Reflecting on Scratch

Lesson Overview

Year Level: Prep – Year 1
Subject: Technology – Digital Technologies
Lesson Duration: 70 minutes
Class Size: 8 students
Unit: Exploring Digital Technologies (Lesson 10 of 10)

WALT

We Are Learning To:

• Reflect on what we have learned about using Scratch Junior.
• Discuss what we enjoyed and what we found challenging during this unit.

Success Criteria

• I can say at least one thing I learned in Scratch Junior.
• I can describe one challenge I faced while learning.
• (Extension) I can write a short reflection about my favourite Scratch Junior project.

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Australian Curriculum Alignment (v9)

Content Descriptions:

• AC9TDIFK01: Recognise and explore digital systems (hardware and software) for a purpose, including simple software like Scratch Junior to create stories and games. 【2:AC9TDIFK01.md】
• AC9TDI2P01: Investigate simple problems for known users that can be solved with digital systems. This includes reflecting on the use of Scratch Junior projects and how they solved storytelling/animation problems. 【9:AC9TDI2P01.md】
• AC9TDI2P03: Discuss how existing digital systems satisfy identified needs for known users, reflecting on Scratch Junior as a digital tool for storytelling and creativity. 【9:AC9TDI2P03.md】
• AC9TDI2P01 elaborations also include recognising digital systems used to explore and create, relevant to Prep to Year 1 students. 【9:AC9TDI2P01.md】

General Capabilities: Literacy (oral language and writing), Critical and Creative Thinking, Personal and Social Capability
Cross-Curriculum Priorities: Inclusion of diverse learners through multimodal and visual supports

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Lesson Structure and Timings

1. Welcome & Warm-up chat (10 minutes)

• Gather students in a circle or comfy space.
• WALT and Success Criteria displayed visually (using icons + simple text).
• Quick informal discussion: “What was your favourite thing about Scratch Junior? What did you try to do?”
• Use a simple visual prompt (e.g., icons for “fun”, “hard”, “project”, “play”) to encourage responses.

2. Guided Group Reflection (20 minutes)

• Show a poster or digital display with questions (visual prompts + simple language):
  • What did you learn?
  • What was tricky or hard?
  • What helped you when you found things tricky?
• Encourage each student to share at least one idea, using sentence starters (on card visuals):
  • “I learned that…”
  • “I found it hard when…”
  • “I got help by…”
• Teacher paraphrases student responses and writes a collective reflection on a flipchart or shared digital board.
• For lower literacy or dyslexic learners: allow them to respond non-verbally using symbols, drawings, or pre-prepared sentence completion cards.

3. Individual Reflection Activity (20 minutes)

• Each student chooses how to express their reflection (multi-choice):
  • Dictate or talk to teacher/assistant who writes it down.
  • Draw a picture of their favourite Scratch Junior project and describe it orally.
  • (Advanced learners) Write a short sentence or two about their favourite project – support with word banks and phonetic aids.
• Teacher uses dyslexic-friendly fonts on reflection sheets and provides coloured overlays or reading rulers if needed.
• Students who find writing hard use tablets or voice-to-text if available.

4. Sharing and Celebrating Work (15 minutes)

• Students share their reflections and drawings/writings with the group.
• Teacher praises all efforts and highlights interesting insights.
• Celebrate completion of the unit with a digital slideshow (if previously created) showing snapshots of projects made during the unit.

5. Closure and Feedback (5 minutes)

• Recap WALT and Success Criteria, asking students to self-assess by showing thumbs up/down or smiley face cards.
• Quick feedback: “What is one thing you want to learn next about computers or coding?”
• Teacher notes for future planning.

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Differentiation Strategies

• Visual Prompts: Use images, emoji cards, and sentence starters to support expression.
• Oral and Non-verbal Options: Allow responses through speaking, drawing, or selecting images.
• Dyslexia-Friendly Materials: Provide reading support with appropriate fonts, coloured paper, and overlays.
• Individual Support: Teacher or assistant available for one-on-one scaffolding for students struggling with literacy or verbal communication.
• Advanced Learners: Encourage writing a short reflection; help extend vocabulary through word banks and guided sentence frames.
• Flexible Expression: Students choose their preferred way to reflect (drawing, talking, writing, digital).

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Resources Needed

• Visual prompt cards with key questions and sentence starters
• Reflection sheets with dyslexia-friendly font
• Drawing materials (markers, crayons, paper)
• Tablets or voice recorders (optional)
• Whiteboard or digital board for group reflection notes
• Digital slideshow or examples from student Scratch Junior projects
• Smiley face or thumbs up/down cards for quick self-assessment

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Assessment

• Formative Assessment: Observing students’ ability to express one learning and one challenge verbally or through drawings.
• Collect individual reflections as evidence of understanding and self-awareness about digital learning.
• Use teacher notes on participation and ability to use prompts to support future planning.
• Extension learner writing samples reviewed for language and digital literacy progress.

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This lesson plan intentionally balances reflective oral discussion and multimodal expression appropriate for young learners’ diverse literacy skills and cognitive development. It uses scaffolded supports aligned with Australian Curriculum (v9) Digital Technology standards for early years, focusing on the recognition and use of simple digital systems and articulation of digital learning experiences【2:AC9TDIFK01.md】【9:AC9TDI2P01.md】【9:AC9TDI2P03.md】.

By empowering students to share their learning journey with tailored supports and extension for advanced learners, this lesson celebrates digital creativity, nurtures language development, and prepares students for ongoing digital technology learning success.