Navigating Logical Pathways

Overview

This 41-minute collaborative session focuses on problem-solving and computational thinking using algorithm design. Year 6 students working in pairs will design, test, and refine algorithms for navigating a robot through a maze on the classroom floor. This hands-on approach with programmable floor robots or a corresponding app directly supports key Computing elements from the National Curriculum for England.

National Curriculum Links

Computing Programmes of Study: Years 5 and 6

Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems (Computing – KS2, Purpose of Study & Attainment Target 2)
Use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs (Pupils should be taught to: Design, write and debug programs).
Develop an understanding of computer networks including the internet (linked through use of app/software if applicable).

Key Computing Skills & Concepts for Year 6:

Write and refine algorithms to solve problems
Use logical reasoning to detect errors and improve solutions
Plan, test and debug sequential and conditional algorithms
Collaborate effectively with peers to solve computational problems

Learning Objectives

By the end of the lesson, pupils will:

Design step-by-step algorithms to navigate a maze (algorithm design and decomposition)
Program a floor robot or app to execute their instructions accurately (coding and debugging)
Use logical reasoning during trial and error to detect, diagnose, and correct errors (debugging skills)
Collaborate effectively with a partner to communicate and refine ideas (teamwork and communication)
Reflect on how algorithm efficiency and clarity affect outcomes (computational thinking)

Resources Needed

Tape or chalk to mark a maze on the classroom floor (approx. 2m x 2m square)
Programmable floor robots (e.g., Bee-Bots or equivalent) or tablets with a programmable robot app
Printed algorithm planning sheets with columns for step number, command, and note areas
Whiteboard and marker for teacher demonstration
Stopwatch or timer (optional, to encourage time trials)

Lesson Structure

1. Introduction and Context (5 minutes)

Briefly introduce the task: navigating a robot from start to finish of the maze using algorithms.
Recap key vocabulary: algorithm, sequence, debugging, command, trial and error.
Show a short visual demonstration of a robot moving through a simple path, emphasising how commands translate into movement.
Explicitly link to National Curriculum objectives: “Today you will work in pairs to design a set of instructions that will allow your robot to complete the maze. You will test and improve your instructions – this is called debugging, which is very important when programming.”

2. Algorithm Design (10 minutes)

In pairs, students study the maze layout on the floor.
Pupils use the printed planning sheets to write their algorithm step-by-step (e.g., move forward 1 step, turn left 90°, etc.).
Teacher circulates and prompts higher-order thinking with questions:
- “Have you broken down the task into small steps?”
- “How will your robot know when to turn?”
Encourage students to think about efficiency and clarity in their instructions.

3. Programming and Testing (15 minutes)

Each pair programmes their robot or uses the app to input the algorithm.
Teams place the robot at the maze start point and observe the execution.
Students note any failures or unexpected behaviour. They discuss and revise their algorithm collaboratively on their sheet.
Repeat the test until the robot completes the maze successfully.
Teacher supports pairs who get stuck by suggesting strategies such as re-examining steps or testing smaller sections of the algorithm at a time.

4. Reflection and Discussion (8 minutes)

Whole class discussion guided by teacher questions:
- “What was challenging about designing your algorithm?”
- “How did debugging improve your final result?”
- “Did you discover any shortcuts or ways to make your instructions clearer?”
Highlight how these skills relate to larger computing concepts and everyday problem-solving.
Optionally, pairs can demonstrate their successful algorithm on a larger scale while peers observe.

5. Plenary – Introducing Extension Ideas (3 minutes)

For higher-attaining or interested pupils, teacher briefly introduces extension concepts:
- How algorithms could include conditions (“if path ahead blocked, then turn right”)
- Using loops to repeat certain commands
- How similar algorithms are used in real-world robotics and AI
Encourage pupils to reflect on their next questions or ideas for deeper problem-solving beyond today’s task.

Assessment Opportunities

Formative assessment through observation during pair work and questioning about algorithm choices and debugging strategies (Assessment for Learning).
Use algorithm planning sheets to check for logical sequence and clarity of commands.
Evaluate pupils’ ability to reflect on and improve their algorithms based on test outcomes.
Peer feedback during discussion to promote critical thinking and communication.

Differentiation

Support: Provide sentence starters or symbol command cards to scaffold algorithm writing.
Challenge: Encourage creation of more complex mazes or incorporation of simple conditions and loops if using app-based robots.
Visual and kinesthetic learning supported via floor maze and robot movement.

Teacher Notes & Tips

Prepare the maze prior to lesson; keep it visible and accessible.
If technology is limited, pairs can verbally simulate the robot’s movements using large floor grid mats.
Capture video clips of robot runs to play back and analyse errors as a class.
Encourage technical vocabulary throughout for speaking and listening development within computing.
Consider extending this activity over multiple lessons with more complex mazes or introducing coding platforms like Scratch for programming simulation.

This highly interactive, curriculum-aligned lesson fosters essential computing skills in a fun, tactile way, enhancing logical thinking and collaboration while grounding learning in the national standards.

Teaching Instructions