Computing · Year 2

Active learning ideas

Motion and Movement Blocks

Active learning works for Motion and Movement Blocks because young programmers need to physically visualize and test how sprites shift directions and positions. Moving their bodies to mimic sprite behavior and sketching predicted paths builds spatial reasoning before they translate ideas into code.

• National Curriculum Attainment Targets
• KS1: Computing - Programming

• 20–45 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Outdoor Investigation Session
• 30 min · Pairs

Pair Prediction Challenge: Sprite Paths

Pairs select a sprite and stack 4-6 motion blocks to reach a target. They sketch predictions on paper first, then program and test in ScratchJr. Discuss why the sprite ended up in a certain spot and adjust blocks.

Predict where a sprite will end up after a sequence of motion blocks.

Facilitation Tip

During Pair Prediction Challenge, have students sketch the predicted path on mini whiteboards before testing to make thinking visible.

What to look for

Provide students with a simple grid and a starting sprite. Ask them to draw the path the sprite will take after following these blocks: 'Move Right 2 spaces', 'Turn Clockwise 90 degrees', 'Move Up 1 space'. Then, ask them to write one sentence about why the sprite ended up in that specific spot.

• Remember
• Understand
• Analyze
• Social Awareness
• Self-Awareness
• Decision-Making

Activity 02

• Outdoor Investigation Session
• 45 min · Small Groups

Small Group Animation Design: Pattern Parade

Groups design a 10-second animation where a character follows a pattern like zigzag or circle. Use move, turn, and jump blocks. Test, record the sequence, and swap with another group to replicate.

Design a short animation where a character moves in a specific pattern.

Facilitation Tip

In Small Group Animation Design, ask each group to assign roles so every voice shapes the sequence before coding begins.

What to look for

During a programming session, observe students as they connect motion blocks. Ask: 'What do you predict will happen when you add this 'turn' block?' or 'How can you make your character move backwards?'

• Remember
• Understand
• Analyze
• Social Awareness
• Self-Awareness
• Decision-Making

Activity 03

• Outdoor Investigation Session
• 25 min · Whole Class

Whole Class Evaluation Share: Block Showdown

Students present one animation. Class votes on the most effective block choices for smooth movement. Discuss alternatives and vote again after tweaks.

Evaluate the effectiveness of different motion blocks for achieving a desired movement.

Facilitation Tip

For Block Showdown, limit each team to two minutes of presenting so the whole class stays engaged and comparisons stay focused.

What to look for

Show students two different sequences of motion blocks that result in the same final position but different paths. Ask: 'Which path do you think looks better for a character running a race? Why?' Encourage them to use vocabulary like 'sequence' and 'turn'.

• Remember
• Understand
• Analyze
• Social Awareness
• Self-Awareness
• Decision-Making

Activity 04

• Outdoor Investigation Session
• 20 min · Individual

Individual Debug Quest: Fix the Path

Provide a buggy sequence that misses a target. Students predict the error, test it, and insert or change blocks to succeed. Note changes in a journal.

Predict where a sprite will end up after a sequence of motion blocks.

Facilitation Tip

In Fix the Path, provide a ‘block bank’ of cut-out ScratchJr blocks so students rearrange them physically before editing the app.

What to look for

Provide students with a simple grid and a starting sprite. Ask them to draw the path the sprite will take after following these blocks: 'Move Right 2 spaces', 'Turn Clockwise 90 degrees', 'Move Up 1 space'. Then, ask them to write one sentence about why the sprite ended up in that specific spot.

• Remember
• Understand
• Analyze
• Social Awareness
• Self-Awareness
• Decision-Making

A few notes on teaching this unit

Teach motion blocks by treating them as choreography rather than abstract commands. Students should stand up and act out each block before touching devices to anchor direction and distance in muscle memory. Avoid rushing to code; insist on prediction sketches and short verbal rehearsals first. Research shows that physical movement paired with visual prediction strengthens sequencing skills in early programmers.

Successful learning looks like students predicting outcomes accurately, debugging sequences independently, and explaining how each block changes a sprite’s position or orientation. Clear verbal justifications and sketched paths show they grasp sequencing and turning effects.

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Watch Out for These Misconceptions

• During Pair Prediction Challenge, watch for students who assume the sprite always moves right regardless of prior turns.

  Have pairs trace the sprite’s path on a grid with a finger after each block, calling out its new facing direction before moving to the next block.

• During Pattern Parade, watch for students who use ‘jump’ the same way they use ‘move’ to cover distance.

  Place a small obstacle on the table and ask groups to test whether a jump clears it, prompting them to measure forward movement separately from upward motion.

• During Block Showdown, watch for students who swap block orders without noticing the change in outcome.

  Ask teams to swap one block at a time and record the sprite’s new final position on sticky notes, reinforcing that order defines the path.

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Methods used in this brief

• Outdoor Investigation Session