Today each class continued their new topic on coding. They began their lesson recapping the meaning of SMART and the reason why it is important to remember this.

They continued looking at the vocabulary involved with coding, including algorithm, event, action, debug and command. Each class then explored a different set of challenges involving algorithms.

In Reception, the children began by following a set of verbal instructions, such as stand up, jump up and down etc… They then moved onto non verbal commands, shown to them and they responded. Today, the class saw a special Beebot map, which had different locations the Beebot could visit. They explored how to program the machine to travel along the map to a specific location. This involved the children using forward, turn and forward commands. By the end of the session, some children were programming the machine on their own. Well done Reception!

In year 1, the children began creating their own simple commands and algorithms. The challenges involved them programming different sea creatures to move in different directions. The class all progressed onto adding a ‘when clicked’ command into their algorithms, in order to make the crab move. This was a little complicated but most of the children were able to achieve the challenge.

 In year 2, the children created an algorithm to allow the plane to go up and for the yellow plane to go to the right. This also involved debugging an example of a broken algorithm. The class then progressed onto adding their own objects (planes) on the background and then commanding them to move.

In year 3 and year 4, the children created a set of code through adding different characters and adjusting their properties. They then began exploring how to create an algorithm to move the characters using both a ‘when clicked’ command and a ‘timer’ command. Some children were able to progress onto setting a timer to make their super hero disappear and then re-appear after another set time.

In year 5 and year 6, the children continued creating algorithms in order to design a simple catching game. The children began by adjusting the speed at which varieties of foods fall from the sky. They then began creating an algorithm to move the catcher in order to catch the foods and avoid the weights. As part of their algorithms the children adjusted their scores, added different keys and included different variables. Some children progressed onto creating their own games, including a shrimp falling game and a splatter bug game.

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