<div dir="ltr">One issue here, potentially, is the extent to which Scratch can or can't be extended as a programming environment.<div><br></div><div> Assuming the Digital Technologies curriculum is implemented fully, all students will have had at least a couple of years of programming in Scratch or a similar language before they leave primary school -some will have started in Year 3 with it. They will then have another 2 years of a programming language in Yrs 7 and 8 before reaching the point where it becomes optional.</div><div><br></div><div>Its hard to see where languages like Scratch will fit under that scenario. Or possibly the ways in which such languages are used will vary immensely between year 3 and year 9.</div><div><br></div><div>kp</div><div><br></div><div class="gmail_extra"><br><div class="gmail_quote">On Fri, May 29, 2015 at 3:07 PM, Young, Katherine A <span dir="ltr"><<a href="mailto:young.katherine.a@edumail.vic.gov.au" target="_blank">young.katherine.a@edumail.vic.gov.au</a>></span> wrote:<br><blockquote class="gmail_quote" style="margin:0 0 0 .8ex;border-left:1px #ccc solid;padding-left:1ex">
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I’ve used scratch for Year 9s and year 10s in the past.
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<div>For me it has worked best when I demonstrate how to make to a variety of different games - collecting, maze, 3rd person, puzzle - and then students can focus on designing a game in the genre of their choice for an audience/purpose specified by
either themselves or me.</div>
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<div>I also build criteria into the assessment that rewards students who extend their games beyond the examples I have demonstrated by adding 2-player mode, levels with increasing difficulty/complexity etc</div>
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<div>Even though scratch is accessible to a young audience, I have found that older students can be challenged by it and actually really enjoy using it.<br>
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Regards,</span>
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<b>Katherine Young</b></span></div>
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