SOW TEMPLATE

Unit: Scratch Year Group: 7

Lesson no: Split-screen learning objectives Differentiated expectations/ Connecting, engaging, stretching AFL opportunities Key vocabulary/cultural literacy Differentiated homework
success criteria activities to enable the learning How will I know they have
process learned?
Cross reference with 5 minute lesson plan prompts
Subject knowledge and Success criteria differentiated Learning process Assessment for learning, Assessing prior learning and
understanding, learning habits (Levels follow new CAS levels Stickability progress pit stop) cultural literacy
and dispositions for Computer Science).
The activities and homeworks are a suggestion and teachers should amend to suit their class and differentiation. The lessons are also a guide and so if your classes need more time (or less time) then
please adjust lessons accordingly. As a teacher you need to show good progression.
This SoW will run from w/s 7th September 2016 to w/s 7th November 2016. This is a total of 9 weeks with the first week allowing log on issues, one week for Accelerated Reader tests. This
gives potentially 7 weeks of teaching and to include DIRT activities.
1 This Be able to log on and All students to be able Guide students on how to log Explain in your words
lesson will create new folders on. This make take time so why the following is
to logon and make a
be split into be flexible and patient. important:
two: Computer Science Create a Computer Science Do not tell anyone
a Logon folder and a Scratch folder in their My documents. your username or
and folder. Inside the Computer Science password.
organisatio folder create a Scratch folder. Creating folders,
n Discuss the importance of naming files and
b this. saving correctly.
Introduce Recognise that Level 1 can apply some Annotated screenshots of Scratch Go to
Scratch Scratch is a control Use Lesson 1 your Scratch screens and Control program http://scratch.mit.edu
and programming coding to sprites, and Introduction to scratch ppt. scripts to show accurate use, Sprite If possible download
program. describe the effects. Please not we are using the modifications, and individual Animation the scratch program so
Use Scratch to control Level 1 can choose NEW version of Scratch adaptations understanding of Motion looks you can develop your
a sequence of events and so some of the screen how the Scratch projects Annotation skills outside of
Modify blocks and sprites and change some shots may be out of date. work. Screen shots lessons.
scripts to meet the of the values of their Create a Fact file
demands of the code to make something Starter about the Scratch
creator. Introduce Scratch by program to explain
happen. encouraging students what it can do.
Thinking, Perseverance and Level 2 can select from to go to the Scratch
Personal Organisation. the block palette and Examples folder inside
the Scratch folder.
suggest what the 8 Students to write down
blocks do. three things about
Level 2/3 can run and Scratch.
test a simple program
Main Body
given, and then make a
similar one using the With teacher having Scratch
same ideas. open introduce basic outline
of how to use the Scratch
program using slides 4-6 of
the presentation

Students now continue

independently to complete
the tasks from slide 7.
Please emphasis that the
slides follow on so if they
miss a section their code may
not work!
 Slide 12 allows the student to
be a little more creative.
Higher ability students should
be able to complete this with
little help however lower
ability can use the Ballerina
instructions as a guide.

Plenary

Encourage students to
experiment by adding one or
two scripts from other blocks
and test add to annotations.
2 Add sound to your Level 1 can apply some Starter Annotated screenshots of Scratch program Complete annotations of
script What does the word iteration your Scratch screens and Forever command Scratch projects during last
coding to sprites, and
Use the forever mean? Students to guess scripts to show accurate use, Sound scripts two lessons.
command to create a describe the effects. and/or research on the modifications, and individual Broadcast script
loop Level 1 can choose Internet putting a definition in adaptations understanding of
Add speech bubbles to sprites and change some their own words in their how the Scratch projects
a script (and have a books. work.
conversation between of the values of their Teacher to gather feedback of
two sprites) code to make something the meaning and discuss
Use a broadcast to happen. about loops and what they do
call another script in programming.
Level 2 can select from
the block palette and Main
suggest what the 8 Students follow the Lesson 2
ppt (or teachers guide if
BLP: Creativity. Taking risks, blocks do. necessary) to create the
Sustained Response Level 2/3 can run and following:
test a simple program Add movement
Add sound
given, and then make a Add a forever loop relate to
similar one using the starter
same ideas. Change costumes
Use broadcast.

Students to produce and put

in their books the respective
annotated screen shots

Encourage students to
develop their own
modifications and additions.

Plenary
Use slide 20 to discuss how
broadcast works. Use slide
21 to illustrate the blocks.
Accelerated Reader tests will take place September 22nd and 23rd 2016. These tests will replace the normal Computer Science
lessons.
3 Build a fish tank with moving
fish.
Adapt Fish Tank into a
Shark-Fish Eating game.
Import, animate and control
the shark
Add attributes to the fish
such as hide
Create variables
-Scoring
-Timer
Add Game Over Screen
Level 1 can apply some Starter Students to make screen Motion Complete the annotation on
Show Fish chomp. Use this shots of the : Sprite attributes the Homework 3 ppt.
coding to sprites, and
to generate discussion on - Main screens Several sprite scripts
describe the effects. what the different sprites are - Main scripts Use of variables including
Level 1 can choose doing and when. scoring and Timer
sprites and change some And fully annotated. Game Over screen
Main
of the values of their Students to develop the Fish Assessment :
code to make something Tank and Shark attack
happen. Scratch projects. They can Green stamp assessment on
use any of the resources in work so far. Use the
Level 2 can select from the Lesson 3 folder. assessment sheets to help
the block palette and with levelling.
suggest what the 8 Plenary
Use submitted drive to show
blocks do. students progress on the
Level 2/3 can run and scratch program
test a simple program
given, and then make a
similar one using the
same ideas.

4 Students to make screen Variables Complete the Project Plan

- Develop bouncing Level 1 can apply some Starter shots of the : can hold values Homework.
motion , keep on coding to sprites, and DIRT from green stamp - Main screens and can change
screen by the assessment. - Main scripts value
Bouncing ball script describe the effects. Forever loops
- Develop use of Level 1 can choose And fully annotated repeat all the
increased range of sprites and change some Main commands
blocks to create Teachers to start students on inside of them
games
of the values of their the correct tasks from the one at a time
- To prepare students to code to make something lesson 4 folder. Please be until the script is
develop their own happen. aware that the starter activity stopped or all
project (lessons 5-7) and LO are on the scripts are
Level 2 can select from presentation. stopped
Sprites can react to the block palette and More straightforward is the Conditionals ifs
events suggest what the 8 Catch crabs project. only execute the
like clicking the blocks do. Or the more detailed for the body of the if
green flag and more independent when the
pressing the left Level 2/3 can run and simplewitch game ppt condition is true
or right arrow test a simple program Sprites can pass
keys given, and then make a messages
Sprites can have Plenary and receive
several scripts, similar one using the them
costumes, and sounds same ideas. Sprites can react to
events
like clicking the
green flag and
pressing the left
or right arrow
Absorption, Perseverance keys
and Taking Risks. Sprites can have
several scripts,
costumes, and sounds.
5 -7 To plan a Scratch project ofLevel 1 can apply some Starter : - Planning Document(s) Use of Scratch key terms and Complete Project Plan.
their own by: - Scratch Project Diary scripts. Complete annotations of
coding to sprites, and
- Students to be guided - Scratch project Project Planning screen shots.
- Creating a story describe the effects. to Lessons 5-7 folder Evaluation Time Management
or Level 1 can choose - Students can chose to Evaluation
- Modifying sprites and sprites and change some create their own story
scripts from a given Or if weaker can
script of the values of their modify their own
or code to make something version of Pong or
- Develop independently happen. Catch the Ball
their own scratch
project. Level 2 can select from Main Body: End of Unit Assessment
the block palette and - Students to complete Green stamp
Absorption, Perseverance suggest what the 8 Storyboard or Project
and Taking Risks., Personal Plan Creating their own game
organisation blocks do.
Creativity and Evaluation Level 2/3 can run and - Students should then
test a simple program start to create their
Scratch projects.
given, and then make a
similar one using the - Students should have
same ideas. annotated screen
shots for each lesson
to show how they
Level 3 can create my developed their
project.
own Scratch program
independently using - Students to use all the
forever loop, if statement lessons up to lesson 7
or broadcasting. which will probably be
w/s 17th October. Then
hand in the work for
marking. Teachers
could do this before or
after the half term
holiday. Make it clear
to the students and
allow DIRT time.

Extension tasks:
- Students to get
feedback on their work
and show
improvements.
- Use the Scratch user
guide ppt to explain
how to use the Scratch
program.
8-9 Assess students
understanding of Scratch.
Improve their Scratch work.
Teachers should now have
marked the students work
and the final lessons should
form the following:
- Giving feedback that
helps the student to
progress.
- Give lesson time for
DIRT.
- Assess the DIRT
activity e.g. teacher
marking, self-marking,
peer assessment.