Introducing Scratch Junior

Lesson Overview

Year Level: Prep - Year 1
Subject: Technology (Digital Technologies)
Duration: 70 minutes
Class Size: 8 students
Unit: Exploring Digital Technologies (Lesson 1 of 10)
Lesson Title: Introduction to Scratch Junior

---

WALT (We Are Learning To)

• Understand the basics of Scratch Junior.
• Explore the Scratch Junior interface.
• Navigate the app confidently.
• Create a simple project.

---

Australian Curriculum Links

Digital Technologies – Foundation to Year 2

• AC9TDIFK01: Recognise and explore digital systems (hardware and software) for a purpose
• AC9TDI2P01: Investigate simple problems for known users that can be solved with digital systems
• AC9TDI2P03: Discuss how existing digital systems satisfy identified needs for known users

Learning focus: Students will engage with digital systems and interfaces to explore and create using Scratch Junior, a child-friendly programming environment.

---

Success Criteria

By the end of the lesson, students will be able to:

• Identify and name key features of Scratch Junior (e.g., characters, blocks, stage).
• Open Scratch Junior and navigate the main interface folder and tool menus.
• Create and run a simple project involving a character moving or interacting.
• Express what they did step-by-step or verbally describe their project.

---

Resources

• Tablets or computers with Scratch Junior installed (one per student or shared in pairs)
• Visual Step-by-step Scratch Junior guide (large print, dyslexia-friendly fonts, use icons and minimal text)
• Projector or screen for demonstration
• Scratch Junior interface poster for classroom display
• Headphones for sound activities (optional)

---

Lesson Structure

Time	Activity	Description	Differentiation	Assessment
0-10 min	Warm-up: Introduction to digital systems	Brief discussion about digital systems students know (tablets, phones). Show Scratch Junior icon and explain it's used to create stories and games.	Use real objects (tablet, keyboard) to support understanding	Observe student engagement and responses
10-20 min	Teacher Demonstration: Exploring Scratch Junior Interface	Projector demo showing opening Scratch Junior, main areas: backdrop, characters, blocks palette, project space. Use clear visuals and verbal cues.	Use visual aids; speak slowly; emphasise labels	Question students to identify features
20-35 min	Guided exploration with visual aids	Students explore app on tablets with step-by-step guide to create a simple project: move a character across the screen using motion blocks. Teacher circulates to support.	One-on-one support for those needing help; visual guide for reference	Checklist: Did student select blocks and move character?
35-55 min	Independent or paired project creation	Students create their own project: move a character and change its appearance or sound. Advanced learners encouraged to add more steps or scenes.	Extension: Multi-scene project; Extra challenge cards with suggestions	Outcome recorded (photo/screenshots); verbal description from students
55-65 min	Sharing and Discussion	Students present their projects to peer or teacher, explain what their character does. Encourage questions.	Allow verbal or visual expression, respecting students with speech difficulties	Anecdotal notes on student understanding
65-70 min	Wrap-up & Reflection	Recap key features learned; highlight that learning Scratch Junior is a skill built over lessons. Introduce next lesson briefly.	Use smiley face Likert scale for self-assessment (happy, neutral, sad faces)	Students complete self-assessment

---

Differentiation Strategies

• For students requiring extra support:

  • Use large, clear visual step-by-step guides with icons and dyslexia-friendly fonts.
  • Provide hands-on assistance during app navigation.
  • Pair with a buddy for peer support.
  • Allow for verbal or drawing responses instead of typing.

• For advanced learners:

  • Challenge to create a project with multiple scenes or characters.
  • Introduce simple sequencing or event blocks (e.g., ‘when green flag clicked’).
  • Encourage exploration of sound and appearance blocks for creativity.

• Dyslexia-friendly considerations:

  • Use sans-serif fonts, high contrast colours on guides.
  • Minimise written instructions; use simple sentences and images.
  • Provide verbal instructions and repeat as needed.

---

Integration with Literacy and Numeracy

• Encourage students to verbally describe their project sequence, supporting oral language development (literacy).
• Use counting and sequencing of blocks to support numeracy skills (e.g., “move 2 steps,” “repeat 3 times”).

---

Teacher Notes

• Keep language simple and concrete.
• Be patient and celebrate small successes to build confidence.
• Use positive reinforcement for effort, not just accuracy.
• Regularly check for understanding with thumbs-up/down or nodding.
• Manage screen time by alternating between device and off-screen activities if needed.

---

Assessment

• Formative assessment through observation and questioning during activities.
• Use checklist based on success criteria for practical engagement.
• Self-assessment using smiley face Likert scale to reflect confidence and enjoyment.

---

Preparation for Next Lesson

• Students will learn to add sequences and sounds to their projects, building on the interface skills learnt today.

---

This lesson plan ensures alignment with the Australian Digital Technologies curriculum for Prep - Year 1, focusing on initial engagement with digital systems and basic programming concepts using Scratch Junior. The approach supports the teacher's expertise in intervention and differentiation, providing scaffolds for diverse learners while extending advanced students meaningfully.

---

If you would like, I can also provide printable visual aids or a more detailed step-by-step teacher guide for this lesson.