This activity is an authentic way to introduce students to simple programming while consolidating spelling concepts. It focuses on developing foundational skills in computational thinking, and on developing an awareness of digital systems through personal experience of them.
Students in F–2 should be provided with 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 or procedures for carrying out instructions to solve problems or achieve certain things, such as identifying steps in a process or controlling a 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 to move in a certain direction. The focus at this level is on designing a sequence of steps.