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Scope and
Sequence (F-10)

Learning programs to support implementation

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Year Levels


Unit Pre-programming
Year Level: 2  Topic: Sequences  Time: 7 hours

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 computational skills such as working out steps and decisions required to solve simple problems. For example, they can instruct a robotic toy to move in a certain direction. The focus at this level is on designing a sequence of steps. Some students may be ready to learn to use a simple visual programming language specifically designed for young children. An app that enables the user to drag and drop programming blocks can be used to create some simple animations.


Flow of Activities

Activity Revisit algorithms

Can you follow steps to complete a task?

Australian Curriculum Alignment

What's this about?

Students continue to refine their understanding of algorithms. They should be able to describe, follow and represent algorithms. Typically, algorithms can be represented in text and graphic forms, such as photographs, ‘flowcharts’ and instructional cards.

Learning tasks

  1. Revisit algorithms by looking at familiar activities or tasks. Identify the steps involved and create instructions for someone to follow. Pair up students and ask each student to read aloud the instructions created by their partner.
  2. Students see and verbalise algorithmic representations. This is an effective pedagogy for developing students’ understanding of algorithmic thinking. If there are errors in a representation, students can consider together how to change the sequence or instructions so the task can be completed as intended.

Supporting Resources

Lesson ideas
Introducing algorithms
The learning hook is one possible approach to introducing algorithms.
Programming tools
Thinking myself
This simple problem-solving game introduces basic coding language and skills to early learners. Students progress through four categories: decompose, patterns, abstract and algorithms, and solve a problem in each. Each category contains a step-by-step tutorial followed by a simple task.

Assessment

Achievement StandardDesign solutions to simple problems using a sequence of steps and decisions.

Suggested approaches

  • There does not need to be any formal assessment – just formative to address any misunderstandings before they are applied to a specific task.

Activity Create algorithms

How can I design an algorithm for a particular task?

Australian Curriculum Alignment

What's this about?

Students consider the most suitable algorithmic representation for a specific task, such as directions to move an object from one position to another; a sequence of dance steps; or a basketball sequence to move to the goal. Representation options could include ordered photographs, a marked floor grid with directions and steps, a sticky note sequence, or a PowerPoint presentation.

Learning tasks

  1. Students design an algorithm for a meaningful purpose. For example, the class could imagine that a new student has joined the class. They could create algorithms that show the new student how to find their way to and from locations in the school. Photographs of each location can be incorporated.
  2. Look for opportunities for students to work with a programming challenge. Have older students design algorithms and represent them for their audience. For example, as a cross-age task, students can design and build a robot and design a way to command the robot to complete a series of tasks.
  3. Where appropriate, students represent an algorithm that can be carried out by a robotic device.
  4. Note: Students are not required to use a programming language at this level, but many students are able to issue instructions through a controller.

Supporting Resources

Lesson ideas
Cross-age making a robot
In this cross-age project, students collaborate on a code for an unplugged robot. They design, test and modify the robot and create instruction manuals.
Unifix block models
Create a model using Unifix blocks 1 block high and create a code so someone else can build your model.

Assessment

Achievement StandardDesign solutions to simple problems using a sequence of steps and decisions.

Suggested approaches

  • Demonstrate two steps or instructions in the algorithm.
  • Verbalise some instructions and compare them to the stated algorithm. (This shows understanding by the reader and any errors, if appropriate, by the creator of the algorithm.)

Activity Instructing a robotic device

How can I program a robot?

Australian Curriculum Alignment

What's this about?

A robot needs instructions to know what to do.

Students experienced in using Bee-Bots will know that the programming is input by push buttons.

An Ozobot robot has a visual sensor to gather information about its surroundings. An Ozobot can follow visual commands, which are made up of a series of colours.

Learning tasks

  1. Explore how Bee-Bot robots work. Using the buttons students can identify the simple user interface and how it works. The Bee-Bots themselves represent hardware that the students are exploring. You can provide meaningful ways to integrate various subject areas as the students program the Bee-Bot.
  2. Students can create or select visual commands to instruct an Ozobot robot to complete a task. Discuss this robot as a piece of hardware and the fact that it gathers data through sensors as its input. Relate this to the output of relevant movement or action.

Supporting Resources

Lesson ideas
What's the buzz?
Students create a map for a bee to follow. The bee pathway can be followed by a Bee-Bot.
Three little pigs
Retell the story of the Three Little pigs. Use images supplied to sequence the story. Students create their own story map and use a series of arrows and visual instructions. They can also use a light sensing robot such as Ozobot to retell the story.
Blue bot challenges
Use these challenges created by Kylie Docherty, QSITE to provide opportunities for students to learn how to design and follow a series of steps to program Blue-Bot.
Ozobot Mother's Day Card
Students use basic Ozobot coding to create a love heart which their decorated Ozobot then travels around. Students decorate the card and then record their special message for their mum.
Robots, data and computational thinking
This classroom resource comprises four worksheets to accompany a lesson on data and computational thinking. These materials are designed for teachers to use simple line-following robots (Ozobots) to engage students in the computational thinking process and working with data.

Assessment

Achievement StandardDesign solutions to simple problems using a sequence of steps and decisions.

Identify how common digital systems (hardware and software) are used to meet specific purposes.

Suggested approaches

  • Checklist for how the robot moved as per instructions in the algorithm.
  • Demonstrate two steps of a robotic solution.
  • Label a diagram of a robotic device.
Work samples
Digital project: Bee-Bot activity
Students explored the concept of sequencing steps and decisions using Bee-Bots. They worked in groups to solve progressively more complex routes using grids on paper. Students then programmed the Bee-Bots to navigate grids created on the floor using masking tape. The base level was a 4 x 4 grid. Some students progressed to the more complex 8 x 10 grid of a community including a range of obstacles. Students reflected on their understanding of the activity.

Activity Algorithmic thinking

How can you program a series of steps using programming blocks?

Australian Curriculum Alignment

What's this about?

While there is no requirement to learn a particular programming language at F–2, some students will be ready to learn to use a simple visual programming language specifically designed for young children.

Learning tasks

  1. Provide access to an app that uses visual programming blocks as a way to animate an onscreen character.
  2. Students construct a sequence of steps (an algorithm) by arranging various blocks in a logical sequence.
  3. In Scratch J,r for example, an algorithm will have a start (eg press the green flag) and an end point (red end block). These blocks execute one after the other. Students can check that their code executes in the correct order by following the code and checking the visual animation.

Supporting Resources

Programming tools
Scratch Jr
Scratch Jr is an introductory programming language that enables young students (aged 5–7) to create their own interactive stories and games.
Daisy the dinosaur
This is a free iPad app featuring a dinosaur that can be programmed to complete a series of simple tasks including instructions to produce a desired outcome.

Assessment

Achievement StandardDesign solutions to simple problems using a sequence of steps and decisions.

Suggested approaches

  • Present or demonstrate a simple sequence in a digital solution
  • Scratch Jr: Assessment: This resource assesses students’ understanding of the programming blocks.