We are a charity with the mission to enable young people to realise their full potential through the power of computing and digital technologies.
also looked at some different inputs like, um, the microphone or the A and the B
Last month we put out a blog post advertising that I would be doing a tour of America, with a rough initial route, and we welcomed requests for visits. Over the next couple of weeks I was overwhelmed with visit requests – I plotted all the locations on a map and created a route aiming to reach as…
(wardrobe by Pimoroni) and another suitcase full of 40 brand new Raspberry Pis (B+
We are a charity with the mission to enable young people to realise their full potential through the power of computing and digital technologies.
, the vast majority of jobs those children will go into will be tech enabled or B
Pupils will initially use the buttons to change the value of a variable using selection. They will then develop their programs to update the variable by moving their micro:bit using the accelerometer to sense motion. Finally, they will learn that a variable’s value remains the same after it has been checked by the program.
Pupils will apply their understanding of the importance of order in programs. They will then use operands in selection to determine the flow of a program. Pupils will then modify a program which will enable the micro:bit to be used as a navigational device. To code this, they will adapt the code they completed to make a basic compass.
Pupils will be introduced to the micro:bit as an input, process, output device that can be programmed. Pupils will familiarise themselves with the device itself and the programming environment, before creating their own programs. They will then run their programs on the device. Note: This unit is written assuming that you will be using a desktop or laptop computer (not a tablet) to connect micro:bits.
During this lesson learners will be taught how to add and delete sprites in ScratchJr. They will discover that each sprite has its own programming area, and learn how to add programming blocks to give instructions to each of the sprites.
During this lesson learners will choose appropriate backgrounds and sprites for a ‘Space race’ project. They will decide how each sprite will move, and create an algorithm based on the blocks available in ScratchJr that reflects this.
During this lesson learners will discover that blocks can be joined together in ScratchJr. They will use a Start block to run their programs. They will also learn additional skills such as adding backgrounds and deleting sprites. Learners will follow given algorithms to create simple programs.
During this lesson, learners will discover that a sequence of commands has an ‘outcome’. They will predict the outcomes of real-life scenarios and a range of small programs in ScratchJr. Learners will then match programs that produce the same outcome when run, and use a set of blocks to create programs that produce different outcomes when run.
