Getting Started Scratch

Overview

Unit: Exploring Coding with Scratch
Lesson: 1 of 6
Duration: 60 minutes
Class size: 30 students
Year group: Year 7 (ages 11-12)
Subject: Computing (Other subject focus: Coding and programming)
National Curriculum Reference:

Computing programmes of study (Key Stage 3) – National Curriculum for England
Pupils should be taught to:
- “design, use and evaluate computational abstractions that model the state and behaviour of real-world problems and physical systems”
- “use two or more programming languages, at least one of which is textual, to solve a variety of computational problems” (Year 7 introducing block-based language)
- “understand several key algorithms that reflect computational thinking”
Develop understanding of programming basics including commands, loops, events, and algorithms.

Learning Objectives

By the end of the lesson, students will be able to:

Identify and navigate the main areas of the Scratch interface.
Understand the concept of code blocks and how to drag and drop to create simple sequences.
Create a basic interactive project involving a sprite moving or changing appearance on a user command (e.g., mouse click or key press).
Explain the purpose of basic programming concepts such as sprites, scripts, stages, and events in Scratch.

These objectives link to the National Curriculum aims to develop computational thinking and programming skills through a block-based programming language, building foundational knowledge for increasingly complex coding in Year 7.

Resources Needed

Computer or laptop for each student with internet access before the lesson to open Scratch (offline editor or Scratch 3.0 online version)
Projector and screen for demonstration
Teacher Scratch example project ready to show interface features
Printed Scratch interface diagram handout for each student (with labelled sections)
Sticky notes and pens for student reflections

Lesson Breakdown

1. Starter Activity (10 minutes)

Purpose: Activate prior knowledge and spark curiosity about coding.

Begin with a brief discussion:
- “What do you think coding or programming means?”
- Ask students to share any experience or games/apps they know that might involve coding.
Show a very short, engaging Scratch animation (teacher-created) exemplifying simple sprite movement and interaction.
Pose the question: “How do you think this animation was made?”
Introduce Scratch as a tool that allows anyone to create such animations and games using programming blocks.

2. Introduction to Scratch Interface (15 minutes)

Objective: Familiarise students with the interface components.

Display the Scratch interface on the projector, pointing out:
- Stage area (where the project is visualised)
- Sprites pane (where characters appear)
- Blocks palette (coding blocks categories: Motion, Looks, Sound, Events, Control)
- Coding area (dragging and stacking blocks to create scripts)
Hand out labelled Scratch interface diagrams.
Engage students by asking them to locate each area on their own screens.
Highlight interactive features such as clicking sprites, choosing backgrounds, and logging in/not logging in.

3. Guided Practical: Create Your First Project (25 minutes)

Objective: Apply knowledge of interface and blocks to build a simple script.

Task: Create a project where a sprite moves and changes appearance when the spacebar is pressed.
Step-by-step teacher demonstration:
1. Select default sprite.
2. Find “Events” blocks and drag “when space key pressed” block to coding area.
3. Link a “move 10 steps” block from “Motion” category.
4. Add a “change colour effect by 25” from “Looks” category.
5. Test and run the script in real time.
Circulate the room to assist and answer questions.
Encourage students to experiment with different keys or sprite effects after finishing the steps.

4. Plenary and Reflection (10 minutes)

Purpose: Consolidate knowledge and promote metacognition.

Students complete a reflection activity using sticky notes to answer:
- “What did you enjoy most about Scratch today?”
- “What was easiest and what was tricky?”
Invite 2-3 volunteers to share their projects or thoughts with the class.
Summarise key points:
- Scratch helps us learn coding by using blocks instead of typing.
- Understanding the interface is the first step to making fun projects.
Briefly introduce what will come next: adding sound and more control structures.

Assessment

Formative assessment through observation during practical task and Q&A.
Use student reflections to gauge understanding and engagement.
Informal peer feedback encouraged during practical.
Teacher notes on students who may need extra support for next lessons.

Differentiation and Inclusion

For students who complete tasks quickly, challenge them to add a second sprite or change the backdrop.
Provide printed step-by-step guides for EAL learners or those needing extra support.
Allow students to work in pairs for peer support.
Use verbal prompts and visual aids to support students with additional needs.

Extension Ideas (if time permits or for homework)

Encourage students to explore pre-made Scratch projects in the Scratch community to see what others create.
Introduce ideas for customising sprites or creating simple animations using costume changes.

Teacher’s Notes – Tips to WOW your Class

Showcase how real games and animations use principles similar to Scratch coding – connect to Minecraft mods or Roblox scripting which often appeals to this age group.
Use playful storytelling: introduce sprites as "digital actors" that follow their scripted “scripts.”
Highlight Scratch’s creativity potential — it’s not just coding but digital art and storytelling.
Capture student projects with screenshots or short videos to display in next lessons, increasing motivation.

This detailed plan ensures a hands-on and engaging introduction to Scratch aligned with the National Curriculum's computing objectives for Year 7, balancing technical skills and creative exploration.

Teaching Instructions