Make one here

Play the game and then think what changes would make a really good game! What would you like to happen in your game?

For example:

Can you get the fish to move around the screen?

How can you show the game is over when all the fish have been eaten by the shark?

Can your fish be chasing smaller fish themselves?

Can you keep a score?

What can you add to the show?

Can your sprites play a musical instrument?

Can they sing?

Can they tell a joke?

Can they dance?

Code a story to turn your real-life hero into a superhero!

Change it around to make it your own!

One of the bunnies is animated (changing costumes and looking as if it is moving).

Can you animate the other 3?

Add your background and text for your Easter card!

Elements

Exploring and understanding

Creative and critical thinking

Applying and problem-solving

Evaluating and communicating

use, modify and/or create algorithms by following a step-by-step process. Identify and recognise bugs in the algorithm and consider possible improvements. Explore how digital technologies operate according to precise instructions [specific actions in an algorithm that direct the process of solving a problem or completing a task]. AL, DL, M

Concept: Recognising "bugs" (errors) in an algorithm and learning how to identify them.

Scratch Jnr. Example: Intentionally give the child a script where the character walks into a wall or off-screen. Ask the child to find the error. If the character was supposed to stop at a tree but kept going, they must identify which block (the "bug") caused the extra movement and remove or change it.

Scratch Example: Use one of the starter projects "Debugging - Bat to tree ", remix it and add it to your own projects so you will have for again. Adapt as needed. Have children find the error. https://scratch.mit.edu/projects/1289888627

Concept: Understand how Inputs, Processes, and Outputs work together

Scratch Jnr:

Input: Click the "Green Flag" or tap the character

Process: The computer reads the blocks (the code) the child has placed

Output: The character performs the action on the screen, such as saying "Hello!" or changing colour

Scratch: Use the 'Music' Coding Cards below. Hear an instrument or multi-instruments by pressing a key (Input) which makes the sound play (Output).

Concept: Exploring how to create simple sequences of steps to reach a goal.

Scratch Jnr. Example: Make a character (Sprite) walk across the screen and then jump. Children must select the "Move Right" block followed by the "Hop" block in the correct order. This demonstrates that the order of instructions, the sequence, matters for the outcome.

Scratch: Use the 'Animate a Character' coding cards below for code to expand this from Scratch Jnr to Scratch

Concept: Breaking down a complex problem or process into smaller, simpler, and more manageable parts.

Scratch Jnr. Example. Make a character dance. Children have to break the dance down into parts, like hop, turn right, move right, hop, turn left, move left etc.

By building each small step, children create the larger programme.

Scratch: Expand on this from Scratch Jnr to Scratch by using the 'Dance' Coding Cards below

Concept: Identifying similarities or repetitions within a problem or a sequence.

Scratch Jnr: If a character needs to walk across the whole screen, the child might notice they are using the "Move Right" block over and over. Introduce the Repeat (or loop) block to show them how to handle this pattern more efficiently, reducing the number of blocks needed.

Scratch: Ask the children to have a character walk/draw a square. Look at the code for the square. The child will see they used the same two blocks (move and turn) four times.

Introduce the Repeat x 4 block. By identifying the pattern of repetition, they can make their algorithm more efficient.

Make a Game : Sequencing, Events, Loops, Conditionals, Variables.

https://scratch.mit.edu/projects/1289322303

https://scratch.mit.edu/projects/985794350

https://scratch.mit.edu/projects/1289888627