Computing · Year 2

Active learning ideas

Exploring the ScratchJr Interface

Active learning works here because ScratchJr’s visual blocks let students manipulate logic directly. When children snap blocks together, they see cause and effect instantly, which builds a foundational understanding of sequencing and events. This hands-on feedback loop is essential for programming concepts they will revisit in later years.

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

• 15–40 min
• Pairs → Whole Class
• 3 activities

Activity 01

• Stations Rotation
• 40 min · Small Groups

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.

Differentiate between a sprite and a background in ScratchJr.

Facilitation Tip

During Station Rotation: Event Explorers, circulate and ask each pair to explain which block they chose first and why it must snap to the next.

What to look for

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.

• Remember
• Understand
• Apply
• Analyze
• Self-Management
• Relationship Skills

Activity 02

• Inquiry Circle
• 25 min · Pairs

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.

Explain how to change the appearance of a character.

Facilitation Tip

In Collaborative Investigation: The Race, time the turn rotations so students feel the pressure of sharing a single device, reinforcing teamwork in problem-solving.

What to look for

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').

• Analyze
• Evaluate
• Create
• Self-Management
• Self-Awareness

Activity 03

• Peer Teaching
• 15 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.

Design a simple scene using different sprites and backgrounds.

Facilitation Tip

For Peer Teaching: Block Experts, have students present using a visual checklist that reminds them to point out the event block to their audience.

What to look for

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.

• Understand
• Apply
• Analyze
• Create
• Self-Management
• Relationship Skills

A few notes on teaching this unit

Start with physical demonstrations of event blocks before screen time. Model how to drag and snap blocks slowly, narrating each step so students connect the motion to the program’s behavior. Avoid rushing to the device; ensure every student sees that blocks only run when an event occurs. Research shows this tactile introduction prevents later confusion about sequencing and triggers.

Students will demonstrate that they can sequence blocks correctly and identify events that start a program. You’ll observe them tapping sprites or using the green flag intentionally to begin animations, showing they grasp that code runs in order once triggered.

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Watch Out for These Misconceptions

• During Station Rotation: Event Explorers, watch for students leaving blocks floating near each other without snapping them together.

  Prompt them to pick up the blocks and physically join them, explaining that the program can only follow connected blocks in order.

• During Collaborative Investigation: The Race, students may assume their sprite will keep moving indefinitely.

  Show them how to use a stop block at the end of the sequence and ask what happens when the stop block is reached.

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Methods used in this brief

• Stations Rotation
• Inquiry Circle
• Peer Teaching