Scheme of Work – Cambridge ICT Starters Next Steps, Exploring

Programming

Introduction
This document is a scheme of work created by Cambridge International as a suggested plan of delivery for the Cambridge ICT Starters Next Steps
module ‘Exploring Programming’. Learning objectives for the module have been arranged in a recommended teaching order but you are free to teach
them in any order to suit your local requirements and resource availability.

Several suggested activities have been given for each learning objective. Some are short introductory or revision activities and some are more
substantial learning activities. You need to choose a variety of activities that will meet the needs of your learners and cover all of the requirements of
the learning objectives. You will need to decide on the teaching time necessary for each activity, both to suit the pace of your learners and to fit the
work comfortably into your own term times.

Suggested approaches on integrating teaching on eSafety and ethical behaviour have been included. You will need to adapt these to be suitable for
the age of your learners and to include information about local policies and laws.

There is no obligation to follow the published Cambridge International scheme of work in order to deliver Cambridge ICT Starters. This document has
been created solely to provide an illustration of how delivery of this module might be planned.

Overview
The Exploring Programming module is part of the Next Steps certificate. The progression of modules that relate to this topic are shown in the table
below.

Initial Steps Next Steps On Track

Starting Programming Exploring Programming Programming for a Purpose

Scheme of Work – Cambridge ICT Starters Next Steps, Exploring Programming

 Next Steps, Stage 2 module: Exploring Programming
In this module, learners will develop new programming skills, to include the creation of repeating instructions. They will plan sequences of instructions
to produce regular polygons and will then write related programs at the computer using Scratch. Learners will also create procedures to undertake
specific tasks within their program, which will then be used to create more complex shapes and patterns.

What is assessed in this module?

Learners will demonstrate how to:
 plan an algorithm involving repetition to draw a simple shape or pattern
 create a program using repetition to produce a simple shape or pattern
 predict the output of a program that includes repetition
 plan an algorithm to draw a complex shape or pattern, using decomposition
 create a procedure and use it in a program to draw a complex shape or pattern

What do you need to teach this module?

To teach this module you will need:
 access to the Scratch 3 website at https://scratch.mit.edu/ or an offline version downloaded from https://scratch.mit.edu/download. Scratch is
developed by the Lifelong Kindergarten Group at the MIT Media Lab.
 example flowcharts, which will enable learners to examine the instructions required to produce various regular polygons and patterns containing
these shapes (see the Appendices to this Scheme of Work for examples)
 example Scratch program files (examples can be downloaded from the Cambridge International School Support Hub).

Underpinning knowledge
Before commencing this module it is recommended that learners know:
 basic directional language, such as forward, backward, left and right
 angles, including those other than 90 and 180O
 the properties of regular polygons (for example squares, hexagons and octagons)
 how to write simple algorithms in the form of both flowcharts and basic computer programs
 how to debug and predict the output of instructions within both flowcharts and basic computer programs
 co-ordinates on positive and negative x and y axes
 and have completed the Initial Steps Module ‘Starting Programming’.

Scheme of Work – Cambridge ICT Starters Next Steps, Exploring Programming

 General Principles and Procedures
The following are further suggestions and considerations:
 Learners may produce flowcharts without the aid of a computer, although they might prefer to use the shape tools within a word processor or
graphic design software.
 The symbols used within flowcharts follow the ISO standard. Flowcharts are usually read from top to bottom and left to right.
 Pseudo-code, a written method of describing an algorithm that does not use a specific language, can help learners to record their instructions in
a format that they can understand. Suggested approaches for introducing pseudo-code are provided in the activities that follow.
 Scratch 3 is available in over 50 languages. The language can be altered by clicking on the Globe icon in the top left corner of the
screen.
 It is advisable to download the offline version of Scratch 3 from https://scratch.mit.edu/download. This will enable the programming environment
to be used when an internet connection is unavailable.
 If the internet is used for this module, provide a simple explanation of browser software and how to use it safely.
 Learners will benefit from experimenting with the instruction blocks in Scratch to discover their functionality.
 During programming activities, encourage learners to assist each other and to share their programming knowledge with their peers.
 Specific time should be set aside for learners to develop their own sprites and backgrounds if required.

eSafety guidance
 We recommend that each school has an Acceptable Use Policy (AUP) which describes the activities that learners can, and cannot, do when
using the internet in lessons.
 Explain to learners what they should do if they feel unsafe or if inappropriate content is evident on their device. This can be integrated with age-
appropriate teaching on topics such as ‘stranger danger’ and bullying.
 For this module, learners may wish to share their programs on the Scratch community’s website. It is advisable to obtain permission from
parents or guardians before allowing this. Guidance should also be given on appropriate online behaviour, including the importance of following
the community’s guidelines. Teachers may wish to setup a ‘Scratch teacher’ account to manage their learners’ programs online. Further
information can be found at https://scratch.mit.edu/educators/faq.
 Further information about learner safety and responsibility can be found in section 5 of the Syllabus.

Scheme of Work – Cambridge ICT Starters Next Steps, Exploring Programming

 Learning Suggested activities to choose from Resources Comments
Objective

Plan an algorithm Introduction to repetition

involving
repetition to draw  The following activities will introduce learners to the use of
a simple shape or repeating instructions to produce a range of drawings. They
pattern will use both flowcharts and pseudo-code to do this.

 Ask learners to discuss the properties of a square. They

should conclude that the square will have:
- four sides of equal length
- four internal angles of 90o.

 Show learners a flowchart of the instructions for producing a  Example flowchart In flowcharts, a decision block is
square. Explain that this flowchart contains a “decision” showing instructions to generally represented by a
block, which checks whether the instructions have been draw a square (see diamond shape.
repeated a certain number of times. For example, the Appendix A)
decision block for a square would check whether the Depending on the age of the
instructions have been repeated four times, as a square has learners, it may be appropriate
four sides. to explain that the counter within
the flowchart is an example of a
 Remind learners that this flowchart is an example of an ‘variable’. A variable is a way
“algorithm” and that an algorithm is a set of instructions to storing data within the
achieve a specified objective. computer’s memory.

 Ask learners to follow the instructions within the flowchart to  Graph paper, rulers
draw a square. and set squares /
protractors
 Explain that flowcharts will become more complicated when
they include repetition. It may therefore be clearer to write
down the instructions using “pseudo-code”. Explain that
pseudo-code a simple way of describing an algorithm that
does not use a specific programming language.

Scheme of Work – Cambridge ICT Starters Next Steps, Exploring Programming

  Ask each learner to draw another square and then write  Pens and individual Depending on the age of the
down instructions for a peer to produce the same shape. whiteboards / paper to learners, it may be necessary
Learners should only use the following instructions: record learners’ for them to work in centimetres
- forward x mm instructions rather than millimetres. The
- backward x mm resources used, for example
- turn left xo graph paper and/or a protractor,
- turn right xo may also be determined by the
prior knowledge of the learners.
 Discuss the sequences of instructions and ask learners to
identify any steps that are repeated. They should notice that
they have drawn a line of a certain length and turned 90o
four times each.

 Show learners how these instructions can be written in the

following form, using pseudo-code:
- repeat x [forward x mm, turn left xo]
to become:
- repeat 4 [forward 50mm, turn left 90o].

 Ask learners to discuss the instructions required to draw a

square, with 80mm long sides, 100mm away from the square Please note that this example
they have just drawn, as shown in the image below: has not been drawn to scale.
Please also note that the ‘pen
up’ block was used in Scratch
when moving the sprite between
the two squares. ‘pen down’ was
then reinstated to begin drawing
the second square. This is
explained fully in the next group
of activities.
 Learners should work in pairs to produce a flowchart to draw
the new shape. Each pair should then draw the shape
outlined in another pair’s flowchart. Any errors should be
discussed and “debugged” as appropriate.

Scheme of Work – Cambridge ICT Starters Next Steps, Exploring Programming

  The pairs should then reproduce the same instructions using
pseudo-code and swap their new instructions with their
partner group. The partner group should then redraw the
shape by following the instructions contained in the pseudo-
code.

 The two pairs should then discuss the differences between

following the flowchart and the pseudo-code. Their
discussions should consider which they found easiest, and
why. The key points from each group discussion should then
be shared with the whole class.

 Explain that learners will continue to work with both

flowcharts and pseudo-code throughout this module and that
they will therefore be able to continue to practise their use of
both methods for recording and reading sequences of
instructions.
Create a program Introducing repetition using a block based programming
using repetition environment
to produce a
simple shape or  During the following activities, learners will begin to Scratch 3.0 can be
pattern implement repetition onscreen. They will use their flowcharts accessed at
and pseudo-code from the previous activities to produce https://scratch.mit.edu or
Predict the output their programs, using Scratch. an offline version
of a program that downloaded from
includes  Remind learners that sprites can be moved around the stage https://scratch.mit.edu/dow
repetition within Scratch using the “move x steps” and “turn x steps” nload
within the “Motion” block palette. If necessary, allow time for
learners to practise this.
An optional task here would be
 Demonstrate how to access the pen block palette and how to for learners to change their
use the “pen down” and “pen up” blocks from within that sprite from a cat to a pencil in
palette. The “pen” palette is an extension which can be order to reflect the fact that they
accessed by clicking the following icon at the bottom of the will be creating drawings during
code palette. these activities.

Scheme of Work – Cambridge ICT Starters Next Steps, Exploring Programming

 Learners may also wish to
experiment with other “Pen”
blocks, such as those to alter
the pen colour or pen size.

 Explain that the “pen down” feature can be used to create

drawings on the stage using the sprite, whilst “pen up” will
stop the pen from drawing.

 Ask learners to experiment with the “move x steps”, “turn x

steps”, “pen down” and “pen up” blocks to produce lines at
various points on the stage. An example program could be:

Scheme of Work – Cambridge ICT Starters Next Steps, Exploring Programming

  Demonstrate the “erase all” block, which clears the screen,
plus the “go to x y” block, which places the sprite at a
specific co-ordinate on the screen. Explain that the co-
ordinates (0, 0) are the centre of the screen and ask learners
to add these blocks to their program. Learners may wish to
put these blocks immediately below the “when green flag
clicked” block, or have a specific key to reset their program,
such as:

or

 Demonstrate the “repeat x times” block in the “Control”

palette and explain how this allows for all of the instructions
inside the yellow “repeat x times” block to be undertaken the
number of times that is marked within the parameters box.

 Allow learners the opportunity to practise using the new

blocks. They should be encouraged to experiment and to
then return their sprite to its starting point by using the “clear”
and the “go to x y” blocks. Also encourage learners to
discuss their findings with their peers as they work.

 Ask learners to discuss how they could produce a square  Learners pseudo-code
using “repeat x times” in conjunction with “move x steps”, and flowcharts that
“turn x steps”, “pen down” and “pen up” blocks. They should were created in the
share their ideas and produce a program on screen as a last group of activities.
class. They should refer to the flowcharts and/or pseudo-

Scheme of Work – Cambridge ICT Starters Next Steps, Exploring Programming

 code that they developed during the previous group of
activities when doing this. An example program could be:

 Show learners the following program. They should discuss

the program in small groups and predict what will happen
once it is run:

Scheme of Work – Cambridge ICT Starters Next Steps, Exploring Programming

  Each group should feedback their predictions to the class
before the program is run. Learners may benefit from
adding the ‘wait x secs’ to the
 Learners should work in pairs to develop programs to end of each stage of the
produce a range of designs using the same instruction programs that they create here,
blocks from the example above. Their patterns should all be for example after each square
based upon squares and could include the following: has been drawn. This will
- Different sized squares enable them to see their
- Adjacent squares programs in action and will
- Tessellating squares therefore help them to identify
- Patterns of squares where any ‘bugs’ are.

 Ask learners to share ideas as they work, both within their

pairs and with a partner group. Also, address any
misconceptions that arise, including demonstrating the
solution.

 Ask learners to share their creations with the whole class.

Their discussion should include information about how they
achieved the output and about the problems that they had to
overcome.
Plan an algorithm Working with other regular polygons
involving
repetition to draw  The following activities will enable learners to plan and Learners may wish to also
a simple shape program other regular polygons on screen. explore the properties of other
or pattern regular polygons, such as
 In small groups, learners should discuss the properties of a pentagons and octagons, or
Create a program hexagon. They should then work individually to draw the  Graph paper, rulers undertake an investigation to
using repetition shape using a protractor. and set squares / examine the exterior angles of
to produce a protractors shapes
simple shape or  Ask learners to write down the instructions to draw the shape
pattern using pseudo-code, for example: Information on the properties of
- repeat 6 [forward 40mm, turn right 60o] a hexagon can be found here:
Predict the output https://www.mathopenref.com/h
of a program that exagon.html

Scheme of Work – Cambridge ICT Starters Next Steps, Exploring Programming

 includes Emphasise the need to examine the shape’s exterior angles
repetition when measuring the turn. For a regular hexagon, this would Information on the exterior
be 60o. angles of a polygon can be
found here:
 Demonstrate how the required angle can be calculated using https://www.mathopenref.com/p
the following formula for a regular polygon: olygonexteriorangles.html
- 360o / number of sides = exterior angle

 Ask learners to work in groups to produce a flowchart to

produce a hexagon. Remind them that they should include a
“decision” block within their flowchart.

 The groups should then pair up and draw the shape outlined
in the partner group’s flowchart. Any errors should then be
discussed and “debugged” as appropriate.

 Ask learners to use Scratch to draw a hexagon using the

instructions from their flowchart or pseudo-code. An example
program could be:

 Example flowchart for

 Show learners an example flowchart for producing an
an octagon (see
octagon and ask them to predict the shape that will be
Appendix B)
drawn.

Scheme of Work – Cambridge ICT Starters Next Steps, Exploring Programming

  Ask learners to identify the parts of the flowchart that will
need to be altered to enable a different shape to be
produced.  Example flowchart for
an equilateral triangle
 Ask learners to predict what the instructions will be within a (see Appendix C)
flowchart to draw an equilateral triangle. Show the solution
and address any misconceptions.
Plan an algorithm Introduction to procedures
to draw a
complex shape or  The following activities will introduce procedures and Learners may wish to continue
pattern, using illustrate how they enable sets of instructions to be used also using pseudo-code when
decomposition repeatedly. Learners will write down the instructions for more planning their algorithms in
complex shapes using flowcharts and will predict the these activities.
Predict the output outcome of similarly complex programs.
of a program that
includes  Explain that, during the following activities, learners will be
repetition using ‘decomposition’. Decomposition involves breaking
down a problem into smaller parts, to determine the
instructions that are used. This is an essential part of the
development process for programs as they become more
complex.

 Show learners the example image that is shown in the  Example pattern This example shape can be
resources column and discuss the shapes that have been copied from this document and
used to make up the pattern. Explain that the pattern is expanded in order that it can be
made up of six squares and explain how, through turning 60o displayed to learners. It can also
after each square is drawn, we can produce six squares in a be copied from the example
circular pattern. Scratch program
‘ns_example1.sb2’
 Ask learners to measure the angle between each square on This can be accessed from the
the image to check it is 60 degrees. Demonstrate how the ICT Starters Teaching Materials
angle of turn is calculated using the following formula: section of the Cambridge
360 / number of shapes = angle of turn International School Support
Hub.
 Show learners a flowchart for producing this pattern, which
contains two different “Decision” blocks. Explain that the

Scheme of Work – Cambridge ICT Starters Next Steps, Exploring Programming

 flowchart is now becoming larger and more difficult to  Example flowcharts
understand. with and without
procedures (see
 Show learners a second flowchart for the same pattern Appendices D and E)
which contains a procedure and ask them to discuss what
differences they notice. Explain that the flowchart now
contains a “Procedure” and that a procedure is a named set
of instructions to perform a specific task, in order to draw the
square.
 Graph paper, rulers
 Ask learners to follow the instructions within the second and set squares /
flowchart and to draw the pattern on a sheet of paper. protractors
This example shape can be
 Show learners the second example image and discuss the  Second example copied from this document and
instructions required to make the pattern, which could pattern expanded in order that it can be
include measuring the angles and the length of each side. displayed to learners. It can also
be produced using example
 Ask learners to work in small groups to produce a flowchart program
for the example image. Remind them they should include a ‘ns _example2.sb2’
“procedure” within their flowchart. The groups should then In this example, each square
pair up and draw the pattern outlined in their partner group’s has been presented in a
flowchart. Any errors should be discussed by the two groups different colour. This has been
and “debugged” as appropriate. done to help learners to identify
each square. Colours can be
changed with a drawing by
including the following block, as
is shown in the example
program:

To develop learners further,

additional procedures could be
added for other shapes.

Scheme of Work – Cambridge ICT Starters Next Steps, Exploring Programming

 Create a procedure Introducing procedures using a block based programming All the example programs
and use it in a environment mentioned here can be
program to draw a accessed from the ICT
complex shape or
 The following activities will enable learners to begin Starters Teaching
pattern.
implementing procedures within Scratch. They will use their Materials section of the
flowcharts from the previous group of activities to produce Cambridge International
their programs. School Support Hub.

 Demonstrate the “My Blocks” pallette within Scratch and

explain the “Make a Block” button enables the creation of a Scratch 3.0 can be
procedure. Demonstrate how to create a block named accessed at
“square” and discuss the required instructions within the http://scratch.mit.edu or an
procedure. Demonstrate how to include the “square” block offline version downloaded
within a program, using the following example: from
https://scratch.mit.edu/dow
nload

 See example program

ns _example3.sb2

 Ask learners to experiment with creating their own Learners may need to have the
procedures within Scratch and combining them with other required blocks specified and
instructions from the “Move”, “Pen” and “Control” blocks. An then rearrange them, rather than
example could be: selecting the blocks themselves

Scheme of Work – Cambridge ICT Starters Next Steps, Exploring Programming

  ns_ example4.sb2

 Remind learners of the first pattern that was used in the

 Example pattern
previous group of activities and discuss how this pattern
could be created in Scratch. Learners should use the
flowchart from Appendix E when creating their program. If
required, support learners to choose the required blocks and
to create the required program. Also encourage them to
support each other as they work. The learners program  Appendix E
should look similar to the following example:

 ns_ example5.sb2

 Learners should now refer to the flowcharts that they created

for the second pattern of squares from the previous group of

Scheme of Work – Cambridge ICT Starters Next Steps, Exploring Programming

 activities. Ask them to produce the pattern within Scratch  Second example
using their existing procedure. pattern

 Learner’s own
flowcharts for the
previous group of
activities.

 ns_ example6.sb2

 Explain that learners can create additional procedures to

produce other polygons, such as hexagons and octagons.
Discuss the required instructions and ask learners to create
the required procedures. They should follow this by
combining them with their existing shape procedures to
create other patterns. Encourage learners to plan their
patterns prior to inputting the instructions into the computer.

 Once learners have created their patterns they should share

their work with a partner and discuss the steps that they took
and the challenges that were encountered. Each pair should
then share their findings with the whole class.

Scheme of Work – Cambridge ICT Starters Next Steps, Exploring Programming

 Assessment ideas
To show how the Assessment idea fully incorporates the learning objectives tested, the assessment idea is cross-referenced with the learning
objective table below.

Assessment Idea One

Learners should plan an algorithm, using a flowchart, to produce an image within Scratch containing at least one regular shape, such as a
square, equilateral triangle or hexagon (1, 2). Learners will be given a set of instructions within Scratch and asked to predict the pattern the
instructions will draw (3). Learners will then plan further algorithms, using a flowchart, to produce a more complex pattern, which should include
at least one procedure (4). They will then reproduce this image in Scratch (5).

Stage
1 Plan an algorithm involving repetition to draw a simple shape or pattern
2 Create a program using repetition to produce a simple shape or pattern
3 Predict the output of a program that includes repetition
4 Plan an algorithm to draw a complex shape or pattern, using decomposition
5 Create a procedure and use it in a program to draw a complex shape or
pattern

Teachers should retain the following evidence for moderation:

 Learner flowcharts
 Learner Scratch programs

Scheme of Work – Cambridge ICT Starters Next Steps, Exploring Programming

 Exploring Programming – Appendix A
Flowchart of instructions for drawing a square:

Start

Set Count = 0

Is Count <4? Yes Forward 50mm

Turn Left 90 o

No

Change Count by 1

End

Scheme of Work – Cambridge ICT Starters Next Steps, Exploring Programming

 Exploring Programming – Appendix B
Flowchart of instructions for drawing an octagon:

Start

Set Count = 0

Is Count <8? Yes Forward 30mm

Turn Left 45 o

No

Change Count by 1

End

Scheme of Work – Cambridge ICT Starters Next Steps, Exploring Programming

 Exploring Programming – Appendix C
Flowchart of instructions for drawing an equilateral triangle:

Start

Set Count = 0

Is Count <3? Yes Forward 70mm

Turn Left 120 o

No

Change Count by 1

End

Scheme of Work – Cambridge ICT Starters Next Steps, Exploring Programming

 Exploring Programming – Appendix D
Flowchart of instructions for drawing a pattern without a procedure:

Start Turn left 60 o

Set count_a = 0 Change count _a

by 1

Is count_a <6? Yes Set count _b = 0

Is count_b <4?

Forward 40mm

No

Turn right 90 o

Change count _b
by 1

End

Scheme of Work – Cambridge ICT Starters Next Steps, Exploring Programming

 Exploring Programming – Appendix E
Flowchart of instructions for drawing a pattern with a procedure:

Start
Change count_a by
1

Set count_a=0
Turn left 60°

Is count_a<6? Yes Square

No

End

Forward 40mm

Square

Turn right 90°

Set count_b=0

Change count_b
by 1
Yes

Is count_b<4

No

End

Scheme of Work – Cambridge ICT Starters Next Steps, Exploring Programming