Coding - Y1

Pupils should be able to predict what will happen when an algorithm runs - ie. What is the code actually doing?  As the pupils begin to develop their understanding of algorithms and code, it is best to start by relating instructions to real life systems, such as the movement of a robot.

Show the pupils a series of commands that make the robot move forwards, turn round then move back again (see TT diagram for illustration).  Challenge the pupils to predict the behaviour of the robot.  A common misconception is that the robot will continue moving in the same direction, away from the start, disregarding the fact that it has turned around; having the pupils 'act' out the role of the robot will help here.  Less able pupils may benefit further from seeing the diagram and relating the instructions to the movement shown.

(TT examplar video) Understand the term 'algorithm' as being a precise set of step by step instructions.  They should understand how simple algorithms may be implemented on digital devices, such as by programming a robot.

Provide pupils with the task of instructing a member of staff to make a jam sandwich.  Pupils identify the required steps and issue these one after another.  Regardless of the outcome, the member of staff follows the steps precisely.  Where inevitable errors occur, discuss why.  Ensure that the term 'algorithm' is consistently used, to refer to a set of instructions.

Extension task: help the floor robot escape a maze.  Using predicition, the pupils must identify the steps needed and then program these onto the device.