Debugging Projects

Lesson Overview

WALT (We Are Learning To): Identify and fix errors in digital projects using Scratch Junior.
Success Criteria: Students can identify at least one error in their project and successfully correct it.

Curriculum Alignment

• Australian Curriculum (v9) - Digital Technologies - Foundation to Year 1
• Content Descriptor:
  • AC9TDIFK01: Recognise and explore digital systems (hardware and software) for a purpose.
  • AC9TDI2P01: Investigate simple problems for known users that can be solved with digital systems.
  • AC9TDI2P04: Sequence steps for making designed solutions cooperatively (identifying and fixing errors fits troubleshooting and refining).

This lesson supports students exploring how digital systems operate, solving problems they encounter in their Scratch Junior projects by debugging errors in algorithms and sequences of instructions they have created【1:AC9TDIFK01.md】【5:AC9TDI2P01.md】【15:AC9TDE2P04.md】.

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Lesson Details

Duration	Activity Description	Success Criteria / Differentiation / Extension
10 mins	Introduction & Review - Brief refresher on what Scratch Junior is and their project goals so far. - Introduce the term "debugging" as finding and fixing mistakes or errors in a project. - Demonstrate a simple error in a Scratch Junior project and fix it as a group.	Students understand the meaning of debugging and feel confident to find errors. Use visual/dyslexia-friendly prompts and videos to explain errors for diverse learners.
20 mins	Guided Debugging - Students open their Scratch Junior projects. - Teacher uses guided questioning: "What is your project supposed to do? What isn't working as you expected?" - Teacher circulates, supporting students to identify one error in their own projects. - Use simple checklists or visual aids to help students spot common errors (e.g., missing blocks, incorrect sequences).	Students identify at least one error. Teacher can provide individual interventions for students needing extra help. Supports dyslexic-friendly reading by using clear fonts, colours and diagrams.
25 mins	Independent Debugging - Students attempt to fix the errors themselves based on teacher guidance and peer help. - Encourage students who finish early or find debugging easy to assist peers with troubleshooting. - Teacher facilitates and challenges advanced learners to explain their debugging process or explore additional project improvements.	Students correct errors in their projects and demonstrate resilience in problem solving. Extension: Peer tutoring builds confidence and deepens understanding for advanced learners.
10 mins	Share & Reflect - Each student shares one error they found and how they fixed it. - Group discussion on why debugging is important and how it helps make projects better.	Students articulate their learning and build communication skills. Teacher records observations of debugging success and student reflections.
5 mins	Plenary & Next Steps - Recap learning objective and success criteria. - Preview the final 2 lessons in unit focusing on sharing and reflecting on projects.	Reinforces achievement and sets positive expectations for future learning.

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Teaching and Learning Strategies

Differentiation

• Use visual aids, icons, and simple language for instructions to support students with literacy needs, including dyslexia-friendly fonts and clear spacing.
• Provide one-on-one guided questioning for students who struggle to identify errors.
• Allow flexible timing and step-back approaches for students finding debugging challenging.

Extension Activities

• Students confident with debugging act as peer tutors offering hints rather than fixes.
• Challenge advanced students to add a new feature or animation after debugging.
• Encourage reflection journals or drawings explaining the debugging process for further literacy integration.

Resources

• Tablets or computers with Scratch Junior installed.
• Project checklists or storyboards showing steps and expected behaviours.
• Visual aids/posters explaining debugging vocabulary and process (e.g., "bug", "fix", "test").
• Dyslexia-friendly worksheets summarising success criteria and common errors.

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Assessment for Learning

• Observation notes: Teacher tracks each student’s ability to identify and fix errors during guided and independent activities.
• Student reflection sharing: Verbal explanation of debugging effort and solution.
• Checklist completion: Students use a simple checklist to self-assess if the project is working as intended.

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Literacy and Numeracy Links

• Literacy: Students verbalise and describe problems and solutions, supporting speaking and listening skills. Dyslexia-friendly reading aids comprehension.
• Numeracy: Sequencing blocks and instructions supports understanding order and cause-effect relationships foundational to later maths concepts.

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Summary

This lesson develops early digital problem-solving skills through debugging Scratch Junior projects. It aligns strongly with the Australian Curriculum for Foundation and Year 1 Digital Technologies by focusing on exploring and troubleshooting digital systems to solve simple problems for known users. Close teacher support and peer collaboration provide scaffolding and extension to meet diverse learner needs while reinforcing successful independent and collaborative learning dispositions.

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This detailed and scaffolded lesson plan reflects a strategic approach to mastering debugging in early digital technologies, integrating Australian Curriculum standards and effective teaching practices for heterogeneous groups in small multi-age classes.