Coding and Computational Thinking Using Scratch (Primary)

In this course participants will be enabled to:

• Understand the basics of coding and computational thinking
• Describe the 4 areas of computational thinking
• List visual programming languages that can be used in the classroom
• Understand the difference between unplugged and plugged activities
• Be comfortable using Scratch software
• Use Scratch in the classroom to support literacy and numeracy
• Integrate Scratch across the curriculum
• Create their own simple Scratch project.

This course consists of interactive lessons, tutorials on Scratch, discussion forums and an assignment using Scratch.

The course consists of four modules as follows:

Module 1 – Introduction to Coding and Computational Thinking

This module provides an overview of coding and explains the four areas of computational thinking and how they can be used across the curriculum. Participants will be introduced to a wide range of coding tools and resources.

Module 2 – Scratch Coding

This module provides an introduction to the basic features of Scratch and an overview of Scratch resources. Participants will experiment with Scratch functions and start to create their first Scratch project.

Module 3 – Scratch in the Classroom

In this module, Scratch skills are further developed and participants learn how to edit a Scratch project. Participants will also explore uses of Scratch in the curriculum and further develop their own Scratch project, which will be shared in Module 4.

Module 4 – Planning for Scratch

This module focuses on planning for effective use of Scratch in the classroom. Participants will explore how to integrate Scratch into their teaching and will review the role of Scratch in assessment. As the final course assignment, participants are required to share a link to their own Scratch project.

Prerequisites:

Intermediate level ICT skills. Participants will move between browser windows, following tasks in one window to create Scratch projects in another. Prior experience of participating in an online course, contributing to an online discussion forum and uploading or downloading files will be an advantage.

Technical Requirements:

A good broadband internet connection and a laptop, desktop pc or tablet (with the latest version of Chrome, Firefox or Safari installed).

Software/Apps

While this course is free, the content includes examples of many apps and software titles for the purposes of illustration, some of which involve a cost.

NB: Participants are required to download the free software, Scratch 3.0.

Participants also need to access one other third party application – without needing to login – as part of the course.  Please be aware of this application’s terms of service and privacy policies, as follows:

• Padlet privacy and terms of service.

A course certificate is provided upon completion of this course.

You may be able to consider this course for Croke Park hours, subject to school management approval, particularly in relation to up to ten ‘Croke Park’ hours that may be allowed for potential individual/small group use (Circular 0042/2016 Primary and Circular 045/2016 Post-primary).

“Easy to understand. Clear explanations of how to do things. Plenty of practical examples to base projects on. Good timely feedback.”

“I think the e-tutor sets a really positive tone for this course from the outset. I have completed online courses before and this felt more relaxed and supportive. The content was well presented and not too overwhelming.”

“[I was] able to see the ways in which Scratch can be used as both an informative tool but also in assessment.” 

“Highly structured course with relevant, new and useful information, providing for insight into the subject matter, with opportunity to engage with other teachers in the discussion forum.”

“There were creative examples of how to incorporate Scratch into daily teaching – for example, students creating their own quiz that other students could use. Also the fact that Scratch can be used right across all variety of classes from the very academic to learning support students.”