Programming with ScratchJr — Year 2 Lesson Plan
National Curriculum: Computing KS1 — create and debug simple programs; use logical reasoning to predict the behaviour of simple programs; design, write and debug programs that accomplish specific goals.
Overview
Pupils move from floor robots to on-screen programming using ScratchJr, making their first programs in a visual, touch-friendly environment. They explore how to animate a sprite using motion blocks, change the backdrop, add multiple sprites, and use the start event block to run their program. The unit emphasises making predictions before running code, comparing expectations with outcomes, and debugging when the sprite does not behave as intended.
Learning Objectives
- Navigate the ScratchJr interface to find and use motion, looks, and sound blocks.
- Build a sequence of blocks to animate a sprite moving across the screen.
- Use a start event block so the program runs when the green flag is tapped.
- Debug a program by identifying which block is causing unexpected behaviour.
Key Vocabulary
Suggested Lesson Structure
Display a screenshot of the ScratchJr interface on the board. Point to four areas — the stage, the sprite thumbnail, the block palette, and the scripting area — and ask pupils what they think each part does. Collect ideas, then give brief accurate descriptions of each. Pupils predict: if I drag a 'move forward' block onto the scripting area and tap it, what will happen?
Open ScratchJr on a displayed device and model step by step: open a new project, find the default cat sprite, drag a 'move right' block to the scripting area, tap it, and observe the sprite move. Then add more blocks (move right, jump, move right) snapping them together and run the whole script. Change the number on a move block to show how it affects the distance. Add a green flag start block at the beginning so the program runs when the flag is tapped. Finally, choose a different backdrop from the library.
Pupils open ScratchJr and follow a step-by-step visual instruction card to recreate the demonstrated program: green flag, move right x3, jump, move right x2. Pupils run the program and predict where the sprite will end up before tapping the flag. They then try changing one block and predict what will change.
Pupils choose their own sprite and backdrop from the libraries, then create a new script to animate the sprite moving in a pattern of their choice (e.g. across the stage, bouncing, or spinning). They must include a green flag start block. Pupils who finish early add a second sprite with its own independent script.
Invite one or two pupils to share their program on the board. Before tapping the green flag, ask the class to predict what will happen. After running it, compare the prediction with the outcome. If any sprite did not do what was expected, model debugging by tapping one block at a time to identify where the behaviour changes.
Common Misconceptions
- Pupils often drag blocks into the palette area rather than the scripting area — be explicit that blocks must be dragged to the right-hand scripting panel and snapped together.
- Some pupils tap individual blocks repeatedly without snapping them into a script, so each block runs independently rather than in sequence — show clearly how blocks must be connected to run as one program.
Prior Knowledge
Pupils should already be able to:
- Experience programming a Beebot or similar floor robot using directional buttons.
- Understanding that a program is a sequence of instructions and that order matters.
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