iPrimary COMPUTING Year 6 Term: 1 Weeks: 6–10 Duration: 5 weeks: 10 lessons

Unit 2: Programming Part One

About this unit:

This unit is an introduction to using and programming algorithms, with a focus on a process to create a simple game to develop students’ skills. They learn to check
for errors and make changes as required. Students are introduced to variables and values. Use is made of simple algorithms that students can role play, as well as
plan out and trial on paper. Students are introduced to ‘repeat’ and use it in planning and writing algorithm notations and algorithms for games that include specified
and self-identified features. They move through several levels of abstraction throughout their game creation project.

Note: This unit mentions MIT Scratch in several places, but you are free to use any similar application that fulfils the same learning objectives. You should prepare
your own working solutions to use in the class to model solutions and to provide support materials such as partially worked solutions, solutions with errors to find and
fix.

The nature of this unit requires students to use computers for most lessons as they need to be creating, testing and checking their games.

Support: throughout this unit, you can use a variety of ways to support students in coding:
 Modelling: demonstrating coding to students (this can be teacher demonstrations, or students supporting each other).
 Guided discovery: you and/or peers guide students in step-by-step development (students choose what to explore and follow teacher or peer
demonstrations as and when required).
 Parsons-type problems: in using Scratch, provide correct blocks to use but not sorted correctly.
 Scaled support:
o use (for students needing additional support, use code/algorithm supplied by you)
o modify (for students who are able to code but need some support, modify supplied code/algorithm allowing students to fix errors, restructure,
assemble)
o create (once students have become more confident in coding, create code/algorithm from ‘blank canvas’).

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Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5

Introductions to algorithmic Creating an algorithm using Programming a solution to a Programming a solution to Briefing about a project to
writing loops problem that entails loops a problem that entails loops create a game
(Students at the computer) (Students at the computer)

Lesson 6 Lesson 7 Lesson 8 Lesson 9 Lesson 10

Creating movement of game Using IF, THEN in a game to Use of a variable in creating Alpha and beta testing a Completing a game and
objects including forever add interaction scoreboard game and creating a user reviewing their learning
loops guide
(Students at the computer) (Students at the computer) (Students at the computer)
(Students at the computer) (Students at the computer)

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Year 6, Unit 2: Programming, Part One, Lesson 1

Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives

Introductions to Students should know how to make instruction, algorithm, PS6.1A Understand how to create an algorithm to solve a particular
algorithmic writing a sandwich solution, sequence, problem (including controlling or simulating physical systems), making use
repeat, iteration of algorithmic constructs (sequence, iteration, selection, variables).
PS6.1B Create algorithms using appropriate conventions such as
indentations to show repetition or items triggered by selection, new lines for
each new event.
PS6.1C Understand the purpose of a given algorithm and use logical
reasoning to explain how a simple algorithm works.
PS6.1D Understand how to identify and correct errors in algorithms.

Teaching Summary

Introducing the concept of an algorithm, by role playing everyday tasks that can be described in algorithmic form. Students start to consider the use of repeat.
 When students come in, have a simple algorithm (displaying a sequence of instructions) on the board, such as:
1) Place bag under table
2) Sit down
3) Open up book
4) Wait for greeting from teacher
5) When teacher says, “Good morning/afternoon”, reply with “Good morning/afternoon”.
(You can adjust this to suit your usual routine.)

 Introduce the lesson by telling the students that you (the teacher) are now a robot and robots can only follow a clear sequence of instructions or an
‘algorithm’ (a set of sequenced or ordered instructions that are followed to complete a task, such as those the students followed when entering the room).
The students must tell the robot (the teacher) how to make a jam sandwich (or locally appropriate filling) by giving a clear sequence of instructions on the
process. Do this by starting to explain the process of making a jam sandwich, then show students Worksheet 1, which they need to cut up and reorder,

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 putting the instructions in the correct order.
Note: These instructions can be based on those on Worksheet 1, but if making this more locally suitable, you will need to adjust the worksheet to suit.
You can add, repeat or remove any steps.

The correct order is:

1) Open bread packet
2) Take out two slices of bread
3) Put bread on plate
4) Close bread bag
5) Open butter packet/tub
6) Put butter on knife
7) Spread butter on bread
8) Repeat on other slice
9) Open jam jar
10) Scoop out jam with knife
11) Spread onto buttered bread
12) Repeat on other slice of buttered bread
13) Put slices together, jam sides touching
14) End

 See http://code-it.co.uk/wp-content/uploads/2015/05/writesandwichalgorithm2.pdf for a useful resource on running this activity and various videos online
that show the process of making a jam sandwich (the third example shows a teacher being a robot and following students’ instructions) (e.g.
https://www.youtube.com/watch?v=w2KxoWtb2VE or https://www.youtube.com/watch?v=fRT9ID3MSTg or https://www.youtube.com/watch?
v=U3TsVz_pJf4).
 Once students have arranged the instructions in the order they think is correct, select students to instruct the teacher robot to make the sandwich. The
teacher robot cannot proceed when the instructions are wrong (see sample videos).

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  Hand out Worksheet 2 and ask students to create a set of coherent instructions for making a smoothie.

Main Activity

Core: Students should sort the jumbled list on Worksheet 1 into the correct order (this is a Parson’s type of problem, in which students need to build guidelines or
programs by ordering instructions or chunks of code). All students must be engaged, and you should tell groups that they might choose any student to report
back. Allow time to discuss and correct errors in algorithms to make them as efficient as possible.
Select students to instruct the teacher robot to make the sandwich. The teacher robot cannot proceed when the instructions are wrong (see sample videos).
Students will then consolidate their understanding of ordering instructions by completing Worksheet 2. Ask students to create a set of coherent instructions for
making a smoothie.

Support: Students can work in small mixed-ability groups (three or four) to sort the jumbled list on Worksheet 1 into the correct order. When completing their
instructions for Worksheet 2, students can work in pairs.

Extend: When they have finished ordering the contents of Worksheets 1 and 2 and checked their order is correct, some students can help individuals or pairs
who may need to talk through the order. More confident students might also add, take away or change instructions from those given.

Plenary

With students, discuss the problems and successes of the various solutions given. Prompt students with questions such as: What if there was no ‘end’ statement?
What made the instructions stop? (Jam/butter not opened so cannot spread, etc).
End the lesson with an exit algorithm such as:
Put books in bag, pick up bag, stand up, say good afternoon/good morning, leave when told (these can be jumbled to accentuate getting them in the right
order – see if students can act like robots and get ‘stuck’ if the instructions are not clear and correctly ordered).

Additional Activity

Students could write their own brief sequence of instructions to make another snack they like, then mix them up for another student to reorder.

Digital Resources
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Hardware: None Additional resources:
Recommended software: None Year 6, Unit 2, Lesson 1, Worksheets 1 and 2 (both worksheets can be adapted
as necessary to give more locally appropriate examples)

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Year 6, Unit 2: Programming, Part One, Lesson 2

Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives

Creating an Students should understand that Loop, repeat, route PS6.1A Understand how to create an algorithm to solve a particular
algorithm using robots follow algorithms exactly problem (including controlling or simulating physical systems), making use
loop of algorithmic constructs (sequence, iteration, selection, variables).
PS6.1B Create algorithms using appropriate conventions such as
indentations to show repetition or items triggered by selection, new lines for
each new event.
PS6.1C Understand the purpose of a given algorithm and use logical
reasoning to explain how a simple algorithm works.
PS6.1D Understand how to identify and correct errors in algorithms.

Teaching Summary

Students create a set of instructions, including repeat, which are followed by a ‘robot’.
 Introduce the lesson with a set of instructions (they can be based on Worksheet 1) for a selected student to follow (these instructions must include a
repeat or loop). The student can follow a simple route defined by you. Allow the other students to suggest changes if they notice the student not following
the instructions. This task helps students understand a simple algorithm. Ask: Why is it important that the steps given are followed exactly? This will
encourage students to consider the importance of order, and that some things cannot occur if they do not follow another instruction first.
 Explain that students are to work in mixed-ability pairs and create a set of instructions for a robot (their partner) to follow. With students, explain the
symbols on Worksheet 1. Explain that each arrow ‘card’ represents one step, so to move three steps forward they can either use three forward cards or
use a repeat (loop) card (annotating it to say loop x 3, or similar). These can be reinforced by a brief route across the classroom that you give to students.
One way to do this is to have a start and end point in mind, then give students an algorithm with a set number of instructions to use to get from the start to
the end point. Students can work in pairs to create and then model their instructions to the class, building in fault finding and testing by taking suggestions
from other pairs.
Note: the loop symbol means an instruction is to be repeated.

(In Lesson 4, students will be introduced to Scratch (or similar), so there is a need to use the word ‘repeat’ to model the wording in Scratch.)
 When students are familiar with using the instructions, give them the ‘test route’ on Worksheet 2. Explain that they cannot pass through the ‘no entry’
signs and should collect as many stars as possible. Allow students to create their routes, with a few pairs sharing their results. Then allocate certain

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 criteria for pairs to follow. These criteria can include: using the shortest amount of instructions; collecting every star available; using a certain number of
instructions.
 Students can swap solutions with another pair to test them and provide feedback to revise their instructions as necessary.

Main Activity

Core: Using the instructions on Worksheet 1 and the route on Worksheet 2, students create routes to get them from one place to another safely, following agreed
criteria. Encourage students to check their routes as this reinforces how to identify and correct errors in algorithms.

Support: Prepare some partially completed steps to follow the route, or a complete route that has some limited errors that need correcting.

Extend: Some students can be set a maximum number of steps to include to ensure they use loop as much as possible and create a ‘small’ algorithm. They can
also design their own criteria and create routes that fulfil them.

Plenary

At the end of the lesson, get students to ‘run’ their algorithm with either you or another student playing the ‘robot’ to ensure they only follow the algorithm. This
could be done by showing Worksheet 2 on an interactive whiteboard (if available) and pointing out the route taken. Students can suggest ways of changing
instructions to make them more efficient, for example, by using loop or repeat constructs. Reinforce that students have created an algorithm that solves a given
problem.

Additional Activity

Students can add different criteria to Worksheet 2, such as ‘turn around’ or ‘go backwards three steps’ symbols, then work out the best route to the apple.

Digital Resources

Hardware: Additional resources:

None Year 6, Unit 2, Lesson 2, Worksheets 1 and 2
Recommended software:

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None

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Year 6, Unit 2: Programming, Part One, Lesson 3

Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives

Solving the same Students should have some repeat, loop, route, PS6.1A Understand how to create an algorithm to solve a particular problem
problem (finding the knowledge of using symbols to testing, errors (including controlling or simulating physical systems), making use of
most efficient route) create a visual algorithm algorithmic constructs (sequence, iteration, selection, variables).
using a number of
PS6.1B Create algorithms using appropriate conventions such as
solutions
indentations to show repetition or items triggered by selection, new lines for
each new event.
PS6.1C Understand the purpose of a given algorithm and use logical
reasoning to explain how a simple algorithm works.
PS6.1D Understand how to identify and correct errors in algorithms.

Teaching Summary

Students will need to use algorithms to solve the same problem using a number of different solutions.
 At the start of the lesson, remind students that algorithms solve given problems by using conventions and constructs.
 Explain that today they will be using algorithms to physically find the most efficient route between two places or things.
 Model the activity on Worksheet 1 by setting a target, some ‘rewards’ and some ‘no-go’ spots (these can be similar to the stars and no entry symbols used
in Lesson 2, Worksheet 2) and, as an example, program a student to follow the route from a start to a target (such as from their desk to your desk). Keep
this simple, it is merely used as a stimulus and to help illustrate the main activity. Make it clear that the focus for this route is to get from the start point to
the end point by following as short a path as possible. Point out that routes may have different criteria, which must be met.
 Explain that students may have their own solutions and there may be many solutions, some of which will be better than others for different reasons.
 Select some students to share their routes for the class. Other students can give feedback on how well the routes met the given criteria. They can also try
to guess the criteria for each route.

Main Activity

Core: Set the main lesson task of students finding the most efficient route between two objects (students can work individually or in mixed-ability pairs). Point out
that, just as you modelled earlier, the routes must be planned to fulfil certain criteria. Set the following tasks and criteria for each route:
1) Plan a route from the start to finish following as short a path as possible (they will need to experiment here and trial paths before deciding on the shortest

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 one).
2) Plan the shortest route that collects the maximum number of prizes (you can use classroom counters/coloured paper, etc.) as possible on the way
(passing through the star counts as ‘collected’).
3) Plan a route that collects all the prizes and is as short as possible.
4) Plan a route that collects four stars and has the LEAST number of instructions (using repeat/loop).
Students need to plan out their route on paper then pass it to another student to test. The ‘testers’ must enact the program exactly as it is laid out. You can
allocate various start and end points, or students can decide on their own.
(Note: routes could be set within the classroom, but if so, it is important to manage the movement of several students at once around the room. Tell students they
need to take care and look out for each other and any objects such as chairs that may be moved. Try to allocate several different start and end points that should
limit the number of students needing to cross paths. An alternative would be to set the activity in the playground or somewhere with more space. Here, make sure
all students are within sight or earshot, and again set a selection of start and end points to limit crossing paths. You could also lay out some objects to ensure
there is no clear straight line from the start and end points. Use classroom items such as counters, coloured paper or even books as the prizes.
Support: Provide a starter route for students to complete or modify. (It would be easiest to set this route in the classroom or near to where you will be so that you
can be available if students need help. You may also give some students only two or three of the tasks to complete.
Extend: More confident students can design their own route with certain criteria to fulfil.

Plenary

Students share their solutions to completing the route with the class, explaining any use of loop/repeat to decrease the number of written lines and/or symbols
used. It is important that students share their thoughts on the most efficient route. Ask: Is it always the shortest route? Why/Why not? What else can be factored in
when choosing the most efficient route? (A route that wins the most prizes? Has the fewest steps?) Conclude that it is a route that best meets the task criteria.

Additional Activity

None.

Digital Resources

Hardware: Additional resources:

None Year 6, Unit 2, Lesson 3, Worksheet 1
Recommended software: https://www.stem.org.uk/resources/elibrary/resource/36165/session-two-using-
repeat-condition-simple-route contains additional useful resources.

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None Items for ’prizes’ to be collected during the routes

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Year 6, Unit 2: Programming, Part One, Lesson 4

Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives

Programming a Students should understand loop, repeat, sub- PS6.1A Understand how to create an algorithm to solve a particular
solution to a loop/repeat programming in Scratch program, Scratch, problem (including controlling or simulating physical systems), making use
problem that programming of algorithmic constructs (sequence, iteration, selection, variables).
entails loops language, code, error
PS6.1B Create algorithms using appropriate conventions such as
indentations to show repetition or items triggered by selection, new lines for
each new event.
PS6.1C Understand the purpose of a given algorithm and use logical
reasoning to explain how a simple algorithm works.
PS6.1D Understand how to identify and correct errors in algorithms.

Teaching Summary

Students start to use the block programming language Scratch (or a similar program) to make things happen and incorporate loops (repeats). They start to see
patterns in blocks such as indentation in repeat blocks. Teachers should have the work from Lesson 3 available to use in this lesson.
Note: it would be useful to set up a class or individual student Scratch accounts prior to the lesson. Prepare partially completed Scratch programs for some
students to complete prior to the lesson.
 At the start of the lesson, display some Scratch code for a repeat action and ask students to think about what they have to do. Draw out that they created
algorithms in the previous lesson that meant they could get from one place to another place by following instructions. Remind them that these included a
repeat action and model an example using Scratch, such as moving the Scratch cat from one place to another.
 Students can then carry out the same instruction themselves.
(Note: the Scratch ‘getting started’ tutorial is a very useful introduction to the program.)
 Next, demonstrate the use of the control and loops block to create a sub-program. This could consist of: motion 3, wait 3 seconds, motion 3, etc. (see the
left-hand side of the Scratch program (code > motion). Use this to show how an algorithm can be programmed in Scratch.
 Highlight how the repeat blocks in Scratch use indentation.
 Students then need to create a Scratch program to model the instructions/algorithm for the route they created in Lesson 3. While students create their
Scratch programs, circulate the class and check that all students are on task and using the required codes. This will take the majority of the lesson.

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Main Activity

Core: Use this simple code to demonstrate Scratch to students. Model the key parts of Scratch to students before they try:
 forward
 rotate (by x degrees)
 repeat (Loop)
 set location
 [plus any other instructions added in Lesson 3]

Students then need to create a Scratch program to model the instructions/algorithm for the route they created in Lesson 2.

Support: Some students can create a program with partially completed Scratch code. Some students complete code with errors that need correcting (angles,
directions, etc.).

Extend: Some students might extend their original route to include a return route that follows certain criteria (and does not match the original route).

Plenary

In the final part of the lesson, ask students to demonstrate their programs to their peers, conduct a peer review and incorporate feedback into their programs. The
feedback should be based on:
 use of the key Scratch codes listed in the main activity section
 inclusion of loops/repeats and indentations to create their routes.

Additional Activity

Students explore the other features of Scratch, adding looks, sounds, events to their programs.

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Digital Resources

Hardware: Additional Resources

Computer with Internet access (if using Scratch online) Materials prepared by students in previous lesson
Recommended software: Teacher-prepared Scratch code for support, where necessary
Scratch installed locally, or Scratch online (Internet connection required), as
well as user accounts to save projects

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Year 6, Unit 2: Programming, Part One, Lesson 5

Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives

Outlining how to Students understand how computer sprite, movement, PS6.1A Understand how to create an algorithm to solve a particular
create a game games can be played, including key loop/repeat, algorithm, problem (including controlling or simulating physical systems), making use
controls and score tables Scratch of algorithmic constructs (sequence, iteration, selection, variables).
PS6.1C Understand the purpose of a given algorithm and use logical
reasoning to explain how a simple algorithm works.
PS6.1D Understand how to identify and correct errors in algorithms.
PS6.1E Be able to decompose a problem into smaller sub-problems.
PD6.1A Be able to locate and fix errors (bugs) in a program.
PD6.1B Understand the structural components of a program (sequence,
repetition, selection, variable use, inputs and outputs).
PD6.1C Be able to use sequencing, repetition/iteration selection and
variable constructs in their programs.
PD6.1D Understand how to use data types in programming (numbers,
strings & mathematical operators).
PD6.1E Understand how to use variables.
PD6.1F Understand how to write code that accepts and responds
appropriately to user input.
PD6.1G Be able to formulate a realistic idea that could be turned into a
program.

Teaching Summary

The second half of this unit is set aside for a longer project that combines the ideas and skills developed so far to create a simple game based around the idea of
the ‘Frogger’ game in Scratch. Students will design the game, write simple algorithms and code those algorithms using Scratch. There are a number of learning
objectives that run through the project that students will address at different times.
The first part of today’s lesson will familiarise students with the concept of the Frogger game, incorporating both live and unplugged activities to ensure students
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are confident with the format. In the second part of today’s lesson, students will use Scratch to add basic movements to a frog game. They should aim to have
created a background and sprites.

 Provide students with an example of the ‘Frogger’ game for students to play, for example https://scratch.mit.edu/projects/34385172
 To get the basic idea of the game, you can create an unplugged version in the classroom or playground using the labels on Worksheet 1. Divide the class
as follows (try to model an unplugged game that you have used to demonstrate the project – e.g. a game from the Scratch website):
○ one is the frog, one is the score card, one to three are cars, one is the target
○ set boundaries for cars to respond to.
 Play the game. Select a students or students to call out up/down/left/right and the frog responds.
 Ask students to explore the game and the features and actions demonstrated in the game, for example:
○ using the left/right keys makes the frog move left/right (using IF, THEN blocks; students will be familiar with these from Year 5)
○ using up/down arrows moves the frog forwards/backwards
○ if the frog touches one of the other sprites (that move from left to right constantly on loop/repeat), the frog stops and displays text (IF, THEN)
○ if touching the base, display message (IF, THEN … with a text string)
○ the shapes of the sprites change constantly between a set of outfits (loop/repeat).
 Worksheet 1 can be displayed to the class here, and also used by students as a reference throughout this project. Make it clear at this stage that by using
the program features, students are beginning to input code that responds to user input.
 There are a number of similar games that can be viewed, downloaded and edited, for example:
○ https://scratch.mit.edu/projects/790220
○ https://scratch.mit.edu/projects/84644/
 Encourage students to use the ‘look/see inside’ facility – if they click on a set of code, they will see the response ‘live’.

Main Activity

Core: Once students have a practical idea of how the game works, discuss and mind map the sub-problems (those small problems that eventually come together
to form a single solution – in this case, a working game) that have to be overcome as part of the overall game. They may mention:

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 ● a background needs to be located/made/copied
● the sprites need to be imported from the library
● any existing sprites need to be deleted
● the frog sprite needs to have movement added (left/right, up/down)
● the ‘cars’ need to be programmed to move left to right to left constantly (Support: note that using simple shapes such as cars avoids the need here to
rotate or change costumes)
● the frog needs to be programmed so that when it interacts with the background and the cars, there are actions: game counter, string messages, sounds,
etc.
After mind mapping the sub-problems, students should start creating their own version of a Scratch game, working individually as far as possible. Make it clear to
students that making, testing and developing their game is the main task of the rest of Unit 2.
If necessary, students can incorporate background and sprites provided by you or Scratch. Students can also be provided with a screen display that needs
additional coding. Students can also begin to add movement to the ‘frog’ sprite using control + motion (when up arrow pressed move 10, when down arrow
pressed move −10, etc).
To personalise the game, students can choose different sprites to use instead of the frog. Show them how to access the sprite library and make adjustments to
the sprites (or create their own).

Support: Creating the game will provide different levels of challenge. Students should attempt to work on their own, but the following levels of support should be
available, as appropriate:
● Provide a partially completed solution to work with (the cars work, but the frog does not move or display messages).
● Provide a fully working version that has some errors such as left/right switched around, wrong messages displayed, sprites too large/small, etc.

Extend: Extend learning opportunities for more confident students by asking them to add a score display and reset the frog each time it either scores or hits a car.
Some students can change costumes with each movement to give the feel of jumping. They can also create new sprites.

Plenary

Students should test and demonstrate their initial work to a peer and incorporate feedback to help them refine their work. Ensure that feedback includes purposes
of given algorithms and logical reasoning that explains how students’ algorithms work.

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Additional Activity

None (as this is an ongoing project).

Digital Resources

Hardware: Additional resources:

Computer with Internet access * Year 6, Unit 2, Lesson 5, Worksheet 1 (one copy can be used for the whole
class)
Recommended software:
Unplugged version of ‘frogger’ that uses the features and commands on
Scratch installed locally, or Scratch online, in which case an Internet connection
Worksheet 1
(*) is required as well as user accounts to save projects.

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Year 6, Unit 2: Programming, Part One, Lesson 6

Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives

Creating movement Students should be able to use loop, forever PS6.1A Understand how to create an algorithm to solve a particular problem
of game objects basics of Scratch (including controlling or simulating physical systems), making use of
including forever algorithmic constructs (sequence, iteration, selection, variables).
loops
PS6.1C Understand the purpose of a given algorithm and use logical
reasoning to explain how a simple algorithm works.
PS6.1D Understand how to identify and correct errors in algorithms.
PS6.1E Be able to decompose a problem into smaller sub-problems.
PD6.1A Be able to locate and fix errors (bugs) in a program.
PD6.1B Understand the structural components of a program (sequence,
repetition, selection, variable use, inputs and outputs).
PD6.1C Be able to use sequencing, repetition/iteration selection and variable
constructs in their programs.
PD6.1D Understand how to use data types in programming (numbers, strings
& mathematical operators).
PD6.1E Understand how to use variables.
PD6.1F Understand how to write code that accepts and responds
appropriately to user input.
PD6.1G Be able to formulate a realistic idea that could be turned into a
program.

Teaching Summary

Students continue to develop games over the next few lessons. You should provide a list of tasks to complete that can be approached by students at different
speeds and with different levels of support (see Lesson 5). Outcomes will vary depending on the pace and ability of students – some may move onto the next
lesson content earlier than others. While this is an ongoing project and students will work at different speeds, by the end of this lesson, most students should be
able to include all sprites and/or cars/objects they wish to use in their games, and to have added some movement using a forever loop block and bounce.
 Ask students to look back at their progress in the previous lesson. Select a number of students to describe what they did in Lesson 5, to check progress

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 (most students should have created a background and some sprites for their game).
 Explain that to track progress and keep a record of work completed and still to complete, they will use the diary in Worksheet 1. (You can monitor
progress throughout the project by checking these regularly against the actual work on screen.)
 Also hand out the worklist in Worksheet 2. This contains key elements to add to their games (including some extension tasks). Students can annotate this
alongside the diary to track work.
 You should start the main part of the lesson by demonstrating how to add movement (adding and demonstrating a forever loop block – i.e. it moves
tortuously from side to side throughout the game) to the cars. Students will need to add three cars to their games (this can be adjusted for those requiring
additional support). Point out that this is an example of a sub-problem that will eventually form part of their working game.
 Additional tasks to improve this aspect of the game are:
o flip the sprite so that it ‘turns around’ to go forwards rather than backwards or flipping upside down
o set the location of the cars when the game is started (when green flag clicked)
o resize/recolour the sprite to match the student’s ideas for the game.
 Encourage students to test their games as they create and program the different elements.

Main Activity

Core: Once you have modelled adding movement, students should continue creating and adding content to their games. (Note: if any students worked in pairs in
Lesson 5, they should continue to work with the same pair throughout this project.) The focus for today’s lesson is to include all sprites and/or cars/objects they
wish to use in their games, and to add some movement using a forever loop block and bounce. Students can also work through the additional tasks listed in the
section above.

Support: Help some students add bounce or provide incomplete code for students to adjust/fix rather than creating their own.

Extend: More confident students can add several more complex bounce features independently.

Plenary

At the end of the lesson, ask students to complete their diaries and preview their games with a peer to get feedback on what they have done, setting personal
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targets for the next lesson.

Additional Activity

Some students can set the cars to speed up as the game runs (say after three bounces), increase the number of steps, and/or create their own sprites.

Digital Resources

Hardware: Additional resources:

Computer with Internet access* Year 6, Unit 2, Lesson 6, Worksheets 1 and 2
Recommended software: Prepared code for demonstration and support materials.
Scratch installed locally, or Scratch online, in which case an Internet connection
(*) is required as well as user accounts to save projects

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Year 6, Unit 2: Programming, Part One, Lesson 7

Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives

Using IF, THEN Students should be familiar with IF, THEN, string, PS6.1E Be able to decompose a problem into smaller sub-problems.
in a game to features of Scratch interaction
PD6.1A Be able to locate and fix errors (bugs) in a program.
add interaction
PD6.1B Understand the structural components of a program (sequence,
repetition, selection, variable use, inputs and outputs).
PD6.1C Be able to use sequencing, repetition/iteration selection and
variable constructs in their programs.
PD6.1D Understand how to use data types in programming (numbers,
strings & mathematical operators).
PD6.1E Understand how to use variables.
PD6.1F Understand how to write code that accepts and responds
appropriately to user input.

Teaching Summary

Students continue to develop games working at their own pace. This lesson forms part of the overall project and the content can be introduced to students as and
when they are ready to move on from the previous lesson. Here we show how to use IF, THEN blocks to introduce interaction between sprites and objects in the
game.
 At the start of the lesson, remind students of the focus of the project: creating their own version of the Frogger game. Ask students to suggest what tasks
there are still to do, or what they achieved in the previous lesson. They can refer to their diaries from Lesson 6, Worksheet 1 and read their notes about
what their targets for this lesson are. While this is an ongoing project and students will work at different speeds, by the end of this lesson students should
set their own conditions for what happens when the frog/sprite interacts with cars and use strings when sprites/background interact.
 By this stage, all students should have a frog sprite and a set of car sprites and a background with a target. They now need to add data types such as IF,
THEN blocks so that the frog interacts with the cars (by displaying strings).
 Role play this with students as an ‘unplugged’ activity using the cards from Lesson 5, Worksheet 1, clearly showing them how to add the IF, THEN blocks.
Students will then develop their games accordingly.
 Students should test each element as they make changes. Having made any necessary changes, they should then check the overall game works as

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 required.

Main Activity

Core: With students, ensure they understand the requirements of today’s lesson (using IF, THEN blocks to introduce interactions between sprites and other
objects) through using open questions about the game to establish they need to add the following:
● When the frog touches a car:
○ the game stops
○ a text string is displayed
○ sound is played (extension).

● When the frog touches the target:

○ a congratulatory message is displayed
○ score increases by 1 (harder and is added once scoreboard is added)
○ sound is played (extension).

Students can approach each problem independently to work out how to add Scratch coding to solve some or all of the problems listed above. You can provide
support as and when required. Circulate the class throughout the lesson and engage students in discussion. Look for students who may be having trouble.
Students should then continue to develop their own games, adding the required elements to their games and any other elements they would like to add.

Support: Some students can be given incomplete code to adjust/fix rather than creating their own.

Extend: More confident students can also add their own interactive elements to their games.

Plenary

In the plenary, students should work in pairs to test each other’s work and check the aims are achieved correctly, providing feedback to each other. They should

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annotate their diaries from Lesson 6, Worksheet 1 and set future targets using the worklists from Lesson 6, Worksheet 2.

Additional Activity

None (as this is an ongoing project).

Digital Resources

Hardware: Additional resources:

Computer with Internet access * Any sample code for support and demonstration
Recommended software: Year 6, Unit 2, Lesson 6, Worksheets 1 and 2 (students have already started to
complete these)
Scratch installed locally, or Scratch online, in which case an Internet connection
(*) is required as well as user accounts to save projects.

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Year 6, Unit 2: Programming, Part One, Lesson 8

Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives

Use of a variable in Students should understand basic scoreboard, variable PD6.1A Be able to locate and fix errors (bugs) in a program.
creating programming in Scratch
PD6.1B Understand the structural components of a program (sequence,
scoreboard
repetition, selection, variable use, inputs and outputs).
PD6.1C Be able to use sequencing, repetition/iteration selection and variable
constructs in their programs.
PD6.1D Understand how to use data types in programming (numbers, strings
& mathematical operators).
PD6.1E Understand how to use variables.
PD6.1F Understand how to write code that accepts and responds
appropriately to user input.

Teaching Summary

Students continue to develop games, working at their own pace. This lesson forms part of the overall project and the content can be introduced to students as and
when they are ready to move on from the previous lesson. While this is an ongoing project and students will work at different speeds, by the end of this lesson
students should be able to use variables to reset the game and add a scoreboard to their games.
 At the start of the lesson, remind students of the project focus of creating a frog game (ask students to share what task they are on, or what they achieved
in the previous lesson (regarding IF, THEN blocks to introduce interaction between sprites and objects). Students can refer to their learning diaries and
read their notes about their personal targets for this lesson (Lesson 6, Worksheets 1 and 2). They should understand that they need to add a reset feature
and a scoreboard to complete their games, in order to have their games ready for testing in the next lesson.
 Use images of scoreboards from games to illustrate to students the next stage of their game’s development (see https://goo.gl/u2wWSY as an example).
Explain that the score displayed is a variable – a placeholder/box/store for a value.
 With students, role play creating a simple scoreboard using an unplugged activity based on the game and ‘cards’ from Lesson 5, Worksheet 1, to fulfil the
direction: if frog touches target, increase score by 1.
 With students, discuss variations to the scoring (encourage students to think about ways to score):
○ score 1 if they cross the road
○ take 1 away if they hit a car/are hit by a car

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 ○ extension: include a set of lives that count down (say from 3) when game stops. This requires both a scoreboard and a ‘lives’ board.
 If students want to share their own scoring variations, discuss these to ensure they are achievable.
 Explain to students that the variations available for scoring are known as ‘variables’. Highlight the variables blocks in Scratch and model how to create a
variable (teachers may note that any variable they create is by default a global variable, so available for all sprites). Show how to show/hide the variable.

Main Activity

Core: Students can design their own reset features and scoreboards, incorporating their own ideas into the design and execution of the scoreboard (they should
write these down in their diaries). Students should add reset features and scorecards, then continue to work on and test their games, locating and fixing any
errors.
Support: Some students can be supported by you and their peers (who can offer help for areas they have been able to complete) when adding and testing their
scorecards.
Extend: More confident students could help other students as necessary while they add their scorecards, when they have completed and tested their own
versions. Students can also develop other game features, such as adding or changing costumes.

Plenary

Students should update their diaries and worklists. Make it clear that students have limited time to develop any features from now on, as they will be testing their
games in the next lesson. Therefore, targets for the next lesson should be specific and easy to achieve. Peers should review games against learning diaries and
worklists and provide helpful feedback to improve game content.

Additional Activity

None (as this is an ongoing project).

Digital Resources

Hardware: Additional Resources

Computer with Internet access* Year 6, Unit 2, Lesson 6, Worksheets 1 and 2 (students should have started to
complete these)
Recommended software:
Scratch installed locally, or Scratch online, in which case an Internet connection
(*) is required as well as user accounts to save projects

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© Pearson Education Ltd 2019. Copying permitted for purchasing institution only. This material is not copyright free.
Year 6, Unit 2: Programming, Part One, Lesson 9

Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives

Alpha and beta Students should be familiar with alpha testing, beta PD6.1A Be able to locate and fix errors (bugs) in a program.
testing a game and using all features of a game testing, test plan, user
PD6.1B Understand the structural components of a program (sequence,
creating a user guide, output, result
repetition, selection, variable use, inputs and outputs).
guide
PD6.1C Be able to use sequencing, repetition/iteration selection and
variable constructs in their programs.
PD6.1D Understand how to use data types in programming (numbers,
strings & mathematical operators).
PD6.1E Understand how to use variables.

Teaching Summary

In this penultimate lesson before they review their games, students need to complete any remaining tasks and test and edit (as necessary) the final version.
 Introduce the main theme for the lesson by displaying the words ALPHA and BETA. Do students know about these terms? Add the word TESTING; some
students might have heard of beta testing. If not, provide some descriptions:
○ alpha testing: testing carried out in house/by the programmers or in-house testing team
○ beta testing: carried out by users outside the company, such as potential game players or professional testers.
 Explain that in this lesson, students will be both alpha testers (for their game) and beta testers (for someone else’s game).

Main Activity

Core: When testing games, students should use the test plan from Worksheet 1. This test plan encourages students to consider different features, the expected
and actual output or result, and any action required. They can write, for example: ‘On game start, frog moves to initial position, scores are set to zero and cars
start to move’, then carry out a test to check it works. Other features to be tested include: the bounce feature added to cars, interaction when a frog hits a car (or
similar), the rest function, etc. They can use this for alpha and beta testing. To beta test, they will need to write down what was expected to happen.
Note: some students may need two copies of Worksheet 1; one for their own alpha test and one for beta testing another student’s game.
Once students have beta and alpha tested their games and made appropriate changes, they should plan and create a very simple user guide for the game. This is
likely to be completed in the final lesson. These user guides can either be done on paper or on the computer.

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Their user guides should explain in simple terms:

1) the object of the game

2) how to start the game
3) how to win/score.
They should be shown how to use screen capture to create images to illustrate their user guides.

Support: Provide an outline template of the user guide with headings for some students to complete.
Extend: More confident students will need to match up with similar students when testing each other’s games which are expected to be more complex. Some
students could beta test several students’ games.

Plenary

In final part of the lesson, ask students to complete their learning diaries with the actions needed in the final lesson.

Additional Activity

None (as this is an ongoing project).

Digital Resources

Hardware: Additional resources:

Computer with Internet access* Year 6, Unit 2, Lesson 9, Worksheet 1
Recommended software: Year 6, Unit 1, Lesson 6, Worksheets 1 and 2 (which students have already
started to complete)
Scratch installed locally, or Scratch online, in which case an Internet connection
(*) is required as well as user accounts to save projects.

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Year 6, Unit 2: Programming, Part One, Lesson 10

Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives

Completing a game Students should understand Review, learning, PS6.1D Understand how to identify and correct errors in algorithms.
and reviewing their programming in Scratch programming, test
PD6.1A Be able to locate and fix errors (bugs) in a program.
learning
PD6.1D Understand how to use data types in programming (numbers,
strings & mathematical operators).

Teaching Summary

Students complete their games and user guides and play each other’s games, providing feedback. They review work in this unit against some ‘student speak’
descriptors, as it is not necessary for students to use the words from the objectives or scheme of work. See Worksheet 1 for a list of student-friendly review
objectives.
 Allow students time to reflect on their games and user guides and provide some time to complete outstanding work. Students who do not need time can
complete a full play through of their own game, making notes on the features they are most pleased with and why.
 When ready, allow students time to use each other’s games and review their user guides. Students could replay the games they beta tested in Lesson 9
to check whether the errors have been fixed. Alternatively, they could play games they have not yet tested.
 Select students to share some feedback with the rest of the class to gauge common areas for development.

Main Activity

Core: After playing and testing each other’s games, students need to carry out a personal review. To set this up, carry out a quick mind-mapping exercise with the
whole class to refresh their understanding of what has been covered throughout the unit:
 role playing algorithms
 writing algorithms to steer a robot
 designing a game
 breaking down problems into sub-problems
 programming using a block language (Scratch)

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  testing a program and writing instructions.
This could be collated on the board to display for all students.
Hand out Worksheet 1 and ask students to look over the checklist, complete the checklist and compile two-stars-and-a-wish feedback for future projects. Point out
that this kind of self-reflection allows them to fully understand what worked and what they could focus on to improve in future programming projects.

Support: Some students may need reminding about when and how they fulfilled each learning objective.

Extend: More confident students can also review any extra features they added to their games.

Plenary

Students should share their personal reviews (Worksheet 1) with the class. You can use this to establish progress and modify teaching as necessary in further
lessons. Ask: What feature of your game are you most proud of? Why? What feature would you like to change or add? Why? If students are reluctant to share
their personal feedback with the class, this could be done as a ‘hands up who enjoyed …’, ‘hands up who had trouble with …’ activity. The aim is to elicit common
areas the students had trouble with in order to support them in similar future projects.

Additional Activity

Show a game through the interactive whiteboard to consolidate understanding of programming features, pointing out algorithms used. Alternatively, students
could play a game they have not yet tried and rank the games they have played.

Digital Resources

Hardware: Additional resources:

Computer with Internet access* Year 6, Unit 2, Lesson 10, Worksheet 1
Recommended software:
Scratch installed locally, or Scratch online, in which case an Internet connection
(*) is required as well as user accounts to save projects.

32
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