Select a topic across a two year cycle

Recommended any combination of three topics per year.
Choose a combination of units that suits your students and context.

Cycle one (Year 1)

Jan Jun Dec

Cycle two (Year 2)

Jan Jun Dec

Solving simple problems

Overview

This unit provides opportunities to explore algorithms, conceptualising algorithms as a sequence of steps or procedures for carrying out instructions to solve problems. It also incorporates representing data as part of our algorithms.

By the end of Year 2 students show how simple digital solutions meet a need for known users. Students represent and process data in different ways. They follow and describe basic algorithms involving a sequence of steps and branching.

  • identify familiar activities that can be described as a series of steps
  • describe and represent familiar activities as an algorithm
  • order steps such as instructions in a correct sequence
  • follow and create an algorithm to perform a series of instructions/steps
  • describe the parts of the algorithm that include branching and iteration.

Solving simple problemsImage

Achievement standard

By the end of Year 2 students show how simple digital solutions meet a need for known users. Students represent and process data in different ways. They follow and describe basic algorithms involving a sequence of steps and branching.

Assessment tasks

Use the assessment task Fairytale fun, where students use the slide sorter function to arrange a set of presentation slides in correct sequence to retell a fairytale. Alternatively, provide the images for students to sequence as an unplugged task.

Use the two multiple choice questions Planting a seed and Brushing your teeth to assess students’ understanding of sequencing steps and identifying a missing step. Alternatively, provide the assessment tasks for students to complete unplugged using this worksheet.

Rubric: Algorithms

1 (limited) 2 (basic) 3 (proficient) 4 (advanced)
Following algorithms (following verbal, written or drawn instructions) with guidance can follow a simple sequence of steps can follow a sequence of steps can follow a sequence of steps with decisions (branching) and repeated steps (iteration) can follow a sequence of steps with decisions (branching) and repeated steps (iteration), explaining the purpose of each step in achieving the overall outcome
Describing algorithms (describing an algorithm represented verbally, or as written or drawn instructions) with guidance can describe a simple sequence of steps can describe a sequence of steps can describe a sequence of steps with decisions (branching) and repeated steps (iteration) can describe a sequence of steps with decisions (branching) and repeated steps (iteration), explaining the purpose of each step in achieving the overall outcome. Can explain reasons for their choice of representation

Rubric: Representing data

1 (limited) 2 (basic) 3 (proficient) 4 (advanced)
Representing data in algorithms (following and describing verbal, written or drawn instructions) with guidance identifies the type of data to describe a simple sequence of steps identifies the type of data to describe a sequence of steps identifies and selects the type of data to describe a sequence of steps identifies and selects the type of data to describe a sequence of steps and justifies their choice of data

Unit sequence

This topic offers 3 sequential units

An intro to algorithms

What is this about?

Provide opportunities to explore algorithms through guided play, including hands-on, kinaesthetic and interactive learning experiences. Students begin to develop their design skills by conceptualising algorithms as a sequence of steps or procedures for carrying out instructions to solve problems or achieve certain things. These skills could include identifying steps in a familiar process such as brushing their teeth or instructions to complete a task.  It also provides an opportunity to explore a story by an Aboriginal or Torres Strait Islander author that has a sequence that can be followed.

Content descriptions

Investigate simple problems for known users that can be solved with digital systems AC9TDI2P01

Follow and describe algorithms involving a sequence of steps, branching (decisions) and iteration (repetition) AC9TDI2P02

Represent data as pictures, symbols, numbers and words AC9TDI2K02

This sequence enables students to:

  • identify familiar activities that can be described as a series of steps
  • describe familiar activities as an algorithm
  • order steps such as instructions in a correct sequence
  • follow and create an algorithm to perform a series of instructions/steps.

Resources to include

Resources to introduce

Resources to develop and consolidate learning

Resources to apply and extend learning

Background and professional learning

Instructing a floor robot

What is this about?

Use programming floor robots as an authentic way to introduce students to basic programming principles, emphasising concepts like positional language, sequencing and estimation. The goal is to foster foundational skills in computational thinking and enhance awareness of digital systems through firsthand experiences. Explore algorithms through guided play and interactive learning, allowing students to conceptualise algorithms as step-by-step procedures to solve problems or control devices like Bee-Bots. While there's no specific programming language requirement for Years 1–2 students, they can begin developing basic programming skills, focusing on designing sequences of steps, such as programming a robotic toy's movement.

Content descriptions

Investigate simple problems for known users that can be solved with digital systems AC9TDI2P01

Follow and describe algorithms involving a sequence of steps, branching (decisions) and iteration (repetition) AC9TDI2P02

Represent data as pictures, symbols, numbers and words AC9TDI2K02

This sequence enables students to:

  • order instructions in a correct sequence
  • use arrows to describe directional movement
  • use a grid and arrows to represent an algorithm.

Resources to include

Resources to introduce

Resources to develop and consolidate learning

Resources to apply and extend learning

Algorithms with branching and iteration

What is this about?

Delve further into the concept of algorithms by examining and representing the decisions and steps involved in everyday processes. For instance, planting seeds to grow seedlings, with each step becoming a part of the algorithm, like building blocks to form a sequence. The goal is to connect the abstract idea of algorithms to tangible, relatable events in the students' lives. By using examples such as solving puzzles, creating instructions to play a traditional Australian First Nations game, building models with snap blocks, or nurturing seedlings, students can grasp the notion of algorithms as step-by-step instructions, similar to a recipe for accomplishing tasks. Introduce algorithms that involve making a decision (branching) and repeat steps (iteration).

Content descriptions

Investigate simple problems for known users that can be solved with digital systems AC9TDI2P01

Follow and describe algorithms involving a sequence of steps, branching (decisions) and iteration (repetition) AC9TDI2P02

Represent data as pictures, symbols, numbers and words AC9TDI2K02

This sequence enables students to:

  • follow and describe an algorithm that involves a sequence of steps
  • describe the parts of the algorithm that include branching and iteration
  • describe ways to use digital systems to solve simple problems.

Resources to include

Resources to introduce

Resources to develop and consolidate learning

Resources to apply and extend learning