Provide opportunities for your students to learn how to design and follow a series of steps to program Bluebot. Select from this a series of challenges that integrate other learning areas.
These challenges are an authentic way to introduce students to simple programming while consolidating concepts such as using positional language, sequencing events and ideas and estimating and measuring. It focuses on developing foundational skills in computational thinking, and on developing an awareness of digital systems through personal experience of them.
F–2 students should be provided with opportunities to explore new concepts such as algorithms through guided play, including hands-on, kinaesthetic and interactive learning experiences. Students begin to develop their design skills by conceptualising algorithms as a sequence of steps/procedures for carrying out instructions to solve simple problems or achieve certain things, such as identifying steps in a process or controlling a Blue-Bot.
At the F–2 level, where learning at the pre-programming stage is the expectation, there is no requirement to learn a particular programming language. However, in years F–2 students do learn some basic programming skills, such as working out steps and decisions required to solve simple problems. For example, they program a robotic toy or sprite to move in a certain direction. The focus at this level is on designing a sequence of steps.