Grace Academy Darlaston
ComputerScienceGAD.com
Name__________________________
Tutor Group_____________________
Teacher Mr K Sullivan
Grace Academy Darlaston
http://turtleacademy.com/playground/en
Turtle Academy Instructions
Instruction
What it Does
FD
Moves the turtle forwards
BK
Moves the turtle backwards
LT
Moves the turtle to the left
RT
Moves the turtle to the right
CS
Clear Screen
HT
Show turtle
ST
Hide turtle
PU
Lifts turtle off paper
PD
Puts turtle on paper
I need somewhere to
live!! Make me a house!
Task 1: Make Me A House
Write a program (set of instructions) to draw this house in
Turtle Academy
This is the house the turtle wants!!
90
90
45
45
30
120
50
Start Here
60
60
Task 2: Decorate my House
This is how the turtle want his house decorated. He
wants a thin line painted inside the shape of the
house.
Write a program (set of instructions) to draw this house in
Turtle Academy
90
90
45
D
C
45
30
120
50
B
A
Start Here
60
60
You will need to consider:

When you get back to A, you will probably be facing to the left and will have to turn to
move toward B

From A to B, you will need to:
 Lift your pen up (PU) so that you don’t draw a line
 When you get to B, remember to put your pen back down (PD)

The distance from B to C is 20 units less than A to D
Turtle Academy Instructions
Instruction
What it Does
FD
Move forward
BK
Move backward
LT
Move to the left
RT
Move to the right
CS
Clear screen
HT
Hide turtle
ST
Show turtle
PU
Lifts turtle off paper
PD
Puts turtle on paper
I’ve invited my 4 friends
round. They love my
house!! Can you make
them one each, just like
mine?
Task 1: Make Me 4 Houses!!
Draw a row of 4 houses
Write a program to draw a row of 4 house using REPEAT
commands in Turtle Academy
Task 2: You Explain!
1. Explain in your own words what the REPEAT command does?
________________________________________________________________________________________
________________________________________________________________________________________
2. Why is it much simpler to use the REPEAT command rather than create a big set of
instructions?
________________________________________________________________________________________
________________________________________________________________________________________
Task 1: So you think you know Turtle Academy?
1. Look at the shapes below and answer the questions which follow:
Shape 1

Shape 2
Shape 3
Shape 4
Which shapes do the following instructions produce?
Instructions
LT 90 FD 80 RT 125 FD 70 RT 55 FD 80 RT 125 FD 70
Repeat 4[FD 100 RT 90]
Repeat 4[FD 10 LT 90 FD 10 RT 90 FD 30 RT 90]
LT 45 Repeat 4[FD 80 RT 90]
Shape?
Task 2: So you think you know Procedures?
3. In your own words, explain what procedures allow you to do?
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
4. Explain how you have used procedures in the lesson today?
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
5. Between the start and the end of the procedure statements below, write a program which
will draw out a regular octagon with sides of 15 units in length, when you type Regoct
To Regoct
__________________________
__________________________
__________________________
__________________________
End
Grace Academy Darlaston
http://turtleacademy.com/playground/en
Lesson 1: An Introduction to Turtle Academy
Let’s learn and have fun with Turtle Academy!
Yeah… why not!!!
In this unit, you will need to open up Turtle Academy from the following website:
http://turtleacademy.com/playground/en
Task 1: Basic Instructions.
Type these instructions into Turtle Academy. Next to each one, write down what happens
FD 40
__________________________________________________________
BK 50
__________________________________________________________
LT 90
__________________________________________________________
RT 90
__________________________________________________________
CS
__________________________________________________________
HT
__________________________________________________________
ST
__________________________________________________________
PU
__________________________________________________________
PD
__________________________________________________________
Task 2: Writing Programs to Draw Shapes!
1) Write out the following program (set of instructions) into Turtle Academy
FD 30
LT 90

What shape have you drawn? _________________________

What is the length of the shape? ______________________

What is the width of the shape? _______________________
FD 70
LT 90
FD 30
LT 90
FD 70
2) Look at the rectangle below.
100
40
Start Here
Write out a list of instructions to draw this rectangle in Turtle Academy.
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
Test out your set of instructions in Turtle Academy to see if they work.
3) Write out the correct instructions to draw this shape in Turtle Academy.
_____________________________________________
_____________________________________________
40
_____________________________________________
70
100
_____________________________________________
_____________________________________________
Start Here
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
100
Test your set of instructions in Turtle Academy to see if they work.
4) A set of instructions has been written to draw the Letter L, as shown below.
Unfortunately, the instructions have all been jumbled up!!
See if you can sort out which order they should have been
written in!
List the instructions in the correct order:
FD 50
RT 90
50
FD 50
LT 90
100
FD 100
RT 90
150
50
FD 150
RT 90
50
FD 100
RT 90
Start Here
100
FD 50
Test out your set of instructions in Turtle Academy to see if they work
5) What is a regular polygon?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
6) The name of a regular triangle is an Equilateral triangle. Draw this shape in the space
provided with sides of 10 units. Label the size of its angles.
Draw an equilateral triangle & label
the size of its angles
Write a program to draw an Equilateral Triangle:
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
Test out your set of instructions in Turtle Academy to see if they work.
7) In the space below, draw out a regular quadrilateral with sides of 10 units
Draw a regular quadrilateral &
label the size of its angles
Write a program to draw a regular quadrilateral
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
Test out your set of instructions in Turtle Academy to see if they work.
Lesson 2: Line Width and Line Colours
Let’s learn and have fun with colours!
You can change the width and colour of lines, by using the setwidth and setcolor
commands in Turtle Academy.
Task 1: setwidth

Write the following commands into Turtle Academy and explain what happens
Instructions
Explain what happened
setwidth 8
FD 40
_______________________________________________________________
RT 90
FD 40
_______________________________________________________________
RT 90
_______________________________________________________________
FD 40
_______________________________________________________________
RT 90
FD 40
_______________________________________________________________
Task 2: setcolor

Write the following commands into Turtle Academy and explain what happens
Instructions
setwidth 10
Explain what happened
_______________________________________________________________
setcolor 10
FD 40
_______________________________________________________________
RT 90
_______________________________________________________________
FD 40
_______________________________________________________________
_______________________________________________________________

There are 15 different colours available in Turtle Academy. You can access all of them
by using numbers from 1-15.

Using these numbers, find out what the colours are and complete the table below:
Number
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
Colour
Task 3: Shapes in Turtle Academy

Write out the following instructions in Turtle Academy.
FD 150

What is the name of the triangle you have drawn? _________________

Change the instructions so that the command RT 120 now becomes
RT 120
LT 120 each time.
FD 150
What effect does this have on the shape? _________________________
RT 120
FD 150

Type the instructions for the triangle again. This time replace the
command FD 150 each time with a new command FD 50.
What effect does this have on the shape? _________________________

Change the instructions so that you change the line colour and line width. Write down
your new set of instructions in the box below:
Lesson 3: REPEAT Commands
Hey!!! I’ve got a question! If I
wanted to draw a 20 sided shape in
Turtle Academy, it would take ages
to type the instructions out. Is there
a shorter way of doing this?
Of course there
is!! You need to
practice using the
REPEAT command!
Task 1: To REPEAT or not to REPEAT?
To draw a square with sides of 40 cm long in Turtle Academy, the following instructions
are needed:
Instructions
Shape
What do you notice about the instructions?
FD 40
RT 90
40 cm
____________________________________________
FD 40
RT 90
____________________________________________
40 cm
FD 40
____________________________________________
RT 90
____________________________________________
FD 40
A quicker way to draw out the square would be to use the REPEAT command. Try typing
out the following instruction into Turtle Academy.
REPEAT 4 [FORWARD 40 RIGHT 90]
2. What’s happening in this part of the
instruction?
_______________________________________
1. What’s happening in this part of the
instruction?
_____________________________________
_______________________________________
_____________________________________
_______________________________________
_____________________________________
_______________________________________
_____________________________________
____________
____________________
Task 2: You REPEAT!
1) Type the following REPEAT command into Turtle Academy.
Type this instruction in Turtle Academy:
Draw the shape that this instruction produces:
REPEAT 3[FD 100 RT 120]
2) Fill in the gaps in the instruction below to produce an equilateral triangle with sides of
50 turtle steps.
REPEAT____ [FD 50 RT ____]
Test your instruction in Turtle Academy
3) Fill in the gaps in the instruction below to produce a square with sides of 50 turtle
steps.
REPEAT____ [FD 50 RT ____]
Test your instruction in Turtle Academy
4) Write down the REPEAT command to draw a square with sides of 120 turtle steps.
_________ ___ [___ ___ ___ ___]
Test your instruction in Turtle Academy
5) Using REPEAT commands, write a program to draw a regular pentagon, with sides 30
units long.
Regular Pentagon
Program
30
Test your program in Turtle Academy
6) Using REPEAT commands, write a program to draw a regular hexagon, with sides 50
units long.
Regular Hexagon
50
Test your program in Turtle Academy
Program
7) Using REPEAT commands, write a program to draw a regular octagon, with sides 20
units long.
Regular Octagon
Program
Draw out the shape:
Test your program in Turtle Academy
8) Using REPEAT commands, write a program to draw a regular decagon, with sides 20
units long.
Regular Decagon
Draw out the shape:
Test your program in Turtle Academy
Program
9) Use the repeat command to draw a 100 sided regular shape with sides 5 units long
Program
Questions

Draw out what the 100 sided shape looks like?

Why do you think the shape looks like this?
___________________________________
___________________________________
___________________________________
Test your program in Turtle Academy
Extension Task: In the space below, draw the first letter of your name.
First letter of your name:
Write down the instructions you would write in Turtle to draw the first letter
of your name:
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
Test out your set of instructions in Turtle Academy to see if they work.
Lesson 4: Using Procedures
You know, it’s still taking me ages
to write programs in Turtle
Academy. Is there an even shorter
way?
Yeah, let me tell
you all about
procedures!!
Task 1: Practice Procedures
1) Type the following instructions into Turtle Academy on 2 lines:
Instructions
to square repeat 4[FD 50 RT 90] end
Draw the shape which this set of
instructions produces:
Square
2) Now type the following program into Turtle Academy. You must describe what
happens at each stage of the program
Instructions
Explain what happens are each stage of the instructions
Square
LT 90
PU
FD 50
PD
Square

What have the instructions between the 2 procedures done?
________________________________________________________________________________
________________________________________________________________________________
3) Type the following instructions into Turtle Academy
Instructions
Draw the shape which this set of instructions produces:
To Hexagon
Repeat 6[FD 100 RT 60]
End
Hexagon
1.
How many sides does a hexagon have?
2.
In the procedure above, circle the part which shows the number of sides the
polygon has.
3.
Write down the length of each side of the hexagon?
4.
What angle does the turtle turn each time it draws a side of the hexagon?
4) Now type the following program into Turtle Academy. You must describe what
happens at each stage of the program
Instructions
Explain what happens are each stage of the instructions
Hexagon
LT 90
PU
FD 50
PD
Hexagon

What have the instructions between the 2 procedures done?
________________________________________________________________________________
________________________________________________________________________________
5) Make your own pattern of squares and hexagons using repeat commands and
procedures. You could try changing the size of the shapes, overlapping the shapes or
leaving spaces between the shapes.
Write down the set of instructions that you will type into Turtle Academy to create your pattern of squares
& hexagons
Task 2: Writing Your Own Procedures
1) Between the start and the end of the procedure statements below, write a program
which will draw out a Pentagon with sides of 10 units in length.
To Pentagon
__________________________
__________________________
__________________________
__________________________
End
Test out your set of instructions in Turtle Academy to see if they work.
2) Type a program which draws an equilateral triangle when you type Eqtriangle
To Eqtriangle
__________________________
__________________________
__________________________
__________________________
End
Test out your set of instructions in Turtle Academy to see if they work.
Task 3: Working with ‘n’
1) We can write a program for any polygon with n sides. Type the following into Turtle
Academy:
To polygon :n
Repeat :n[FD 60 RT 360/ :n]
End
The computer is waiting to draw a polygon for you, but it doesn’t know the value of n
until you tell it.
2) If n is the ‘number of sides’, what will the value of n be for a:

Quadrilateral

Hexagon

Nonagon
3) Edit your polygon procedure (from above) to produce a polygon with side lengths of
30 units to draw a dodecagon
Write your Instructions here:
Draw your polygon here:
Lesson 5: Assessment
For this assessment, you will need to open Turtle Academy in the Internet and
provide screenshot evidence of the work you produce in Microsoft Word.
Task 1: Basic Shapes
1. Open up Turtle Academy in the Internet
2. Using your knowledge of Turtle instructions, create a square, triangle and rectangle.
3. Print screen your instructions (and the shapes you created) and paste them into
Microsoft Word
Task 2: Repeat
1. In Microsoft Word, explain how the Repeat command is used in Turtle Academy
2. Create one set of instructions which draws a triangle in Turtle Academy. Print screen
your instructions (and shape) into Microsoft Word.
3. Create two sets of instructions which draw a triangle and a rectangle in Turtle
Academy. Print screen your instructions (and shapes) into Microsoft Word.
Task 3: Procedures
1. In Microsoft Word, explain what a Procedure is and how it is used in Turtle Academy.
2. Create a procedure in Turtle Academy which draws a pentagon. Print screen your
instructions (and shape) into Microsoft Word.
3. In Microsoft Word, explain how many times you would have to write out the name of
your procedure if you wanted to draw the pentagon 10 times in Turtle Academy.
Task 4: Experimenting with Line Colour
1. Create a shape of your own which includes lines of different colours)
2. Print screen your shape and the instructions you used into Microsoft Word. Explain
how you changed the colour of the lines you have used.
YEAR 7 Turtle Academy
Dates when assessed
Student Name
End of Year Target
Group
Highlight the statements that are applicable for each level. If working Below Target - highlight in red/pink. On Target – Yellow. Above Target Green.
Foundation
The student can move the turtle FD, BK,
LT & RT.
Level 1
Students can explore how the turtle
responds to commands.
Level 2
Students plan and control the turtle using
more advanced commands such as the
repeat command.
Student can simplify simple commands
i.e. fd 50 rt 90 etc.
Student can simplify most commands
for the majority of the time.
Students are able correct mistakes in a
given code.
Student can draw simple shapes
triangle square and rectangle.
Student can draw more complicated
shapes i.e. circle, pentagon, hexagon
and octagon.
Students can select one of the fill
colours 0-15.
Student can use the fill command to fill
a shape.
Students can make careful choices of
colour.
Students can follow a template to
create a picture.
Students can use turtle to plan their
own design.
Students will show understanding of and
be able to programme complex shapes
such as Regular Polygon and a Regular
Quadrilateral.
Students blend colours using [R G B] e.g.
[255 0 0] is red.
Students are able to alter the thickness of
drawn lines.
Students can programme their own
picture using a basic plan.
Students can programme procedures
from given code.
Assessment 1
Staff Initials
Level
Assessment 2
Staff Initials
Level 3
Students will be able to answer
increasing difficult questions about the
work they are undertaking and their
knowledge of programming in LOGO.
They use sequences of instructions
to control devices and achieve specificc
outcomes.
Students will show the ability to
programme increasingly complex shapes
such as nonagons and dodecagons.
Students are able to alter line colour
using either basic colours 0-15 or [R G B]
Students can use and understand the
use of N.
Students make a detailed plan of their
Logo picture with few errors.
Students can programme their own
procedures of complex shapes.
Final Level
DATE
INITIALS
DATE
WOW
WOW
NOW
NOW
HOW
HOW
Student
Feedback
Student
Feedback
INITIALS
YEAR 8
Photoshop
YEAR 8 Photoshop
Student Name
Group
F Level
Students will produce a piece of Andy
Warhol inspired art of 4 headshots on a
canvas. Students will be able to save a JPEG
image.
Level 1
Students will produce a piece of Andy
Warhol inspired art that’s has a filter added
(Poster Edge). Students will be able to save
a JPEG image.
Level 2
Students will produce a piece of Andy
Warhol inspired art that’s has a filter added
(Poster Edge) and a simple colour overlay
on each headshot image. Students will be
able to save a JPEG image.
Students will be able to insert text onto a
canvas, change font, size and colour.
Students will be able to save a JPEG image.
Students will be able to insert text onto a
canvas, change font, size and colour. They
will be able to add texture to their work.
Students will be able to save a JPEG image.
Students will be able to insert text onto a
canvas, change font, size and colour. They
will be able to add texture to their work and
know how to add Bevel & Emboss and
contour. Students will be able to save a
JPEG image.
Students will be able to produce a magazine
cover that incorporates at least one image
with a colour filter, text, price and barcode.
Students will be able to use the healing tool
to hide blemishes, wrinkles and items not
needed in photographs.
Students will be able to use the healing tool
to hide blemishes, wrinkles and make
someone look younger. Items not needed in
photographs can be removed.
Students will produce a magazine cover for
an intended audience. Some thought has
been given to image selection and an
attempt to edit and add effects to the
image is apparent. Some thought has been
given to text i.e. font and effects. All
necessary items are included (price,
barcode).
Students will produce a magazine cover for
an intended audience. Good thought has
been given to image selection and to the
editing and the addition of effects. Good
thought has been given to text i.e. font and
effects and is suitable for the intended
audience. All necessary items are included
(price, barcode). Text doesn’t block images.
Level 3
Students will produce a piece of Andy
Warhol inspired art that’s has a filter added
(Poster Edge) and a simple colour overlay
on each headshot image with an attempt to
use RGB channels to affect the colour of
each image. Students will be able to save a
JPEG image.
Students will be able to insert text onto a
canvas, change font, size and colour. They
will be able to add texture to their work and
know how to add Bevel & Emboss, contour
and add a glow and shadow. Students will
be able to duplicate a layer and use the
Mask tool. Students will be able to save a
JPEG image.
Students will be able to use the healing tool
to hide blemishes, wrinkles and make
someone look younger. Items not needed in
photographs can be removed with a
professional result.
Students will produce a magazine cover for
an intended audience. Good thought has
been given to image selection and to the
editing and the addition of effects. Good
thought has been given to text i.e. font and
effects and is suitable for the intended
audience. All necessary items are included
(price, barcode). Text doesn’t block images.
Most space on the cover has been utilised
well.
Level 4
Students will produce a piece of Andy
Warhol inspired art that’s has a filter added
(Poster Edge) students will cleverly use RGB
channels to affect the colour of each image.
Students will be able to save a JPEG image.
Students will be able to insert text onto a
canvas, change font, size and colour. They
will be able to add texture to their work and
know how to add Bevel & Emboss, contour
and add a glow and shadow. Students will
be able to duplicate a layer and add a
contrasting style and use the Mask tool.
Students will be able Students will be able
to save a JPEG image.
Students will be able to use the healing tool
to hide blemishes, wrinkles and make
someone look younger. Items not needed in
photographs can be removed. Students will
be able to make someone look slimmer. All
with a professional result.
Students will produce a good quality
magazine cover for an intended audience.
Good thought has been given to image
selection and to the editing and the
addition of effects. Good thought has been
given to text i.e. font and effects and is
suitable for the intended audience. All
necessary items are included (price,
barcode). Text doesn’t block images. Most
space on the cover has been utilised well.
Level 5
Students will produce a piece of Andy
Warhol inspired art that’s has a filter added
(Poster Edge) students will cleverly use RGB
channels to affect the colour of each image.
The overall effect of the piece will look
stylish. Students will be able to save a JPEG
image.
Students will be able to insert text onto a
canvas, change font, size and colour. They
will be able to add texture to their work and
know how to add Bevel & Emboss, contour
and add a glow and shadow. Students will
be able to duplicate a layer and add a
contrasting style adding effects and filters
as well as use of the Mask tool. Students
will be able to save a JPEG image.
Students will be able to use the healing tool
to hide blemishes, wrinkles and make
someone look younger. Items not needed in
photographs can be removed. Students will
be able to make someone look slimmer. All
with a professional result. Students,
through own research, will be able to find at
least one other way Photoshop can alter an
image.
Students will produce a High quality
magazine cover for an intended audience.
Very good thought has been given to the
selection of All images and to the editing
and the addition of effects. Very good
thought has been given to text i.e. font and
effects and is suitable for the intended
audience. All necessary items are included
(price, barcode). Text doesn’t block images.
All space on the cover has been utilised
well. A variety of different tools used to
make the magazine look professionally
produced.
Level 6
Students will produce a piece of Andy
Warhol inspired art that’s has a filter added
(Poster Edge) students will cleverly use RGB
channels to affect the colour of each image.
The overall effect of the piece will look
stylish and professional. Students will be
able to save a JPEG image.
Students will be able to insert text onto a
canvas, change font, size and colour. They
will be able to add texture to their work and
know how to add Bevel & Emboss, contour
and add a glow and shadow. Students will
be able to duplicate a layer and add a
contrasting style adding effects and filters.
The final piece should be professional in
style. Students will be able to save a JPEG
image.
Students will be able to use the healing tool
to hide blemishes, wrinkles and make
someone look younger. Items not needed in
photographs can be removed. Students will
be able to make someone look slimmer. All
with a professional result. Students,
through own research, will be able to find at
least THREE other ways in which Photoshop
can alter an image.
Students will produce a High quality
magazine cover for an intended audience.
Excellent thought has been given to the
selection of All images and to the editing
and the addition of effects. Excellent
thought has been given to text i.e. font and
effects and is suitable for the intended
audience. All necessary items are included
(price, barcode). Text doesn’t block images.
All space on the cover has been utilised
well. A variety of different tools used to
make the magazine look professionally
produced.
ASSESSMENT
ONE
DATE:
LEVEL:
TWO
DATE:
LEVEL:
DATE
INITIALS
DATE
WOW
WOW
NOW
NOW
HOW
HOW
Student
Feedback
Student
Feedback
INITIALS
SCRATCH
Scratch – Lesson 1
Questions to answer
S C R A T C H C O F
T M O O M P O N R B
Do you use left-click or right-click on a sprite to delete it?
Left-Click
Right-Click
Which button will allow you to choose a sprite from file?
V P A G G N P U E B
D O
I
Q T R C O V Q
E T
I
R P S A B E K
L U O M C
J
E M R T
O L G A O S S M N P
F K U V K V
Which of these two pieces of code will keep the sprite moving
until you tell it to stop?
L C X
L
R S T A G E E M S N
Words to find...
N P T M G M X E F
I
BOUNCE
CONTROL
FOREVER
MOVE
PROGRAM
SCRATCH
SCRIPT
SPRITE
STAGE
Scratch – Lesson 2
Questions to answer
Explain what this code does.
What shape will the following create?
Number of
repeats
Angle
360
1
3
120
8
45
Shape
What is the difference between the repeat and the forever loop?
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
© Nichola Wilkin 2014
Scratch – Lesson 3
Questions to answer
Describe what each of these lines of code do.
Use the space below to describe how the
program you have written works.
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
© Nichola Wilkin 2014
Scratch – Lesson 4
Draw a line to join the technical jargon to the correct description:
Stage
A script line that decides if another
script runs
Sprite
Script that runs a set number of times
Costume
A single character that you can
program to move or act in a particular
way
If
Script that keeps running until it is
told to stop
Forever
The background
Repeat
Pauses the program for a set amount
of time
Wait
A look for the sprite and one sprite
can have more than one of these for
different looks.
Circle the group which you would use to find the “Touching
colour” script?
Questions to answer
Circle the section of the screen that allows you to rename a sprite.
© Nichola Wilkin 2014
Scratch – Lesson 5
Explain what this code will do:
Mark on the grid where the letters will appear:
Letter
X position
Y position
A
0
0
B
240
180
C
0
-180
D
-100
100
E
50
-100
© Nichola Wilkin 2014
Scratch – Lesson 6
True
False
You can change the value in a variable.
True
False
The “random” script can be found in the “control” group.
True
False
You can see if a value is higher or lower than another value
using the “operator” group.
CHANGE
ERROR
LOGIC
PROGRAM
RANDOM
SEQUENCE
SET
VARIABLE
True
False
True or False?
A “variable” can only save numbers.
© Nichola Wilkin 2014
Year 7 – Assessment
Student Name
Foundation
Students will be able to select a
background for their stage.
Students will be able to select a sprite.
Students will be able to move the sprite
in both X and Y axes.
Students will be able to have their
sprite interact with another.
YEAR 7 Scratch
Group
Final Level
Staff Initials
Date
Level 1
Students will be able to select and use 2
backgrounds for their stage and have
the backgrounds change during the
story.
Students will be able to select a sprite
and be able to change its design.
Level 2
Students will state some information
about using Scratch. With help.
Level 3
Students will describe what you are
doing in Scratch. With guidance.
Students will apply some coding to
sprites, and describe the effects.
Students will be able to move the sprite
in both X and Y axes in a set number of
steps.
Students will be able to have their sprite
interact with another through a written
conversation.
students will be able to create a short
story that happens between at least 2
sprites.
Students will choose sprites and change
some of the values of their code to make
something happen.
Students will select from the block
palette and suggest what the 8 blocks do.
Students will recognise different types of
data, such as the types shown in Motion,
Looks, Operators.
Students will code using syntax and
typography, carefully and precisely.
Students will change some of the blocks
(code fragments) and values in a
program, so that the program controls
the sprite exactly how you want it to.
Students will code using selection and
iteration, such as forever and repeat.
Students will describe some of the code
fragments (blocks) from within the block
palette.
Students will describe what a simple
program given to you will do, and be
able to describe some of the functions
that you will need in your programs.
Students will run and test a simple
program given to them, and then make a
similar one of your own using the same
ideas.
4
Students will explain the work they are
doing in Scratch. With a little help.
Students will select appropriate data
types such as the types shown in
Motion, Looks, Operators.
Students will manipulate strings of data
such as those found in the Looks,
Sensing and Control blocks.
Students will execute a program, and
then edit variables within the program,
suggesting what the outcomes of the
changes will be.
Students will accurately use values in
the Operators block, within programs.
Students will de-code and explain what
some-one else’s algorithms will do
before running the program.
Students will develop, try out and refine
procedures in their own programs,
looking for the most efficient way to
improve your work.
5
Students will Independently apply their
understanding of Scratch to writing
programs.
Students will use and manipulate
variables in their own programs.
Assessment 1
Staff Initials
Date
Assessment 2
Staff Initials
Date
Level
Level
Students will use and manipulate lists in
their programs.
Students will use code from the full
range of code blocks to test their own
predictions and vary the rules within
the programs.
Students will write a short program and
then use Scratch to code and execute
the program, knowing the limitations of
the software.
DATE
INITIALS
DATE
WOW
WOW
NOW
NOW
HOW
HOW
Student
Feedback
Student
Feedback
INITIALS
Student Tracking
GRADE
4+
4
43+
3
32+
2
21+
1
1F+
F+
F-
TERM
1.1
1.2
2.1
2.2
3.1
3.2
Shade each grade that you achieve in each half term.
This will help you to track your own progress.