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, students do learn some basic computational skills such as working out steps and decisions required to solve simple problems. For example, they can instruct a robotic toy to move in a certain direction. The focus at this level is on designing a sequence of steps. Some students may be ready to learn to use a simple visual programming language specifically designed for young children. An app that enables the user to drag and drop programming blocks can be used to create some simple animations.
Flow of Activities
Students continue to refine their understanding of algorithms. They should be able to describe, follow and represent algorithms. Typically, algorithms can be represented in text and graphic forms, such as photographs, ‘flowcharts’ and instructional cards.
Students consider the most suitable algorithmic representation for a specific task, such as directions to move an object from one position to another; a sequence of dance steps; or a basketball sequence to move to the goal. Representation options could include ordered photographs, a marked floor grid with directions and steps, a sticky note sequence, or a PowerPoint presentation.
A robot needs instructions to know what to do.
Students experienced in using Bee-Bots will know that the programming is input by push buttons.
An Ozobot robot has a visual sensor to gather information about its surroundings. An Ozobot can follow visual commands, which are made up of a series of colours.
While there is no requirement to learn a particular programming language at F–2, some students will be ready to learn to use a simple visual programming language specifically designed for young children.