Floor robot

Scheme of Work
Deliver exciting computer science lessons
suitable from EYFS through to KS2
Includes:
• 9 lesson plans
• 20 independent challenges
• National Curriculum links
• Assessment grids to track progress
• E.a.R.L user guide
• Printable resources
• Computer science glossary

UK: www.hope-education.co.uk
WRITTEN BY
International: www.findel-international.com
Contents
Introduction  4

Early Years Foundation Stage framework  5

National Curriculum Computing Programme of Study  7

Demystifying and achieving the primary computing objectives  8

Achieving Early Years Foundation Stage learning goals  9

How to use E.a.R.L  10

Customising the sounds on E.a.R.L  12

Additional E.a.R.L resources to achieve curriculum objectives  13

Programming E.a.R.L using Scratch  15

Computer science terminology  17

Unplugged – an introduction to programming  19

Lesson 1  20
Lesson 2  21
Lesson 3  23

Introducing E.a.R.L  24
Lesson 4 - Create a program for E.a.R.L  25

Integrating programming and robotics  26

Lesson 5 - E.a.R.L Challenges  26
Challenge 1  27
Challenge 2  27
Challenge 3  27
Challenge 4  27
Challenge 5  28
Challenge 6  28
Challenge 7  28
Challenge 8  28

Lesson 6 E.a.R.L Mat Challenges  29

Treasure Island Challenge 1 30
Challenge 2  30
Challenge 3  30

2
 Challenge 4  30
Challenge 5  31
Street Scene Challenge 1 32
Challenge 2  32
Challenge 3  32
Challenge 4  32
Solar System Challenge 1  33
Challenge 2  33
Challenge 3  33
Challenge 4  33
Using E.a.R.L with Scratch Lesson 7  34
Lesson 8  35
Lesson 9  36
Lesson 10  37

Assessment  38

Appendix  43

3
E.a.R.L computing scheme of work for primary schools
The computing curriculum is important for preparing children for their future
careers in a world where technology is rapidly advancing. Primary schools have a
vital role to play in supporting their pupils to meet the demands of a future in a
digital age.
Teachers should aim to give their pupils a broad, balanced and connected
curriculum. The objectives set out in
the national curriculum in computing
aim to develop a number of key skills, “A high-quality computing
but it also recognises the need for a education equips pupils to use
cross-curricular approach to learning computational thinking and
which provides links to a range of creativity to understand and
other subjects. change the world.”

This scheme of work contains (National Curriculum in England, 2014)

essential subject terminology and
knowledge, with a framework linked to the curriculum, guidance and plans for
teaching inspiring computing lessons and assessing progress for all pupils to
enable the successful delivery of the computer science objectives within the
curriculum at Key Stage 1 and early key stage 2 .
We begin by providing a number of ‘unplugged activities’ which introduces the
concept of algorithms and the importance of logical thinking. The children then
create their own algorithms to implement as programs on a digital device using
E.a.R.L.
The computer science element of
the key stage 1 curriculum places
Computational thinking a strong emphasis on coding and
computational thinking. It is vital
A systematic approach to problem
that these skills are developed at a
solving using logical and critical
young age as we scaffold the learning
thinking skills that both humans
through key stage 1 and into key
and computers can understand
stage 2. E.a.R.L has been designed
to help children achieve all of these
objectives.
Pupils can use E.a.R.L to create and debug simple programs that will be followed
obediently. Their understanding that programs execute by following precise and
unambiguous instructions is enriched through a range of practical and fun activities.

Paul Strickland is the CEO of

Digital Wizards Ltd. He has many
years’ experience working as a
primary school teacher, CAS master
teacher and computing hub leader.

4
Foundation Stage Profile Assessment Grid
Prime Area: Communication and Language
Listening & Attention Understanding Speaking
1. Listens attentively in a range of situations 1. C
 an follow instructions involving several ideas or actions 1. Expresses his/herself effectively, showing awareness of listeners’
2. Listens to stories, accurately anticipating key events 2. A
 nswer ‘how’ and ‘why’ questions about their needs
3. Responds to what they hear with relevant comments, questions or actions experiences 2. Use past, present and future forms accurately when talking about
3. A
 nswer ‘how’ and ‘why’ questions in response to stories events that have happened or are to happen in the future
4. Gives attention to what others say and respond appropriately, while engaged in
another activity and events 3. Develop own narratives and explanations by connecting ideas or
events
Prime Area: Physical Development
Moving & Handling Health & Self-care
1. Show good control and co-ordination in large and small movements 1. K
 nows the importance for good health of physical exercise, and a healthy diet
2. Moves confidently in a range of ways, safely negotiating space 2. T
 alks about how to keep healthy and safe

5
3. Handle equipment and tools effectively 3. M
 anage their own basic hygiene and personal needs successfully, including dressing and going to toilet
4. Hold a pencil effectively for writing
Prime Area: Personal, Social and Emotional Development
Self-confidence & Self-awareness Managing Feelings and Behaviour Making Relationships
1. Confident to try new activities, and say why they like some 1. Talks about how they and others show feelings 1. Play co-operatively, taking turns with others
activities more than others 2. Talk about their own and others behaviour, its consequences, and know 2. Take account of one another’s ideas about how to organise their activity
2. Confident to speak in a familiar group and talk about their that some behaviour is unacceptable 3. Show sensitivity to others’ needs and feelings
ideas 3. Work as part of a group or class, and understand and follow the rules 4. Form Positive relationships with adults and other children
3. Chooses the resources they need for their chosen activities 4. They adjust their behaviour to different situations, and take changes in
4. They say when they do and don’t need help routine in their stride
Prime Area: Literacy
Reading Writing
1. Use phonic knowledge to decode regular words and read them aloud accurately 1. U
 ses their phonic knowledge to write words in ways which match their spoken sounds
2. Can read some irregular common words 2. C
 an write some irregular common words
3. Read and understand simple sentences 3. W
 hen writing, some words are spelt correctly and others are phonetically plausible
4. Demonstrate understanding when talking with others about what they have read 4. W
 rites simple sentences which can be read by themselves and others
(Department for Education, 2018)
Foundation Stage Profile Assessment Grid
Prime Area: Mathematics
Numbers Shape, Space & Measure
1. Count reliably with numbers from 1 to 20 1. U
 ses everyday language to talk about size
2. Place numbers 1 to 20 in order 2. U
 ses everyday language to talk about weight
3. Say which number is one more or one less than a given number to 20 3. U
 ses everyday language to talk about capacity
4. Using quantities and objects, they add 2 single-digit numbers and count on to find the answer 4. U
 ses everyday language to talk about position
5. Using quantities and objects, they subtract 2 single-digit numbers and count back to find the answer 5. U
 ses everyday language to talk about distance
6. Solve problems, including doubling and halving and sharing 6. U
 ses everyday language to talk about time
7. U
 ses everyday language to talk about money
8. C
 ompares quantities and objects and use to solve problems
9. R
 ecognises, creates and describes patterns
10. Explores characteristics of everyday objects and shapes and use mathematical language to describe them
Prime Area: Understanding the World

6
People & Communities The World Technology
1. Talks about past and present events in their own lives and in the lives of family 1. K
 nows about similarities and differences in relation to places, objects, materials and 1. Recognises that a range of technology
members living things is used in places such as homes and
2. Knows other children don’t always enjoy the same things, and are sensitive to this 2. T
 alks about the features of their own immediate environment and how environments schools
3. Knows about similarities and differences between themselves and others may vary from one another 2. Selects and uses technology
3. M
 akes observations of plants and animals for particular purposes
4. Knows about similarities and differences among families, communities and traditions
4. E
 xplain why some things occur, and talk about changes
Prime Area: Expressive Arts and Design
Exploring & Using Media and Materials Shape, Space & Measure
1. Sings songs and experiments with ways of changing them 1. U
 se what they have learnt about media and materials in original ways, thinking about uses and purposes
2. Makes music and experiments with ways of changing it 2. R
 epresent their own ideas, thoughts and feelings through design and technology
3. Dances and experiment with ways of changing them 3. R
 epresent their own ideas, thoughts and feelings through art
4. Safely use and explore a variety of materials, tools and techniques 4. R
 epresent their own ideas, thoughts and feelings through music
6. Experiment with colour, design, texture, form and function 5. R
 epresent their own ideas, thoughts and feelings through dance
6. R
 epresent their own ideas, thoughts and feelings through role play
7. R
 epresent their own ideas, thoughts and feelings through stories
(Department for Education, 2018)
= supports EYFS learning objective
The National Curriculum Computing Programme of Study:
key stages 1 and 2

Pupils should be taught to:

• Understand what algorithms are; how they are implemented as programs
on digital devices; and that programs execute by following precise and
unambiguous instructions.
Key Stage 1

• Create and debug simple programs.

• Use logical reasoning to predict the behaviour of simple programs.

• Use technology purposefully to create, organise, store, manipulate and retrieve

digital content.

• Recognise common uses of information technology beyond school.

• Use technology safely and respectfully, keeping personal information private;

identify where to go for help and support when they have concerns about content
or contact on the internet or other online technologies.

(National Curriculum in England, 2014)

Pupils should be taught to:

• Design, write and debug programs that accomplish specific goals, including
controlling or simulating physical systems; solve problems by decomposing
them into smaller parts.

• Use sequence, selection, and repetition in programs; work with variables

and various forms of input and output.

• Use logical reasoning to explain how some simple algorithms work and to
Key Stage 2

detect and correct errors in algorithms and programs.

• Understand computer networks including the internet; how they can provide
multiple services, such as the world wide web; and the opportunities they offer for.

• Communication and collaboration.

• Use search technologies effectively, appreciate how results are selected and
ranked, and be discerning in evaluating digital content.

• Select, use and combine a variety of software (including internet services) on a

range of digital devices to design and create a range of programs, systems and
content that accomplish given goals, including collecting, analysing, evaluating and
presenting data and information.

• Use technology safely, respectfully and responsibly; recognise acceptable/

unacceptable behaviour; identify a range of ways to report concerns about content
and contact.

(National Curriculum in England, 2014)

= supports curriculum objective

7
Demystifying and achieving the primary computing objectives
The new national curriculum for
computing provides schools with an
exciting opportunity to reinvigorate Computing Curriculum
teaching and learning important skills.
The computing programme of
E.a.R.L and the E.a.R.L scheme of study is split into 3 strands of
work will provide all the guidance and learning; computer science,
resources you will need to successfully information technology and
deliver and help children achieve the digital literacy.
computer science objectives within the
new computing curriculum.
E.a.R.L is a floor robot, packed full of
features to enhance the fun of learning from
Early Years Foundation Stage, key stage 1
through to early key stage 2. His transparent
shell allows pupils to see exactly how he
works. With lights and sounds (including the
option to record your own), children will love
using E.a.R.L to create and debug simple
programs as they take their first steps on a
coding and programming learning journey.
E.a.R.L brings the curriculum to life, is fun to use and engages children. It
provides a clear link between understanding what algorithms are and how they
are implemented as programs on digital devices and its multi-sensory approach
provides additional learning benefits for all pupils, particularly children with
additional learning needs.
E.a.R.L is the perfect resource to lay the foundations and develop children’s
computational thinking skills from a young age.

Achieving curriculum objectives in other subjects

There are many deep links between computing and other subject areas, particularly
in mathematics, English, science and design and technology. Using E.a.R.L as part of
a cross-curricular approach to learning curates a mastery approach to learning and
allows pupils to apply skills to different areas of the curriculum.
Cross-curricular opportunities have been outlined in this scheme of work.
Speaking and listening skills are developed as children learn to communicate more
effectively with their peers, developing language both verbally and in writing.
It is also worth noting that the life skills gained from lessons using E.a.R.L are
invaluable. This includes perseverance, collaboration, creativity, problem solving
and critical thinking.

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Achieving Early Years Foundation Stage learning goals
E.a.R.L allows children to have fun using their creativity and developing skills
through play. Exploring E.a.R.L through guided play or undirected play will support
a number of Early Years Foundation Stage early learning goals, these include:
Technology: Children recognise that a range of technology is used in places such as
homes and schools. They select and use technology for particular purposes.
Exploring and using media and materials: Children safely use and explore a variety
of materials, tools and techniques, experimenting with colour, design, texture, form
and function.
Being imaginative: Children use what they have learnt about media and materials
in original ways, thinking about uses and purposes. They represent their own ideas,
thoughts and feelings through design and technology, art, music, dance, role-play
and stories.
Numbers: Children can count reliably with numbers from 1 to 20.
Space, Shape and Measure: Children use everyday language to talk about position.
Children use everyday language to talk about distance.

9
How to use E.a.R.L
Getting started:
Before using E.a.R.L for the first time, please fully charge by connecting E.a.R.L to a
USB port or USB charger, using the lead provided.

Charging:
Using the USB lead provided, connect E.a.R.L to any USB port or USB charger.
E.a.R.L’s eye will light red to show it is charging. When E.a.R.L is fully charged, the
eye will light green. E.a.R.L will be completely charged in less than 3 hours. Please
note, always fully charge E.a.R.L before storing for long periods.

Changing the battery:

In the unlikely event that the battery becomes defective, the battery may be
accessed by removing the battery hatch using a screwdriver. The battery can then
be unplugged from E.a.R.L and an exact replacement fitted. Refit the battery hatch
and secure using the screw.

Switching on:
There are two slide switches located next to the battery hatch. The first switch is
for sound and the second for power. Normally both switches will be in the “on”
position when in use, but if a number of E.a.R.Ls are being used at the same time,
the sound can be turned off by moving the sound switch to “speaker off” position.
When E.a.R.L is switched on, the LEDs will light for 3 seconds to indicate the
remaining battery charge and E.a.R.L will play a sound.
60 – 100% Green
30 – 60% Amber
10 – 30% Red
If E.a.R.L’s battery charge is less than 10%, the eye will change to red to indicate
that recharging is required.

Sleep mode:
If no buttons are pressed for 5 minutes, E.a.R.L will go into a very low power sleep
mode in order to conserve the battery. Pressing any button will wake E.a.R.L. Any
programmed steps are retained when E.a.R.L wakes from sleep mode.

10
 Button Function
Forwards, backwards, left, right

Clear previous program

Pause

Make sound (customise E.a.R.L.’s

sounds via the USB port). See page 12

Light up

Active program

Sound on/off
Power on/off
Keypad

USB Port Speaker

11
Customising the sounds on E.a.R.L.
There are several sounds which are pre-loaded on to the robot that can be
customised easily.
When teaching this to the children, we can explain that sound is a type of
output i.e. information or power leaving a digital device in response to an
action (or input).
To locate the original sounds on E.a.R.L:
• Connect E.a.R.L to a computer using the supplied USB lead
• Once the device is installed, go to File Explorer and click on E.a.R.L
• You can drag and drop files onto E.a.R.L
• When you first open Mp3 sound in File Explorer, you will see the following pre-
loaded sounds:

06 SOUND 08 SLEEP 09 START

10 END 11 MAXPROG 12 CLICK

You will need to delete the current sounds if you want to customise them.
We recommend saving a copy of the original sounds on to your computer
so that you can use them again in the future.
To customise the sounds on E.a.R.L:
• Locate a new sound on your computer and drag it onto E.a.R.L in File Explorer
• In E.a.R.L, edit the file name and change it to one of the names above to match
that particular action
• Disconnect E.a.R.L and test out the new sounds using the buttons
You can also customise other sounds such as when a particular command button is
pressed. Just add the sound file to E.a.R.L as above and change the name to one
of the following:

01 FWD 02 REV 03 LEFT

04 RIGHT 05 PAUSE 07 LIGHT

Customisable Sounds
You could record some of the children speaking the commands and
upload the files to E.a.R.L so they can hear their own commands when
E.a.R.L is in action.

12
Additional E.a.R.L resources to achieve curriculum objectives
Command cards
It is important for children to
understand that they must first
create an algorithm before
turning it into a program on a
digital device. The command
cards allow them to do this
easily and they are a fantastic
visual and kinaesthetic tool. For
example, they can create an
algorithm to get from one place
to the other using the cards before they check it is correct using E.a.R.L.
The children’s logical reasoning skills could be developed further by simply placing
the ‘clear’ card at the start, and the ‘go’ button at the end of their algorithm and
creating a sequence of cards at random in between. They then need to predict the
final destination before testing it using E.a.R.L.
Mats
There are a number of different mats available to enrich the cross-curricular
learning children can have when using E.a.R.L.
Children can learn programming and coding in a fun way whilst learning other
subjects from the solar system to Treasure Island.

13
Challenge cards linked to the mats are available on page 30-33. These provide
opportunities for a range of cross-curricular activities and allow the children to take
ownership of their learning.
E.a.R.L’s English and maths mats are a great resource to encourage active learning
of phonics, numbers and shapes.

E.a.R.L game mats inspire children to build their own coding journey.

14
Programming E.a.R.L using Scratch
Scratch is a project of the Lifelong Kindergarten Group at the MIT Media Lab. It
is provided free of charge. To begin using Scratch, just follow these simple steps:
1) Download the free Scratch 2.0 offline editor from
https://scratch.mit.edu/download/scratch2 your PC or network.
2) Follow the instructions and install Scratch 2.0.
3) To download E.a.R.L coding blocks, choose the relevant E.a.R.L Scratch Helper
and save it to your PC or network. These can be found on the Hope or Findel
website.
UK: www.hope-education.co.uk/earl
International: www.findel-international.com/earl
4) Switch E.a.R.L on, then using the USB lead provided, connect E.a.R.L to
a USB port on your PC. Press and hold the “GO” button for 5 seconds.
The LEDs will flash blue, E.a.R.L will be detected by your computer, and
the necessary driver will be loaded automatically. Please note, it may be
necessary to restart your PC.
All the necessary software is now
installed on your computer.
5) Switch your E.a.R.L on and
connect to a USB port on your
computer. Press and hold the
“GO” button for 5 seconds
until E.a.R.L’s LEDs flash blue,
signalling E.a.R.L is now in
Scratch mode.
6) Double click the E.a.R.L
Scratch Helper icon to launch
it. Check there is a tick under
the image of E.a.R.L to show
that it is connected. If the tick
isn’t present, check the USB
connection.

7) Click on “Start Scratch” and the E.a.R.L Scratch Helper will launch Scratch for
you. Just click on “More Blocks” and you will find the custom blocks needed
to control E.a.R.L. You can use these blocks to build your program.

15
You must use an “Event” to start your program.
When you have finished creating your program,
simply trigger the event you have chosen. In
this example, click on the green flag to send
the code to E.a.R.L. E.a.R.L will make a sound
to confirm the program has transferred. You
can now unplug E.a.R.L from your PC and press
“GO” to run the program.
Please note that the motors are disabled
when E.a.R.L is connected to a computer.

For more ideas, download the free learning resources and getting started guides at:
UK: www.hope-education.co.uk/earl
International: www.findel-international.com/earl

16
Computer Science Terminology

Term Definition Out of computing

context examples
Using abstraction, we focus upon the If we were creating a dance sequence with
details that matter whilst also removing the children, we could agree on several
Abstraction any unnecessary detail. steps and then repeat the sequence for
the duration of the song. This simplifies the
dance and removes unnecessary detail.

An algorithm is a set of rules or Children use algorithms every day to

instructions to complete a task. It is a complete specific tasks. For example, when
series of simple steps that anyone can they get dressed or eat their breakfast in
follow to solve a problem. the morning they follow an algorithm to do
Algorithm In computing, we turn an algorithm into it correctly.
a program on a digital device using a
specific programming language which the
computer can understand.

A bug is an error in an algorithm which When children learn to brush their teeth, they
prevents it from working exactly as we follow an algorithm. If the steps are not in
Bug would like. the correct sequence they will not brush their
teeth correctly. e.g. If they put toothpaste on
after they have brushed their teeth.

A set of instructions which is created in a n/a

Code language the computer understands to
solve a problem.

Computational thinking forms the basis Children are often presented with scenarios
for much of computer science and a in a range of subjects that challenge their
key skill for children to be taught. It is a thinking. For example, in science they
systematic approach to problem solving may be given a question which needs to
using logical and critical thinking skills be investigated and they will need to use
that both humans and computers can computational thinking to solve it.
Computational understand.
thinking To develop ‘computational thinking’
in our pupils, we can use a range of
approaches to address 4 key concepts:
1. Algorithms
2. Decomposition
3. Pattern recognition
4. Abstraction

Information that is stored in or used by a Children can create bar charts in maths/
Data computer. science to present data.

Debugging is the process we need to If children are not brushing their teeth
follow to locate and fix a bug. correctly (see bug example) they may need
Debugging to move the sequence of steps around so
that they are in the correct order.

When we break down a problem into Pupils use decomposition in many subjects.
simple and easy to manage parts, this is For example, if they are going to produce
known as decomposition. Decomposition a piece of writing, they would first look at
helps to solve complex problems and different examples of the particular genre
Decomposition manage large projects. and pick out the main features. In breaking
a piece of writing up into smaller parts and
focusing on each feature individually, it
makes it easier to produce a longer piece
of writing.

The physical components of a computer The children will have used a range of
Hardware or digital device. hardware including a keyboard on a
desktop computer.

17
Computer Science Terminology (continued)

Term Definition Out of computing

context examples
Applying rules to problem solving. When children spell unfamiliar words
they could use their knowledge of similar
Logical reasoning sounding words and patterns to spell it
correctly.

Problems often come in different shapes By identifying patterns, we can make

and sizes. Among the many differences, predictions, create rules and solve more
there are often similarities. When we look general problems. In English and maths,
Pattern recognition for patterns, we often recognise what children often improve their spellings and
different problems have in common and develop a quicker recall of the time tables
can often use what has worked before to using this process.
help us out again.

Presenting the steps in the correct order. The lunch time routine in school follows a
Sequence sequence. If it is not done in the correct
order things will go wrong.

A collection of data or instructions that When children use apps on an iPad they are
Software tell a computer how to work. using software that runs on a computer for
a specific purpose.

18
 Unplugged – an introduction to programming
We can introduce computer science concepts, such as algorithms and debugging
from a young age without giving access to a computer, robots or any type of
technology.
The use of unplugged activities are a great
way to introduce the basic concepts of Unplugged Activities
programming and how we need to test to
Unplugged activities are
find any bugs and then follow the process of
used to introduce pupils
debugging to fix them.
to a range of computer
Following the three introductory lessons, science concepts,
pupils will have experienced some challenging them to solve
key computational thinking concepts problems logically without
and approaches including algorithms, using computers, robots or
decomposition, debugging, perseverance technology.
and collaboration.

Computational thinking
Facing a problem so that it
can be modelled and solved
by a computer. Made up of
four key strategies:
• Decomposition
• Pattern matching
• Abstraction
• Algorithms

19
 Lesson 1
Unplugged: an introduction to programming

Lesson objective: I can follow an algorithm accurately

Computing curriculum objectives: Cross-curricular objectives:
Understand what algorithms are Maths, Year 1:
• Recognise and name common 2-D shapes, including squares,
circles and triangles

Resources: Preparation:
• A3 paper •U
 sing the activity instructions (Appendix 1) draw the picture on
• A4 paper A3 paper - do not show this to the class until they have followed
the instructions and drawn their own
• Pencils
You could make your own simple picture maybe
• Simple drawing steps (Appendix 1) something linked to the class topic or text and make
• (Optional) plastic 2D shapes your own list of simple steps. Remember to be vague,
avoiding prepositions or details such as size and shape
• Give out A4 paper and a pencil to each child

Activities:
• Ask the children if they know what the word ‘algorithm’ means
• Tell the children that you will be sharing an algorithm with them and once the task is complete, they
should be able to explain what the word means

Timings: 40 minutes
• Read out the list of steps needed to draw the picture, pausing in between each one. Try to use the word
‘algorithm’ wherever possible so the pupils become familiar with the term
• Emphasise to the children that they should do exactly what they are asked to do and they cannot ask
any questions
• Once you have finished ask the children to compare their drawings with each other
• Ask the children if they to explain what an ‘algorithm’ is
• Introduce and define the term ‘algorithm’. (Refer to Computing Curriculum Terminology page 17-18)
• Compare all drawings with the original drawing
• Questioning:-
–W
 hat do you notice? (They should all look different)
– Why are they different? (Because the algorithm wasn’t very good and needed more detail)
– How could we improve our algorithm? (Add more detail such as size and where things should be
positioned)
– Introduce and explain the term ‘bug’ and ‘debugging’. (Refer to Computing Curriculum
Terminology page 17-18)

Extension:
• Ask the children to draw their own character and describe it to their partner
• Can the other child give feedback on how to improve the algorithm?

SEN/additional support:
• Prior to the activity, show children the different shapes before they listen and follow the algorithm. Children could
use plastic 2D shapes if required to create the picture

Plenary:
• Watch BBC Bitesize video ‘What is an algorithm?’
https://www.bbc.com/bitesize/articles/z3whpv4
• Key questions:
– Can I describe to my partner what an algorithm is?
– What do we need to consider when creating an algorithm?

20
 Lesson 2
Unplugged: an introduction to programming

Lesson objective: I can take on the role of a robot and follow an algorithm accurately
Computing curriculum objectives: Cross-curricular objectives:
KS1 Maths, Year 1:
• Understand what algorithms are; how they are • Describe position, direction and movement, including whole,
implemented as programs on digital devices; half, quarter and three quarter turns
and that programs execute by following Maths, Year 2
precise and unambiguous instructions
• Use mathematical vocabulary to describe position, direction
• Create and debug simple programs and movement, including movement in a straight line and
distinguishing between rotation as a turn and in terms of right
angles for quarter, half and three-quarter turns (clockwise and
anticlockwise)

Resources: Preparation:
• Playground chalk •O
 utside, using chalk and a large ruler/metre stick draw several
• Metre sticks or large ruler simple mazes on the playground for the children to be able to
walk through
• Whiteboard and pens
•B
 egin with a simple challenge, such as making one turn and
• Masking tape (optional) increase the difficulty e.g. 2 turns etc
Tip: If it is wet outside, you can follow the same procedure using
paper tissue or masking tape in school.

Activities:
• Remind the children of what the term ‘algorithm’ means. (Refer to Terminology page 17-18)
• Ask the children what happens if the algorithm does not include sufficient detail or is not accurate

Timings: 40 minutes
• Watch the BBC Bitesize video ‘What are computer bugs?’
https://www.bbc.com/bitesize/articles/ztgjq6f
• Discuss what ‘bugs’ are and revisit the term ‘debugging’. (Refer to Terminology page 17-18)
• Tell the children that they will be turning into robots and will be given an algorithm to follow
• Emphasise that computers do not have brains, cannot think for themselves and will only do exactly what
we tell them to
• Ask one of the children to be the robot. Then ask the children to shout out the steps they have written
but not to correct any mistakes (bugs). Show the rest of the group/ class one of the mazes. Ask them to
use their whiteboards to create an algorithm to navigate the robot through the maze
• Position the robot at the start of the maze. Choose one child to share their algorithm step by step for
the robot to follow (this child should look away from the maze so they cannot correct any mistakes
(bugs)
• Once the algorithm is complete, discuss what happened with the rest of the group/ class
– Did you spot any bugs?
– Could you debug them?
• Ask the children to navigate through the different mazes in pairs or small groups

Extension:
• Can they create their own mazes and suitable algorithms?
• Can they create their own command cards to get them through the maze? e.g. ‘forward one step’, ‘one right turn’
etc
• Use Key Stage 2 vocabulary for turning such as rotation, right angles, clockwise and anti-clockwise

SEN/additional support:
• Provide a list of command cards that could be used in an algorithm e.g. move forward 1 step. This could be created
with the children as they discuss the most common commands

Lesson 2 continued on next page

21
SEN/additional support:
• Tap the child on the right or left to help them turn the correct way

Plenary:
• Key questions:
– What happens when the algorithm is not accurate?
– How could we make sure it is accurate?
• Discuss testing the algorithm before we pass it to the robot. Would this help?
What else may help us when we are testing it? Discuss breaking the algorithm down into smaller parts
to make it easier. This introduces the concept of ‘decomposition’. (Refer to Terminology page 17-18)

22
 Lesson 3
Unplugged: an introduction to programming

Lesson objective: I can create an accurate algorithm

Computing curriculum links: Cross-curricular objectives:
Key stage 1 English
• Understand what algorithms are •L
 isten and respond appropriately to adults and their peers
• Programs execute by following precise and
unambiguous instructions
• Create and debug simple programs
Key stage 2
• Solve problems by decomposing them into
smaller parts

Resources: Preparation:
• Maze resource (Appendix 2 and 2.1) • Print maze resource (Appendix 2 and 2.1) and hand out 1 per
• Pencils pair
• Ask children to sit in pairs

Activities:

Timings: 40 minutes
• Remind the children of what the terms ‘algorithm’ and ‘debugging’ mean. (Refer to Terminology page
17-18)
• Tell the children to work in pairs to navigate around the paper-based maze
• Child 1 is to be the robot. They must close their eyes and hold the pencil on the paper ready to receive
the algorithm
• Child 2 gives instructions to guide Child 1 through the maze
• Once complete, children swap roles and repeat

Support:
• Use simpler mazes.

Extension:
• Draw their own mazes to challenge other children
• Challenge the children to use less steps in their algorithm

Plenary:
• Discuss what happened with the rest of the group/ class
- Did they successfully navigate through the maze?
- What was challenging?
- How could we have made it easier?
• Discuss testing the algorithm before it is passed to the robot. Would this help?
• What else may help us when we are testing it? Discuss breaking the algorithm down into smaller parts to make it
easier. Could we have had checkpoints? This introduces the children to the concept of ‘decomposition’ which is
taught in Key Stage 2

23
Introducing E.a.R.L
Integrating programming and robotics
Children will now have a basic understanding of some key computational thinking
concepts. They will be aware of what an algorithm is, how they need to test it to
find any bugs and then follow the process of debugging to fix them. They will
also have some experience of using decomposition to break a problem down
into smaller parts. The next step will be to turn an algorithm into a program on a
digital device.
The opportunity to interact with E.a.R.L allows children to develop their logical
thinking and problem-solving skills further as they work through the following
activities.

24
 Lesson 4
Create a program for E.a.R.L

Lesson objective: I can give E.a.R.L simple commands to follow

Computing curriculum links: Cross-curricular objectives:
Key stage 1 Maths, Year 1
• Understand what algorithms are; how they are •R
 ecognise and name common 2-D including rectangles, squares,
implemented as programs on digital devices; circles and triangles
and that programs execute by following
precise and unambiguous instructions
• Create and debug simple programs

Resources: Preparation:
• E.a.R.L • Fully charge E.a.R.L prior to the activities
• Large sheet of paper • Print ‘How to use E.a.R.L’ (Page 10)
• Pencils

Activities:
• Introduce the children to E.a.R.L
• Begin by looking at E.a.R.L’s key features together – the clear outer shell, wheels, switches and buttons.
Ask children to discuss and describe the features and what they might do

Timings: 40 minutes
• Tell the children E.a.R.L is a robot. Explain that a robot cannot think for itself and that it needs a human
to create a program to make it move, sound or interact
• Explain that we can create a program by using the different coloured buttons
• With E.a.R.L switched on, give the children time to explore the robot and its different functions
• Look for opportunities to discuss what each button does. Using the clear button to reset E.a.R.L and
make him start again
• Challenge the children to program E.a.R.L to travel a short distance from one part of the room to the
other
• Place start and end cones/objects on the floor
• Discuss whether the programming was successful

Support:
• Ensure children understand how to make E.a.R.L move in the four basic directions. (forwards, backwards, left and
right). Place 4 objects on the floor that E.a.R.L needs to travel to, from the same starting point

Extension:
• I can create a sequence of commands to make E.a.R.L travel different distances in the classroom
• I can make E.a.R.L take a pause and play a sound at different points on his journey

Plenary:
• Discuss E.a.R.L’s features
• Discuss what might be helpful to do before we program E.a.R.L. (Create an algorithm)
• Discuss the importance of testing parts of the program (decomposition) and the whole program (debugging) (Refer
to Terminology page 17-18)

25
 Lesson 5
E.a.R.L Challenges

Lesson objective: I can program E.a.R.L to complete a series of challenges

Computing curriculum objectives:
Key stage 1
Pupils should be taught to:
• 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

Resources: Preparation:
• Print E.a.R.L challenge cards (Pages 27-28) • Fully charge E.a.R.L prior to the activities
• Command cards • Refer to explanation for command cards (Using commands
• Whiteboard and dry wipe pens (Extension option) cards page 13)

Activities:

Approximately 20

depending on the
minutes per card.

children’s ability
This will vary
• Ask children to work in pairs or small groups. Ask the children to select a challenge card
and use E.a.R.L to complete the challenge
• When the children have completed the first challenge, introduce the command cards
• Explain how using the cards to create an algorithm can help to debug a program. (see
page 13)

Support:
• An adult may be needed to support the children in reading the activities and to ensure they understand the task

Extension:
• I can create my own challenges for others to complete
• Children can use a whiteboard to create their algorithms instead of the command cards

Plenary:
• Can the children use logical reasoning to predict the behaviour of simple programs by predicting what E.a.R.L. will
do based on other children’s algorithms?
• Ask the children to share how they solved the challenges with others

26
 Challenge 1 Challenge 2
Objective: I can measure the
Objective: I can make E.a.R.L
distance E.a.R.L travels when I
travel to my partner
press the forward button once

Task: Task:
Sit facing your partner. Discuss with your partner how you can measure the
distance E.a.R.L travels when the forward button is
Take it in turns to program E.a.R.L to reach the other person.
pressed once.
With your partner talk about the materials you will need.
Work with your partner to collect and set up and
complete the challenge.
Record your answer.

Find materials that will make your

measurements as accurate as possible.
Extra challenge:
I can make E.a.R.L visit my partner, make a sound,
then turn around and come back to me. Extra challenge:
I can connect E.a.R.L to Scratch to create a program How far will E.a.R.L travel when you press the forward
using E.a.R.L coding blocks. button 2 or 3 times?

Challenge 3 Challenge 4
Objective: I can make E.a.R.L Objective: I can make a new
complete a short sequence of moves home for E.a.R.L

Task: Task:
Make E.a.R.L complete a dance routine using all the Choose materials available in your classroom to make a
buttons at least once. good home for E.a.R.L.
Create a sequence of moves and repeat it 3 times. Build the home then program E.a.R.L to enter it from
different areas in the classroom.

Using the command cards will help you to plan

your sequence and make sure you do not miss
any steps.
Your home will need to have an entrance
wide enough for E.a.R.L to enter.
Extra challenge:
Could you ask another pair to predict what dance
E.a.R.L will do and then program their E.a.R.L to do Extra challenge:
the same the dance at the same time? Can you program E.a.R.L to go into the home and
Try making this dance in Scratch then go back to the starting point?

27
 Challenge 5 Challenge 6
Objective: I can make E.a.R.L Objective: I can make E.a.R.L
follow a path through a maze complete a number formation

Task: Resource:
Use masking tape (inside) or playground chalk (outside) Print digital numbers (Appendix 3).
create a path/maze.
Task:
Program E.a.R.L to travel through the maze.
Program E.a.R.L to follow path along a the shape of a
digital number.

Don’t forgot to make your path wide enough Don’t forgot to make your path wide enough
for E.a.R.L to travel through. for E.a.R.L to travel through.

Extra challenge: Extra challenge:

Can you make E.a.R.L pause and play a sound at Can you help E.a.R.L spell a simple 3 or 4 letter word,
different parts of the maze? e.g. cat.

Challenge 7 Challenge 8
Objective: I can program E.a.R.L to Objective: Which surface does
travel around different shaped objects E.a.R.L. travel the furthest on?

Task: Task:
Choose some different shaped objects and place them in Test how far E.a.R.L will travel on different surfaces.
a clear space on the carpet.
Can you predict which surface E.a.R.L will travel the
Program E.a.R.L to travel around the sides of the objects. most and the least on?
Think about how you will measure the distance travelled
accurately.
Program E.a.R.L to move forward 5 times and measure
the distance he has travelled along each surface using
standard units.

Make sure you set up a fair test using

different surfaces e.g. carpet, plastic, wood,
Think about how far E.a.R.L will move when a thin wire mesh.
yellow command button is pressed once.

Extra challenge:
Extra challenge: Can you make a list to order the distances that E.a.R.L
Can you find examples of 2D shapes where travels on each surface?
commands are repeated to complete the shape? Could you make a graph?
Program E.a.R.L to turn around and repeat the Explain why E.a.R.L doesn’t travel the same distance
journey the opposite way. on each surface.

28
 Lesson 6
E.a.R.L Mat Challenges

Lesson objective: I can program E.aR.L to navigate around a mat to complete a set challenges
Computing curriculum links: Cross curricular links:
• Understand what algorithms are; how they are The following challenges support a number of cross-curricular
implemented as programs on digital devices; learning objectives
and that programs execute by following English:
precise and unambiguous instructions
•A
 sk relevant questions to extend their understanding and
• Create and debug simple programs knowledge
• Use logical reasoning to predict the behaviour •A
 rticulate and justify answers, arguments and opinions
of simple programs participate in discussions

Treasure Island Mat Challenges:

Raises awareness of conservation issues which could lead on to wider reading and discussions in English and science.
Raises awareness of deforestation issues and losses of habitat which could lead on to wider reading and discussions in
English and science.
Raises awareness of storm damage and supporting charities which could lead on to wider reading and discussions in English.

Street Scene Mat Challenges:

Raises awareness of supporting local businesses and buying fair trade products which could lead on to wider reading
and discussions in English.

Solar system Mat Challenges:

In geography, KS1 pupils should be taught to:
• Use simple compass directions (North, South, East and West) and locational and directional language [for example,
near and far; left and right], to describe the location of features and routes on a map
In geography, KS2 pupils should be taught to:
• Use grid references
In English, Year 1 pupils should be taught:
• The name the letters of the alphabet
• Naming the letters of the alphabet in order

Resources: Preparation:
• E.a.R.L • Place the mat flat down in an area
• Treasure Island Mat/Street Scene Mat/Solar • Print and cut challenge cards
System
• Command cards
• Challenge cards
• Whiteboards and pens

Activities:
depending on a
This could vary
Approximately

per challenge.

child’s ability

• The children should now be comfortable creating algorithms using the command cards
15 minutes
Timings:

or on whiteboards before turning into a program on a digital device

• Give the children time to familiarise themselves with chosen mat
• Tell them they will be given a number of different activities and they have to program
E.a.R.L to complete the tasks

Support:
• Provide command cards for the children to create their algorithm before programming E.a.R.L

Extension:
• Ask children to create their own challenges for others to complete
• Children can use their own symbols to create their algorithms on whiteboards instead of the command cards

Plenary:
• Can the children use logical reasoning to predict the behaviour of simple programs by predicting what E.a.R.L will do
based on other children’s algorithms?
• Ask the children to share how they solved the challenges with others

29
 Treasure Island: Treasure Island:
Challenge 1 Challenge 2
Challenge: Help the sailors travel around the coast Challenge: Help the dolphin get back out to sea
The sailors have lost their map and need your help to A dolphin is lost and has managed to find its way into the
sail all the way around the coast safely. Start where the lake. It needs to get back to the other dolphins in the sea
ship is in the bottom left corner and lead it all of the way as soon as possible.
around the island and back to the starting position.
Can E.a.R.L help the dolphin find her way out through the
river?
Place E.a.R.L in the lake and create a program to lead the
dolphin out through the river and back into the sea.

Extra challenge:
Extra challenge:
The sailors have had a long journey and are very
hungry. Can you make E.a.R.L pause on different parts Can E.a.R.L travel from the sea into the river to
of the journey so that they can get something to eat collect the dolphin and then take it back to the sea to
and have a rest? escape?

Treasure Island: Treasure Island:

Challenge 3 Challenge 4
Challenge: Save the trees Challenge: Find the buried treasure
A pirate has been chopping down lots of trees to build a There has been a storm and the bridge has been
new ship. damaged.
Choose a starting point then program E.a.R.L to visit all Starting at the wooden fort, can you program E.a.R.L
of the trees on the island to make sure they haven’t been to travel around the river and lake to find the buried
taken. treasure.

X marks the spot!

Extra challenge:
Extra challenge: Collect the treasure then program E.a.R.L to take it
Try to visit all of them in the quickest possible time. back to the fort.

30
 Treasure Island:
Challenge 5
Challenge: Meet and greet
The pirates would like to build a home on the island but
would like to know how many animals and people live
there.
Program E.a.R.L to visit all of the people and animals on
the island and pause to say hello to each one.

Extra challenge:
Can you find the best starting point to find the
quickest possible route?
Create a pictogram or bar chart displaying some of
the features on the island e.g. mountains, ships, fish,
people and trees.

31
 Street Scene: Street Scene:
Challenge 1 Challenge 2
Challenge: I can use grid references accurately Challenge: I can follow an algorithm to predict where
E.a.R.L has just arrived in a new city and doesn’t know which E.a.R.L will visit
way to go. Can you help E.a.R.L get to the correct place? Place the ‘clear’ card at the start and the ‘go’ card at the
end in front of you, leave a space in between them.
To choose a location to go, select a card from each of
the piles (1 x letter and 1 x number) to generate a grid Juggle the command cards and choose 3 cards at random.
reference.
Place them next to each other in the space between
Preparation: ‘clear’ and ‘go’.
Place grid reference labels Can you predict where E.a.R.L will travel to?
around the outside of the
mat (Appendix 4). Print Program E.a.R.L to see if you are correct.
out the letters A to D and
numbers 1 to 8, cut them out
and place them in 2 piles face
down (Appendix 3).

The police are very strict in the new city and

robots are only allowed to travel on the roads but
they can drive into the shops when they get there.

Extra challenge: Extra challenge:

Race another E.a.R.L from different starting points to Create an algorithm with 4, 5 and 6 cards and repeat
see who arrives at the destination first. the task.

Street Scene: Street Scene:

Challenge 3 Challenge 4
Challenge: Get E.a.R.L ready for the party Challenge: Help E.a.R.L collect the shopping
E.a.R.L has been invited to a party. E.a.R.L’s mum has given him a shopping list of items to
collect.
E.a.R.L has just finished lunch at the café.
Can you help E.a.R.L to collect all the items on the list?
Then needs a haircut, some new clothes and wants to
buy a present.
Program E.a.R.L to visit all the places and get party ready.

Banan
as
Medic
ine
Bread
Meat
Stamp
Try to choose a good strategy to visit all of s
them in the quickest possible time. Fish

Extra challenge: Extra challenge:

Where else might E.a.R.L need to go before the Program E.a.R.L to collect all the items on the list in
party? Add it to your journey. the quickest possible time.

32
 Solar System: Solar System:
Challenge 1 Challenge 2
Challenge: Rescue the astronaut Challenge: Visit all the planets in the solar system
An astronaut is lost in space. Starting at the Sun, E.a.R.L wants to visit all of the planets
in the solar system.
Program E.a.R.L to rescue them and return to Earth.
Program E.a.R.L to take the journey.

 reak the whole journey down into smaller

B
Choose a rocket for E.a.R.L to start the parts and create separate algorithms to travel
rescue from. from one planet to the next.

Extra challenge: Extra challenge:

The astronaut has left a rock sample on Mars. Take Can you visit the planets in size order from smallest to
the astronaut to collect it before you travel to Earth. largest.

Solar System: Solar System:

Challenge 3 Challenge 4
Challenge: Visit all of the planets in alphabetical Preparation:
order Print out several copies of the compass points North,
E.a.R.L has been learning the alphabet at robot school. South, East and West and place them face down next to
the mat (Appendix 5).
Starting from Earth can you program E.a.R.L to visit all of
the planets in alphabetical order. Challenge: Use compass points accurately
Teach E.a.R.L how to travel in different directions using
compass points.
Place E.a.R.L on the planet Saturn.
Pick up a compass point card.
Program E.a.R.L to travel in that direction and stop at the
first thing he reaches.
Work out the order of the planets before you
create the algorithm.

Support:
Provide an alphabet strip.

Extra challenge: Extra challenge:

Can you play a sound when E.a.R.L reaches each Can you play a sound when E.a.R.L reaches a planet/
planet? object?

33
 Lesson 7
Using E.a.R.L with Scratch

Lesson objective: I can use Scratch to create a program to make E.a.R.L travel in a right angle
Computing curriculum links: Cross-curricular links:
Key Stage 2 Maths, Year 3:
Pupils should be taught to: •R
 ecognise angles as a property of shape or a description of a
• Design, write and debug programs that turn
accomplish specific goals, including controlling • Identify right angles
or simulating physical systems; solve problems
by decomposing them into smaller parts
• Use sequence, selection, and repetition in
programs; work with variables and various
forms of input and output
• Use logical reasoning to explain how some
simple algorithms work and to detect and
correct errors in algorithms and programs

Resources: Preparation:
• E.a.R.L • Pupils should have a good understanding of a right angle
• Playground chalk (Support option) • Pupils should have experience of dragging blocks in Scratch 2 to
• Computer with Scratch software code E.a.R.L
• Print/read Scratch instructions page 15-16

Activities:

Timings:

minutes
• Discuss the properties of a right angle

45
• Could we draw a right angle on paper?
• How can we make E.a.R.L travel along the direction of a right angle?

Support:
• Using chalk in the playground, draw 2 straight lines that meet at a right angle and ask the children to walk along it.
Can they create an algorithm for their journey? Use this to help them create their code in Scratch

Extension:
• I can create different sized right angles?

Plenary:
• What shapes are the children aware of that have right angles in them? e.g. square, rectangle
• Can they create an algorithm to move along that shape?

34
 Lesson 8
Using E.a.R.L with Scratch 2

Lesson objective: I can use Scratch 2 to create a program to make E.a.R.L travel a quarter
turn, half turn and whole turn
Computing curriculum links: Cross-curricular links:
Key Stage 2 Maths, Year 3:
Pupils should be taught to: • Recognise angles as a property of shape or a
• Design, write and debug programs that accomplish description of a turn
specific goals, including controlling or simulating physical • Identify right angles, recognise that two right angles
systems; solve problems by decomposing them into make a half-turn, three make three quarters of a turn
smaller parts and four a complete turn;
• Use sequence, selection, and repetition in programs; work
with variables and various forms of input and output
• Use logical reasoning to explain how some simple
algorithms work and to detect and correct errors in
algorithms and programs

Resources: Preparation:
• E.a.R.L • Pupils should have a good understanding of a right
• Computer with Scratch software angle and that it represents a quarter turn
• Pupils should have experience of dragging blocks in
Scratch 2 to code E.a.R.L
• Print/read Scratch instructions page 15-16

Activities:
• Discuss the properties of a right angle and that it represents a quarter turn

• Could we use Scratch to make E.a.R.L. move a quarter turn?

Timings: 60 minutes

• If 90 degrees is a quarter turn, how many degrees would E.a.R.L travel through to complete a half
turn? Can we use Scratch to make E.a.R.L. move through a half turn?

• Repeat for a three quarter turn and full turn

Support:
• Ask the children to physically move in quarter, half, three quarters and full turns prior to the task
• Support with right and left directions

Extension:
• Could they make it turn 720 degrees? 540 degrees etc.?

Plenary:
• How many degrees are there in a quarter, half, three quarter and full turn?

35
 Lesson 9
Using E.a.R.L with Scratch

Lesson objective: I can use Scratch to create a program with repeat loops to make E.a.R.L
travel a quarter turn, half turn and whole turn
Computing curriculum links: Cross-curricular links:
Key Stage 2 Maths, Year 3:
Pupils should be taught to: • Recognise angles as a property of shape or a description of a
• Design, write and debug programs that turn
accomplish specific goals, including controlling • Identify right angles, recognise that two right angles make
or simulating physical systems; solve problems a half-turn, three make three quarters of a turn and four a
by decomposing them into smaller parts complete turn;
• Use sequence, selection, and repetition in
programs; work with variables and various
forms of input and output
• Use logical reasoning to explain how some
simple algorithms work and to detect and
correct errors in algorithms and programs

Resources: Preparation:
• E.a.R.L • Pupils should have completed the previous activity using Scratch
• Computer with Scratch software to make E.a.R.L travel in quarter, half, three quarters and full
turns

Activities:
• Discuss the code needed to create each turn. It should look like below:
Quarter turn: Half turn: 3 quarter turn: Whole turn:

Timings: 60 minutes
• What do the children notice about the code? (It is repeating for each turn)
• How could we do 2 full turns? (Use the rotate block 8 times)
• Discuss how this could get repetitive and we can use a repeat block to make our code simpler

• Can the children use this to create 2 full turns?

Support:
• Ask the children to use the repeat blocks to do less turns

Extension:
• How many repeats are needed to do 3,4,5 turns? Can we use our times tables to help us?

Plenary:
• When we simplify our code and remove unnecessary detail we call this abstraction

36
 Lesson 10
Using E.a.R.L with Scratch

Lesson objective: I can use Scratch 2 to make E.a.R.L make a square shaped journey
Computing curriculum links: Cross-curricular links:
Key Stage 2 Maths, Year 3:
Pupils should be taught to: • Recognise angles as a property of shape or a description of a
• Design, write and debug programs that turn
accomplish specific goals, including controlling • Identify right angles, recognise that two right angles make
or simulating physical systems; solve problems a half-turn, three make three quarters of a turn and four a
by decomposing them into smaller parts complete turn;
• Use sequence, selection, and repetition in
programs; work with variables and various
forms of input and output
• Use logical reasoning to explain how some
simple algorithms work and to detect and
correct errors in algorithms and programs

Resources: Preparation:
• E.a.R.L • Pupils should understand the properties of a square (4 equal
• Computer with Scratch software sides and 4 right angles

Activities:
• Ask the children to create an algorithm to draw a square
• Challenge them to turn their algorithm into a program on a digital device using Scratch 2 and E.a.R.L
• Their code should look something like this

Timings: 60 minutes

• Discuss how we used abstraction in the previous activity. Is there a way we could simplify the code
above?
• Could we then add a sound at the end to say it is completed?

Support:
• Create the algorithm for a square together and let the children use it to create their code

Extension:
• Could we create a rectangle in this way using abstraction and repeat loops?

Plenary:
• Discuss any shapes that we couldn’t create with E.a.R.L. e.g. triangles. Can the children say why?

37
Assessment
There will be lots of opportunities to assess the children as they work
collaboratively through the lessons, activities and challenges.
As well as observing them completing
the tasks, it is also important to check the Computational thinking
children’s understanding and observe their Facing a problem so that it
approach to the 4 computational thinking can be modelled and solved
concepts. by a computer. Made up of
The following questions can be used to assess four key strategies:
the children: • Decomposition
• Pattern matching
What is an algorithm?
• Abstraction
An algorithm is a set of rules or instructions to • Algorithms
complete a task. It is a series of simple steps
that anyone can follow to solve a problem.
What is decomposition?
When we break down a problem into simple and easy to manage parts, this is
known as decomposition.
What is pattern recognition?
Problems often come in different shapes and sizes. Among the many differences,
there are often similarities. When we look for patterns, we often recognise what
different problems have in common and can often use what has worked before
to help us out again.
What is abstraction?
In using abstraction, we focus upon the details that matter whilst also removing
any unnecessary detail.
What is the different between an algorithm and a program?
When we turn an algorithm into commands on a digital device we call this a
program.

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EYFS assessment grid
E.a.R.L allows children to have fun using their creativity and developing skills which hit a number of EYFS objectives. These include:
Technology: Children recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular purposes.
Exploring and using media and materials: Children safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and
function.
Being imaginative: Children use what they have learnt about media and materials in original ways, thinking about uses and purposes. They represent their own ideas, thoughts
and feelings through design and technology, art, music, dance, role-play and stories.
Numbers: Children count reliably with numbers from 1 to 20, place them in order and say which number is one more or one less than a given number. Using quantities and
objects, they add and subtract two single-digit numbers and count on or back to find the answer. They solve problems, including doubling, halving and sharing.
Shape, space and measure: Children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to
solve problems. They recognise, create and describe patterns.

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Name: Date
What level did the children work at
in this activity?
Activity Success criteria
WT WA GD
I can make E.a.R.L. move
Lesson 4 I can make E.a.R.L. light up
I can make E.a.R.L. create a sound
I can describe what will happen when I press the
Lesson 5 and E.a.R.L challenge different buttons on E.a.R.L.
cards I can make E.a.R.L. follow a sequence of commands
to get to a chosen destination
Year 1 activities assessment grid
Pupils should be taught to:
• 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
Name: Date
What level did the children work at

40
Activity Success criteria in this activity?
WT WA GD
Lesson 1 I can use the word ‘algorithm’ accurately.
Lesson 2 I can use the word ‘debug’ accurately.
Lesson 3 I can follow and create algorithms.
I can make E.a.R.L. move.
Lesson 4 I can describe what will happen when I press the
different buttons on E.a.R.L.
I can press the buttons in the correct sequence to I
make E.a.R.L move where I want it to.
Lesson 5 I can use logical reasoning to predict what will
happen when I look at an algorithm.
I can debug.
Year 2 activities assessment grid
Pupils should be taught to:
• 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
Name: Date
What level did the children work at
Activity Success criteria in this activity?
WT WA GD
Lesson 1 I can use the word ‘algorithm’ accurately?

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Lesson 2 I can use the word ‘debug’ accurately?
Lesson 3 I can follow and create algorithms?
I can press the buttons in the correct sequence to
make E.a.R.L move where I want it to?
Lesson 4 I can use logical reasoning to predict what will
happen when I look at an algorithm?
I can debug accurately?
I can use logical reasoning to predict the behaviour
Lesson 5
of simple programs?
EaRL challenge cards
I can create and debug simple programs?
I can program E.aR.L to navigate around a mat to
complete a set challenges.
I can create accurate algorithms.
Lesson 6 I can use my algorithms to create programs on a
EaRL mat challenge cards digital device.
I can create and debug simple programs.
I can use logical reasoning to predict the behaviour
of simple programs.
Year 3 activities assessment grid
In key stage 2, pupils should be taught to:
• Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts
• Use sequence, selection, and repetition in programs; work with variables and various forms of input and output
• Use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs
Name: Date
What level did the children work at
Activity Success criteria in this activity?
WT WA GD
I can program E.aR.L to navigate around a mat to
complete a set challenges.

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I can create accurate algorithms.
I can use my algorithms to create programs on a
Lesson 6
digital device.
I can create and debug simple programs.
I can use logical reasoning to predict the behaviour
of simple programs.
Lesson 7
Can I create different outputs using E.a.R.L.?
Lesson 8
Can I use block based coding to give E.a.R.L.
Lesson 9
commands?
Can I write and debug programs that accomplish
specific goals?
Can I control physical systems?
Can I solve problems by decomposing them into
smaller parts?
Lesson 10
Can I use sequence and repetition in programs?
Can I use logical reasoning to explain how some
simple algorithms work and to detect and correct
errors in algorithms and programs?
Can I use abstraction to simplify my code?
Appendix 1
Lesson 1
Unplugged: an introduction to programming
Lesson objective: I can follow an algorithm accurately

Algorithm/drawing steps
• Draw one circle on top of the other.
• Put 2 triangles on each side of the
top of the head.
• Draw two circles for the eyes.
• Draw a circle for the nose.
• Give it a smile

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Appendix 2
Lesson 2
Unplugged: an introduction to programming
Lesson objective: I can take on the role of a robot and follow an algorithm
accurately
Can I direct my partner out of the maze?
• Child A closes their eyes with a pencil in their hand
• Child B gives child A instruction on how to get through the maze

© Paul Strickland 2019 | Floor Robot Scheme of Work | Hope Education | Permission to photocopy

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Appendix 2.1
Lesson 2 - extension maze
Unplugged an introduction to programming
Lesson objective: I can take on the role of a robot and follow an algorithm
accurately
Can I direct my partner out of the maze?
• Child A closes their eyes with a pencil in their hand
• Child B gives child A instruction on how to get through the maze

© Paul Strickland 2019 | Floor Robot Scheme of Work | Hope Education | Permission to photocopy

45
Appendix 3
E.a.R.L challege card 6
To follow are the digital letters and numbers for E.a.R.L challenge card 6 (Page
28)
Differentiation - certain numbers and letters are easier to navigate E.a.R.L
along

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Appendix 4
E.a.R.L mat challenge card - street scene challenge 1 (page 32)

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Appendix 5
E.a.R.L mat challenge card - solar system challenge 4

NORTH NORTH

EAST EAST

WEST WEST

SOUTH SOUTH

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 Floor robot
Scheme of Work

Deliver exciting computer science lessons

suitable from EYFS through to KS2

UK: www.hope-education.co.uk
International: www.findel-international.com
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