An activity that explores a sequence of instructions directed at Year 2 code “Work independently, or collaboratively when required, to organise information and ideas to create and safely share sequenced steps for solutions (WATPPS15) “(SCSA, 2014) could involve students creating a sort of obstacle course to get through and guiding a blindfolded student through it using only verbal instructions (CSER, 2016). Giving verbal instructions will ensure that students are not cognitively overloaded by writing, which many in year 2 still struggle with. Students could use objects around the class such as desks and chairs and have something at the end that the blindfolded students would be required to pick up. Students would be sent straight into this task in groups of 3 or 4 with a brief explanation so that they can explore how it works and discuss issues afterwards. After completion, students would be asked to discuss in pairs what they struggled with e.g. did they know their lefts and rights? Were they given all the information they needed to complete the task successfully? Students would then be asked to discuss as a class the importance of setting out instructions in order so a task could be completed successfully. This task could be adapted for older years by requiring the steps to be written down in order before the task was completed.
School Curriculum and Standards Authority [SCSA]. (2014). Digital Technologies. Government of Western Australia, School Curriculum and Standards Authority. https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-browser/technologies/digital-technologies2#year-4-syllabus
CSER (2016, August 14). Algorithms and Decisions [Video]. Youtube. https://www.youtube.com/watch?v=dkwtase0MOo