Computing · Year 6

Active learning ideas

Introduction to Selection: If/Else

Active learning works for teaching selection because students must act out logic, not just hear it. When Year 6 students physically sort conditions or trace sprite paths, they confront the binary nature of if/else decisions in ways a slide cannot match. Movement and collaboration make abstract branching concrete before they code it.

• National Curriculum Attainment Targets
• KS2: Computing - Programming and Algorithms

• 25–50 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Flipped Classroom
• 30 min · Pairs

Unplugged: Condition Card Sort

Provide cards with conditions, true/false outcomes, and actions. Pairs arrange them into if/else flows for scenarios like a game's win condition. Pairs then translate one flow into Scratch code and test it. Discuss variations as a class.

Explain how an 'if/else' statement directs the flow of a program.

Facilitation Tip

During Condition Card Sort, give every pair a timer so they must justify their sort aloud before moving on.

What to look for

Present students with a short code snippet using Scratch or a similar block-based language that includes an 'if/else' statement. Ask them to write down what the sprite will do if the condition is true, and what it will do if the condition is false. For example: 'If score > 10, say 'You win!' else say 'Keep playing!''

• Understand
• Apply
• Analyze
• Self-Management
• Self-Awareness

Activity 02

• Flipped Classroom
• 40 min · Pairs

Pair Programming: Sprite Decisions

In Scratch, pairs code a sprite that changes costume if a variable exceeds 5 or plays sound otherwise. They add a loop for repetition. Pairs swap codes to predict and debug partner versions.

Predict the outcome of a simple program with a single 'if/else' condition.

Facilitation Tip

When Pair Programming Sprite Decisions, circulate with a checklist to ensure both partners speak each line of code before typing.

What to look for

Give students a scenario, such as 'Design a program where a character says 'Hello!' if it is daytime, and 'Good evening!' if it is nighttime.' Ask them to write the 'if/else' condition and the two messages the character would say.

• Understand
• Apply
• Analyze
• Self-Management
• Self-Awareness

Activity 03

• Flipped Classroom
• 50 min · Small Groups

Small Groups: Game Branch Challenge

Groups modify a shared Scratch game template: use if/else for score-based messages or enemy avoidance. Test against classmates, record bugs, and refine. Present one working branch to the class.

Design a program where a character changes appearance based on a simple condition.

Facilitation Tip

In the Game Branch Challenge, ask each group to present one branch’s purpose before allowing them to test, building reasoning before action.

What to look for

Pose the question: 'Imagine you are designing a simple game where you collect coins. How could you use an 'if/else' statement to make the game more interesting?' Encourage students to share ideas about what might happen if they collect a certain number of coins, or if they don't collect enough.

• Understand
• Apply
• Analyze
• Self-Management
• Self-Awareness

Activity 04

• Flipped Classroom
• 25 min · Whole Class

Whole Class: Prediction Walkthrough

Display code snippets with if/else on the board or shared screen. Class votes on outcomes step-by-step, then runs in Scratch to verify. Volunteers explain flow corrections.

Explain how an 'if/else' statement directs the flow of a program.

What to look for

Present students with a short code snippet using Scratch or a similar block-based language that includes an 'if/else' statement. Ask them to write down what the sprite will do if the condition is true, and what it will do if the condition is false. For example: 'If score > 10, say 'You win!' else say 'Keep playing!''

• Understand
• Apply
• Analyze
• Self-Management
• Self-Awareness

A few notes on teaching this unit

Teach if/else by making prediction the norm, not the exception. Ask students to sketch possible paths on paper before running code, using arrows to show which branch fires. Emphasize mutual exclusivity by having them place a finger on the condition and move it only along the path that matches. Keep mini-lessons under five minutes and let misconceptions surface in the activities where students can correct them together.

Successful learning looks like students confidently explaining why only one branch runs, correcting peers’ logic errors, and adjusting code to change outcomes. They should predict paths, debug mismatches, and justify reordering of statements without prompting.

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Watch Out for These Misconceptions

• During Pair Programming: Sprite Decisions, watch for students who assume both branches will run if the condition is close to true.

  Have partners trace the code on paper first, drawing a single arrow along the path that matches the condition’s true or false result before they code.

• During Condition Card Sort, watch for students who pair ‘if’ statements with any card, ignoring whether it evaluates to true or false.

  Ask students to read each condition aloud and circle only those that produce a clear true or false outcome before sorting.

• During Game Branch Challenge, watch for students who think reordering if/else statements has no effect on outcomes.

  Require groups to rearrange their code twice, each time predicting the branch that will run, and note how the order changes behavior.

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Methods used in this brief

• Flipped Classroom