Year 1 – Programming A – Moving a robot

Unit Overview

Year 1 – Programming A – Moving a robot

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Unit introduction
Learners will be introduced to early programming concepts. Learners will explore using individual commands, both with other learners
and as part of a computer program. They will identify what each command for the floor robot does, and use that knowledge to start
predicting the outcome of programs. The unit is paced to ensure time is spent on all aspects of programming, and builds knowledge in a
structured manner. Learners are also introduced to the early stages of program design through the introduction of algorithms.

There are two Year 1 programming units:

● Programming A – Moving a robot
● Programming B – Programming animations
This is unit A, which should be delivered before unit B.

This unit includes references relating to Bee-Bot and Blue-Bot floor robots, however, other educational floor robots are available.
Learners should be given access to a device with a limited range of functions that is designed for young learners. Before starting this
unit, ensure you are familiar with your school’s floor robots, including charging or battery requirements. You should also know how to
switch the devices on and off, as well as key functions such as clearing the memory. It is advisable to use the robots on the floor if
possible, as this can reduce damage caused by dropping.

Overview of lessons

Lesson Brief overview Learning objectives

1 Buttons Learners will be introduced to floor robots. They will talk about what the To explain what a given command
buttons on a floor robot might do and then try the buttons out. They will

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 Year 1 – Programming A – Moving a robot
Unit Overview

spend time linking an outcome to a button press. Learners will consider will do
the direction command buttons, as well as the ‘clear memory’ and ‘run ● I can predict the outcome of a
program’ buttons. command on a device
● I can match a command to an
outcome
● I can run a command on a
device

2 Directions Learners will think about the language used to give directions and how To act out a given word
precise it needs to be. They will also work with a partner to give and ● I can follow an instruction
follow instructions. These real-world activities should, at suitable points ● I can recall words that can be
during this lesson, be related to the floor robot introduced in Lesson 1. acted out
● I can give directions

3 Forwards and Learners will focus on programming the floor robot to move forwards To combine ‘forwards’ and
backwards and backwards. They will see that the robot moves forwards and ‘backwards’ commands to make a
backwards a fixed distance. This highlights the idea that robots follow a sequence
clear, fixed command in a precise and repeatable way. Learners will ● I can compare forward and
think about starting the robot from the same place each time. Using the backward movements
same starting position with fixed commands will allow learners to ● I can start a sequence from
predict what a program will do. the same place
● I can predict the outcome of a
Note: This lesson focuses specifically on forward and backward sequence involving ‘forwards’
movement only. This is to ensure that learners are developing a depth and ‘backwards’ commands
of knowledge in the concepts surrounding programming, as well as
developing their ability to make the robot move. The success criteria for
this lesson highlight this and ensure that the learners’ knowledge is built
in a suitably paced way.

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 Year 1 – Programming A – Moving a robot
Unit Overview

4 Four directions Learners will use ‘left turn’ and ‘right turn’ commands along with To combine four direction commands
‘forwards’ and ‘backwards’ commands. Doing this will allow learners to to make sequences
develop slightly more complex programs. Learners will create their ● I can compare left and right
programs in this lesson through trial and error, before moving on to turns
planning out their programs in Lesson 5. In Activity 3, learners will ● I can experiment with ‘turn’
predict where given programs will move the robot to. Learners will and ‘move’ commands to
make their predictions by looking at the commands and matching the move a robot
program steps to movements. ● I can predict the outcome of a
sequence involving up to four
commands

5 Getting there Learners will decide what their program will do. They will then create To plan a simple program
their program and test it on the robot. Where needed, learners will also ● I can explain what my
debug their program. program should do
● I can choose the order of
commands in a sequence
● I can debug my program

6 Routes Learners will be encouraged to plan routes around a mat before they To find more than one solution to a
start to write programs for those routes. The activities in this lesson also problem
introduce the concept of there being more than one way to solve a ● I can identify several possible
problem. This concept is valid for a lot of programming activities: the solutions
same outcome can be achieved through a number of different ● I can plan two programs
approaches, and there is not necessarily a ‘right’ approach. The lesson ● I can use two different
also introduces the idea of program design, where learners need to programs to get to the same
plan what they want their program to achieve before they start place
programming.

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 Year 1 – Programming A – Moving a robot
Unit Overview

Progression
As this is a Year 1 unit, no prior knowledge is assumed.

This unit progresses learners’ knowledge and understanding of giving and following instructions. It moves from giving instructions to
each other to giving instructions to a robot by programming it.

Please see the learning graph for this unit for more information about progression.

Curriculum links
National curriculum links
● Understand what algorithms are, how they are implemented as programs on digital devices, and that programs execute by
following precise and unambiguous instructions
● Create and debug simple programs
● Use logical reasoning to predict the behaviour of simple programs
● Recognise common uses of information technology beyond school

Assessment
Formative assessment opportunities are provided in each of the lesson plan documents, and the learning objectives and success criteria
can be used to observe learners’ progress for summative assessment.

Subject knowledge
This unit focuses on developing learners’ understanding of computer programming. It highlights that algorithms are a set of clear,
precise, and ordered instructions, and that a computer program is the implementation of an algorithm on a digital device. The unit also
introduces reading ‘code’ to predict what a program will do. Learners will engage in aspects of program design, including outlining the
project task and creating algorithms.

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 Year 1 – Programming A – Moving a robot
Unit Overview

When programming, there are four levels that can help describe a project, known as ‘levels of abstraction’. Research suggests that this
structure can support learners in understanding how to create a program and how it works:
● Task — what is needed
● Design — what it should do
● Code — how it is done
● Running the code — what it does

Spending time at the ‘task’ and ‘design’ levels before engaging in writing code aids learners in assessing the achievability of their
programs and reduces the cognitive load for learners during programming.

Learners will move between the different levels throughout the unit, and this is highlighted within each lesson plan.

Enhance your subject knowledge to teach this unit through the following training opportunities:

Online training courses

● Get Started Teaching Computing in Primary Schools: preparing to teach 5 - 11 year olds
● Teaching Programming to 5- to 11-Year-Olds

Resources are updated regularly - the latest version is available at: the-cc.io/curriculum.

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