Select a topic across a two year cycle
Recommended any combination of three topics per year.
Choose a combination of units that suits your students and context.
Cycle one (Year 1)
Cycle two (Year 2)
Cycle one (Year 1)
| Jan | Jun | Dec | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|
Cycle two (Year 2)
| Jan | Jun | Dec | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|
Solving simple problems
Overview
This unit provides opportunities to explore algorithms, conceptualising algorithms as a sequence of steps or procedures for carrying out instructions to solve problems. It also incorporates representing data as part of our algorithms.
Achievement standards
By the end of Year 2 students show how simple digital solutions meet a need for known users. Students represent and process data in different ways. They follow and describe basic algorithms involving a sequence of steps and branching.
Australian Curriculum
This topic enables students to
- identify familiar activities that can be described as a series of steps
- describe and represent familiar activities as an algorithm
- order steps such as instructions in a correct sequence
- follow and create an algorithm to perform a series of instructions/steps
- describe the parts of the algorithm that include branching and iteration.
Watch this video for a quick overview of the unit and how to use its resources with your students.
Assessment View assessment advice
Achievement standard
By the end of Year 2 students show how simple digital solutions meet a need for known users. Students represent and process data in different ways. They follow and describe basic algorithms involving a sequence of steps and branching.
Assessment tasks
Use the assessment task Fairytale fun, where students use the slide sorter function to arrange a set of presentation slides in correct sequence to retell a fairytale. Alternatively, provide the images for students to sequence as an unplugged task.
Use the two multiple choice questions Planting a seed and Brushing your teeth to assess students’ understanding of sequencing steps and identifying a missing step. Alternatively, provide the assessment tasks for students to complete unplugged using this worksheet.
Rubric: Algorithms
| 1 (limited) | 2 (basic) | 3 (proficient) | 4 (advanced) | |
|---|---|---|---|---|
| Following algorithms (following verbal, written or drawn instructions) | with guidance can follow a simple sequence of steps | can follow a sequence of steps | can follow a sequence of steps with decisions (branching) and repeated steps (iteration) | can follow a sequence of steps with decisions (branching) and repeated steps (iteration), explaining the purpose of each step in achieving the overall outcome |
| Describing algorithms (describing an algorithm represented verbally, or as written or drawn instructions) | with guidance can describe a simple sequence of steps | can describe a sequence of steps | can describe a sequence of steps with decisions (branching) and repeated steps (iteration) | can describe a sequence of steps with decisions (branching) and repeated steps (iteration), explaining the purpose of each step in achieving the overall outcome. Can explain reasons for their choice of representation |
Rubric: Representing data
| 1 (limited) | 2 (basic) | 3 (proficient) | 4 (advanced) | |
|---|---|---|---|---|
| Representing data in algorithms (following and describing verbal, written or drawn instructions) | with guidance identifies the type of data to describe a simple sequence of steps | identifies the type of data to describe a sequence of steps | identifies and selects the type of data to describe a sequence of steps | identifies and selects the type of data to describe a sequence of steps and justifies their choice of data |
Unit sequence
This topic offers 3 sequential units
Unit 1
An intro to algorithms
Provide opportunities to explore algorithms, conceptualising algorithms as a sequence of steps or procedures for carrying out instructions to solve problems.Unit 2
Instructing a floor robot
Use programming floor robots as an authentic means to use algorithms, emphasising concepts like positional language, sequencing and estimation.Unit 3
Algorithms with branching and iteration
Introduce algorithms that involve making a decision (branching) and repeat steps (iteration).An intro to algorithms
What is this about?
Provide opportunities to explore algorithms through guided play, including hands-on, kinaesthetic and interactive learning experiences. Students begin to develop their design skills by conceptualising algorithms as a sequence of steps or procedures for carrying out instructions to solve problems or achieve certain things. These skills could include identifying steps in a familiar process such as brushing their teeth or instructions to complete a task. It also provides an opportunity to explore a story by an Aboriginal or Torres Strait Islander author that has a sequence that can be followed.
Content descriptions
Investigate simple problems for known users that can be solved with digital systems AC9TDI2P01
Follow and describe algorithms involving a sequence of steps, branching (decisions) and iteration (repetition) AC9TDI2P02
Represent data as pictures, symbols, numbers and words AC9TDI2K02
This sequence enables students to:
- identify familiar activities that can be described as a series of steps
- describe familiar activities as an algorithm
- order steps such as instructions in a correct sequence
- follow and create an algorithm to perform a series of instructions/steps.
Resources to include
Resources to introduce
-
![What is an algorithmImage]()
What is an algorithm
Find out more -
![7 ways you’re using algorithms in your daily life without even knowingImage]()
7 ways you’re using algorithms in your daily life without even knowing
Find out more -
![Sequencing | Lesson 3 | Camp Coding CampImage]()
Sequencing | Lesson 3 | Camp Coding Camp
Find out more
Years 1–2 What is an algorithm
Use this resource to discuss what an algorithm is and use the examples to explore relevant ideas.
Requires
- internet access
- computer and interactive whiteboard to display website Note: the video may not play in your region, however the transcript demonstrates the coverage of the video.
Suggested time
30 minutesEnables students to:
- identify familiar activities that can be described as a series of steps
- describe familiar activities as an algorithm.
Years 1–2 7 ways you’re using algorithms in your daily life without even knowing
Use these examples to explore familiar activities that can be described using a series of steps.
Requires
- internet access
- computer and interactive whiteboard to display website
Suggested time
30 minutesEnables students to:
- identify familiar activities that can be described as a series of steps
- describe familiar activities as an algorithm.
Years 1–2 Sequencing | Lesson 3 | Camp Coding Camp
Watch this fun video to explain the algorithm as a sequence of steps that a computer can follow.
Requires
- internet access
- computer and interactive whiteboard to display video
Suggested time
4 minutesEnables students to:
- identify familiar activities that can be described as a series of steps
- describe familiar activities as an algorithm.
Resources to develop and consolidate learning
-
![Introducing algorithms Image]()
Introducing algorithms
Find out more -
![Algorithms: storytelling sequenceImage]()
Algorithms – Storytelling sequence
Find out more -
![Follow the algorithmImage]()
Follow the algorithm
Find out more -
![About me Image]()
About me
Find out more
Years 1–2 Introducing algorithms
In this sequence of lessons, students design a sequence of steps for others to follow. They convey their instructions to peers and evaluate the work of others to determine if the outcome was successful.
Requires
- printed worksheet with 4 × 4 grids
Suggested time
1 hourEnables students to:
- order instructions in a correct sequence.
Years 1–2 Algorithms – Storytelling sequence
In this lesson, students will explore a story by an Aboriginal or Torres Strait Islander author that has a sequence that can be followed. Students will sequence the main elements or steps in the story in their own way and share with peers.
Requires
- printed worksheet
- Book: On the Way to Nana’s by Frances and Lindsay Haji Ali
Suggested time
1 hourEnables students to:
- order images of a story in a correct sequence.
Years 1–2 Follow the algorithm
In this context-setting lesson, students will play a game intended to get them thinking about sequential instructions.
Requires
- a large area to practice following algorithms that involve movement
Suggested time
1 hourEnables students to:
- describe some basic moves
- follow and create an algorithm to perform a series of movements.
Years 1–2 About me
Order images to show a sequence of personal events or milestones such as birth, first tooth and beginning to crawl.
Requires
- computer and slide presentation software
- image creation software or drawn images photographed and uploaded to presentation software
Suggested time
1 hourEnables students to:
- identify key stages in their life as a timeline
- order a series of images in a correct sequence.
Resources to apply and extend learning
-
![Dancing to teach coding and algorithmsImage]()
Dancing to teach coding and algorithms
Find out more -
![First to finishImage]()
First to finish
Find out more -
![Understanding algorithms and the smiley face biscuit challenge (Years F-2)Image]()
The smiley face biscuit challenge
Find out more
Years 1–2 Dancing to teach coding and algorithms
View this video for ideas to integrate simple dance moves as a sequence of steps.
Requires
- internet access
- computer
- large grids outside marked with chalk to practise dance moves
Suggested time
1 hourEnables students to:
- describe some basic dance moves
- follow and create an algorithm to perform a series of dance moves.
Years 1–2 First to finish
Use this lesson to compare algorithms designed to complete the same task, and evaluate each for efficiency.
Requires
- internet access
- computer and interactive whiteboard to display slides
Suggested time
1 hourEnables students to:
- repeat a task to develop more efficient processes
- write down the steps they followed to complete their task.
Years 1–2 The smiley face biscuit challenge
Use the lesson in this resource to order a set of cards to create a smiley face biscuit.
Requires
- one printed worksheet with images per student or group
- scissors
Suggested time
1 hourEnables students to:
- order instructions in a correct sequence.
Background and professional learning
Years 1–2 Algorithms
Download this A3 poster for planning sessions and use it to view the coverage of algorithms for Years 1–2.
Suggested time
30 minutes
Instructing a floor robot
What is this about?
Use programming floor robots as an authentic way to introduce students to basic programming principles, emphasising concepts like positional language, sequencing and estimation. The goal is to foster foundational skills in computational thinking and enhance awareness of digital systems through firsthand experiences. Explore algorithms through guided play and interactive learning, allowing students to conceptualise algorithms as step-by-step procedures to solve problems or control devices like Bee-Bots. While there's no specific programming language requirement for Years 1–2 students, they can begin developing basic programming skills, focusing on designing sequences of steps, such as programming a robotic toy's movement.
Content descriptions
Investigate simple problems for known users that can be solved with digital systems AC9TDI2P01
Follow and describe algorithms involving a sequence of steps, branching (decisions) and iteration (repetition) AC9TDI2P02
Represent data as pictures, symbols, numbers and words AC9TDI2K02
This sequence enables students to:
- order instructions in a correct sequence
- use arrows to describe directional movement
- use a grid and arrows to represent an algorithm.
Resources to include
Resources to introduce
-
![How do you program a robot?Image]()
How do you program a robot?
Find out more -
![Programming peopleImage]()
Programming people
Find out more -
![Using your flat wom-botImage]()
Using your flat wom-bot
Find out more
Years 1–2 How do you program a robot?
Use this resource to set the task of giving a robot instruction to move.
Requires
- internet access
- computer and interactive whiteboard to display website
Suggested time
30 minutesEnables students to:
- order instructions in a correct sequence
- use arrows as a form of representation to describe directional movement.
Years 1–2 Programming people
Play a variation of the game ‘Simon says’ to develop understanding of sequencing and instructions in programming.
Requires
- one set of printed programming cards per group of students
Suggested time
30 minutesEnables students to:
- order instructions in a correct sequence
- use arrows as a form of representation to describe directional movement.
Years 1–2 Using your flat wom-bot
Use this resource to discuss how to use arrows to program a floor robot.
Requires
- one printed sheet per student
Suggested time
30 minutesEnables students to:
- order instructions in a correct sequence
- use arrows as a form of representation to describe directional movement.
Resources to develop and consolidate learning
-
![Buzzing with Bee-Bots Image]()
Buzzing with Bee-Bots
Find out more -
![Goldilocks, the Three Bears and BeeBotImage]()
Goldilocks, the three bears and Bee-Bot
Find out more -
![Bee-Bot ruler Image]()
Bee-Bot ruler
Find out more
Years 1–2 Buzzing with Bee-Bots
In this lesson, students follow and describe a series of steps to program a floor robot.
Requires
- class set of Bee-Bots
Suggested time
1 hourEnables students to:
- order instructions in a correct sequence
- use arrows as a form of representation to describe directional movement.
Years 1–2 Goldilocks, the three bears and Bee-Bot
Students explore a sequence of steps using Bee-Bots in the context of familiar narratives. They navigate a Bee-Bot to events within the story, first as a whole class and then in small groups.
Requires
- class set of Bee-bots
Suggested time
1 hourEnables students to:
- order instructions in a correct sequence
- use arrows as a form of representation to describe directional movement.
Years 1–2 Bee-Bot ruler
Explore the concept of sequencing steps, using Bee-Bots to measure length.
Requires
- class set of Bee-Bots
Suggested time
1 hourEnables students to:
- order instructions in a correct sequence
- estimate length
- use arrows as a form of representation to describe directional movement.
Resources to apply and extend learning
-
![Spelling beeImage]()
Spelling bee
Find out more -
![Skip-counting with Bee-botsImage]()
Skip-counting with Bee-Bots
Find out more -
![Blue-Bot challengesImage]()
Blue-Bot challenges
Find out more -
![What]()
What's the buzz?
Find out more
Years 1–2 Spelling bee
Write a set of instructions that program a Bee-Bot to move to letters to spell out a word on an alphabet grid.
Requires
- internet access
- computer and interactive whiteboard to display website
Suggested time
30 minutesEnables students to:
- order instructions in a correct sequence
- use arrows as a form of representation to describe directional movement
- use a grid to represent an algorithm.
Years 1–2 Skip-counting with Bee-Bots
Play a skip-counting game where students program a Bee-Bot to stop at multiples of a set number, e.g. 2, 4, 5, 10, on a number grid.
Requires
- class set of Bee-Bots
- large 100 chart as a grid for Bee-Bot to move from number to number.
Suggested time
1 hourEnables students to:
- order instructions in a correct sequence
- use arrows as a form of representation to describe directional movement
- use a grid to represent an algorithm.
Years 1–2 Blue-Bot challenges
Use these challenges created by Kylie Docherty, QSITE to provide opportunities for students to learn how to design and follow a series of steps to program Blue-Bot or use a Bee-Bot.
Requires
- one printed worksheet per student
- class set of blue-bots or Bee-Bots
Suggested time
30 minutesEnables students to:
- order instructions in a correct sequence
- use arrows to describe directional movement.
Years 1–2 What's the buzz?
In this lesson students use Bee-Bots and Scratch Junior to synthesise what they know about bees, and are introduced to mapping concepts.
Requires
- one printed worksheet per student
- class set of blue-bots or Bee-Bots
Suggested time
30 minutesEnables students to:
- order instructions in a correct sequence
- use arrows to describe directional movement.
Algorithms with branching and iteration
What is this about?
Delve further into the concept of algorithms by examining and representing the decisions and steps involved in everyday processes. For instance, planting seeds to grow seedlings, with each step becoming a part of the algorithm, like building blocks to form a sequence. The goal is to connect the abstract idea of algorithms to tangible, relatable events in the students' lives. By using examples such as solving puzzles, creating instructions to play a traditional Australian First Nations game, building models with snap blocks, or nurturing seedlings, students can grasp the notion of algorithms as step-by-step instructions, similar to a recipe for accomplishing tasks. Introduce algorithms that involve making a decision (branching) and repeat steps (iteration).
Content descriptions
Investigate simple problems for known users that can be solved with digital systems AC9TDI2P01
Follow and describe algorithms involving a sequence of steps, branching (decisions) and iteration (repetition) AC9TDI2P02
Represent data as pictures, symbols, numbers and words AC9TDI2K02
This sequence enables students to:
- follow and describe an algorithm that involves a sequence of steps
- describe the parts of the algorithm that include branching and iteration
- describe ways to use digital systems to solve simple problems.
Resources to include
Resources to introduce
Years 1–2 Three little pigs: Make a map
Use this map to retell the story of the three little pigs by creating an algorithm using arrows to follow instructions. This activity enables students to explore branching and iteration.
Requires
- one printed worksheet per student
Suggested time
1 hourEnables students to:
- follow and describe an algorithm that involves a sequence of steps
- use arrows as a form of representation to describe directional movement
- describe the parts of the algorithm that include branching and iteration.
Years 1–2 Plant a seed worksheet
Use this worksheet to sequence steps of planting a seed.
Requires
- one printed worksheet per student
Suggested time
30 minutes
Resources to develop and consolidate learning
-
![Planting fruit and vegetablesImage]()
Planting fruit and vegetables
Find out more -
![Snap block models Image]()
Snap block models
Find out more -
![Yulunga traditional Indigenous gamesImage]()
Yulunga traditional Indigenous games
Find out more
Years 1–2 Planting fruit and vegetables
In this sequence of lessons, students grow a plant from a seed, capturing each step and decision as an algorithmic process and recording data for future learning. This activity enables students to explore branching and iteration.
Requires
- seeds, potting mix and pots
- device with camera to photograph stages of seedling growth
Suggested time
extended periodEnables students to:
- identify the needs of a plant
- represent data as sound, images and text
- follow and describe an algorithm that involves a sequence of steps
- describe the parts of the algorithm that include branching and iteration.
Years 1–2 Snap block models
Create a model using snap blocks that is one block high, and create a code so someone else can build your model. This activity enables students to explore branching and iteration.
Requires
- a class set of snap blocks or similar interlocking blocks
Suggested time
1 hourEnables students to:
- create a model using up to 20 snap blocks
- follow and describe an algorithm that involves a sequence of steps
- use arrows as a form of representation to describe directional movement
- represent data as sound, images and text
- describe the parts of the algorithm that include branching and iteration.
Years 1–2 Yulunga traditional Indigenous games
Use these traditional games for students to create their own algorithms to teach other students to play the game. This activity enables students to explore branching and iteration.
Requires
- internet access
- computer and interactive whiteboard to display website
- downloadable instruction sheets (selected by each group)
Suggested time
1 hourEnables students to:
- describe how to play a traditional Australian First Nations game
- represent data as sound, images and text
- follow and describe an algorithm that involves a sequence of steps
- describe the parts of the algorithm that include branching and iteration.
Resources to apply and extend learning
Years 1–2 Three little pigs
Retell the story of the three little pigs using a light-sensing robot such as Ozobot. This activity enables students to explore branching and iteration.
Requires
- class set of Ozobots
- one printed worksheet per student
Suggested time
2-3 hoursEnables students to:
- retell a story using sounds, images and words
- create and follow an algorithm that describes a series of steps
- describe the parts of the algorithm that include branching and iteration.
Years 1–2 Cross age making a robot
This lesson sequence is a cross-age project that can be used for students in Years 5–6 in collaboration with students in Years F–2. In this project, students collaborate on a code for an unplugged robot. They design, test and modify the robot and create instruction manuals.
Requires
- recycled materials to build a robot costume
Suggested time
2-3 hours
