Programming

3 - 5 years

Pupils can explore in roleplay how programmable devices work, such as washing machines and mobile phones. You might model simple problem-solving skills; for example:

• What’s the problem? “I need to wash some clothes.”
• How can the problem be solved? “I can use the washing machine.”
• How can this device be programmed? “Let’s turn the dial to the short-wash function, select the amount of time for the wash and then press the Start button.”
• Has the solution worked? (i.e. debugging.) “Do my clothes look clean? Oh dear no! Let’s go for a longer wash.”

Pupils could tinker with programmable toys like Bee-Bots, Roamer® and BigTrack, finding out about the specific programming language which controls each one. What do the buttons do? What if they’re pressed in a different order? How might a route be navigated? Ask the pupils to think about how to solve a challenge, pressing combinations of buttons and debugging as they go along. They’re programming! In an example of an “unplugged” activity, pupils might ‘program’ a friend who must act as a robot, following their given instructions exactly. This is an exercise which soon illustrates how precise successful algorithms and programs must be.

5 - 7 years

Pupils should understand how algorithms are implemented as programs on digital devices such as programmable toys, tablets and laptop computers. Often, in this age group, programs address maze routes, where pupils create simple programs to control the movement of a programmable toy (e.g. a Bee-Bot, Roamer or BigTrack) or an on-screen turtle or sprite (e.g. ScratchJr). As they plan their route, the children work out the steps needed (an algorithm). They then use this to program the turtle or sprite. They might also create programs for simple animation challenges like telling stories or jokes. They can storyboard their animation to work out the steps needed, and use this algorithm to assemble a program in Scratch or ScratchJr. They should be able to debug it too – it’s useful if they can see their coding side by side with the original algorithm (in whichever form they recorded it).

The pupil on the left is using a 'fakebot' to plan an algorithm for completing the maze. The pupil on the right is implementing this algorithm as a program on a Bee-Bot.

7 - 11 years

Pupils should be taught to design and write programs that accomplish specific goals, which should include controlling or simulating physical systems, for example making and programming a Lego robot – a requirement of the design and technology curriculum and therefore a cross-curricular activity. They should be taught to use sequence, selection and repetition in their programs, as well as variables to store data. They should also learn to use logical reasoningto detect and fix errors in their programs (debugging).

Types of programs pupils could create at this age include simple apps for smartphones and tablet devices, scripted animations, quizzes, games and control programs. Scripted animations can be longer and more complex than those created at a younger age. They are also more likely to contain multiple sprites which appear to interact with one another (e.g. Barefoot’s Viking raid animation). Quizzes can pose questions and react accordingly to the user’s responses. They can also feature scoring systems by using variables. In games, sprites can be controlled by the player and computer, there being a way for the game to be won or lost. Control programs interface with motors, lights, sensors or buzzers, crossing into requirements of the design and technology curriculum.