Introduction to Coding with Scratch
Using Scratch visual programming with your students
Scratch is a free visual programming language developed to help simplify the process of creating and programming animations, games, music, interactive stories and more.
For students today, coding is becoming an essential skill, just like reading, writing and mathematics. Being introduced to coding gives students an appreciation of what can be built with technology. We live in a digital world. Understanding how technologies work and the imagining of new devices/services are both enhanced by learning the skill of coding.
Not everyone taught coding will become a ‘coder’ or have a career in information technology just as not every student who is taught visual arts with become an artist.
‘Code’ is a tool that enables students to write stories with technology. If students can code, they can bring their ideas to life in bigger, brighter, and more creative ways using a computer or program.
Scratch is a free visual programming language developed to help simplify the process of creating and programming animations, games, music, interactive stories and more. During this workshop, participants will be introduced to the Scratch programming language and develop skills and confidence to introduce Scratch programming into learning. Participants will:
- explore the available tools
- load and modify an existing game or activity
- build confidence by completing guided Scratch programming activities across the curriculum
- begin work on an ‘Open Ended Project’ section after lunch
“Everybody in this country should learn to program a computer, because it teaches you how to think.”
– Steve Jobs
Audience: Stage 2 to 5 teachers.
Keywords: Primary, STEM, STEAM, Coding, Programming, Creative & Critical Thinking, Computational Thinking, Design, Digital Literacy, Cross-Curricular
Facilitator
Kylie Stanley
Facilitator
Kylie began working for MacICT 2013, in a hands-on teaching role running day-long Boot Camps in Robotics. Kylie has a passion for technology and innovation, and enjoys working with students to explore and problem-solve using new and engaging technologies. Kylie holds a Bachelor of Arts (majoring in Education) and a Bachelor of Education (Primary). She is also Early Childhood trained and holds a Diploma in Children’s Services. In addition to MacICT, Kylie has 10 years experience working in areas of curriculum and teaching and learning in the higher education sector.
Enrol
Unfortunately there are no plans to run this course again. Apologies for any inconvenience.
FAQ
How do I enrol?
How is payment taken?
How do I get there and do I need to bring anything?
What if I cancel or don't show up?
You can delete your own enrolment through MyPL, however keep in mind any cancellations made within 2 days of the event or no-shows will incur the full cost, charged to your school. Please contact us if there are any issues with your attendance.
What's a follow-on component?
Some of our courses include a follow-on component to be completed by the participant in their school context with the aim of transferring the new practice to their teaching and learning repertoire. These deliverables are included as part of the course hours and are designed to engage teachers in real ‘learning through doing’ leading to improvement in the skills and capabilities of teachers. This is an opportunity for you to have some time to take what you learned during the workshop and apply it to your own context and your own students. Details of the follow-on will be emailed out to all participants. The deliverables must meet the following Criteria:
- Product (this may refer to lesson plan, unit of work or other digital product)
- evidence of creativity;
- planning and/or design;
- incorporation of key ideas in the course;
- integration of technology; and
- a published/shared product that is appropriate to audience, purpose and context.
- Online Interaction
- peer feedback; and
- community building.
- Personal Written Reflection (200 words):
- Reflect on the learning experience gained by participating in this course, including the deliverables, OR reflect on your classroom practice (including a description of the pedagogical approach, delivery and implications for the future); AND
- Reflect on how you achieved one or more of the specified professional learning standards.
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