iPrimary Computing Year 4 Term: 4 Weeks: 16–20 Duration: 5 weeks: 10 lessons

Unit 4: Programming, part one

About this unit:

In this unit, students will develop an initial understanding of the concepts of algorithms and programming (repetition, selection, variable use) through simple everyday
examples. They will also develop written algorithmic notation that they can use to design algorithms before they turn these into code using Scratch.

Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5

To understand that an To be able to record a To make predictions and To write a sequence of To understand the meaning
algorithm is a specific set of sequence algorithm justify their reasoning by instructions using a limited of repetition within an
instructions following a shape algorithm number of blocks algorithm
To use a written algorithm to
To be able to follow a simple create a digital image using To recognise that
algorithm Scratch algorithms have to be
accurate in order to work
To recognise that algorithms
properly
have to be accurate in order
to work properly (Students at the computer)
(Students at the computer)

Lesson 6 Lesson 7 Lesson 8 Lesson 9 Lesson 10

To understand and use loops To identify repetition within a To be able to recognize and To be able to use nested To be able to use nested
within an algorithm given Scratch algorithm use nested loops within an loops to write complex loops to create a snowflake
algorithm shape algorithms or firework pattern in Scratch
(Students at the computer)
(Students at the computer) (Students at the computer)

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 Year 4, Unit 4: Programming, part one, Lesson 1

Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives

To understand that Students should use their algorithm, sequence, PS4.1A Understand how to create an algorithm to solve a particular
an algorithm is a knowledge of what algorithms are, instructions problem (including controlling or simulating physical systems), making use
specific set of how they are implemented as of algorithmic constructs (sequence, iteration)
instructions used to programs on digital devices and
control a function that programs execute by
following precise and
To be able to follow
unambiguous instructions
a simple algorithm

Teaching Summary

This lesson will require a large floor space for students to be able to move around.
 Display the word ‘algorithm’. Explain to the students that they will be drawing on their prior knowledge of algorithms. Share the lesson objectives.
 Put students in mixed-ability pairs. Set a timer for 30 seconds. Explain to students that they have 30 seconds to think-pair-share what an algorithm is and to
come up with examples.
 Use a random name generator to choose students to feedback what they know, encouraging them to share their example. Draw out answers such as:
‘sequence of instructions’, ‘recipe’, ‘set of instructions to make something happen’, etc. (Note: If you don’t have access to a random name generator, draw
names at random from a hat or bowl.)
Explain to the students that, in this unit, they will be using Scratch to develop their programming skills. Inform the students that, in this lesson, they will be creating
their own algorithms.
 Introduce the main activity by giving the students simple everyday examples of instructions to practise in their pairs. For example, model and then students
follow:
o stand
o wave
o jump
o clap
o smile
o bow.

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  Challenge students to create their own sequence and, taking turns, test their instructions on their partner. Clarify that a sequence of instructions like this can
be called an algorithm.

Main Activity

Core: In pairs, students decide who is partner 1 and who is partner 2. Partner 1 is to perform a simple sequence for partner 2 to follow and vice versa. Model how
to extend this to simple movement commands. Display an example as a visual prompt (Worksheet 1, Core page, see Resources). For example:
 stand in an empty space
 move one step forwards
 turn right a quarter turn
 move one step forwards
 turn left a quarter turn
 Move one step forwards.
In mixed-ability pairs, students should create their own sequence on paper, or using a mini whiteboard. Partner 1 to read and partner 2 to follow and vice-versa.

Support: Teacher to observe, identify and share good practice within the pairings. Classroom assistant to support less able students with reading of sequences.
Students to use Worksheet 1 (Support page, see Resources), containing a set of simple movement commands for less able students.

Extend: Extend further with examples containing mathematical language (Worksheet 1, Extend page). For example:
 walk three steps
 turn right 90 degrees
 move backwards one step
 turn left 90 degrees
 wait 2 seconds
 walk three steps.

Plenary
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 Teacher to choose pairings to test their sequences with the class, sharing good practice. Explain that in the next lesson, students will be writing their own set of
instructions (algorithms), which they will recreate on the computer using Scratch.

Additional Activity

None.

Digital Resources

Hardware: Additional resources:

None needed Timer
Individual whiteboards and pens
Recommended software: Paper and pens (one between two students)
None needed Year 4, Unit 4, Lesson 1, Worksheet 1: Activity cards (with Core, Support and
Extend versions)

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 Year 4, Unit 4: Programming, part one, Lesson 2

Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives

To be able to record a Students will use their learning algorithm, sequence, PS4.1A Understand how to create an algorithm to solve a particular
sequence algorithm from Lesson 1 to enable them to polygon, instructions, 2D problem (including controlling or simulating physical systems), making
write an algorithm and recreate it shapes use of algorithmic constructs (sequence, iteration)
To use a written
in Scratch. From previous units,
algorithm to create a
students will be familiar with a
digital image using
block-based programming
Scratch
language such as Scratch
To recognise that
algorithms have to be
accurate in order to
work properly

Teaching Summary

This lesson will start in the classroom but will then require a large floor space for the students to be able to move around or preferably the use of the
playground to draw shapes with chalk (weather permitting). Alternatively, this lesson can be done in the classroom using masking tape instead of
chalk.
Share the lesson objectives. Remind students of the previous lesson content of writing algorithms for their partner to follow.
 Put the timer on for 30 seconds. Students to turn to their partners and ‘word tennis’ the vocabulary used in their written algorithms in the previous lesson,
for example, turn, move a quarter-turn, right angle, etc. Share examples by making a list for them to refer to.
 Explain that, in this lesson, students will focus on recreating 2D shapes in Scratch.

Put students into mixed-ability pairs and hand out Worksheet 1 (containing example images of 2D right-angled shapes).
 Share an example from Worksheet 1 on the board or on a large sheet of paper, for example on a flipchart. Explain to students that they will need to draw
these shapes as accurately as they can on the playground using chalk (or, alternatively, using masking tape on the classroom floor).
 Refer to the vocabulary list created earlier as a prompt for using particular words and, using the example on the board, model how to walk the shape
using pigeon steps. Repeat the process but this time demonstrating how to record the shape sequence algorithm by walking the shape again but this
time, recording each move.

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 Hand out Worksheet 2.
 Explain to the students that they will need to work with their partner, one will walk the shape while the other records the sequence. Instruct the students to
take it in turns to walk and record each shape.
 Once the students have returned to the classroom, briefly recap on the board or screen how to create a square and or rectangle in Scratch. See
Worksheet 3 and challenge them to recreate their shapes using Scratch.

Main Activity

Activity 1:
Core: On the playground students work in mixed-ability pairs. As accurately as possible, they should copy the shapes off the sheet, by drawing them in chalk on
the playground (or using masking tape on the classroom floor). The students should decide who is Partner 1 and Partner 2 and take it in turns, one to walk and
the other to record the shape sequence algorithm on their recording sheet. After the time limit, students swap their recording sheets with another pairing close to
them who will check that there are no errors in their sequence by walking on their shapes.
Support: Teacher to observe, identify and share good practice within the pairings. Teacher or classroom assistant to support less able students with recording of
sequences.
Extend: In pairs, students to create more complex 2D shapes and write the shape sequence algorithm.

Activity 2:
Core: In pairs, students recreate their written shape sequence algorithm using Scratch.
Support: Students work in mixed-ability pairs. Classroom assistant to support lower ability students with reading of sequence.
Extend: In pairs, students draw more complex 2D shapes and recreate these using Scratch. Teacher to address the need for accuracy with their shape sequence
algorithms.

Plenary

Recap the objectives of the lesson. Put the timer on for 30 seconds and ask students to discuss whether they have achieved the objectives and how they have
demonstrated this. Students to then self-assess with traffic lights on their recording sheet whether they have achieved the lesson objectives. Give the students
some squared paper and explain that one square means one step. Share with the students a shape sequence algorithm and see if they can draw it.

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 Additional Activity

None.

Digital Resources

Hardware: Additional resources:

Interactive whiteboard Year 4, Unit 4, Lesson 2, Worksheet 1 (2D Shapes)
Laptops/desktop pc/tablet Year 4, Unit 4, Lesson 2, Worksheet 2 (2D shape algorithm recording sheet)
Year 4, Unit 4, Lesson 2, Worksheet 3 (2D shape code samples)
Recommended software: Timer
Scratch Junior or Scratch Interactive whiteboard or flipchart and pen
Paper/square paper/pens/pencils
Vocabulary list
Masking tape or chalk

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 Year 4, Unit 4: Programming. part one, Lesson 3

Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives

To make predictions Students should be familiar with algorithm, sequence, PS4.1A Understand how to create an algorithm to solve a particular
and justify their Scratch code. They will also have polygon problem (including controlling or simulating physical systems), making use
reasoning by an understanding of writing shape of algorithmic constructs (sequence, iteration)
following a shape sequence algorithms
PS4.1C Understand the purpose of a given algorithm and use logical
algorithm
reasoning to explain how a simple algorithm works

Teaching Summary

This lesson will require the students to work in pairs in the classroom as it is non-computer-based. Space will be needed for the students to move
around with their partner.
 Recap the learning so far. Explain to the students that, in their pairs, they will have 30 seconds on the timer to come up with an explanation of what you need
to do to be able to draw a 2D shape in Scratch.
 Choose a pairing, at random, to share their explanation. Elicit from them that the most important element is to ensure that their algorithm is accurate.

Share with the students on the board or screen a 2D shape sequence algorithm written in Scratch code.
 Set the scene that, for this lesson, they are going to be code-breaking secret agents. They must not share their findings with other students as they are trying
to gain their code breaker badge/sticker (cut these out from Worksheet 4).
 Put the students into pairs (preferably based on equal maths levels). Set the students the challenge of working with their partner to see if they can identify the
shapes that will be created from the Scratch code.

Hand out Worksheets 1 and 2.

 In discussion with their partner, the students must write down a prediction on the recording sheet provided. Remind the students that they are not guessing,
they are using their knowledge from last lesson to make an appropriate prediction.
 Explain that they can walk the shape with their partner. Explain that they will need to divide the steps by 10.
 Ensure that a variety of angles are displayed on the board, screen or using Worksheet 2 for the students to refer to.
 When the majority have completed, give a 30 second time warning. The students will need to record their final decision on their recording sheet, keeping it

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 secret at all times.
 Once the timer has sounded, say, ‘3-2-1 Show me your boards’.

Run the Scratch code to see if they are correct. Tell the students that they have successfully completed their first mission.
Answers:
1. Square
2. Triangle

Hand out to each group an envelope containing Worksheet 3 which has differentiated Scratch algorithms. Explain that they have three more codes to decipher.
For each one, they must make a prediction and then walk it out in order to earn their code-breaking badge/sticker. Remind the students their answers must be
kept top secret until the end of the challenge.

Main Activity

Core: In pairs, the students predict and identify each of the shapes on the Scratch cards and write these down on their recording sheets.
Support: Teacher or classroom assistant to support lower ability students with deciphering their codes. This can be done as a group.
Extend: Use extra challenge cards for more complex shapes.

Plenary

In pairs, students check their findings with their neighbours. Ask the students, ‘Are they the same?’ Encourage the students to discuss the reasoning behind their
answers. Display the answers on the board.
Answers:
A. Rectangle
B. L shape
C. T shape.

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 Additional Activity

Have a device available on each table with Scratch open for early finishers to input algorithm into Scratch to check their shape.

Digital Resources

Hardware: Additional resources:

Teacher device and interactive whiteboard Example Scratch code for starter activity
Year 4, Unit 4, Lesson 3, Worksheet 1 (Scratch code)
Recommended software: Year 4, Unit 4, Lesson 3, Worksheet 2 (Useful exterior angles)
Scratch Junior or Scratch Year 4, Unit 4, Lesson 3, Worksheet 3 (Predict the shape)
Year 4, Unit 4, Lesson 3, Worksheet 4 (Code-breaker stickers to reward
successful students)

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 Year 4, Unit 4: Programming, part one, Lesson 4

Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives

To write a sequence Students will be familiar with using algorithm, sequence, PS4.1A Understand how to create an algorithm to solve a particular
of instructions using the block code in Scratch. They polygon, code, problem (including controlling or simulating physical systems), making use
a limited number of will be able to create a block code debugging of algorithmic constructs (sequence, iteration)
blocks to draw a specific shape.
PS4.1D Understand how to identify and correct errors in algorithm
To recognise that
PD4.A Be able to locate and fix errors (bugs) in a program
algorithms have to
be accurate in order
to work properly

Teaching Summary

This lesson is computer-based and will require the students to work in mixed-ability pairs.
Recap knowledge of Scratch code with the students. Give the students 30 seconds to recap with a partner what they know about using Scratch code to create an
algorithm.
 On interactive whiteboard, have displayed a limited number of Scratch programming blocks, using Worksheet 1 (Limited blocks challenge).
 Explain that, after their success in becoming code breakers in the previous lesson, in this lesson, their mission is to create simple 2D polygon shapes
using Scratch. Tell the students that there is, however, a small catch!
 Explain to the students that for this challenge they must follow a specific set of rules:
o Students can use as many copies of the given blocks as they want.
o Students can change the numbers inside the blocks.
o Students can’t use any other blocks.

Share Worksheet 2 (Debugging challenge) with the students, which contains an algorithm that needs debugging.
 Run the Scratch code. Challenge the students, with the person next to them, to identify the bugs in the code samples. Explore their answers.
Answer:
A. The degrees are wrong, they should be 90 not 91.
B. There is a ‘move 50 steps’ block missing after line 6.

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 Explain that if their algorithm is not successful, they will need to identify the error within the algorithm and discuss it with their partner.
 Encourage the students to discuss with their partners what their sequence could be before creating it.
 Put the students into pairs and challenge them to create the following shapes using the above rules: square, rectangle, triangle.

Main Activity

Core: In pairs, students complete the challenge of creating a square, rectangle and triangle using the given blocks and following the rules.
Support: Students are allowed to add a wait block after each turn to slow down the process and help them debug their code.
Extend: Students to create more complex regular polygons, for example, a pentagon, a hexagon or a pentagram (five-pointed star).

Plenary

Teacher to choose students to demonstrate their completed codes to the rest of the class. Other students to predict the shape before the code is run. Teacher to
choose students to demonstrate a complex shape they have created.

Additional Activity

None.

Digital Resources

Hardware: Additional resources:

Teacher device and interactive whiteboard Year 4, Unit 4, Lesson 4, Worksheet 1 (Limited blocks challenge)
Laptops/ Desktop PCs/Tablets Year 4, Unit 4, Lesson 4, Worksheet 2 (Debugging challenge)

Recommended software:
Scratch Junior or Scratch

12
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 Year 4, Unit 4: Programming, part one, Lesson 5

Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives

To understand Students should know what an algorithm, sequence, PD4.1B Understand the structural components of a program (sequence,
the meaning of algorithm is from previous lessons code, repeat, loop repetition, outputs)
repetition within
PS4.1B Create algorithms using appropriate conventions such as
an algorithm
indentations to show repetition

Teaching Summary

This lesson will require students to work in pairs in the classroom as it is a non-computer-based activity. Space will be needed for the students to
move around with their partner.
 Display the terms ‘repeat’ and ‘loop’ on the interactive whiteboard.
 Set the timer for 30 seconds and with their partners, students to discuss what the words mean.
 Take feedback and discuss their meanings. You may need to give an example in context to help the students with the term ‘loop’.
 Display the words with their definitions on the interactive whiteboard:
o repeat: an action which is done more than once
o loop: a sequence that starts again from the beginning once it finishes.

Introduce the idea of repetition by identifying everyday ways they have already encountered it, such as in a dance, heartbeat, repetitive songs, etc. Encourage the
students to discuss this with their partners and come up with other examples.
 Introduce students to counted loops where all repeated actions are indented. Display on interactive whiteboard or screen. For example:
Loop 4 times
Stand
Sit
 Get the students to perform the loop as a class.
 Put the students into pairs and challenge them to create their own counted loop examples and record these on paper (or mini whiteboards). Encourage the
students to be as creative as they can.

Main Activity
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 Core: In pairs, students to create their own counted loop examples on mini-whiteboards (or on paper), recording them with indentation and roleplaying them.
Support: Teacher or classroom assistant to support lower ability students with the recording of their counted loops.

Plenary

Share some of the more complicated examples with the class, encouraging pairings to act them out. On the screen or interactive whiteboard, show an example of
a counted loop algorithm in Scratch. Students to discuss with their partner what will happen if this loop is run.

Additional Activity

None.

Digital Resources

Hardware: Additional resources:

Teacher device and interactive whiteboard Mini-whiteboards and pens (for each pair) or pen and paper
Recommended software:
N/A

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 Year 7, Unit 4: Programming, part one, Lesson 6

Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives

To understand Students will build on their knowledge algorithm, sequence, PD4.1A Be able to locate and fix errors (bugs) in a program
and use loops of loops from the previous lesson to code, repeat, loop,
PD4.1B Understand the structural components of a program (sequence,
within an use them within a shape algorithm polygon
repetition, outputs)
algorithm using Scratch.
PS4.1D Understand how to identify and correct errors in algorithms

Teaching Summary

This lesson is computer-based and will require the students to work in mixed-ability pairs.
 Using a timer set for 30 seconds, ask students to discuss with a partner what is meant by a loop and how a counted loop is written (the aim of this activity
is to recap the learning from the previous lesson).
 Recap creating a shape algorithm in Scratch on the screen or interactive whiteboard, for example, a square with eight lines of code.
 Ask the students to identify, with a partner, any repeating patterns. Draw out answers such as ‘move forward’ and ‘right turn’ are repeated four times.

Challenge students with their partner to write the algorithm with a loop on a mini-whiteboard or paper (refer to previous lesson).
 Model how to do this in Scratch on the interactive whiteboard.

Put the students into pairs and hand out Worksheet 1.

 Challenge the students to create the following regular polygon shapes using Scratch: square, triangle, hexagon.
 Identify good practice and address any issues to be used as teaching points.

Main Activity

Core: In pairs, students recreate regular polygons in Scratch using loops.

Support: Teacher or classroom assistant to support lower ability students with the reading of the blocks. Students to use Worksheet 2 to help them with their 2D

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 shape algorithms.
Extend: In pairs, students to recreate more complex polygons using loops, for example, octagon, decagon, pentagram etc. Students to use Worksheet 3 to help
them with 2D regular star polygons such as pentagrams.

Plenary

Ask students to identify any patterns in their algorithms. Draw out answers such as, ‘All the algorithms use exactly the same blocks’, and ‘The only thing that
changes is the number of loops and the angles’.

Additional Activity

None.

Digital Resources

Hardware: Additional resources:

Teacher device and interactive whiteboard Individual whiteboards and pens for each pair (or pen and paper)
Laptops/ desktop PCs/tablets Year 4, Unit 4, Lesson 6, Worksheet 1 (Angle cards)
Year 4, Unit 4, Lesson 3, Worksheet 2 (Useful exterior angles)
Recommended software: Year 4, Unit 4, Lesson 6, Worksheet 3 (Working out the angles of a regular star
polygon)
Scratch Junior or Scratch

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 Year 4, Unit 4: Programming, part one, Lesson 7

Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives

To identify Students should understand the term algorithm, sequence, code, PD4.1B Understand the structural components of a program
repetition within loop and be able to use a counting repeat, loop, polygon (sequence, repetition, outputs)
a given Scratch loop in an algorithm. They will be able
algorithm to identify a loop in Scratch code

Teaching Summary

This lesson will require the students to work in pairs in the classroom as it is non-computer based.
 Share some examples of Scratch code with missing code with the students on a large screen or interactive whiteboard, using Worksheet 1. Remind the
students that they are expert code breakers. Challenge the students, in their pairs, to identify the missing code.
 Set the timer for 2 minutes and ask the students to discuss their answers with the person next to them.
 Take feedback and reveal the correct code, using the answers sheet (see resources).
Display the word ‘loop’ with its definition on the interactive whiteboard: A sequence that starts again from the beginning once it finishes. Explain that, in this
lesson, the students are going to continue to develop their code-breaking skills by identifying repetition within algorithms.
 Put the students into pairs and hand out Worksheet 3. Explain that this contains code samples for regular 2D polygon shapes with repeated patterns.
 Challenge the students to identify the repeated patterns and write a more efficient version of the algorithm using counted loops.

Main Activity

Core: In pairs, the students identify and circle any instructions that repeat, noting down how many times the pattern repeats. Students then write a more efficient
iteration of the algorithm using count control loops.
Support: Use instructions rather than blocks of code for less able students (see Worksheet 1). The students will then write a new algorithm with a counted loop.
For example:
Start drawing
Loop 5 times
Walk 5 steps

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 Turn left 72 degrees
Stop drawing
Once the students have mastered this, they can turn their instructions into Scratch blocks.
Extend: Students to create more complex 2D shape algorithms using count control loops. For example, hexagon, octagon, pentagon, pentagram, etc.

Plenary

Share with the students an example of a more efficient algorithm which uses a count control loop. Give the students 2 minutes to talk through, in their pairs, what
will happen if this code is run. Emphasise the need to explain the purpose of the count control loop. Take feedback and run the code. Use one of the codes
created by the students in the extension activity to demonstrate if they were correct. Discuss any errors that arise and encourage students to discuss how to
rectify them.

Additional Activity

None.

Digital Resources

Hardware: Additional resources:

Teacher device and interactive whiteboard Year 4, Unit 4, Lesson 7, Worksheet 1 (Missing code challenge)
Year 4, Unit 4, Lesson 7, Worksheet 1, ANSWERS
Recommended software: Year 4, Unit 4, Lesson 7, Worksheet 2 (Spot the repeated programming
pattern)
Scratch Junior or Scratch
Pens and paper

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 Year 4, Unit 4: Programming, part one, Lesson 8

Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives

To be able to Students should understand the term algorithm, sequence, code, PD4.1B Understand the structural components of a program
recognise and loop and be able to use a nested loop repeat, loop, nested loop, (sequence, repetition, outputs)
use nested in an algorithm. They should be able to polygon, testing
PD4.1C Be able to use sequencing, repetition/iteration constructs
loops within an identify a loop in Scratch code
in their programs
algorithm

Teaching Summary

This lesson is computer-based and will require the students to work in mixed-ability pairs.
 Display the words ‘nested loop’ and ‘loop’ with their definitions on the interactive whiteboard:
o loop: a sequence that starts again from the beginning once it finishes
o nested loop: a loop within another loop.
 Introduce the idea of one loop being inside another loop through the use of roleplay (for example, using dance moves). For example:

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  Put the students into mixed-ability pairs and hand out copies of Worksheet 1. Challenge them to write their own everyday nested loops and test them on their
learning partner. Inform the students that, once the they are happy with their everyday nested loops, they can create their own nested loop algorithms in
Scratch.

Main Activity

Core: In mixed-ability pairs, students to write their own everyday nested loops and test them on their learning partner. Using Scratch, students to recreate their
written everyday nested loops.
Support: Teacher or classroom assistant to help lower ability students with recording of their everyday nested loops.
Extend: Students to create their own everyday nested loops in Scratch.

Plenary

Teacher to identify students who have completed the extension task to share their nested loops with the class. Students to role play the code.

Additional Activity

None.

Digital Resources

Hardware: Additional resources:

Teacher device and interactive whiteboard Year 4, Unit 4, Lesson 8, Worksheet 1 (Everyday nested loop recording sheet)
Laptops/ desktop PC/ tablets

Recommended software:
Scratch Junior or Scratch

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 Year 4, Unit 4: Programming, part one, Lesson 9

Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives

To be able to use Students should understand the algorithm, sequence, PD4.1B Understand the structural components of a program (sequence,
nested loops to term loop and be able to use a code, repeat, loop, repetition, outputs)
write complex nested loop in an algorithm. They polygon, testing
PD4.1E Be able to plan a program including objects, initialisation and
shape algorithms should be able to identify a nested
algorithm
loop in Scratch code

Teaching Summary

This lesson will require the students to work in pairs in the classroom as it is a non-computer-based activity.
 Hand out Worksheet 1. Challenge the students, in small groups, to match the blocks to the outcome.
Answers: A. 1, B. 3, C. 2
 Share with students the instructions for the first flower pattern on Worksheet 2 on the large screen or interactive whiteboard. Set the timer to 5 minutes and
ask the students, in pairs or small groups, to draw on paper or mini-whiteboard what they think the pattern will look like when the code is run. When the time is
up, display the actual pattern on the screen or board and ask the students to show their answers. If the students’ examples are completely different to the
actual answer, discuss with the students where they think they went wrong.
 Put the students into pairs and hand out copies of Worksheet 2, containing increasingly complex examples of flower patterns for which the students have to
write the algorithms to draw each pattern. Challenge the students to complete the algorithms for each of the examples in the worksheet.

Main Activity

Core: In pairs, the students to write the algorithms for each of the example flower patterns in Worksheet 2.
Support: Less able students can use the angle cards from Lesson 6 (Year 4, Unit 4, Lesson 6, Worksheet 1) to help them work out the angles for the flower
pattern.
Extend: If the students have access to computers, they can test their algorithms in Scratch. Alternatively, in pairs, students to design their own flower pattern
using nested loops.

Plenary
21
© Pearson Education Ltd, 2019. Copying permitted for purchasing institution only. This material is not copyright free.
Scratch is used with the kind permission of MIT media labs. Scratch is not affiliated with Pearson Education in any way.
 Share some of examples of flower patterns with the class. In pairs, students to discuss the examples in terms of the codes used. Students to orally peer assess
the examples by giving them a star and a wish. For example, Star: You have used… well. Wish: Maybe next time you could…

Additional Activity

None.

Digital Resources

Hardware: Additional resources:

Teacher device and interactive whiteboard Year 4, Unit 4, Lesson 9, Worksheet 1 (Match the nested loop program to its
shape)
Year 4, Unit 4, Lesson 9, Worksheet 2 (Nested loop pattern challenge)
Recommended software:
Year 4, Unit 4, Lesson 9, Worksheet 2, ANSWERS
Scratch Junior or Scratch
Year 4, Unit 4, Lesson 6, Worksheet 1 (Angle cards)

22
© Pearson Education Ltd, 2019. Copying permitted for purchasing institution only. This material is not copyright free.
Scratch is used with the kind permission of MIT media labs. Scratch is not affiliated with Pearson Education in any way.
 Year 4, Unit 4: Programming, part one, Lesson 10

Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives

To be able to Students will use and apply all the algorithm, sequence, PD4.1C Be able to use sequencing, repetition/iteration constructs in their
use nested skills and knowledge they have learnt code, repeat, loop, programs
loops to write so far in this unit. polygon
PD4.1E Be able to plan a program including objects, initialisation and
complex shape
algorithm
algorithms

Teaching Summary

This lesson is computer-based and will require the students to work in mixed-ability pairs.
This is the end of unit lesson whereby the students will be able to implement the skills learnt in the previous lessons.
 Start by displaying the following vocabulary on a large screen or interactive whiteboard. Put the timer on for 1 minute and ask the students to discuss, with
the person next to them, each of the words and how it is related to what they have done so far:
o algorithm: sequence of instructions to make something happen
o loop: a sequence that starts again from the beginning once it finishes
o nested loop: a loop within another loop.

Inform the students that, in this lesson, they will need to use all the skills they have developed so far.
 Put the students into mixed-ability pairs and challenge them to create a snowflake or firework pattern in Scratch that:
o uses a nested loop(s)
o doesn’t loop more times than it needs to (no overdrawing).

Main Activity

Core: Students to work in pairs to complete a specific task such as creating a snowflake or firework pattern in Scratch.
Support: Teacher or classroom assistant to encourage lower ability students to talk through what they are doing.
Extend: Encourage more able students to extend their patterns using the skills they have acquired.

23
© Pearson Education Ltd, 2019. Copying permitted for purchasing institution only. This material is not copyright free.
Scratch is used with the kind permission of MIT media labs. Scratch is not affiliated with Pearson Education in any way.
 Plenary

Provide the students with the success criteria for this task. Students to evaluate their finished pattern against the criteria and then share some of their designs with
the class. End with a recap of key learning from across the unit. Encourage students to discuss which activities they enjoyed, and what they think they have
learned from them.

Additional Activity

None.

Digital Resources

Hardware: Additional resources:

Laptops/ desktop PC/ tablets N/A

Recommended software:
Scratch Junior or Scratch

24
© Pearson Education Ltd, 2019. Copying permitted for purchasing institution only. This material is not copyright free.
Scratch is used with the kind permission of MIT media labs. Scratch is not affiliated with Pearson Education in any way.