Code Logic Foundations

Overview

In this 240-minute session (Lesson 8 of 10, “Builders & Innovators”), both students build coding logic using beginner-friendly activities focused on sequencing and loops. Year 1 practices “command” thinking with unplugged and app-based steps; Year 5 starts planning and creating a simple game loop on a beginner coding platform.

Learning intentions

• Students will be able to describe step-by-step instructions (sequencing) using everyday language and ordered steps.
• Students will be able to recognize and use repeating actions (loops) in a simple coding context.
• Students will be able to test, debug, and revise their instructions when outcomes do not match predictions.
• Students will be able to communicate their code logic clearly using simple explanations, diagrams, or screen notes.

Success criteria

• I can put actions in the correct order and explain what happens first, next, and last.
• I can make a repeating pattern using a loop and predict what it will do.
• I can check my program results, find what went wrong, and make a corrected version.
• I can share my logic using an “If…, then…” explanation (age-appropriate).

Curriculum links

• Writing clear instructions and explanations aligned to grade-level writing standards.
• Reading and interpreting simple instructions and questions aligned to grade-level reading standards.
• Using mathematical reasoning in step patterns and repetition aligned to operations and reasoning (age-appropriate).
• Engaging in inquiry, problem-solving, and using evidence from tests aligned to STEM practices.

Lesson structure (240 minutes)

1. 0–20 min | Unit warm-up + shared theme Use “Build a Path” as the shared unit theme: today’s goal is to “teach a character how to move” reliably. Briefly discuss that coding is like giving very clear directions.

2. 20–55 min | Year 1: Unplugged sequencing commands On paper or on the floor, place 6–8 step cards (move forward, turn, jump, etc.). Student builds a route, then “executes” it in order with a toy/marker. Teacher prompts: “What is step 1? What happens after that?” Then record the final correct sequence on a simple worksheet with numbered boxes.

3. 55–95 min | Year 1: App practice for basic commands Students use a child-friendly coding app to enter the same route using blocks/commands. Teacher models predicting the outcome before pressing run. After each run, ask: “Did it match your prediction? What step should we change?”

4. 95–140 min | Year 5: Map logic, then loop planning Introduce the idea of a loop as “repeat until…” with a game-like scenario (example: move to collect items, or repeat a pattern to score points). Students create a loop plan on paper: write the “repeat section,” then state the stopping condition. Teacher prompts with sentence starters: “I will repeat ___ because… I stop when ___.”

5. 140–175 min | Year 5: Build a simple game loop Students implement a basic loop in a beginner coding platform (repeat steps that move the character or generate repeated behavior). Focus on sequencing inside the loop and choosing a clear stop condition or fixed number of repeats. Teacher checks logic: “What commands are inside the loop? What happens each loop?”

6. 175–215 min | Debug sprint + testing evidence (both students) Each student runs their code/game 2 times: once as-is, then after a change. Teacher has them keep quick “evidence notes”: predicted outcome vs actual outcome. For Year 1, debugging often means reordering one or two steps. For Year 5, debugging may mean fixing an incorrect repeat count or moving a command in/out of the loop.

7. 215–240 min | Share-out + exit explanations Students give a short explanation. Year 1: “My code moved like this: 1…, 2…, 3…” Year 5: “My loop repeats ___; the game ends when ___.” Teacher highlights one success and one next improvement target.

Resources

• Beginner coding apps (command/block-based, age-appropriate)
• Beginner coding platform with repeat/loop blocks
• Printed “sequencing cards” (move/turn/action)
• Numbered sequencing worksheet (Year 1)
• Loop planning worksheet with “Repeat” and “Stop when…” sections (Year 5)
• Toy/marker for unplugged execution
• Pencils, markers, scrap paper
• Timer for steady pacing
• Optional: simple character icons or paper game board

Assessment

• Observation during building and execution: correct ordering of steps and correct use of repeat behavior.
• Check worksheets: Year 1 completed ordered sequence; Year 5 loop plan with clear repeat content and stopping condition.
• Exit explanation quality: whether the student can describe predicted vs actual outcomes and identify one fix.

Differentiation

• Year 1 support: fewer steps first (start with 3–4 commands), use larger step cards, and provide sentence frames (“First…, then…”).
• Year 1 extension: add an extra turn or “repeat the same move twice” using an app feature that supports repeating blocks.
• Year 5 support: provide a template loop plan and word bank for “repeat” and “stop when,” and limit the game goal to one mechanic (move and collect, or move and avoid).
• Year 5 extension: add a second loop (e.g., repeat scoring animation) or vary loop parameters (repeat count changes after a condition).

Extension (optional)

• Add a “challenge round” next time: students create a new route/pattern that uses a loop to reduce the number of commands, then explain how their loop makes the code shorter and more reliable.