Coding with Scratch

Overview

This 60-minute lesson introduces Year 6 students (Primary 5) to the basics of coding using Scratch, aligning closely with the Curriculum for Excellence (CfE) Technologies experiences and outcomes. Students will learn fundamental programming constructs such as sequencing, loops, and events through teacher-led instruction, guided practice, and an independent coding task. The lesson includes cross-curricular links to literacy, numeracy, and expressive arts, with differentiation and dyslexia-friendly options embedded.

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Curriculum for Excellence Links

Technologies:

• TCH 2-13a: Apply straightforward problem-solving skills in digital contexts by creating simple programs using events and loops.
• TCH 2-14a: Use simple logic and sequencing to control digital devices, recognising patterns and debugging basic errors.

Literacy & English:

• Develop vocabulary related to coding and digital devices (LIT 2-04a).
• Use talk and listening skills to explain their programming sequence (LIT 2-09a).

Numeracy & Mathematics:

• Understand and apply logical sequencing and counting within repeated loops (MNU 2-03a).

Expressive Arts:

• Use digital media creatively to develop animations or interactive stories (EXA 2-13a).

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Learning Objectives

By the end of the lesson, students will:

1. Understand basic coding concepts in Scratch (sequencing, loops, events).
2. Create a simple interactive animation or game using Scratch programming blocks.
3. Debug simple errors in their code.
4. Talk confidently about their coding process using appropriate vocabulary.

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Success Criteria

Students will be able to:

• Sequence coding blocks correctly to create an animation or game.
• Use loops and event blocks appropriately in their project.
• Identify and fix at least one error or bug in their program.
• Explain their program’s function clearly to a peer or teacher.

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Resources

• Computers or laptops with Scratch (offline or online version available)
• Projector and whiteboard
• Printed coding vocabulary card decks (with icons and definitions; dyslexia-friendly fonts and coloured backgrounds)
• Example Scratch project files for demonstration
• Worksheet with simple coding puzzles and space for reflection (large font, clear spacing)
• Headphones (optional for individual focus)

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Teaching Tips

• Use clear, simple language supported by visuals (e.g., icons for start, event, loop).
• Pause frequently to check for understanding; encourage peer discussion.
• Model thinking aloud while debugging to scaffold problem-solving.
• Provide printed vocabulary with definitions for reference—use dyslexia-friendly fonts like OpenDyslexic or Comic Sans with pastel background colours.
• Allow pairs or small groups for collaborative coding, supporting social learning.
• Use timers or visual progress bars to help students manage time during independent tasks.

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Differentiation Strategies

Learner Need	Strategy
EAL / Emerging English	Use picture cards and coding vocabulary decks; pair with supportive peers.
Dyslexia	Provide printed instructions in dyslexia-friendly font, use colour-coded blocks and steps.
Advanced learners	Challenge with additional features like conditional statements or adding sound.
Learners with additional support needs	Offer one-to-one guidance; use step-by-step printed instructions; scaffold tasks.

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Lesson Structure (60 minutes)

1. Introduction & Starter Activity (10 mins)

• Set the scene: What is coding? Discuss digital devices and programming examples.
• Show a short example Scratch animation/project on the projector.
• Introduce core vocabulary with flashcards (sequence, loop, event, debug).
• Whole-class oral questioning to activate prior knowledge.

2. Teacher-led Demonstration (15 mins)

• Open Scratch and demonstrate creating a simple script:
  • Use a sequence of blocks to move a sprite.
  • Introduce event blocks (e.g., “when flag clicked”).
  • Add a loop to repeat a movement.
• Talk through debugging a simple mistake (e.g., loop missing).
• Show how the code changes the animation.

3. Guided Practice (15 mins)

• Pupils work in pairs or small groups on computers.
• Follow a step-by-step worksheet task to create a simple animation with at least one event and one loop.
• Teacher circulates to support, encouraging verbal explanations and use of vocabulary.

4. Independent Coding Task (15 mins)

• Pupils create their own small project or modify the guided task independently.
• Suggest they add creativity: change characters, background, or add sound.
• Encourage students to identify and fix any bugs as they test their code.

5. Plenary & Reflection (5 mins)

• Invite 2-3 pupils to share their projects and describe how they used loops and events.
• Review success criteria together, praising effort and problem-solving.
• Quick exit ticket: Write or say one new thing they learned about coding today.

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Assessment Ideas

• Formative: Observation notes during guided and independent tasks; check for correct use of blocks and debugging attempts.
• Peer Assessment: Partner feedback on code effectiveness and use of vocabulary.
• Written: Quick reflection on worksheet or exit ticket describing sequencing and loops.
• Self-assessment: Use a simple traffic light system (red/yellow/green) for confidence in coding concepts.

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Cross-Curricular Links

• Literacy: Use of precise coding vocabulary reinforces language development and communication skills.
• Numeracy: Counting loops and understanding order deepens logical thinking and sequencing skills.
• Expressive Arts: Creativity in designing characters and animations fosters artistic expression and digital storytelling.

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By the end of this engaging session, pupils will not only grasp foundational coding concepts but also begin to express their creativity with technology, building essential skills that support the CfE mission of creating confident and successful learners for the digital world.