Module 2 Week 3

Assignments using Scratch

**Build a simple interactive story / song using Scratch

Process

**1st Exploration with Scratch - Boardwalk

• A very simple conversation

Conversation code

background code with sound(gentle ocean with birds song)

Watch the video

Downloaded the animation and converted into a video. Unfortunately, when uploaded into the learning diary, sounds seem to disappear.

**2nd Exploration into Scratch - Animals Concert

• Coding with the cat, dog, penguin and bird moving onto the stage one after another to ‘dance’ to a music using broadcast block. It took me a long time to make the animals move. I have to move the motion blocks in and out to make it happen. Not only that, I needed to adjust the position so as to place them to an appropriate positions. The tutorials are a great help.

Below are the coding blocks for the four animals:

Cat Arrived

Dog Arrived

Penguin Arrived

Bird Arrived

Backdrop of the stage

Performance: ▶️ Watch the video on YouTube

Reflection

Designing Digital Fabrication activities with Diversity

• When designing a digital fabrication (DF) learning activity, I intentionally plan for learner diversity in readiness, interests, learning profiles, and access needs. I consider:

• Readiness / Skill Levels

  • I provide tiered tasks within the same project. Example: In a laser-cut box activity, all students design a box, but some work with basic shapes, while others attempt parametric settings or add engraving. • I include step-by-step tutorials, demo videos, and optional challenge extensions.

• Learning Profiles

• I use multimodal instructions: written guides, visual diagrams, live demonstrations, and hands-on prototyping to cater to visual, verbal, and kinesthetic learners. • I provide choice of tools where possible (e.g., Tinkercad or Inkscape), accommodating visual, spatial, or verbal learning strengths.

1. Interests and Motivation

• I allow students to customise their artefacts (e.g., choosing themes such as animals, sports, nature, games). • Students can choose the purpose of their design: a gift, organiser, toy, or creative model.

1. Cultural and personal background

• I design tasks that allow personalisation, so students can incorporate motifs, shapes, or themes connected to their cultural identity or personal interests (e.g., designing a tray with patterns inspired by Peranakan tiles, Malay batik, Chinese paper-cut motifs). • This validates students’ backgrounds and makes DF meaningful.

1. Social and home environment

• I avoid activities that require specialised software at home or long homework tasks, as not all students have reliable devices or support. • In-class time is structured so all students can complete essential steps regardless of home environment. • Family structures, home responsibilities, and the level of adult support all influence how a child engages in planning, reflects on learning, and completes tasks that require communication beyond school. I strive to design activities that remain equitable for students who may not have the same opportunities or support systems at home.

1. Access and Support Needs

• I check for students who may need gross/fine motor support, extra time, or assistive tools (e.g., larger trackpads, simplified templates). • I structure peer-pairing intentionally so students can support each other without feeling labelled.

**One experience deeply shaped my understanding of the importance of social and family background.

I planned an activity where students were asked to communicate with their parents about the design purpose—for example, interviewing family members to learn what type of tote bag would be most useful. The intention was to build authentic learning connections and help students design with empathy. However, I did not sufficiently consider the diverse social backgrounds of my students.

During the activity, one student approached me quietly and said, “I have nobody to talk to.” I later learned that the student lived in a single-parent household, and the parent worked long hours with little time at home. The child did not feel comfortable discussing school-related tasks with other adults in the family. What I had intended as a simple family conversation had unintentionally become a source of stress and emotional discomfort for this student.

Realising this, I immediately adjusted the task. I offered the student an alternative: instead of interviewing a parent, they could interview a teacher, a classmate, or even reflect independently using guiding questions. I paired them with a supportive peer who helped them brainstorm ideas. This allowed the student to stay engaged in the learning process without feeling excluded or disadvantaged due to their family circumstances.

After the lesson, I reflected on the assumptions embedded in my task design. I recognised that activities requiring parental involvement can unintentionally privilege certain family structures while placing students from single-parent families, families with shift-work schedules, or families undergoing other stressors at a disadvantage. I revised the activity for future classes by offering multiple pathways for completing the “interview” component, such as speaking with peers, school staff, or community members—ensuring that no student feels pressured to rely on an unavailable or emotionally distant family member.

This experience reinforced my understanding that equitable DF learning design must acknowledge students’ social realities. By providing flexible options and avoiding assumptions about family availability, I can create a learning environment where every child feels supported, included, and respected—regardless of their home background.

Aspects I would need to take into consideration when preparing my DF activities if I have:

a) Students with Learning Disabilities

Key Considerations:

1.  Simplify and Scaffold Instructions
•   Break complex DF tasks into small steps (e.g., “Measure → Draw → Cut → Assemble”).
•   Use visual checklists, photos, icons, or sample prototypes.
2.  Multisensory Learning
•   Combine visual (diagrams), auditory (verbal explanation), and hands-on examples.
3.  Chunking of Content
•   Avoid long explanation blocks.
•   Teach tool-handling one step at a time.
4.  Provide Extended Time & Flexible Pacing
•   Allow extra time to measure, cut, or assemble parts.
5.  Assistive Materials or Tools
•   Rulers with larger markings
•   Pre-cut materials
•   Templates or stencils

*Examples in DF

•   When teaching finger joints for a cardboard model, provide printed step-by-step diagrams instead of expecting them to conceptualise from scratch.
•   Use colour-coded pieces so students follow assembly more easily.

b) Students with Physical Disabilities

Key Considerations:

1.  Accessibility of Tools and Workspace
•   Adjustable tables and seating
•   Clear pathways for mobility aids
•   Safety zones wide enough for wheelchairs
2.  Adapted Equipment
•   Larger-grip scissors
•   Lightweight tools
•   Switch-operated equipment (e.g., button-press laser cutter controls)
3.  Alternative Ways to Participate
•   Students can contribute in digital design (e.g., Inkscape, Tinkercad) even if cutting or assembling is difficult.
4.  Task Redesign
•   Modify tasks so students can still achieve learning outcomes without fine motor strain.
•   Example: Instead of cutting many small slots, provide pre-cut materials while they focus on design decisions.
5.  Safety Considerations
•   Extra space around machines
•   Clear visual indicators (tape on floors)
•   Assign tool buddies if needed

*Examples in DF

•   If using a craft laser, allow the physically-disabled student to handle the digital layout, while a partner loads the material.
•   Provide magnetic rulers or clamps so holding materials steady is easier.

c) Students with Emotional or Behavioural Disabilities

Key Considerations:

1.  Predictable Routines
•   Clear structure: warm-up → demo → build → reflection
•   Visual timetable on the board
2.  Clear Expectations and Boundaries
•   Safety rules must be simple and consistent
•   Use positive behaviour prompts (“Remember: tool safe zone,” “Show gentle hands with tools”)
3.  Low-Stress Environment
•   Avoid overstimulation (e.g., loud machinery) — allow noise-cancelling headphones.
•   Provide quiet corners or “cool-down” spaces.
4.  Choice and Autonomy
•   Offer options in materials (cardboard vs foam board) or design themes (animals, vehicles).
•   Choice reduces anxiety and increases engagement.
5.  Short Tasks + Frequent Feedback
•   Break the activity into milestones (“Finish measuring → check with teacher → then cut”).
•   Celebrate small progress.

*Examples in DF

•   If a student becomes anxious during cutting, allow them to switch to a non-sharp task like assembling or decorating.
•   Provide a pre-built prototype so they know what “success” looks like.

Do you think your school is ready for a change in mindset? Why?

• A school’s readiness for mindset change depends on its culture, leadership direction, and staff capacity.

I believe my school is moderately ready for a mindset shift because staff and leaders have shown increasing openness to innovation, such as integrating digital fluency activities and student-centred tasks. However, some colleagues still need time and confidence to adopt new practices like digital fabrication.

My school needs to grow:

• Inconsistent commitment — some staff are
enthusiastic, while others prefer traditional routines. • Time constraints —
teachers feel overloaded and reluctant to adopt new practices. • Limited expertise — staff may lack confidence in
digital tools especially digital fabrication or inclusive strategies.

• To start with, I would would share with my colleagues what I have learnt from my field activities in FLA Academy to get them interested.

Challenges and Opportunities of Integrating Programming in My Classes

Challenges

1.  Varied Student Readiness
•   Students enter with different levels of computational thinking and confidence.
•   Some may struggle with basic sequencing or logic, leading to uneven progress.

2.  Time Constraints
•   Programming lessons often require more time for exploration, debugging, and revision.
•   It can be difficult to fit within tight curriculum schedules.

3.  Limited Devices or Technical Issues
•   Insufficient computers/tablets or slow connections can disrupt lesson flow.
•   Students may get frustrated when bugs are caused by hardware or network issues instead of their code.

4.  Teacher Readiness
•   Teachers may feel less confident with newer programming tools (e.g., Scratch, micro:bit).
•   Continuous upskilling is needed to stay updated.

5.  Classroom Management
•   Students can get absorbed in their own projects, making it harder to monitor everyone, especially a class of 40 
•   Collaborative work sometimes leads to unequal participation.

Opportunities

1.  Supports 21st-Century Skills
•   Promotes critical thinking, creativity, logical reasoning, and problem-solving.
•   Students learn persistence through debugging and iteration.

2.  Enhances Cross-Curricular Learning
•   Programming can be integrated with English, Math, Science, Art, and Social Studies.
•   Example: creating Scratch stories for English or simulations for Science.

3.  Increases Student Engagement
•   Students enjoy creating animations, games, and stories.
•   Immediate visual feedback motivates them to try, test, and improve.

4.  Builds Collaboration
•   Pair programming and group debugging encourage communication and teamwork.
•   Students naturally teach and support one another.

5.  Encourages Creativity & Personal Expression
•   Students can design their own characters, stories, and projects.
•   Programming becomes a medium to express ideas, not just a technical skill.

6.  Preparation for Future Pathways
•   Early exposure builds foundational skills that may lead to interest in ICT, design, or engineering fields.
•   Aligns with national goals for digital literacy.

Tools

• Scratch - Programming software
• Mac Air for processing the animation into a video
• Vcompress for compressing video