Linking Thinking – English + Digital Technologies

By the end of Year 2 students learn to “follow, describe and represent a sequence of steps and decisions (algorithms) needed to solve simple problems” (ACTDIP004)

When introducing Year 1 students to simple coding using Scratch Jr, some clear links to the students’ learning in English became apparent.

In order to represent a sequence of steps using coding blocks, students needed to develop an understanding of the syntax of this visual programming language, the function of various coloured blocks, and how the different blocks could be combined together to create commands that had meaning and purpose in the Scratch Jr environment.

The code was introduced as a “text” with a specific structure that helped it meet its purpose, in the same way that students have learnt in English that other kinds of texts have their own structure, depending on the purpose of those texts.  (Link to English: ACELA1447)

Each piece of code “text” begins with a yellow block, contains a selection of blocks arranged to give meaning, and ends with a red block. In writing, each sentence begins with a capital letter to signify the start of the sentence, is composed of a sequence of words which give meaning, and ends with punctuation, such as a full stop.

As students explored the different options for yellow starting blocks, and red finishing blocks, they considered that these different “punctuation blocks” had particular roles and could serve specific purposes, just as they could use sentence punctuation including full stops, question marks and exclamation marks for specific purposes in their writing. (Link to English: ACELA1449)

After creating a statement in coding blocks, the students “read” the code, considering the meaning of each block and the way the blocks were arranged to meet the intended purpose.

"When the flag is touched, go down nine, then hide."

“When the flag is touched, go down nine, then hide.”

The students had recently created a short instructional video to describe the procedure for making a model firetruck. The purpose of this audio visual text in giving instructions for humans to follow can be compared to the instructions they have created for the computer to follow in their coding.

Through ongoing discussion as students explored the Scratch Jr app and created their own coding “texts”, making connections between the structure of the coding and what they were also learning about the way in which the English language can be written, strengthened their appreciation for code as a language.

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