Computing · Year 2 · Creative Programming with ScratchJr · Autumn Term

Exploring the ScratchJr Interface

Familiarizing students with the ScratchJr environment, sprites, and backgrounds.

• National Curriculum Attainment Targets
• KS1: Computing - Programming
• KS1: Computing - Creating Digital Content

About This Topic

In this topic, students move into the world of block-based programming using ScratchJr. They learn that a program is a sequence of blocks that run in order, but more importantly, they learn about 'events'. An event is something that happens to make the code start, such as tapping a character or clicking the green flag. This is a vital step in the UK National Curriculum for understanding how users interact with technology.

Understanding sequences and events allows students to move from static images to interactive stories. It gives them agency over the digital world, showing them that they can control when and how things happen. This topic is best explored through collaborative problem solving, where students work together to synchronize multiple characters or events.

Key Questions

1. Differentiate between a sprite and a background in ScratchJr.
2. Explain how to change the appearance of a character.
3. Design a simple scene using different sprites and backgrounds.

Learning Objectives

• Identify the distinct roles of sprites and backgrounds within the ScratchJr environment.
• Explain the process of changing a sprite's visual appearance using the paint editor.
• Design a simple interactive scene by selecting and arranging multiple sprites and backgrounds.
• Demonstrate how to initiate a program using different event blocks, such as 'on tap' or 'green flag'.

Before You Start

Introduction to Digital Devices

Why: Students need basic familiarity with using a tablet or computer, including touching the screen or using a mouse, to interact with ScratchJr.

Basic Drawing and Coloring

Why: Prior experience with drawing and coloring helps students engage with the paint editor for modifying sprites and backgrounds.

Key Vocabulary

Sprite	A character or object on the screen that can be programmed to move, speak, and interact. You can change its appearance.
Background	The scenery or setting behind the sprites in your project. It remains static while sprites move and interact.
Paint Editor	A tool within ScratchJr used to draw, edit, and change the appearance of sprites and backgrounds.
Event Block	A special block that starts a sequence of programming blocks when a specific action occurs, like tapping a sprite or starting the project.

Watch Out for These Misconceptions

Common Misconception

Blocks can be in any order on the screen.

What to Teach Instead

Students often leave blocks floating near each other. Hands-on exploration shows that blocks must be physically 'snapped' together to form a sequence that the computer can follow.

Common Misconception

The program runs forever.

What to Teach Instead

Children may think a character will keep moving. Using a 'stop' block or showing the end of a sequence helps them understand that programs have a clear beginning and end.

Active Learning Ideas

Stations Rotation: Event Explorers

Set up stations with different 'start' blocks (Green Flag, Tap, Bump). Students spend 10 minutes at each station to see how the interaction changes the way they play with the program.

40 min·Small Groups

Inquiry Circle: The Race

Pairs must create a program where two characters start at the same time using the Green Flag event. They must experiment with different block lengths to see who wins the race.

25 min·Pairs

Peer Teaching: Block Experts

After learning a specific sequence (e.g., jump then turn), students are paired with someone who hasn't tried it yet to show them how to snap the blocks together in the right order.

15 min·Pairs

Real-World Connections

• Game designers use sprite and background concepts daily when creating levels and characters for video games like 'Super Mario' or 'Minecraft'. They must decide which elements are interactive characters and which form the static environment.
• Animators creating short films or educational videos use similar principles to position characters (sprites) against painted or digitally created scenery (backgrounds), ensuring the visual storytelling is clear and engaging.

Assessment Ideas

Quick Check

Show students a ScratchJr project with several sprites and a background. Ask: 'Point to a sprite. Now point to the background. What is the main difference between them?' Record student responses.

Exit Ticket

Provide students with a blank ScratchJr project. Ask them to add one sprite, change its color using the paint editor, and add one background. Have them draw their final scene and write one sentence about how they started their project (e.g., 'I tapped the green flag').

Discussion Prompt

Ask students: 'Imagine you are making a story about a cat visiting a park. What would be your sprites? What would be your background? How would you make the cat move when you tap it?' Facilitate a brief class discussion.

Frequently Asked Questions

How do active learning strategies help with ScratchJr?

Using strategies like 'Pair Programming' ensures students talk through their logic. When one student is the 'driver' (touching the screen) and the other is the 'navigator' (giving advice), they are forced to verbalize their understanding of events and sequences. This social interaction helps solidify their grasp of programming concepts much faster than working in isolation.

What is an 'event' in simple terms for Year 2?

An event is a 'trigger' or a 'starting signal'. Just like a whistle starts a race, an event block tells the computer exactly when to start following the instructions.

Why use ScratchJr instead of full Scratch?

ScratchJr is designed for the developmental needs of KS1. It uses icons instead of text, allowing students to focus on the logic of sequencing without being hindered by reading levels.

How can I assess if they understand sequencing?

Ask students to 'read' their code aloud to you or a friend, explaining what each block does in order. If they can narrate the action accurately, they understand the sequence.