OLCS Computing
Scratch Animation Competition– suggested sequence of lessons
Key concepts and skills linked to Computing Programme of Study for Key Stage 2
 Design, write and debug programs that accomplish specific goals.
 Solve problems by decomposing them into smaller parts.
 Use sequence and iteration in programs.
 Use logical reasoning to explain how a simple algorithm works and to detect and correct errors in algorithms and programs.
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I can use sequence
 Introduce students to the scratch software and show the teacher resource scratch animation 1.
and and iteration in
 Introduce the student challenge 1 – can you get your sprite to move and have a conversation?
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programs.
Depending on previous experience of students, allow them time to explore the software or
provide copies of the “how to guides” to allow students to follow the instructions. Some
I can detect and
students will need a demonstration.
correct errors in
 Show the teacher resource scratch animation 2 and introduce the student challenge 2 – can you
programs.
add a background and get your sprite to blink? Again, depending on previous experience of
students allow them time to explore the software or provide copies of the “how to guides” to
allow students to follow the instructions. Some students will need a demonstration.
 Show the teacher resource scratch animation 3 and introduce the student challenge 3 – can you
add a colour and movement effect? Again, depending on previous experience of students allow
them time to explore the software or provide copies of the “how to guides” to allow students to
follow the instructions. Some students will need a demonstration.
Resources:
 Scratch animation 1 – 3 in v1.4 and v2.0 and links:
 Student challenge presentation
 Student help cards printed out / saved on a shared server (for v1.4 and v2.0)
 Videos showing how to create animations 1 – 3 at WEBSITE ADDRESS
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I can explain how a
simple algorithm
works.
I can design and
write programs that
accomplish specific
goals.
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

Show scratch animation 1 again and explain that even though this is a simple animation, it
would have been planned before it was created.
Show algorithms presentation and explain the definition for an algorithm.
Ask students if they can work out what the algorithm is describing and then reveal the code
for sprite 1.
On the algorithm worksheet students should then try and write the algorithm for sprite 2
using the text prompts already provided.
Then look at the storyboard provided for the next animation. Students should try and write
the algorithm for this animation.
Gold: Can I independently select
programming blocks for a specific
purpose?
Silver: Can I use a sequence of
programming blocks to make things
happen?
Bronze: Can I select a programming
block to make something happen?
Gold: Can I detect and correct errors
in a program?
Silver: Can I detect an error in a
program?
Bronze: Can I spot a bit of code
which may be wrong in a program?
Gold: Can I write a simple algorithm
to achieve a specific goal?
Silver: Can I explain how an
algorithm works?
Bronze: Can I use an algorithm to
create simple code?
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OLCS Computing

I can detect and
correct errors in
algorithms and
programs.


Some students will then go onto create this animation as it practises skills from previous
lessons. Other students will go onto look at broadcasts.
Watch Scratch animation 4 and explain how broadcast events can split up the code into
chunks and ensure that one thing happens after another.
Students should try and create challenge 4, starting from scratch and using the algorithm to
help them.
Resources:
 Algorithm presentation and worksheet
 Scratch animation 4 in v1.4 and v2.0 and at link
 Student help cards printed out / saved on a shared server (for v1.4 and v2.0)
 Videos showing how to create animations 4 at WEBSITE ADDRESS
4
I can create an
and algorithm to show
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how my animation
will work.
I can write a
program to create an
animation about
British values
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


Introduce the competition using the presentation introduction.
Discuss with students what will make a good animation.
Give out copies of the animation plan and algorithm sheet. Students should plan their animation
using the storyboard. Using scratch cards as reminders, they should try to write the algorithm
that coincides with each scene. Students should be reminded that their animation could be fairly
simple (with some text and colour effects / movement) or more complex with several different
sprites or scenes that follow each other.
Students should then move onto creating their animation in Scratch.
Gold: Can I independently select
programming blocks for a specific
purpose?
Silver: Can I use a sequence of
programming blocks to make things
happen?
Bronze: Can I select a programming
block to make something happen?
Gold: Can I plan and create an
animation that follows a sequence
of events to promote British Values?
Silver: Can I create an animation
that uses one sequence of events to
promote British Values?
Bronze: Can I simply animate text or
sprites to explain about British
Values?
Resources:
 Competition introduction presentation
 Animation plan and algorithm
 Scratch help cards on display or printed and given out.
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