**UPDATED for Scratch version 3 ** Click here for a full listing of all my Scratch Projects In this project, the player must move a sprite through the maze using the keyboard. Timers, obstacles (floating sprites) and a more difficult maze can be added as enhancements . There are many sites offering Scratch Projects. However, many tend to be like recipes - students almost mechanically enter code and create “delicious cakes”, without learning a lot about Scratch. My goal is to get students to create a fun project, and at the same time learn how the instructions work and fit together. I use the following approach: - break the project into manageable chunks - present “pseudo-code” for each chunk - provide the Scratch commands to implement the pseudo-code, but jumbled up In this way, students learn about pseudo-code (an important part of coding), and have to understand the Scratch instructions in order to sequence them correctly to match the pseudo-code. The lessons comprise: 1. a PowerPoint with instructions 2. a Word document with the instruction slides printed 2 to a page as a handout 3. accompanying Scratch files for teachers that match each stage of the project ALL my postings are FULLY “classroom-tested”, and continually updated. But there is always the possibility of error and room for improvement, so please provide constructive feedback.

I introduce students to programming through Scratch, and then extend this into the world of coding through Python. The lessons use Trinket as a simple interface for entering and running Python 2 and Python 3 code - no downloads required. This series of 5 one-hour lessons for absolute beginners looks at what is Python using strings and performing maths operations functions, variables, loops and comparative operators creating a Magic 8 Ball game in Python using user input exploring if statements and adapting the game to SenseHat Each lesson comprises: a fully animated PowerPoint with explanatory slides embedded videos worksheets and self-evaluation files Let me know if you have any questions or suggestions, and a BIG BIG thanks for looking (as a full time practising teacher, I KNOW how time consuming this process can be). ALL my postings are FULLY “classroom-tested” - before I publish, my lessons are tested by both myself and colleagues, rigorously evaluated and discussed, and continually updated to maximise their effectiveness. But there is always the possibility of error and room for improvement, so do please provide constructive feedback. Teacher/Author: Barrie James Search words: computer coding programming Babbage Lovelace function loop variable

The ever expanding CodeClub first promoted Scratch, and I loved it – creating and successfully delivering a range of lessons for Junior students. Code Club is now promoting Blender and I think I love it even more! I’ve created and delivered a series of lessons for Junior students this year, and the response was overwhelming. Students loved learning about 3D graphics and went on to produce some amazing creations of their own. While I thought it might be too advanced, students as young as 8 have grasped and loved using it. 3D GRAPHICS REALLY IS A USEFUL SKILL FOR THE DIGITAL FUTURE. The lessons assume absolutely no knowledge and build up in a gradual way Lessons 1-2 (FREE) What is Blender The Blender interface Navigating the 3D view port Lessons 3-5 Transforming objects Creating, selecting and duplicating objects Project: create a snowman Lessons 6-9 Rendering, colours and lighting Editing objects Project: create a donut Lessons 10-13 3D Text Box modelling - extruding, loop cuts, insets, bevels Project: create a Treasure Chest Lessons 14-15 Animations using Timeframes Animations using Rigid Bodies Each lesson is delivered via an animated PowerPoint with an accompanying Workbook, and follows a similar format: A short video to inspire (embedded in the PowerPoint) Explanations about any new concepts and skills A demo of what will be covered (Blender demo files included) Working together trying out these new concepts and skills (Workbook and Blender exercise files are provided) Free exploration A project bringing it all together (a finished Blender file is provided) Let me know if you have any questions or suggestions, and a BIG BIG thanks for looking (as a full time practicing teacher, I KNOW how time consuming this process can be). ALL my postings are FULLY “classroom-tested” - before I publish, my lessons are tested by both myself and colleagues, rigorously evaluated and discussed, and continually updated to maximise their effectiveness. But there is always the possibility of error and room for improvement, so do please provide constructive feedback.

Click here for a full listing of all my Scratch Projects In this project, students create their own Music Player with levels of menus for different categories of music. The corresponding music tracks can then be uploaded. There are many sites offering Scratch Projects. However, many tend to be like recipes - students almost mechanically enter code and create “delicious cakes”, without learning a lot about Scratch. My goal is to get students to create a fun project, and at the same time learn how the instructions work and fit together. I use the following approach: - break the project into manageable chunks - present “pseudo-code” for each chunk - provide the Scratch commands to implement the pseudo-code, but jumbled up In this way, students learn about pseudo-code (an important part of coding), and have to understand the Scratch instructions in order to sequence them correctly to match the pseudo-code. The lessons comprise: 1. a PowerPoint with instructions 2. a Word document with the instruction slides printed 2 to a page as a handout 3. accompanying Scratch files for teachers that match each stage of the project ALL my postings are FULLY “classroom-tested”, and continually updated. But there is always the possibility of error and room for improvement, so please provide constructive feedback.

The Scratch 3 version is here. Click here for a full listing of all my Scratch Projects In this project, students create a question and answer quiz using different backdrops for each question. There are many sites offering Scratch Projects. However, many tend to be like recipes - students almost mechanically enter code and create “delicious cakes”, without learning a lot about Scratch. My goal is to get students to create a fun project, and at the same time learn how the instructions work and fit together. I use the following approach: - break the project into manageable chunks - present “pseudo-code” for each chunk - provide the Scratch commands to implement the pseudo-code, but jumbled up In this way, students learn about pseudo-code (an important part of coding), and have to understand the Scratch instructions in order to sequence them correctly to match the pseudo-code. The lessons comprise: 1. a PowerPoint with instructions 2. a Word document with the instruction slides printed 2 to a page as a handout 3. accompanying Scratch files for teachers that match each stage of the project ALL my postings are FULLY “classroom-tested”, and continually updated. But there is always the possibility of error and room for improvement, so please provide constructive feedback.

The Scratch 3 version is here. Click here for a full listing of all my Scratch Projects In this project, based on Flappy Birds, the player has to navigate an octopus through waves of hungry sharks. There are many sites offering Scratch Projects. However, many tend to be like recipes - students almost mechanically enter code and create “delicious cakes”, without learning a lot about Scratch. My goal is to get students to create a fun project, and at the same time learn how the instructions work and fit together. I use the following approach: - break the project into manageable chunks - present “pseudo-code” for each chunk - provide the Scratch commands to implement the pseudo-code, but jumbled up In this way, students learn about pseudo-code (an important part of coding), and have to understand the Scratch instructions in order to sequence them correctly to match the pseudo-code. The lessons comprise: 1. a PowerPoint with instructions 2. a Word document with the instruction slides printed 2 to a page as a handout 3. accompanying Scratch files for teachers that match each stage of the project ALL my postings are FULLY “classroom-tested”, and continually updated. But there is always the possibility of error and room for improvement, so please provide constructive feedback.

This is Part 2 only. This complete topic comprises 7 by 1-hour lessons, broken down into two parts Part 1 - The fascinating History of Numbers tally marks, Sumerians & Babylonians Egyptians and Romans Mayans and Hindu Part 2 - Binary numbers the binary number system - how it evolved and how it works how computers use binary numbers, looking at text and images Each lesson comprises: a fully animated PowerPoint with explanatory slides loads of embedded videos (to extract, click here) worksheets and self-evaluation documents I have used it very successfully with students in years 5 through to 7 (with slight modifications), and all have absolutely loved the topic. Let me know if you have any questions or suggestions, and a BIG BIG thanks for looking (as a full time practising teacher, I KNOW how time consuming this process can be). ALL my postings are FULLY “classroom-tested” - before I publish, my lessons are tested by both myself and colleagues, rigorously evaluated and discussed, and continually updated to maximise their effectiveness. But there is always the possibility of error and room for improvement, so do please provide constructive feedback. Teacher/Author: Barrie James Search words: numbers, binary, ascii, bitmap, transistor, computer, programming, coding, algorithm, digital, image

Click here for a full listing of all my Scratch Projects In this project, students create a toy bear, using sprites to simulate “touch pads” -making the bear smile, blink, change colour, etc. Enhancements include using the keyboard instead of sprites, and adding sound. There are many sites offering Scratch Projects. However, many tend to be like recipes - students almost mechanically enter code and create “delicious cakes”, without learning a lot about Scratch. My goal is to get students to create a fun project, and at the same time learn how the instructions work and fit together. I use the following approach: - break the project into manageable chunks - present “pseudo-code” for each chunk - provide the Scratch commands to implement the pseudo-code, but jumbled up In this way, students learn about pseudo-code (an important part of coding), and have to understand the Scratch instructions in order to sequence them correctly to match the pseudo-code. The lessons comprise: 1. a PowerPoint with instructions 2. a Word document with the instruction slides printed 2 to a page as a handout 3. accompanying Scratch files for teachers that match each stage of the project ALL my postings are FULLY “classroom-tested”, and continually updated. But there is always the possibility of error and room for improvement, so please provide constructive feedback.

Flowol 4 allows students of all ages to develop logical reasoning and problem solving talents, develop programming skills and explore the world of automatic, autonomous systems and robots. This series of 3 one-hour lessons for absolute beginners looks at what is control technology using Flowol to control simple mimics using Flowol to control mimics with decisions and numerical inputs Each lesson comprises: a fully animated PowerPoint with explanatory slides inspiring embedded videos worksheets and self-evaluation files Let me know if you have any questions or suggestions, and a BIG BIG thanks for looking (as a full time practising teacher, I KNOW how time consuming this process can be). ALL my postings are FULLY “classroom-tested” - before I publish, my lessons are tested by both myself and colleagues, rigorously evaluated and discussed, and continually updated to maximise their effectiveness. But there is always the possibility of error and room for improvement, so do please provide constructive feedback.

The Internet (or internet) is the global system of interconnected computer networks that uses the Internet protocol suite (TCP/IP) to communicate between networks and devices. The World Wide Web, commonly known as the Web, is an information system where documents and other web resources are identified by Uniform Resource Locators, which may be interlinked by hyperlinks, and are accessible over the Internet. (wikipedia definitions) This is a series of 60 minute lessons that will give students (and often, teachers) a much greater understanding of what the internet is, how it works and what the World Wide Web is (no, it is not the internet). Each lesson comprises: 1 a fully animated PowerPoint with explanatory slides 2 loads of embedded videos (can be extracted if required) 3 worksheets and self-evaluation files plus a Kahoot! Quiz The lesson objectives are: understand what the Internet is (also available as a FREE resource) understand how the Internet works understand what the World Wide Web is In addition, there are a series of lessons that look at what a web page is, how HTML works, and creating a web page using HTML ALL my postings are FULLY “classroom-tested” - before I publish, my lessons are tested by both myself and colleagues, rigorously evaluated and discussed, and continually updated to maximise their effectiveness. But there is always the possibility of error and room for improvement, so do please provide constructive feedback.

This is designed to support the Switched On Computing Year 4 unit 4.2, and has been specifically written with year 4 pupils in mind. My goal is to get students to create a fun project, whilst at the same time learn how the instructions work and fit together. To this end, I use the following approach: - break the project down into manageable chunks - present students with "pseudo-code" for each chunk - provide students with the Scratch commands to implement the pseudo-code, but jumbled up In this way, students learn about pseudo-code (an important part of coding), and have to understand the Scratch instructions in order to sequence them correctly to match the pseudo-code. The lessons comprise: 1. a PowerPoint with introductory slides and the project instructions 2. a Word document with the PowerPoint instruction slides printed 2 to a page as a handout 3. accompanying Scratch project files for teachers that match the project Other lessons in this series: A FREE introduction to Scratch. Project I: A maze type project. Project II: Create a question and answer type quiz. Project III: A game where students move a sight with the mouse to shoot ghosts. Project IV: Students create a Music Player with layers of menus for different categories. Project V: Simulate a toy with touch pads. Project VI: Drawing shapes and repeating patterns. Project VII: Base Attack. Project VIII: Flappy Octopus.</> Budle of Projects I-III. Budle of Projects IV-VI. ALL my postings are FULLY "classroom-tested", and continually updated to maximize their effectiveness. But there is always the possibility of error and room for improvement, so do please provide constructive feedback.

Click here for a full listing of all my Scratch Projects In this project, students create Worlds with various challenges. As each challenge is overcome, a new one appears, leading finally to a second world opening up, full of new challenges. There are many sites offering Scratch Projects. However, many tend to be like recipes - students almost mechanically enter code and create “delicious cakes”, without learning a lot about Scratch. My goal is to get students to create a fun project, and at the same time learn how the instructions work and fit together. I use the following approach: - break the project into manageable chunks - present “pseudo-code” for each chunk - provide the Scratch commands to implement the pseudo-code, but jumbled up In this way, students learn about pseudo-code (an important part of coding), and have to understand the Scratch instructions in order to sequence them correctly to match the pseudo-code. The lessons comprise: 1. a PowerPoint with instructions 2. a Word document with the instruction slides printed 2 to a page as a handout 3. accompanying Scratch files for teachers that match each stage of the project Lessons in the series: ALL my postings are FULLY “classroom-tested”, and continually updated. But there is always the possibility of error and room for improvement, so please provide constructive feedback.

The Scratch 3 version is here. Click here for a full listing of all my Scratch Projects In this project, students use the mouse to move a target across the screen to shoot ghosts. The coding makes it easy to add any number of ghosts, varying their size and speed, There are many sites offering Scratch Projects. However, many tend to be like recipes - students almost mechanically enter code and create “delicious cakes”, without learning a lot about Scratch. My goal is to get students to create a fun project, and at the same time learn how the instructions work and fit together. I use the following approach: - break the project into manageable chunks - present “pseudo-code” for each chunk - provide the Scratch commands to implement the pseudo-code, but jumbled up In this way, students learn about pseudo-code (an important part of coding), and have to understand the Scratch instructions in order to sequence them correctly to match the pseudo-code. The lessons comprise: 1. a PowerPoint with instructions 2. a Word document with the instruction slides printed 2 to a page as a handout 3. accompanying Scratch files for teachers that match each stage of the project ALL my postings are FULLY “classroom-tested”, and continually updated. But there is always the possibility of error and room for improvement, so please provide constructive feedback.

I’ve created and delivered a series of lessons for Junior students this year, and the response was overwhelming. Students loved learning about 3D graphics and went on to produce some amazing creations of their own. While I thought it might be too advanced, students as young as 8 have grasped and loved using it. 3D GRAPHICS REALLY IS A USEFUL SKILL FOR THE DIGITAL FUTURE. The lessons assume absolutely no knowledge and build up in a gradual way Lessons 1-2 (FREE) What is Blender The Blender interface Navigating the 3D view port Lessons 3-5 Transforming objects Creating, selecting and duplicating objects Project: create a snowman Lessons 6-9 Rendering, colours and lighting Editing objects Project: create a donut Lessons 10-13 3D Text Box modelling - extruding, loop cuts, insets, bevels Project: create a Treasure Chest Lessons 14-15 Animations using Timeframes Animations using Rigid Bodies Each lesson is delivered via an animated PowerPoint with an accompanying Workbook, and follows a similar format: A short video to inspire (embedded in the PowerPoint) Explanations about any new concepts and skills A demo of what will be covered (Blender demo files included) Working together trying out these new concepts and skills (Workbook and Blender exercise files are provided) Free exploration A project bringing it all together (a finished Blender file is provided) Let me know if you have any questions or suggestions, and a BIG BIG thanks for looking (as a full time practicing teacher, I KNOW how time consuming this process can be). ALL my postings are FULLY “classroom-tested” - before I publish, my lessons are tested by both myself and colleagues, rigorously evaluated and discussed, and continually updated to maximise their effectiveness. But there is always the possibility of error and room for improvement, so do please provide constructive feedback.

Below are links to all my Blender v2.79 resources: Lessons 1-2 (FREE) Blender 3D - (3-5) creating, selecting and transforming objects Blender 3D - (6-9) rendering, colours, lighting and editing objects Blender 3D - (10-13) 3D Text, modelling - extruding, loop cuts, insets, beveling Blender 3D - (14-15) animating using time frames and rigid bodies Blender-3D-3-15-BUNDLE-3964949">Blender 3D - (3-15) BUNDLE

There are many sites offering Scratch Projects. However, many tend to be like recipes - students almost mechanically enter code and create “delicious cakes”, without learning a lot about Scratch. My goal is to get students to create a fun project, and at the same time learn how the instructions work and fit together. I use the following approach: - break the project into manageable chunks - present “pseudo-code” for each chunk - provide the Scratch commands to implement the pseudo-code, but jumbled up In this way, students learn about pseudo-code (an important part of coding), and have to understand the Scratch instructions in order to sequence them correctly to match the pseudo-code. The lessons comprise: 1. a PowerPoint with instructions 2. a Word document with the instruction slides printed 2 to a page as a handout 3. accompanying Scratch files for teachers that match each stage of the project Lessons in the series: FREE introduction to Scratch. Moving a sprite through a maze. A question and answer type quiz. A game where students move a sight with the mouse to shoot ghosts. A Music Player with layers of menus. Simulates a toy bear with touch pads. Drawing shapes and repeating patterns. Alien spacecraft attack a base that must be defended. An Octopus must swim through walls of hungry sharks. Navigate through different worlds Bundle I-III Bundle IV-VI Bundle VII-IX Bundle I-IX ALL my postings are FULLY “classroom-tested”, and continually updated. But there is always the possibility of error and room for improvement, so please provide constructive feedback.