Code Compass

Overview

Students explore early digital technologies using Bee-Bots to understand coding as step-by-step instructions. They practise simple input/sequence/output ideas, keep safe with devices, and learn to debug when results do not match the plan.

Learning intentions

• Students will recognise coding as a sequence of commands to control Bee-Bot movement.
• Students will identify input, sequence, and output using Bee-Bot actions.
• Students will practise safety procedures for using Bee-Bots and charging.
• Students will try, observe, and use “try again” to debug a code.

Success criteria

• I can give a command sequence using “forward” and “turn”.
• I can explain what the input is (the commands) and what the output is (what the Bee-Bot does).
• I can check what happened and say what to change when it doesn’t work (try again / debug).
• I can follow safe handling routines for Bee-Bots.

Curriculum links

• STe-7DI-T: use simple digital technologies to represent and organise ideas using step-by-step instructions, with a focus on sequence and testing outcomes.
• Data and digital technologies capability: using ordered instructions, predicting outcomes, and checking/improving using debugging language.

Lesson structure (60 minutes)

1. 0–5 min · Hook with Bee-Bot “mystery”. Teacher shows introduction slides with a short video-style animation (or teacher-operated example) of a Bee-Bot turning “not as expected”. Students make a quick prediction: “What might the code have been?” using thumbs up/down and one sentence with a partner.

2. 5–12 min · Teach: code as commands (sequence → output). Teacher uses introduction slides to introduce vocabulary and model:

• command (e.g., forward, turn)
• sequence (the order of commands)
• input (what we type/choose on the Bee-Bot)
• output (what the Bee-Bot does) Teacher places a Bee-Bot on the grid and runs a 2–3 command sequence while students observe only the output.

3. 12–20 min · Demo: forward and turn on the floor grid. Teacher demonstrates two “ready-to-copy” card sequences on the floor mat (e.g., forward, turn right, forward). Students take turns holding the arrow cards (only one student near a Bee-Bot at a time) and teacher confirms the correct command order.

4. 20–33 min · Main task: build and test a path (pairs). Teacher explains the task using introduction slides:

• Work in pairs at a station with one Bee-Bot and one taped/grid mat.
• Use arrow cards to plan a short path (3–5 steps).
• Predict what will happen (output), run it, then compare.
• If it’s wrong, use “try again” by changing one command in the sequence (debug). Students plan on the floor first (no pushing yet), then input commands into the Bee-Bot (teacher circulates to support buttons/settings). They test once, record outcome by placing a “worked” or “try again” card on their station chart (teacher provides quick prompts).

5. 33–41 min · Debugging mini-lesson: “Try again” protocol. Teacher pauses the class and uses introduction slides to show a simple failure example: Bee-Bot hits an obstacle card or goes off the line. Teacher asks:

• “What did we expect?”
• “What actually happened?”
• “Which command might be wrong?” Students use a sentence starter: “We need to try again because the output was…” Teacher models changing one step and re-testing.

6. 41–52 min · Game: obstacle challenge (whole-class rotation). Teacher sets up 3–4 obstacle stations using obstacle cards on the grid. Students rotate every ~3 minutes, keeping the same pair roles: Planner (arrow cards) and Runner (Bee-Bot input). Teacher reminds: one Bee-Bot move at a time; others watch and stay behind the tape boundary.

7. 52–60 min · Plenary + quick formative check. Teacher uses introduction slides for a final prompt: “Was your code a sequence? What was the output?” Quick formative task: each student completes a 10-second “draw and point” on (one simple picture response):

• circle the command they used most (forward/turn)
• tick if output matched plan, or write “try again” if not Teacher collects a small observation checklist (see below) while students hand in.

Resources

• introduction slides
• worksheet
• 25 Bee-Bots (or rotate fewer with pairs) and charging cables
• Floor grid mats (or taped grid) for each station
• Cards with arrows for forward/turn (plus optional “start” card)
• Obstacle cards for the grid
• Chart paper for station “worked / try again”
• Boundary tape for safety zones
• Teacher timer for rotations

Assessment

• Teacher observation checklist during pair work: identifies sequence of commands, predicts output, uses “try again/debug” appropriately.
• Quick formative worksheet check: students circle a command and indicate whether output matched plan.

Differentiation

• Support: provide sentence starters (“First we… Next we… Then we…”) and a sequence strip (3-step template) for students who need structure.
• Support: smaller challenge paths (3 steps) and larger arrow cards.
• Extension: students add a 6th step or include both a left and a right turn; explain the change they made when debugging.
• EAL/SEN: allow verbal responses and pointing; use consistent gestures for forward/turn and a class word bank on chart paper.