During weeks 4 and 5 of this semester I extended my Scratch programming experience by developing my own project. After looking at the Scratched site for some inspiration. I developed a game similar to Robyn Hauptran. The game focuses on skills used in the physical education key learning area. The development of three sprites, using drawing tools to draw a ball and adding a background were needed for this game. The object of the game is for the central sprite (which does not move) to pass the ball to the 2nd sprite without the 3rd sprite intercepting the ball. The sprites are moved by the mouse and the ball is thrown when the selected letter key on the keyboard is pressed.

  This program could be used as a teaching tool in most curriculum areas, integrating the general capability of ICT.  This general capability allows students to engage with technology to gain the skills, knowledge and confidence to engage competently with ICT at home, work and school (ACARA, n.d.).

In relation to classroom connection, this extension activity could be undertaken
by students in most year levels.  It connects to the Australian Curriculum (n.d.) Technologies and Physical Education Key Learning Areas.  Scratch programming when used within the Primary classroom can be linked to the following sections of the Australian Technology Curriculum:

 Design and Technologies

 Design and Technologies processes and production skills:

•Generating, developing and evaluating design ideas for designed solutions.

•Planning, producing (making) and evaluating designed solutions.

 

 Digital Technologies

 Digital Technologies processes and production skills:

•Defining problems and specifying and implementing their solutions.

 

 Digital Technologies knowledge and Understanding:

•How data is represented and structured symbolically.

•The components of digital systems: software, hardware and networks.

 (ACARA Draft Australian Technology Curriculum, February, 2013)

 
Digital technologies Foundation to year 10 scope and sequence:

•Follow, describe, represent and play with a sequence of steps and decisions needed to solve simple problems.

•Identify and explore digital systems.

•Use align development techniques to iteratively and collaboratively develop (design, implement and test) software that meets user requirements.

 (Draft Australian Curriculum: Technologies, February 2013).

 I believe Scratch programming allows the teacher to use a constructivist approach within the classroom allowing students to use a hands on approach to learning where they can make their own inferences, discoveries and conclusions, while being a creative and critical thinker using problem solving skills.

Advertisements