Year 2 – Programming quizzes
Unit introduction
This unit initially recaps on learning from the Year 1 ScratchJr unit ‘Programming B – Programming animations’. Learners begin to understand that sequences of commands have an outcome, and make predictions based on their learning. They use and modify designs to create their own quiz questions in ScratchJr, and realise these designs in ScratchJr using blocks of code. Finally, learners evaluate their work and make improvements to their programming projects.
Software and Hardware requirements
All the lessons in this unit require access to ScratchJr. ScratchJr is available as an App for tablets and Chromebooks. An unofficial version of ScratchJr is availale for computers (Scratch Jr for Desktop - Open Source Community Port).
Overview of lessons
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Lesson |
Brief overview |
Learning objectives |
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ScratchJr recap
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During this lesson, learners will recap what they know already about the ScratchJr app. They will begin to identify the start of sequences in real-world scenarios, and learn that sequences need to be started in ScratchJr. Learners will create programs and run them in full-screen mode using the Green flag. |
To explain that a sequence of commands has a start ● I can identify the start of a sequence ● I can identify that a program needs to be started ● I can show how to run my program
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Outcomes
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During this lesson, learners will discover that a sequence of commands has an ‘outcome’. They will predict the outcomes of real-life scenarios and a range of small programs in ScratchJr. Learners will then match programs that produce the same outcome when run, and use a set of blocks to create programs that produce different outcomes when run. |
To explain that a sequence of commands has an outcome ● I can predict the outcome of a sequence of commands ● I can match two sequences with the same outcome ● I can change the outcome of a sequence of commands
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Using a design
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During this lesson, learners will be taught how to use the Start on tap and Go to page (Change background) blocks. They will use a predefined design to create an animation based on the seasons. Learners will then be introduced to the task for the next lesson. They will predict what a given algorithm might mean. |
To create a program using a given design ● I can work out the actions of a sprite in an algorithm ● I can decide which blocks to use to meet the design ● I can build the sequences of blocks I need
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Changing a design
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During this lesson, learners will look at an existing quiz design and think about how this can be realised within the ScratchJr app. They will choose backgrounds and characters for their own quiz projects. Learners will modify a given design sheet and create their own quiz questions in ScratchJr.
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To change a given design ● I can choose backgrounds for the design ● I can choose characters for the design ● I can create a program based on the new design
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Designing and creating a program
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During this lesson, learners will create their own quiz question designs including their own choices of question, artwork, and algorithms. They will increase the number of blocks used within their sequences to create more complex programs. |
To create a program using my own design ● I can choose the images for my own design ● I can create an algorithm ● I can build sequences of blocks to match my design
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Evaluating
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During this lesson, learners will compare their projects to their designs. They will think about how they could improve their designs by adding additional features. They will modify their designs and implement the changes on their devices. Learners will find and correct errors in programs (debug) and discuss whether they debugged errors in their own projects. |
To decide how my project can be improved ● I can compare my project to my design ● I can improve my project by adding features ● I can debug my program
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Subject knowledge and CPD opportunities
This unit focuses on developing learners' understanding of computer programming. It highlights that algorithms are a set of clear, precise, and ordered instructions, and that a computer program is the implementation of an algorithm on a digital device. The unit also introduces reading ‘code’ to predict what a program will do. Learners will engage in aspects of program design, including outlining the project task and creating algorithms.
When programming, there are four levels that can help describe a project, known as Levels of abstraction. Research suggests that this structure can support learners in understanding how to create a program and how it works:
Task – what is needed
Design – what it should do
Code – how it is done
Running the code – what it does
Spending time at the ‘task’ and ‘design’ levels before engaging in code-writing aids learners in assessing the achievability of their programs, and reduces a learner’s cognitive load during programming. Learners will move between the different levels throughout the unit, and this is highlighted within each lesson plan.
Continuing professional development
Enhance your subject knowledge to teach this unit through the following free CPD:
- Getting started in Year 2 – short course
- Introduction to primary computing remote or face to face
- Teaching programming to 5- to 11-year-olds
- Teaching programming using Scratch and ScratchJr
Teach primary computing certificate
To further enhance your subject knowledge, enrol on the teach primary computing certificate. This will support you to develop your knowledge and skills in primary computing and gain the confidence to teach great lessons, all whilst earning a nationally recognised certificate!
Progression
This unit progresses learners’ knowledge and understanding of instructions in sequences and the use of logical reasoning to predict outcomes.
See the learning graph for this unit for more information about progression.
Curriculum links
- Understand what algorithms are, how they are implemented as programs on digital devices, and that programs execute by following precise and unambiguous instructions
- Create and debug simple programs
- Use logical reasoning to predict the behaviour of simple programs
- Use technology purposefully to create, organise, store, manipulate and retrieve digital content
- Use logical reasoning to predict the behaviour of simple programs
Measure
- sequence events in chronological order using language [for example, before and after, next, first, today, yesterday, tomorrow, morning, afternoon and evening]
Geometry - position and direction
- describe position, direction and movement, including whole, half, quarter and three-quarter turns
Assessment
Formative Assessment:
Assessment opportunities and ‘I can’ statements are detailed in each lesson plan. Teachers should use these to decide how a pupil is progressing through the Bloom’s Taxonomy statements that the school uses to determine a pupil’s stage of learning defined as developing, secure or greater depth. These statements can be found at: https://www.countessanneprimary.org.uk/Curriculum/Assessment/
titled, ‘Concept descriptions for assessment of the foundation subjects’.
This resource is licensed under the Open Government Licence, version 3. For more information on this licence, see ncce.io/ogl.
