Bryneven Primary Presents Gr 6 football Challenge
We move with a swipe -directing a football around a screen. This assigns a function variable type (there are still strings and numbers). We use a call to use the function code. The function variable is properly named – to provide some kind of understanding of what it does.
The collision event -which is occurring when the ball hits the border. The movement through the code blocks brings up the logic – defined by the ball’s behaviour in our programming e.g., how it returns to its original position on the X and Y axis.

We glance at JavaScript for a moment. Seeing how the script relates to the code blocks. The soccer ball movement is determined by speed and swipe angle. When the is touches against the opposite side, it has to re-place itself – returning to its original position, the starting point. The starting position is determined by putting the game in play mode to see the position X and Y. The positions X and Y are shown in the watch variable. That swipe direction and speed controls the ball. We will also show how to turn on the visibility of the watch variable, while in play mode.

A score triggers a sound and increases the display showing the number of goals scored. When the ball hits the target, the trigger calls the function variable, used to reset the ball to the starting point. This starting point is its position on the x and y axes. The movement of the ball is affected by friction. Friction is created – based on the definition of variables (a function in this case). Friction determines how a moving ball slows down as it moves across the field.
The importance of the sequence of coding blocks comes up; they must be sorted – we will read the code blocks, starting from the top.
The descriptiveness in the naming of a function -a proper name helps us understand what it does. An appropriate collision event triggers the code to play the sound.
Until this point, we had not yet discovered the creation and use of variables. However, we emphasize that the variable must be declared initially – showing examples where our code does not know what the variable is.
We know a variable must be declared first: a function variable – with the appropriate block. We could have declared a string or a number.
The yellow border defines a block of code – in this case; an instance shows declared function variable. The movement of the football is limited by the friction variable. Friction holds back its movement.
We examine the use of assigning a random speed in a nutshell. Our programme provides a number in the range of 1 to 10. Learners are encouraged to explore and use this activity; all the challenges need to be analyzed. The blue question mark button accesses help; getting a video.
This fun football activity seems to be based on real knowledge of the game. It is good: it brings together a wealth of knowledge to be built upon. This is especially true for those who play the thought: seeing themselves making games. I can see how certain elements can be used in mathematics and physical sciences too. I hope that my dear colleagues will investigate and explore this -to see into that. Thank you

Bryneven Presents Scratch and Purple Mash Embeds to Share Games in html
Bryneven coding: the 11th of June presents: Creating & sharing learning resources in Purple Mash.

We explore the embedded HTML code providing an extension to share our Purple Mash games and resources. At the end of this lesson: Learners will be able to embed the existing shareable scratch project or Mash activity via a website. We access the embed found within the projects of Scratch.

This lesson further promotes the encouragement and discovery of dimensions and push the button: switch on further access to digital expressivity. We emphasize in this piece the important need to respect one’s creativity sources, Purple Mash and Scratch -are the sources we use; and should be acknowledged.

Google sites is providing this class with a simple example, a platform to express the creative dimension -the Scratch and Purple Mash game in this case.

This exercise encourages our coders to consider learning as a constructive process: developing and putting in place a way to expand and share (collaborate). Our earlier lessons -during the exam period- posted to this vision -shared blogs that used Purple mash and its e-mail.

Google Sites is a simple platform for expressing a creative side – play in this case. This encoding practice encourages us to consider learning as a constructive process: creating and setting up a way to expand and share. Our previous lessons – in the review period – were posted on a shared blog or purple email.

June 11, a Wednesday class with Mr. Bradley (Mr. B), a GDE (Gauteng Education Department teacher) provides an exploration: posting using across platforms -a feed from examination week, with an approach that shows what possibilities are within our means. We hope this promotion furthers experimentation, thought &c., seeing that Mash’s tool bring more than anticipated -depending on how its chosen to be used.

The aim: creative expressiveness, a fun sharing dynamic -lively movement to overcome the greyness of mono-chromatic, one dimensionality: all towards the world of learning.

Thank you to all supporters and other interested parties!

Bryneven: Mandela Musical Experiment in Coding Sounds
A mix of musical experience – with the idea of integrating the result into a hint at an alternative learning method -we compose by integrating music and simple snippets of content, into our programming. This is especially useful for those who are auditory-oriented learners or those who cannot see the creative aspect in normal learning approach.

A code lesson merges translation, speech synthesis, with basic music notes -used through well-known code structures. This is used to present and construct an example of a sound production with some functional value -though here its largely distorted.

Bryneven presents: Creating & sharing learning resources in Purple Mash
23rd of May’s Purple Mash lesson bears on exam week. This exercise encourages Grade learners to see learning as a constructive process- developing learning resources (mind map (2Connect) or text toolkit) -that are posted to the shared blog or sent by e-mail.

We categorize using a traditional English tool. We also develop a mind map -as yesterday. This exercise encourages learners to see learning; with team work that improves performance.

We provide a lesson that promotes creativity -in this example, resources are created to learn from the mash tool’s section. In this example, we will map the brain to the 2Connect tool -its result is emailed to the class.

May 23rd, a Thursday class with Mr. Bradley (Mr. B), provides an exploration: posts learning resources -feeding examination week with a new approach. We hope this promotes further experimentation, thought &c., that Mash’s tool brings. The aim: creative expressiveness and a fun dynamic to the often greyness of the mono-chromatic world of learning.

The 21st century: machines, movement, mind, manifested in form, reflecting our shared moment.

Bryneven Primary pushes for the emergence of creativity and the expression through digital tools. Content moves and is molded into forms: Blended learning -Purple Mash and a technological emphasis &c. We appreciate your contribution and support. We endeavor to open up new possibilities through the use of technological tools.

Bryneven Presents: Email and Blogs to Share Learning Resources
22nd May’s Purple Mash lesson shows how to construct learning resources -these are to be posted on blogs or email. This exercise encourages learners to see learning, heightened by working together -hinting at the potential derived from team work.

We provide a lesson that promotes creativity -construct learning resources from the tool section in Mash. We use the 2Connect tool, in this example, to make a mind map -which is emailed to learners in the class. This learning resource is linked into the body of the email, by copying and pasting the file’s address.

May 22nd, Bryneven’ s Tuesday coding lesson has Mr. Bradley (Mr. B), providing an exploration into the posting learning resources -in lieu of the examination week. We hope this promotes the experimentation and thought, that sense -how Mash tool bring a creative expression and a fun dynamic to learning. The 21st century is still moving, machine aids -discontent with pure entertainment.

Bryneven Primary pushes for the emergence of creativity and the expression through digital tools. Content moves and is molded into forms: Blended learning -Purple Mash and a technological emphasis &c. We appreciate your contribution and support.

We endeavor to open up new possibilities through the use of technological tools.

Bryneven presents: Gif Files in Scratch with Movement
Tuesday is a Scratch lesson; it builds on the previous publication. This lesson frames itself: as film captures frames -a sequence bound within a time duration. We explore a time lapse by using a 1 second wait block. We also use a quarter of a second wait i.e., before the next frame is shown as a costume or consecutive backdrop.
In this work we explore how to convert gif files, to make the backdrop or sprite’s costume sequence. We then take the converted file and make a backdrop and show how the code block allow this movement -through the different pictures -each showing Milad pulling funny faces in various poses.
May 21st, Bryneven’ s Tuesday coding lesson has Mr. Bradley (Mr. B), providing an exploration into the basics of movement and picture sequences. The faces pulled provide a gif file, taken from an uploaded YouTube video. We hope this promotes the experimentation and thought, that sense -in computer logic that brings some sort of creative expression. The 21st century is still moving programming -contending with pure entertainment.
We push for the emergence of creativity and the expression through digital tools. Content moves through a sequence -on the 21st frame: declaring woman, creative source i.e., the hands and brain of the Worker. An experience -through Scratch, Purple Mash &c. We appreciate your contribution and support.

Bryneven Princess and Frog with 5A
The 16th of May, a Grade 5 lesson is a Purple Mash task (2Do). Its titled: The Princess and the frog. This tutorial looks at triggering object movement (frog and Princess). What is a trigger or event? Triggering -in this case- is the act of the mouse -set off by the left button. This activates the object’s motion on the screen up, down, left or right. This lesson moves from the click event to get to the collision event -touching objects. There is a brief reference to the stepping through code section.

A Thursday with Bryneven’ s coding tutor, Mr. Bradley (Mr. B), in the basic movement within 2Code, a feature of Purple Mash. The purpose of this video is to reinforce, record the communication -giving the learner an online resource; the 21st century is growing more towards -a holistic programming, the emergence of super machines. All content on the in this month celebrates the power of woman & the creative dynamic of the Worker. We add a further resource: an experience -through PM. We appreciate your contribution.