Pupils’ own media use is likely to encompass a wide range of computer games as well as more passive forms of media, and these games might provide some inspiration for their own creative work in Scratch. From a computational thinking perspective, this introduces pupils to a tree-like pattern which has wide ranging applications in subsequent programming. Pupils’ stories can often be adapted into games, for example modifying a traditional, linear narrative into a branching, choose your own adventure game by including input blocks and then if … then … else blocks to determine how the story continues according to the input the player provides. The examples in the three previous posts ( patterns, composition and storytelling) use sequence, repetition and output, with some limited use of variables, but if pupils are to learn about selection, input and more extensive use of variables, their Scratch programming must extend the range of media they develop to include interactive elements, for example by making a video game.
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