Scratch Coding Basics

Overview

Year Level: 8
Subject: Technology – Digital Technologies (Computational Thinking for Digital Technologies)
Curriculum Level: Level 4 of the New Zealand Curriculum
Lesson #: 3 of 10 in the unit "Systems and Coding Exploration"
Duration: 90 minutes
Class Size: 220 students (will be facilitated in breakout rotations/groups with teacher support)
Technology Platform: Scratch (block-based visual programming language)
Learning Context: Students will work in small collaborative teams to explore foundational coding concepts using Scratch by creating an animation, with an emphasis on sequences, loops, and events.

---

Big Idea

Students learn to express instructions for digital devices clearly and logically, using the programming concepts of sequencing, looping, and responding to events. Through visual programming in Scratch, they begin to understand how systems can interact and be designed for meaningful digital outcomes.

---

Achievement Objectives (NZ Curriculum)

Technological Area: Computational Thinking for Digital Technologies
Level 4:

• Understanding: Students will use inputs, outputs, sequence, selection, and iteration in their digital solutions.
• Developing: Students will understand algorithms are step-by-step procedures to solve problems and create simple programs.
• Exploring systems: Recognise how digital systems impact us through different uses in society and culture.

---

Key Competencies

• Thinking: Investigating logic through coding structures.
• Managing self: Working independently within project constraints.
• Using language, symbols, and texts: Interpreting and applying visual programming blocks in Scratch.
• Relating to others: Peer-to-peer learning in pair programming.
• Participating and contributing: Contributing ideas and creative solutions within their team.

---

Learning Outcomes

By the end of this session, students will:

1. Understand and explain the concepts of sequence, loop, and event using Scratch.
2. Build a simple Scratch project that uses all three concepts.
3. Reflect on how programming contributes to problem solving and creativity.

---

Materials Required

• Devices with internet access and Scratch accounts pre-set
• Scratch slides (teacher-led visual guide)
• Projector and sound system
• "How-to" printouts for early finishers
• Coding vocabulary word wall in class
• Printed Reflection Slips for Exit Ticket at the end

---

Lesson Structure

90 minutes, broken down by activity and whole-cohort rotation management.

---

📍 Phase 1: Karakia & Whakawhanaungatanga (5 minutes)

Begin with a brief teacher-led karakia to centre the class. Acknowledge the whakapapa of learning today – emphasise the links between creativity and technology as forms of storytelling and problem-solving.

---

🧠 Phase 2: Whole Class Introduction (15 minutes)

Purpose: Introduce students to the key concepts: sequence, loop, and event.

Method:

• Begin with a live demonstration on the projector of a pre-built Scratch project.
• As each concept comes up, pause to explain what is happening on screen.
• Use Māori and English coding terms where appropriate, e.g. "raupapa" (sequence), "porowhita" (loop).

Key Teaching Points:

• Sequence: Instructions followed top-down
• Loops: Repeats blocks of instructions
• Events: Actions triggered by user or system

---

👯 Phase 3: Divide and Rotate (10 minutes)

Purpose: Split cohort into three breakout teams rotating through activities.

Facilitating 220 students in one session requires:

• 3 x breakout spaces
• Each group has ~70 students
• Each group led by a teacher/facilitator with additional digital technology kaiako support

---

🚧 Phase 4: Rotational Stations (25 minutes each x 3 = 75 minutes total)

Rotation A – Hands-On With Scratch

Goal: Build a mini animation using movement blocks, loops, and an event.

• Students follow a guided tutorial
• Basic project: "Make your character move and say something when the space bar is pressed"
• Peer debugging encouraged

Rotation B – Paper Programming

Goal: Learn coding logic without a device.

• Students use large laminated Scratch blocks to build sequences on desks with post-its
• Focus: Creating loops and sequencing ideas like brushing teeth or doing a haka
• Students explain their code aloud to the group

Rotation C – Design Thinking Pod

Goal: Connect coding to real-world systems

• Discuss where digital animation/code appears (advertising, TikTok filters, gaming)
• Students draw a simple storyboard for a Scratch-based idea inspired by Aotearoa (e.g., a taniwha swimming through the Waikato River)
• Thinking around why an event might trigger something in their project

Note: Facilitators provide strong examples at each station and adapt for diverse learning styles.

---

📝 Wrap-Up & Exit Ticket (10 minutes)

Purpose: Reflection and formative assessment

• Distribute printed Exit Reflection slips:
  • What is one new Scratch block you used?
  • What was easy, what was hard?
  • How could this help us solve problems in real life?
• Quick whole-class pūrongo (report-back): 2-3 students share project ideas/thoughts
• Close with a whakataukī about innovation (e.g., “Ko te manu e kai ana i te miro, nōna te ngahere…”)

---

Assessment Opportunities

• Formative: Observation and reflection slips
• Evidence: Completed Scratch draft projects
• Peer reviews (optional extension into next lesson)
• Student voice via discussion and exit ticket

---

Differentiation Strategies

• Mixed-ability pair programming in Rotation A
• Bilingual visuals and scaffolds in Rotation B
• Culturally responsive storyboard prompts in Rotation C
• Tiered project goals: base animation vs. creative extension
• Kaiako roam and support students with additional needs in each breakout group

---

Cross-Curricular Connections

• English: Storytelling and sequencing in the Scratch project
• Social Sciences: Use of tikanga Māori or named locations in storyboards
• Arts: Creative expression and visual design

---

Teacher Reflection Prompt

After the class, consider:

• Which students surprised you with their creativity or logic?
• What systems of support worked best in a large class setting?
• Where might we extend these concepts into solving a school-based or real-world issue?

---

Next Lesson (Lesson 4 Preview):
“Debugging with Purpose” – Students will learn to identify and fix bugs in pre-written Scratch programs, exploring how problem-solving applies across different systems.

---

Ngā mihi nui, and ka rawe to koutou mahi – amazing work, teachers!