Steps in Coding

Lesson Overview

Unit: Exploring Computational Thinking (Lesson 1 of 4) Duration: 60 minutes Year Level: Year 3 and Year 4 Class size: 14 students Subject: Technology (Computational Thinking focus)

Lesson Title: Introduction to Steps in Coding - Robot Navigation

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Curriculum Alignment

This lesson is designed in strong alignment with the New Zealand Curriculum Refresh, focusing on the Technology learning area and computational thinking aspects embedded within the Mathematics and Digital Technologies strands. The lesson specifically develops the computational thinking attributes of algorithmic thinking, sequencing, and problem-solving relevant for Years 3–4.

Relevant Curriculum References:

• Technology Learning Area: Developing understanding of computational thinking through algorithms and sequences (Technological Practice strand).
• Mathematics and Statistics Phase 2 (Years 4–6 - Algorithmic thinking):
• "Create and use an algorithm for generating a pathway"
• "Represent a procedure as a sequence of step-by-step instructions"
• "Explain and justify how a procedure has been broken into steps, identifying errors or omissions",.
• Digital Technologies Progress Outcomes (Years 3-4):
• Understanding that algorithms are sequences of steps to solve problems
• Beginning to create simple algorithms for digital or other systems.

Key Competencies Addressed:

• Thinking: Plan and carry out instructions logically and sequentially.
• Relating to others: Work collaboratively to give and follow instructions.
• Using language, symbols, and texts: Interpret and communicate step-by-step instructions clearly.

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Learning Intentions (WALT)

• Understand the importance of breaking tasks into sequential, clear steps.
• Apply step-by-step thinking to create simple algorithms using directional commands.
• Develop skills in giving clear, concise instructions and reflect on what happens with unclear or missing steps.

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Success Criteria

Students can:

• Create a 6-8 step algorithm using basic directional commands (forward, backward, left, right).
• Successfully guide a 'human robot' (classmate) through a simple obstacle course.
• Recognise and explain what happens when steps are unclear or omitted.

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Materials and Resources

• Classroom space arranged as a simple obstacle course (cones, chairs, taped squares).
• Visual command cards with large colorful arrows and words (forward, backward, left, right) — dyslexia-friendly symbols included.
• Worksheet – "Robot Navigation Algorithm Builder" with spaces to draw/label commands and reflect on instructions.
• Slide deck for the whole lesson, containing: Hook slide, teaching content, activity instructions, prompts, and plenary reflections.

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Lesson Structure and Timing

Time	Activity	Details	Resources
0-5 mins	Hook & Introduction	Initiate curiosity: Ask students, “How could you tell a robot exactly what to do?” Show images of robots navigating mazes.	the introduction slides
5-15 mins	Teacher Modelling & Discussion	Explain algorithms as step-by-step instructions. Demonstrate a simple 4-step directional algorithm to navigate a small course in the classroom. Discuss importance of exact steps.	teaching content
15-20 mins	Guided Practice	In pairs, students use visual command cards to plan a short set of directions for their partner (the human robot) through a mini-obstacle (marked on floor). Emphasise clear communication.	Visual cards, space setup
20-40 mins	Main Activity: Robot Navigation	Pairs take turns guiding their ‘human robot’ through the obstacle course using their algorithms. They practise creating 6-8 step instructions. Observe and note where instructions are unclear or incomplete.	Robot Navigation Algorithm Builder, visual cards, obstacle course setup
40-50 mins	Extension for Advanced Learners	Create longer, more complex routes including new commands such as "turn around" or "stop and count to 3". Students can prototype and test these. Peer support encouraged.	Visual command cards including advanced commands
50-55 mins	Plenary and Group Discussion	Whole class reflect: What happened when steps were unclear? How did precision affect success? Guide students to make links between clear algorithms and successful navigation.	plenary slides
55-60 mins	Wrap-up and Assessment	Collect worksheets and verbally ask students to explain one step they think is important for clear instructions. Offer verbal or drawing responses to accommodate dyslexic learners.	collection

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Differentiation Strategies

• Kinesthetic learners: Use large visual command cards with colourful arrows and physical movement to reinforce learning.
• Dyslexia-friendly: Use large font, colourful arrows paired with written commands; allow verbal expression of commands instead of or alongside writing.
• Peer Support: Pair students to support each other; advanced learners help scaffold instruction clarity.
• Extension: Offer additional challenge for capable students to include more complex commands and longer sequences.

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Assessment

• Observations of students giving clear instructions and successfully navigating their ‘robot’ through the course.
• Review of worksheet algorithms to check for logical sequence and completeness of steps.
• Verbal feedback during plenary to assess understanding of why precise steps matter.

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Teacher Notes

• Prior to lesson, set up the obstacle course in the classroom, ensuring safety but enough complexity for meaningful steps.
• Keep adequate space for physical movement and pair collaboration.
• Manage timing carefully allowing sufficient hands-on interaction but keeping momentum.
• Use questioning strategies during activities to develop students’ reasoning about sequence and clarity.
• Encourage use of everyday language to describe steps; repeat and model explicit phrases.

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