Algorithm Adventures

Overview

In this first lesson of “Coding Adventures: Game Design”, students revisit what an algorithm is and use branching and iteration thinking (without coding yet) to create a simple set of game steps. Students work through the Mini Coding Challenge Activity Workbook to practise designing and writing algorithms clearly.

Learning intentions

Students will:

• define an algorithm as a precise sequence of steps to solve a problem
• create a simple algorithm for a game scenario
• identify where choices (branching) and repeated actions (iteration) appear in their algorithm plans

Success criteria

• I can define an algorithm as a sequence of steps with clear instructions.
• I can write an algorithm that another person could follow to complete a task.
• I can include at least one decision point (IF/ELSE) in my algorithm plan.
• I can include at least one repeated step (repeat UNTIL / repeat a number of times) in my algorithm plan.

Curriculum links

• Digital Technologies: design algorithms involving multiple alternatives (branching) and iteration - Digital Technologies: implement algorithms as visual programs involving control structures, variables and input — previewing inputs/decisions for the next lessons
• General capability: communicating thinking using structured step-by-step reasoning and clear logic

Lesson structure (60 minutes)

1. 0–8 min · Hook and retrieval. Teacher shows the introduction slides and plays a short scenario clip/image sequence of a “game move” with a surprise outcome, then asks: “What steps did the game follow?” Students think-pair-share what a player needs to do first, next, and what changes the next step.

2. 8–18 min · Mini-teach: What is an algorithm? Teacher uses the introduction slides to model turning a vague idea (“when it’s time, do stuff”) into clear steps (“start game → check score → choose path → repeat until done”). Students record a simple definition in notes: “An algorithm is a set of steps to solve a problem.”

3. 18–28 min · Branching and iteration as game logic. Teacher returns to the introduction slides to show two examples:

• branching: “IF distance < 2 km THEN walk ELSE IF distance < 5 km THEN ride ELSE catch bus” (choice affects next step)
• iteration: “REPEAT mixing UNTIL combined” (same steps happen again) Students practise orally: “What is the decision question?” and “What repeats, and when do we stop?”

4. 28–45 min · Workbook: Mini Coding Challenge. Teacher distributes the Mini Coding Challenge Activity Workbook and checks understanding of the task: write an algorithm for a simple game action plan that another student could follow. Students complete workbook activities in pairs:

• Step 1: list steps in order
• Step 2: add one decision point (branching)
• Step 3: add one repeated step (iteration) with a clear stop condition

5. 45–55 min · Share and improve. Teacher uses the introduction slides to prompt a whole-class gallery: “Find one clear step, one decision, and one repeat.” Students rotate through two or three partner algorithms, giving feedback using sentence stems such as: “Your algorithm is clear because…”, “Your IF statement should test…”, “Your repeat should stop when…”

6. 55–60 min · Plenary check. Teacher displays the final slide on the introduction slides with a quick “teacher check” question: “Circle the step that is the stop condition.” Students answer on a scrap of paper (or in workbook margin) and hold up: clear definition, includes decision, includes repeat.

Resources

• the introduction slides
• the Mini Coding Challenge Activity Workbook
• Student notebooks or workbook space for quick notes
• Pencils, highlighters (optional)
• Timer for partner work
• Board/markers for displaying example IF/ELSE and REPEAT/UNTIL skeletons

Assessment

• Teacher observation during pair work: are steps sequential and understandable?
• Check for inclusion of at least one branching decision and one iteration repeat with a stop condition.
• Plenary quick check: students identify the stop condition step (formative).

Differentiation

• Support: provide sentence starters on the board (“First… Next… If… Else… Repeat… Until…”) and allow students to use a simple algorithm template in the workbook.
• Support for students needing extra structure: encourage them to underline decision wording and stop wording before finalising.
• Extension for advanced learners: challenge students to create two different algorithm versions for the same game outcome and justify which is better for clarity or fewer steps (e.g., “Version A repeats until hit; Version B repeats a fixed number of times and then checks.”).
• EAL/SEN: pair strategically so students can rehearse aloud; accept oral explanations and then convert to steps with teacher guidance.

Extension (optional)

• SKIP