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In this lesson, learners create designs for an animation of the letters in their names. The animation uses repetition to change the costume (appearance) of the sprite. The letter sprites will all animate together when the event block (green flag) is clicked. When they have designed their animations, the learners will program them in Scratch. After programming, learners then evaluate their work, considering how effectively they used repetition in their code.

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

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

In this lesson, learners will design and create their own projects. Using a template (which can be blank or partially completed), learners will complete projects to move a sprite around a maze, with the option to leave a pen trail showing where the sprite has moved. Ideally, projects will include setup blocks to position the sprite at the start of the maze and clear any lines already on the screen.

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

During this lesson, learners will look at an existing quiz design and think about how this can be realised within the ScratchJr app. They will choose backgrounds and characters for their own quiz projects. Learners will modify a given design sheet and create their own quiz questions in ScratchJr.

During this lesson, learners will be taught how to use the Start on tap and Go to page (Change background) blocks. They will use a predefined design to create an animation based on the seasons. Learners will then be introduced to the task for the next lesson. They will predict what a given algorithm might mean.

In the first lesson, learners look at real-life examples of repetition, and identify which parts of instructions are repeated. Learners then use Scratch, a block-based programming environment, to create shapes using count-controlled loops. They consider what the different values in each loop signify, then use existing code to modify and create new code, and work on reading code and predicting what the output will be once the code is run.

During this lesson, learners will create their own quiz question designs including their own choices of question, artwork, and algorithms. They will increase the number of blocks used within their sequences to create more complex programs.

When I first joined the Raspberry Pi Foundation, over a year ago now, one of my first assignments was to build a weather station around the Raspberry Pi. Thanks to our friends at Oracle (the large US database company), the Foundation received a grant not only to design and build a Raspberry Pi weather station…
As i bought Pi2 (BTW: $55 not $35) i can us my old B in this project.