Today’s children have never lived in an analogous world but in a hybrid reality where the physical and the digital are so intertwined that they cannot be separated (Wernholm, 2020). Thus, hybrid learning activities should arguably be central in education today (Wernholm et al, 2025). In this presentation, we focus on such activities. The presented study is part of a larger project aiming to explore what happens and becomes possible in theoretically framed hybrid activities that include young pupils’ creation of digital animations in Chemistry, Mathematics, and Swedish. Theoretically, we draw on the frameworks of social semiotics (Kress et al., 2001) and Designs for Learning (Selander, 2008), where teaching and learning are seen as multimodal designs. This is also the basis of the didactic design of the activities which were planned in collaboration between the teachers and the research team. Data has been generated through video recordings when pupils, in pairs or small groups, participate in activities where both analog and digital resources are used. The analysis is based on the Learning Design Sequence model (LDS) along with multimodal interaction analysis (Kress 2013). Preliminary results indicate that when pupils participate in hybrid learning activities, they position themselves in relation to each other and the digital and analog learning resources in different ways. Furthermore, they draw on their previous experiences and competencies to make meaning. Thus, this project contributes by providing implications for the early years of schooling by showing how hybrid activities can put a variety of children’s competencies into play and support their meaning-making in different subjects.