Suggested steps

1. Use a number board to practise counting number sequences to and from 100. Skip count by twos, fives and tens, both forwards and backwards. Students use the number sequences to program the Bee-Bot to start on zero and stop on each multiple, using a correct sequence, eg multiples of 5 (5,10,15,20,25,30).
2. Differentiate to suit learners’ ability by increasing the complexity of the task, eg start from any starting point; use other number sequences.

Discussion

• Consider the factors that led to success or failure. Emphasise the importance of clear and precise instructions.
• Ask why it is important to test and retest programs.

Why is this relevant?

This activity is an authentic way to introduce students to simple programming while consolidating number concepts. It focuses on developing foundational skills in computational thinking and on developing an awareness of digital systems through personal experience of them.

F–2 students should be provided with the opportunities to explore new concepts such as 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/procedures for carrying out instructions to solve a problem or achieve something, such as identifying steps in a process or controlling the Bee-Bot.

At the F–2 level, where learning at the pre-programming stage is the expectation, there is no requirement to learn a particular programming language. However, students do learn some basic programming skills such as working out steps and decisions required to solve simple problems. For example, they program a robotic toy or sprite to move in a certain direction. The focus at this level is on designing a sequence of steps.