Using Scratch to Learn Programming

Concepts
Programming is a big part of computer science, and computer science is at the core of our
computing curriculum. Since programming is itself at the core of computer science, it’s worth
taking some time to really get to grips with both programming as a series of concepts and one of
the main tools used in schools to teach these concepts, Scratch.

Programming simply refers to the art of writing instructions (algorithms) to tell a computer what
to do. Scratch is a visual programming language that provides an ideal learning environment for
doing this. Originally developed by America’s Massachusetts Institute of Technology, Scratch is
a simple, visual programming language. Colour coded blocks of code simply snap together in
certain ways like a jigsaw, eliminating the typing errors that tend to occur when people use text-
based programming languages. Many media rich programs can be made using Scratch,
including games, animations and interactive stories. Scratch is almost certainly the most widely
used software for teaching programming to Key Stage 2 and Key Stage 3 (learners from 8 to 14
years).

Scratch is a great tool for developing the programming skills of learners, since it allows all
manner of different programs to be built. In order to help develop the knowledge and
understanding that go with these skills though, it’s important to be familiar with some key
programming concepts that underpin the Scratch programming environment and are applicable
to any programming language. Using screenshots from some of my own Scratch projects, I have
written here the main programming concepts that can be learnt through the use of this
application.

Sprites
The most important thing in any Scratch program are the sprites. Sprites are the graphical objects
or characters that perform a function in your program. The default sprite in Scratch is the cat,
which can easily be changed. Sprites by themselves won’t do anything of course, without
coding!

Sequences
In order to make a program in any programing language, you need to think through the sequence
of steps.

Iteration (looping)

Iteration simply refers to the repetition of a series of instructions. This is accomplished in Scratch
using the repeat, repeat until or forever blocks.
 Conditional statements

A conditional statement is a set of rules performed if a certain condition is met. In Scratch, the if
and if-else blocks check for a condition.

Variables

A variable stores specific information. The most common variables in computer games for
example, are score and timer.

Lists (arrays)

A list is a tool that can be used to store multiple pieces of information at once.
 Event Handling

When key pressed and when sprite clicked are examples of event handling. These blocks allow
the sprite to respond to events triggered by the user or other parts of the program.

Threads

A thread just refers to the flow of a particular sequence of code within a program. A thread
cannot run on its own, but runs within a program. When two threads launch at the same time it is
called parallel execution.

Coordination & Synchronisation

The broadcast and when I receive blocks can coordinate the actions of multiple sprites. They
work by getting sprites to cooperate by exchanging messages with one anoher. A common
example is when one sprite touches another sprite, which then broadcasts a new level.

Keyboard input

This is a way of interacting with the user. The ask and wait prompts users to type. The answer
block stores the keyboard input.

Boolean logic

Boolean logic is a form of algebra in which all values are reduced to either true or false. The and,
or, not statements are examples of boolean logic.
 User interface design

Interactive user interfaces can be designed in Scratch using clickable sprites to create buttons.

Concluding thoughts…

By incorporating these key programming concepts, Scratch makes computer science accessible
to all learners. In doing so, it promotes problem solving skills, which are important in all areas of
life, not just programming. The advantage of using Scratch 2.0 to do this is that it moves the
Scratch programming language to the web, making it easier than ever to learn about, share and
remix programs.

https://technologyforlearners.com/using-scratch-to-learn-programming-concepts/

imp projects

https://www.youtube.com/watch?v=rRadS-XBjn8

https://www.youtube.com/watch?v=MRxuqtbcji8

https://www.youtube.com/watch?v=LLSHUFGRoww

https://www.youtube.com/watch?v=yIebSnsTGPE
https://www.youtube.com/watch?v=yr1kD86WWj8

https://www.youtube.com/watch?v=DmEKXyJIumE

https://www.youtube.com/watch?v=oRBfjK-qeXE

https://www.youtube.com/watch?v=K15gXv4CGeA

https://www.youtube.com/watch?v=KFwgPVjMjak

https://www.youtube.com/watch?v=zDGY0NUraTo

https://www.youtube.com/watch?v=0aARknrcG2A&feature=youtu.be

https://www.youtube.com/watch?v=Pj2azjjJJxE

https://www.youtube.com/watch?v=oVIq_Cyn3MY

https://www.youtube.com/watch?v=PfQiTBbHHY4

https://www.youtube.com/watch?v=85vk7VAwLQg //// code link below ::

https://scratch.mit.edu/projects/116474562/editor

https://www.youtube.com/watch?
v=RjKsGcA0OeI&list=PLpY1_VpfPJAzxln_ZRhxPt84znLIyYNW9&index=1
Level Assessment for Scratch

Level 80>90 Self Peer Teacher

Create and edit a sprite

Create and edit a background

Explain how you created your program and any code you have used

Level 90>105

Apply basic code that moves a sprite based on a given control

Provide a collision so that a sprite may interact with its surroundings

Show understanding and explain how your code works

Level 105 >115

Create at least two independent sprites that have coding applied to

them. This code could be based on commands other than given
those given when the script is started

Provide user interaction and feedback based on the actions of the

user

Provide sound reasoning for your selection of code and use of

programming skills

Level 115 > 120

Make use of variables/ lists in a suitable way as to enhance the

functionality of the program.

Provide multiple layers/ levels to the program in keeping with the

theme of the project.

Justify you selection of code elements whilst relating them to the

theme of the project