the answers with children using
the Lesson Presentation. Recall prior knowledge by asking pupils to explain what action some of the blocks will
produce when used in Scratch. This resource has been purposely produced in black and white so that children
cannot simply match colours together. There is a coloured version of the activity available if required to support
less-able pupils.

What Is a Loop?: Use the Lesson Presentation to introduce the concept of repetition in instructions. When
discussing the glass of squash example, children may suggest answers such as writing ‘x50’ beside the instructions
or adding the words ‘repeat 50’.
Children will learn that a loop is a way of repeating instructions or lines of code in an algorithm. Discuss the
examples of loops in everyday life and how they can be utilised within computers. Encourage children to begin to
think about why being able to use repetition might be useful when coding. What are the advantages of repetition
when writing instructions?

Loops in Scratch: Use the Lesson Presentation to introduce children to the three different loop blocks available in
Scratch. Ask children to look carefully at each block and discuss the things that are the same and the things that are
different before providing them with further information about each type of loop. Which block do you think would be
most useful for repeating an action or a sequence of actions a specific number of times?

Using a Repeat Loop: Explore the repeat block. Ensure that children can recognise this is the correct loop to use
to repeat an action or sequence a specific number of times. Children will need to know that the white area of the
block can be customised by inputting a word or number. This is important for making code accurate and flexible in
any given context. Use the examples in the Lesson Presentation to ensure that children can see that the number
inputted into the loop block affects how often something is repeated. This is referred to as a ‘count-controlled’ loop.
The Lesson Presentation provides examples of loops for children to think about and discuss. At this point you may
wish to have children write the algorithms themselves in Scratch so that they can see how the loop works and how
many times the actions are repeated. Alternatively, you may feel that your children do not need to complete this step
and can move directly to the independent Octopus Antics Scratch Task.

Computing | Year 3 | Coding with Scratch: Learning Loops | Repetition Loops (Count-Controlled) | Lesson 2 visit twinkl.com
 Octopus Antics: Ensure that children have access to Scratch and are logged in correctly if using a teacher account.
Use the Lesson Presentation to introduce the task. Children can use their differentiated Octopus Antics Scratch
Task sheets to investigate using a count-controlled loop to create repetition.

Use a count-controlled Use a count-controlled Use a count-controlled

loop to make an octopus loop to make an octopus loop to make an octopus
change colour. change colour and move change colour and move
randomly around the around randomly with a
backdrop. repeated sound effect.

Why Use Loops?: Encourage the children to reflect on the importance of using loops for repetition. Take feedback
from the class before revealing the advantages of using loops within code.

Exploreit
Choreographit: Challenge children to plan a short dance sequence. They should plan between four and ten moves that will repeat a set
number of times within their dance. Encourage the children to record their dance instruction as an algorithm, in the shortest
possible way, making use of repetition and loops to help them.
Codeit: Use the Disco Diva Scratch Worksheet to code a dance for the sprite using count-control loops to add repetition.

Assessment Notes:

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Scratch Safety:

Showing or creating the flashing sprite effect could be problematic for children with conditions such as epilepsy. Discretion is advised.

Computing | Year 3 | Coding with Scratch: Learning Loops | Repetition Loops (Count-Controlled) | Lesson 2 visit twinkl.com