1. Literacy from Scratch A cross-curricular project developed by
Lawrence Williams (London)
Miroslava Černochová (Prague)
A literacy project, developed using Scratch coding.

2. Screen shot of the web site.

3. See: www.literacyfromscratch.org.uk
Literacy from Scratch is a highly successful cross-curricular project for engaging pupils aged 5 to 14 in elementary computer coding using Scratch. It is currently running in England, Czech Republic, Italy, and Pakistan.
Elements are:
Narrative structure, characterisation, dialogue, art, music, and computer coding.
See:
Elements.

4. Creating Sprites, in Scratch
This picture captures much of the learning process: Story folder on left. Hand drawn Sprites on the table. Scratch editor, in which the draft pictures are digitally created.
Creating Sprites, in Scratch

5. Skills developed in Y1 and Y2:
Literacy:
All pupils: Writing a short story in three scenes, and creating two characters (Sprites), with simple dialogue.
Some pupils: Adding voice-over sound files in English, Guajarati and Hindi.
Computing;
Logging on to the school computer network, using a password
Loading the Scratch program
Loading the Paint program
Using the Paint editor in Scratch to create the pupil’s own two different Sprites (or characters)
Using Paint to create three Backgrounds (or scenes)
Importing the Backgrounds into Scratch
Using the Control blocks to start the narrative
Using the Motion blocks to move the Sprites
Using the Looks blocks to add dialogue
Saving the work in appropriate areas of the school network
Logging off properly
This is what all pupils will have achieved by the end of the project.

6. Integrating Paint and Scratch files
Original Sprites are added to the independently produced Backgrounds, in preparation for the story to unfold.
Integrating Paint and Scratch files

7. Question?
What actual computational thinking skills are pupils really developing through this project?
Research problem.

8. Research methods
To resolve this research question, we applied qualitative research methods, systematic observation, questionnaire method, a test with matching tasks, a test with short answers, essay, interviews with pupils, analytic and synthetic methods for the evaluation of pupils’ outcomes. 
Research methods

9. The research was undertaken in two Prague schools: a Basic school, and a Gymnasium.
Literacy from Scratch was run in both schools from September 2014 to January 2015

10. PHASE 3: Explanation of key concepts related to programming We exploited some experiences which pupils, step-by-step, have acquired in Scratch, to explain to them some key concepts (algorithm, program, sequence of command, input, output, variable, cycle, branching, debugging) in a context of specific examples in particular situations.
Key concepts explored.

11. Conclusion
Literacy from Scratch as a classroom project for introducing pupils to computational thinking is succeeding because it allows non-specialist teachers (or rather teachers with other skills!) to begin working on Computing through a constructivist model . But it also allows for conceptual progression. Much still needs to be done to develop computational thinking further, of course, but, in Literacy from Scratch, we now have a creative and cross-curricular teaching and learning framework within which pupils and teachers can develop understanding and skills in a constructivist way, one which can be easily mapped against Mark Dorling’s Progression Pathways and the computational thinking framework, and that is now being supported by research.
Conclusion: it works.

12. To be presented in Lithuania.