Computing · Year 2

Active learning ideas

Sequence and Events in ScratchJr

Active, hands-on work with ScratchJr lets Year 2 children feel how scripts execute step-by-step. Moving blocks, clicking the green flag, and watching sprites respond turns abstract ideas about sequence and events into concrete understanding.

• National Curriculum Attainment Targets
• KS1: Computing - Programming
• KS1: Computing - Algorithms

• 15–30 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Outdoor Investigation Session
• 30 min · Pairs

Pair Programming: Green Flag Path

Pairs select a sprite and build a script starting with the green flag: add three move blocks and one turn to cross the stage. They test the path, discuss if order affects motion, then swap roles to extend it with a sound block. Pairs present one path to the class.

Analyze how the 'start on green flag' block initiates a program.

Facilitation Tip

During Pair Programming, sit in on pairs who are stuck and ask them to read the blocks aloud before they run the script to spot the order issue.

What to look for

Give each student a printed ScratchJr script with 3-4 blocks. Ask them to draw an arrow showing the direction the sprite will move and write one sentence explaining why it moves that way.

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

Activity 02

• Outdoor Investigation Session
• 25 min · Small Groups

Small Groups: Event Swap Challenge

Groups create a green flag motion script, then replace it with a tap event on the sprite. They compare behaviors, noting when actions start, and remix to combine both events. Record findings on paper for group share.

Construct a simple script that makes a character move across the screen.

Facilitation Tip

For the Event Swap Challenge, give each group a single green flag block and a timer so they rehearse the swap routine together before remixing.

What to look for

Observe students as they build their scripts. Ask: 'What will happen when you click the green flag?' or 'What block needs to come next to make the character turn?'

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

Activity 03

• Outdoor Investigation Session
• 20 min · Whole Class

Whole Class: Sequence Prediction Game

Display a projected script with mixed-up blocks; class predicts sprite path verbally. Code it correctly together, run it, and vote on fixes for errors. Repeat with pupil-led examples.

Compare the effects of different event blocks on a sprite's behavior.

Facilitation Tip

In the Sequence Prediction Game, pause after each script run and ask a volunteer to point to the block that just executed to reinforce the one-at-a-time model.

What to look for

Show two simple ScratchJr scripts: one with blocks in order and one with blocks out of order. Ask: 'What is different about these two scripts? Which one will work as intended, and why?'

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

Activity 04

• Outdoor Investigation Session
• 15 min · Individual

Individual: My First Event Script

Each pupil builds a personal script: green flag starts motion to a backdrop item, add a say block. Test independently, then pair to debug one issue before saving.

Analyze how the 'start on green flag' block initiates a program.

Facilitation Tip

For My First Event Script, provide printed block cut-outs so struggling writers can sequence before typing on the tablet.

What to look for

Give each student a printed ScratchJr script with 3-4 blocks. Ask them to draw an arrow showing the direction the sprite will move and write one sentence explaining why it moves that way.

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

A few notes on teaching this unit

Start with a whole-class demonstration where you deliberately swap two blocks and ask pupils to predict the changed path. This public debugging models the mindset children will use later. Avoid rushing to outcomes; give time for peer explanation after every run. Research shows that young programmers learn best when they verbalize their predictions and then see immediate feedback from the sprite’s motion.

By the end of the block, pupils can build a script that starts with the green flag and runs commands in the correct order. They can explain why block order matters and can debug a swapped block without prompting.

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Watch Out for These Misconceptions

• During Pair Programming, watch for pupils who drag blocks into the script without checking the order first.

  Have partners read the blocks aloud together before tapping the green flag, turning the order check into a verbal rehearsal.

• During the Event Swap Challenge, listen for pupils who think the green flag must be placed inside every script.

  Remind groups to use one green flag block at the top of the page and let it trigger all scripts simultaneously.

• During the Sequence Prediction Game, notice pupils who think all blocks execute at the same time.

  Pause the game after each prediction and ask pupils to point to the block that just ran, making the sequential execution visible.

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Methods used in this brief

• Outdoor Investigation Session