In this first extension project I decided to investigate the development of platform games, similar to those made famous by Super Mario.  I began by searching ScratchEd as it provides a range of on-line resources and information shared by Scratch educators.   Within the ScratchEd site I discovered tutorials for creating platform games (Paul Koning, 2013).  Using these tutorials as a guide I began creating of a simple platform game.  During these tutorials I learned how to build custom blocks by breaking code into smaller parts, making it more readable.  I also discovered cloning, which is used instead of copying the same block repeatedly, therefore saving a time.  The first lesson introduced the very basics for creating a simple platform game, however I added a background and a different sprite to practice some of the skills previously learned. 

Engaging learning programs and tools such as Scratch provide opportunities for students to develop curiosity, imagination, creativity and evaluation skills through purposeful play; imagination and creativity are better harnessed for learning when play is relevant and purposeful (Draft Australian Curriculum: Technologies, 2013).  Scratch is proving to be a platform from which students can create many interactive projects; games, music, art, stories and animations.

Links to Draft Australia Curriculum: Technologies

Draft Design and Technologies Foundation to Year 10 scope and sequence:

4.6 Generate, develop, evaluate, communicate and document design ideas and design decisions using manual and digital technologies

• exploring ways of joining, connecting and assembling components that ensure success and the impact ICT has on these processes

Draft Digital Technologies Foundation to Year 10 scope and sequence:

4.6 Design and implement simple visual programs with user input and branching

• designing and implementing a simple interactive program
• experimenting with different ways of instructing a program to make a choice
• creating options for users to make choices in solutions

6.7 Design and implement digital solutions using visual programs with user input, branching and iteration

• planning and implementing a solution using a visual programming language
• experimenting with different programming options that involve repeat instructions
• experimenting with different ways of instructing to make choices and repeat instructions
• designing and creating a solution that repeats a motion

Digital Technologies lessons should provide students with practical opportunities to be innovative developers of digital solutions and knowledge. Basing learning experiences on authentic challenges that foster curiosity, confidence, persistence, innovation, creativity, respect and cooperation is essential.  Although it is important for students to achieve in terms of literacy and numeracy, they must have opportunities to create and experiment with the joys of learning that occur when they are fully engaged in the learning experience.  Digital tools such as Scratch can support opportunities for these experiences in an educational manner; for example, a platform from which storyboards and digital texts are created.  I like that by allowing student to use programming of this nature they are provided with limitless possibilities; there is never only one solution or possible outcome expected.

Draft Australian Curriculum: Technology. (2013). Retrieved February 15, 2012, from, http://www.acara.edu.au/verve/_resources/Draft_Shape_of_the_Australian_Curriculum_Technologies_paper_-_March_2012.pdf

Koning, Paul. (2013). Building a platform game. Retrieved April 1, 2031, from, http://www.scribd.com/doc/131949494/Building-a-platform-game-with-Scratch