iPrimary Computing Year 1 Term: 2 Weeks: 16–20 Duration: 5 weeks: 10 lessons

Unit 4: Introducing algorithms

About this unit:

This unit introduces students to the idea of algorithms as a group of instructions that, when followed, result in a desired outcome. They will learn to follow algorithms
carefully, order steps within an algorithm and construct their own. Following this, they will learn the term ‘debug’ and recognise it as meaning to check and edit their
work. Finally, they will develop their use of directional language in their algorithms and use this to plan and hold an algorithm activity event.

Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5

To recognise what an To correctly order an To create an algorithm To debug an algorithm To follow an algorithm that
algorithm is and what it does algorithm and test it uses directional language
To begin to recognise that
algorithms must be clear and
accurate

Lesson 6 Lesson 7 Lesson 8 Lesson 9 Lesson 10

To debug and fix an To create an algorithm using To plan an activity for an To create and debug an To hold an algorithm activity
algorithm that uses directional language algorithm event algorithm event
directional language
To begin to think about the To evaluate the algorithm
instructions that will be event and consider what
needed to direct someone to could be improved
carry out the activity

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Year 1, Unit 4: Introducing algorithms, Lesson 1

Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives

To recognise what an Students should be able to algorithm, instruction, clear PS1.1A Understand what an algorithm is
algorithm is and what it explain what an instruction is
PS1.1B Understand what algorithms are used for
does and what to do if given an
instruction from their parent or
To begin to recognise
teacher
that algorithms must be
clear and accurate

Teaching Summary

Ask students to discuss how they know what to do at school. How do they know what work to do? Students Think-Pair-Share their ideas. Get students to feedback
and establish that, generally, they know what to do at school because of the instructions their teacher gives them.
 Ask students what instructions are. How do they know that something is an instruction?
 Introduce the word ‘algorithm’. Ask students to Think-Pair-Share what they think it means.
 Ask the students for their ideas, then explain that the word ‘algorithm’ means: a set of instructions for someone or something to follow.
 Explain that today the students will have a go at creating an algorithm as a class.

Main Activity

Explain to the students that you are going to make a jam sandwich, and in order to do this you need them to give you clear instructions on how to make the
sandwich.
Have all the necessary resources ready on a table; bread, jam, butter, knife, chopping board and a plate. Make sure all the food items are still sealed where
possible. Stand behind the table and wait for instructions. If students are unsure, or do not realise they need to start giving instructions to make you do something,
it may be helpful for an adult to give the first instruction. For example, ‘Pick up the bread’.
It is important to make sure you do exactly as the students ask. Their instructions may be vague or half-complete, but you should follow these without making any
assumptions about what they meant to say. It is unlikely that a sandwich will be successfully made – more likely there will be a mess!

Plenary

Ask students to explain what the activity demonstrated about algorithms. What do algorithms do? What do we need to be careful of when creating an algorithm?
Make sure students identify the need for clarity in their instructions, and for each step in the instructions to be very specific.

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Additional Activity

In pairs/small groups, students could replicate the class activity with a less messy task, such as picking up a pencil from the ground.

Digital Resources

Hardware: Additional resources:

None needed Resources for making a jam sandwich: bread, jam, butter, knife, chopping
board, plate
Recommended software:
None needed

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Year 1, Unit 4: Introducing algorithms, Lesson 2

Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives

To correctly order an Students should be aware that algorithm, instructions, PS1.1D Be able to interpret algorithms
algorithm and test it algorithms are sets of order, clear, detail,
PS1.1E Create algorithms
instructions and they should improve
recognise that these instructions PS1.1F Use logical reasoning to predict the behaviour of simple
need to be clear and detailed algorithms

Teaching Summary

Ask the students to recap what they learnt about algorithms in the previous lesson.
Ensure students remember that an algorithm is a set of instructions. Remind students of the need for detail and clarity and discuss what happened with the jam
sandwich when there was not sufficient detail, or the instructions were given in the wrong order.
 Explain that today the students will be creating an algorithm by reordering instructions.
 Show the class an enlarged version of Year 1, Unit 4, Lesson 2, Worksheet 1 (a set of muddled instructions for making a drink of orange juice). Ask
students what the problem with these instructions is. (They are in the wrong order.)
 With the class, discuss what order the instructions should go in. How do they know?
 As a class, reorder the instructions and go through the algorithm step by step to check the students’ solution. Are they happy with it now?
 Explain to the students that they will now work in pairs to reorder some muddled instructions in order to create a working algorithm.

Main Activity

Before the lesson, use Year 1, Unit 4, Lesson 2, Worksheet 2 to prepare this activity. Print out the algorithms in the worksheet and cut out the individual instruction
slips. Give them to students in a pile/inside an envelope, in the wrong order.
Students should then work in pairs to put the printed instruction slips into the correct order. They could test their algorithm by acting out the instructions as they
have ordered them (NB: for the support and extend activities, this acting out will need to be done without physical props due to the nature of the task).

Core: Students order the instructions from page 1 of Year 1, Unit 4, Lesson 2, Worksheet 2 (algorithm for sharpening a pencil).
Support: Students order the instructions from page 3 of Year 1, Unit 4, Lesson 2, Worksheet 2 (algorithm for preparing a bowl of cereal).
Extend: Students order the instructions from page 2 Year 1, Unit 4, Lesson 2, Worksheet 2 (algorithm for making a cup of tea).

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Plenary

Students feedback the order in which they put each slip to create their algorithms (ensure each of the three activities are covered). An adult could act out the
actions in front of students to check their sequences. Discuss any differences in how students have ordered the instructions. Does each order work or is one more
successful than the other? Why? Can they be improved? How?

Additional Activity

Students could take their completed algorithms and challenge their partner by removing an instruction and seeing whether their partner can guess which
instruction has been removed. Students could go about this by either reading them or, if necessary, acting the algorithm out until they identify a missing step.

Digital Resources

Hardware: Additional resources:

None needed Year 1, Unit 4, Lesson 2, Worksheet 1
Recommended software: Year 1, Unit 4, Lesson 2, Worksheet 2 (print and cut out individual instruction
slips before the lesson).
None needed

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Year 1, Unit 4: Introducing algorithms, Lesson 3

Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives

To create an Students should be able to explain algorithm, instructions, PS1.1E Create algorithms
algorithm that algorithms are sets of order, detail, improve
PS1.1F Use logical reasoning to predict the behaviour of simple
instructions
algorithms
Students should be able to order
simple sets of instructions to make
a complete algorithm

Teaching Summary

Recap the meaning of the word ‘algorithm’ with the students. Encourage students to Think-Pair-Share how to explain this in their own words.
 Explain that today the students will be creating their own algorithm.
 Discuss with students the kinds of activities we could create algorithms for. For example:
o making a sandwich
o writing a word
o kicking a ball
o folding some paper
o drawing a stick person
o turning on a computer.
 With the class, choose one of the above activities and, together, begin to create the appropriate algorithm.
 It will be important at this point to remind students of including necessary detail in their algorithm.
 Ask questions such as, ‘How can we write a letter if we are not holding a pencil yet?’ Encourage students to think very carefully about the order of the
instructions in their algorithm.
 Write the agreed instructions on the board so students can see these clearly.
 If possible, it may also help to have an extra adult to follow each instruction as it is written, in front of the students.

Main Activity

Core / Extend: In mixed-ability pairs and using Year 1, Unit 4, Lesson 3, Worksheet 1 (a blank storyboard), students choose one of the listed activities and create
an algorithm for someone to follow. Remind students that it may help to have one of their pair act the task out step by step as they create and write the algorithm,

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in order to make sure they do not miss any important steps.
Support: Encourage students to act the task out as they create the steps and support them in doing so if necessary.

Plenary

One student from each pair/group swaps with a student in another pair/group. The original pair/group member(s)reads the algorithm out to their new partner/group
member to see if they can follow it.
Ask the students if there were any points at which their new partner/group member did not do as they expected. Was this because an instruction was missing? If
so, what instruction needs to be added? Was the sequence of steps clear and accurate? What changes could they make to improve the algorithm?
Explain to students this process of reviewing and improving the instructions is called ‘editing’, and that they will be looking at this editing skill in more detail in the
next lesson.

Additional Activity

Students could film someone following their instructions while they read out the algorithm. Encourage them to speak loudly/clearly enough so that what they say is
captured as a kind of ‘voiceover’. When they watch it through, they could look for ways to improve their algorithm so it is more successfully carried out, or even
extend it so there are more actions achieved.

Digital Resources

Hardware: Additional resources:

Digital camera or similar device (for additional activity) Year 1, Unit 4, Lesson 3, Worksheet 1
Recommended software:
N/A

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Year 1, Unit 4: Introducing algorithms, Lesson 4

Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives

To debug an Students should be able to algorithm, instruction, clear, PS1.1D Be able to interpret algorithms
algorithm explain what an algorithm is and detail, improve, fix,
PS1.1F Use logical reasoning to predict the behaviour of simple
be able to create one (potentially debug/debugging, bug,
algorithms
with support) error, check, edit
Students should be able to
explain that algorithms need to
be clear and detailed and will
have begun to recognise the
need to check them

Teaching Summary

Discuss students’ learning from the previous lesson. What did they learn to do?

Discuss what they started thinking about at the end of Lesson 3, i.e. identifying where there were mistakes in their algorithms and beginning to suggest possible
improvements (fixes).
 Display the word ‘debug’ on the board. Ask students to Think-Pair-Share what they think this word might mean and how it might be used.
 Explain that a mistake in computer code is called a ‘bug’, and that ‘debug’ is a special word used by computer programmers – it means to check and edit
your algorithm to make sure it works.
 Explain to students that today they are going to debug an algorithm and fix it so it works successfully.
 Display a series of instructions taken from Year 1, Unit 4, Lesson 2, Worksheet 2. In doing so, either put one instruction out of order or miss one out
entirely, so that the algorithm contains a deliberate error. Ask students to look at the algorithm and discuss what they can see. Have you completed it
properly? How do they know? Can they prove it? How? Students discuss their ideas with their partner and feed back to the class. Remind students that it
may help to act out the algorithm to help them find where the mistake is.
 Once students have identified the error, explain that the next part of debugging is to correct the error. Ask students what they can do to correct the error
they have found.
 Introduce the main activity and ask students to complete it.

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Main Activity

Core: Give students a copy of page 1 of Year 1, Unit 4, Lesson 4, Worksheet 1 (a written algorithm with a missing instruction). They need to read through the
algorithm and find where the mistake is that needs debugging and correcting. Once they have found it, can they suggest how they would fix it?
Support: Give students a copy of page 2 of Year 1, Unit 4, Lesson 4, Worksheet 1 (an algorithm shown as a series of pictures). Instead of something being
missing, one of the pictures is out of place. Can the students find the out-of-place picture and suggest the correct place for it?
Extend: Students identify the error in the algorithm on page 1 of Year 1, Unit 4, Lesson 4, Worksheet 1. They then write the new instruction that needs to be
placed into the algorithm.

Plenary

Recap with students what debugging means. How have they carried this out today? What did they need to do to successfully debug the algorithms?
Give students an opportunity to demonstrate how they went about debugging by asking them to share their work.

Additional Activity

Students could look back at previous instructions/algorithms they have created in this unit and investigate whether there are any mistakes in them that can be
debugged. If they find any then they can use their new debugging skills to edit and improve their work.
Additionally, using an algorithm from a previous lesson, students could arrange a set of instructions into a complete algorithm and either remove an instruction or
rearrange two so that they are out of sequence. Students can then challenge a partner to find the error and debug it.

Digital Resources

Hardware: Additional resources:

None needed An algorithm from Year 1, Unit 4, Lesson 2, Worksheet 2, adapted so it
contains a deliberate error
Recommended software:
Year 1, Unit 4, Lesson 4, Worksheet 1
None needed

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Year 1, Unit 4: Introducing algorithms, Lesson 5

Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives

To follow an algorithm that Students should be able forward, backward, left, right, PS1.1D Be able to interpret algorithms
uses directional language to explain what an quarter-turn, half-turn, direction,
algorithm is and create instruction, algorithm
their own algorithms for
common tasks

Teaching Summary

Lesson note: If your class needs to revise directional language, it may be sensible to open the lesson with the additional activity (see below) as a quick revision
activity.
 Ask students whether they have ever been on a treasure hunt.
 Explain to students that you have been given a treasure map and some instructions on how to find the treasure, but you need their help to follow it.
 Using Year 1, Unit 4, Lesson 5, Worksheet 1, display the treasure map and instructions on the board. (It would also be useful for students to have a copy
to share between two so they can follow the route with their finger/a small object.)
 Ask students what they notice about the instructions. Do they recognise any of the words? Discuss the directional language. Make sure students are
confident with differentiating between right and left. A visual aid in the classroom may help with this. Alternatively, explain to students that holding their left
hand up in front of them (palm facing away) flat with the thumb outstretched will make a shape similar to a capital L (L for left).
 As a class, follow the instructions to find the treasure [Answer: shipwreck on land]. Once students have successfully followed the instructions, make sure
they recognise that the instructions they followed were another example of an algorithm.

Main Activity

Core: Give pairs of students a copy of page 1 of Year 1, Unit 4, Lesson 5, Worksheet 2. Students follow Algorithm 1 and Algorithm 2 below the treasure map to
find where the two pieces of treasure are hidden. [Answers: 1) shipwreck on land; 2) hut]
(NB: Algorithm 1 in this activity is the same as the whole-class algorithm followed above – this will give students the opportunity to consolidate their learning,
ready to try Algorithm 2.)
Support: Work with all students who will struggle with the right and left quarter- and half-turns. Students work with an adult in a small group. Focus particularly on
the quarter- and half-turns and how this changes what the instruction ‘forward’ will result in. It would be particularly helpful to have a small model person to move
round the map to help make clear their orientation.
Extend: Give pairs of students a copy of page 2 of Year 1, Unit 4, Lesson 5, Worksheet 2. Students follow Algorithm 1 and Algorithm 2 below the treasure map.
One algorithm will lead them to treasure and the other does not work properly. [Answers: 1) starfish; 2) This algorithm doesn’t work as the instruction ‘backwards
5’ leads the counter or character to fall off the grid.]

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When they find the route which doesn’t work properly, can they explain why? In their pairs, students could work together to correct the incorrect instructions in
order that they lead to the treasure.

Plenary

If possible, make a large grid on the floor, or out on the playground (this could be made using cones or skipping ropes laid out on the ground). Put objects in the
grid and ask a student to stand in a square on the grid. Can another student give instructions that include directional language to get the first student from where
they are standing, to an object, and back?

Additional Activity

To help secure students’ understanding of left and right half- and quarter-turns, they could play games of Simon Says. Include instructions such as: Simon says …
turn a half-turn to the left, a quarter-turn to the right, etc.

Digital Resources

Hardware: Additional resources:

None needed Year 1, Unit 4, Lesson 5, Worksheet 1
Recommended software: Year 1, Unit 4, Lesson 5, Worksheet 2
None needed Small model of a person
Cones/skipping ropes

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Year 1, Unit 4: Introducing algorithms, Lesson 6

Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives

To debug and fix an Students should understand instruction, algorithm, language, PS1.1D Be able to interpret algorithms
algorithm that uses directional language and be direction, debug/debugging, fix,
PS1.1F Use logical reasoning to predict the behaviour of simple
directional language able to follow instructions that error, edit, forward, backward,
algorithms
use the vocabulary ‘forward’, left, right, quarter-turn, half-turn
‘backward’, ‘left’, ‘right’,
‘quarter-turn’ and ‘half-turn’
Students should know what it
means to debug an algorithm
and should be able to read and
interpret the instructions within
an algorithm

Teaching Summary

Discuss the kinds of instructions the students met in the previous lesson. What was interesting and unique about them?
Discuss the language used and how the instructions made it clear what the students needed to do to follow them successfully.
 Explain that you have received another treasure map but that you have tried following the algorithm without success. Something in it is wrong.
 Ask students what skill they are going to need to use in this lesson to check and edit the algorithm in the treasure map – debugging!
 On the board, display Year 1, Unit 4, Lesson 6, Worksheet 1 and explain that the instructions need to be debugged. Ask pairs of students to read through
the algorithm and to discuss where and how it is broken. Select students to feedback to the class.
 Ask students for suggestions on how to fix (debug) the algorithm. In this example, they will need to move forward one square, rather than backwards two
squares as a final movement.
 Explain to the students that they will now work in pairs/small groups to debug some more algorithms. Hand out copies of Year 1, Unit 4, Lesson 6,
Worksheet 2 for students to work on.

Main Activity

Students work in mixed-ability pairs to complete Year 1, Unit 4, Lesson 6, Worksheet 2 – this features a treasure map with algorithms for two different routes on it.
Explain to students that they need to investigate the two algorithms. Do they work? If not, can they debug the algorithm and find the error? [Answers: 1) Incorrect
because the treasure is found under a tree; 2) Incorrect because the final instruction should be ‘forward 3’]
Challenge students to write the missing part of the algorithm, or to rewrite the part which has the error. Once they have done so, they should go through the
debugging cycle again, checking their new instructions.

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Support: Provide small-group adult support for students as needed, moving a model person around the map as per the algorithm’s instructions. When students
find the mistake, work together to edit the algorithm so that it works successfully, with the adult scribing any changes that are needed.

Plenary

Discuss again how an algorithm needs to be clear and concise so that it can be followed easily and accurately.
Compare students’ edited algorithms. Ask two different pairs of students to read their edits out loud to the class and record the edited instructions on the board,
side by side. Discuss whether they all made exactly the same edits. Could they have changed the algorithm in a different way and still made it work? Why is that?
Is one set of edits better than the other? Why? Does one get the task completed quicker than the other? How?

Additional Activity

Students could return to the algorithms in the main activity (Year 1, Unit 4, Lesson 6, Worksheet 2) and investigate whether they can edit and fix them in more
than one way. Can they make a prediction about how many ways it would be possible to debug and fix an algorithm? Once they have had a chance to look at the
algorithms, ask students if they think there is more than one way they could fix it. Ask them to see if they can prove their ideas. For example, Algorithm 1 could be
edited so the algorithm does result in the treasure being hidden under the shipwreck.

Digital Resources

Hardware: Additional resources:

None needed Year 1, Unit 4, Lesson 6, Worksheet 1
Recommended software: Year 1, Unit 4, Lesson 6, Worksheet 2
None needed Small model person

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Year 1, Unit 4: Introducing algorithms, Lesson 7

Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives

To create an Students should be able to read, tour guide, route, journey, PS1.1E Create algorithms
algorithm using follow and correctly debug direction, destination,
PS1.1F Use logical reasoning to predict the behaviour of simple
directional language algorithms which use directional forward, backward, left,
algorithms
language right, quarter-turn, half-
turn, algorithm,
instructions,
debug/debugging

Teaching Summary

Explain to students that today they are going to be a tour company, setting up and planning the tours they will take people on across an island. On the island are
different tourist sites that people will want to see (e.g. statue, museum).
 Using Year 1, Unit 4, Lesson 7, Worksheet 1, display the map of the island. Point out to students the start (and end) point of the tour.
 Explain to students that it is up to them in what order the tour visits the different tourist sites.
 Depending on the confidence of the class with directional language, choose a destination for the students to write the navigation algorithm for.
 As a class, and using directional language, write the algorithm that would get the tourists from the start point to the chosen destination.
 Introduce the main activity and ask students to complete it.

Main Activity

Students are each given an appropriate map and their task is to write or create an algorithm for a specific destination on the map (see detail below). Each map
features some landmarks that cannot be travelled across (mountains and ponds).
Core: Give each student a copy of page 1 of Year 1, Unit 4, Lesson ,7 Worksheet 2. Students choose a destination on the map and write an algorithm which
would direct a tourist from the start point, to the chosen place, and back again. To make this slightly trickier, challenge the students to plot a completely different
route on the way back (not just the outward journey in reverse).
Support: Give each student a copy of the stimulus map used at the beginning of the lesson – Year 1, Unit 4, Lesson 7, Worksheet 1. Students choose a
destination on the map and create their algorithm to take someone from the start point to the chosen place. They do not need to create the instructions for the
return journey. Instead of writing their algorithm, students can use Year 1, Unit 4, Lesson 7, Worksheet 3 – this involves the students selecting and sticking down
arrow heads to help them show the direction of travel and the type of turn they wish the person to make.
Extend: Give each student a copy of page 2 of Year 1, Unit 4, Lesson 7, Worksheet 2. Students choose two destinations on the map and write an algorithm for a
route that incorporates both places. They should make sure the route leads back to the start point. There are more obstacles in this map, which will necessitate a
more complex route.

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Plenary

Give students an opportunity to test and debug their algorithms. Put students into pairs to work collaboratively on debugging each other’s work.

Additional Activity

Students could read their algorithm out to a partner who moves a model person across their map. Is their algorithm clear and detailed enough for their partner to
successfully traverse the map, avoiding all obstacles and reaching the correct destination?

Digital Resources

Hardware: Additional resources:

None needed Year 1, Unit 4, Lesson 7, Worksheet 1
Recommended software: Year 1, Unit 4, Lesson 7, Worksheet 2
None needed Year 1, Unit 4, Lesson 7, Worksheet 3 (Support)
Small model of a person

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Year 1, Unit 4: Introducing algorithms, Lesson 8

Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives

To plan an activity for Students should be confident algorithm, instructions, PS1.1F Use logical reasoning to predict the behaviour of simple
an algorithm event in identifying what an algorithm event, routine, direct, algorithms
is and be able to explain what forward, backward, left,
To begin to think about
it means to debug one right, quarter-turn, half-
the instructions that will
turn, improve, edit
be needed to direct Students should be able to use
someone to carry out directional language to follow
the activity an algorithm or create their
own

Teaching Summary

Explain that in the final lesson of this unit (Lesson 10), the students will be running an algorithm activity event (or hosting it, if guests can be invited!). This lesson
and the next will be the students’ opportunity to plan and prepare the events and resources for their algorithm event.
 Have some PE equipment such as hoops, balls, bean bags, hurdles, etc. out in front of the class.
 Explain to the students that they are going to use these to create exercise routines that they will direct people through.
 Lay a hoop down on the floor, and show the algorithm for a routine:
o Step forward into the hoop.
o Make a quarter-turn to the right.
o Jump 10 times on the spot.
o Make a quarter-turn to the left.
o Step forward out of the hoop.
 Ask a student to come up to the front and demonstrate how to follow the algorithm.
 Ask students to Think-Pair-Share a change they could make to the algorithm to improve it.
 Take feedback and edit the algorithm. Get another student to demonstrate how to follow the new algorithm.
Explain to the students that their task now is to work in groups to create an exercise routine/mini assault course for their event. In the next lesson they will be
writing the algorithm for this, but they do not need to do so in this lesson.

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Main Activity

In mixed-ability groups of three or four, students collect some PE resources and start building the mini assault course.
Give them plenty of opportunity to try different set-ups and actions with the resources. The aim of this activity is to give students the opportunity to play around
with different ideas – they do not need to write the algorithm associated with their course, as they will be writing this in the next lesson. However, if the students
decide they would like to note down some ideas, provide paper and pens for them to do this. They may find it valuable to draw a picture of their planned activity to
act as a reminder in the next lesson.
To help make sure the activities the students design are not so long as to be unmanageable, you could use Year 1, Unit 4, Lesson 8, Worksheet 1 (a blank
storyboard resource) to help guide the length of their ideas.
While students are coming up with ideas, stop them and conduct short mini-plenaries, asking them to consider:
 What resources have they found useful and how?
 How many instructions have they included so far? Is this too few or too many? (Students should be aiming for five or six maximum)
 Are their activities going to be easy to create algorithms for? Why / why not?
 What could be added or taken away to make the activity and its algorithm easier to follow?

Plenary

Share students’ ideas as a class and create a class plan on the board listing all the confirmed activities for the algorithm event. Ensure that there is a good mix of
different activities for the guests/other students to be led through.

Additional Activity

Students could also plan map-following activities, similar to those found in Lessons 6 and 7.

Digital Resources

Hardware: Additional resources:

None needed Various PE equipment (e.g. hoops, balls, bean bags, hurdles, etc.)
Recommended software: Pens and paper
None needed Year 1, Unit 4, Lesson 8, Worksheet 1

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Year 1, Unit 4: Introducing algorithms, Lesson 9

Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives

To create and debug an Students should be confident algorithm, instructions, PS1.1E Create algorithms
algorithm in identifying what an algorithm direct, forward, backward,
PS1.1F Use logical reasoning to predict the behaviour of simple
is and be able to explain what left, right, quarter-turn,
algorithms
it means to debug one half-turn, debug, improve
Students should be able to use
directional language to follow
an algorithm or create their
own, keeping in mind the main
outcome of this unit

Teaching Summary

Remind students of the outcome of the unit – an algorithm activity event, being held in the next lesson.
Briefly recap and discuss the students’ planned activities, referring to the shared class plan that was created at the end of the previous lesson.
 Explain that today the students will be writing the algorithm that directs people through their activity course.
 Ask students to Think-Pair-Share some of the words that will be useful in these instructions and create a class word bank on the board. For example: hop,
jump, skip, run, walk, turn, crouch, etc.
 Introduce and complete Activity 1 (see main activity below).
 Ask students to feedback from Activity 1. Do any new words need to be added to the word bank?
 Briefly discuss and recap with students what makes a good algorithm:
o clear
o easy to follow
o allows someone to complete a task quickly.
 Introduce and complete Activity 2.

Main Activity

Activity 1
Using the PE equipment, students set up their activity again, ready to help them write their algorithm. As a group, they discuss the kinds of movements and
actions they will be instructing people to do.

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Activity 2
In their groups, students write the algorithm for their activity. Encourage students to refer to the list of criteria for a good algorithm. Remind students that they
should check and debug their algorithm as much as they can to make sure it works.

Support: Students who need support when writing the algorithms could use Year 1, Unit 4, Lesson 9, Worksheet 1 – this enables them to create their algorithm
using the arrows and actions, and sticking them into the template in the correct order.

Plenary

Ask one student from each group to swap with a student in another group, leaving two or three original group members. These original members read their
algorithm out to the new team member to see if they can follow it.
Ask the students if there were any points at which their new team member did not do as they expected. Was this because an instruction was missing or needed
changing? If so, what needs to be added/changed? How could the algorithm be debugged and improved?

Additional Activity

Students could use the maps from earlier in the unit to write navigational algorithms for their guests at the algorithm activity event to follow. Use the map
resources from Lesson 7 to facilitate this.

Digital Resources

Hardware: Additional resources

None needed Various PE equipment (as per Lesson 8)
Recommended software: Year 1, Unit 4, Lesson 9, Worksheet 1
None needed Pens and paper
Year 1, Unit 4, Lesson 7, Worksheet 1 (for additional activity)
Year 1, Unit 4, Lesson 7, Worksheet 2 (for additional activity)

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Year 1, Unit 4: Introducing algorithms, Lesson 10

Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives

To hold an algorithm Students should be confident algorithm, instructions, PS1.1D Be able to interpret algorithms
activity event in identifying what an algorithm forward, backward, left,
PS1.1F Use logical reasoning to predict the behaviour of simple
is and be able to explain what right, quarter-turn, half-
To evaluate the algorithms
it means to debug one turn, debug, improve,
algorithm event and
review
consider what could be Students should be able to use
improved directional language to follow
an algorithm or create their
own
Students should be aware of
the main outcome of this unit

Teaching Summary

This lesson offers a good opportunity to invite parents or other classes and colleagues to share in the students’ work. If this is not possible, it will be necessary to
arrange a rotation of the class so that all students have a go at reading and following an algorithm as well as running an activity during the event
 Before guests arrive, ask students to set out their planned activity and to make sure they have their written algorithms available. (Encourage them to have
a copy of their algorithm displayed clearly for visitors.)
 It may help the students if they are given the opportunity to test their algorithm first, practising both reading it, and checking it works.
 Once the activity event is set up and the students are ready, open it up to guests and run the event!
(NB: the event would be best held outside or in a large space such as the school hall.)

Main Activity

Hold the algorithm event. Introduce the day to the guests/other students, giving them a summary of the event and explaining how this event will help demonstrate
the students’ learning over the course of the unit.
Encourage students to get involved with this part of the day. Ask a student from the class to explain to guests what an algorithm is. Ask another to explain what it
is important to remember when creating an algorithm (they must be clear, easy to follow and enable someone to complete a task quickly).
To help introduce the context of the event, ask students to recap what they have learnt and the activities they have conducted across the unit.

As the event progresses, visit each of the groups and make sure that all students are getting the opportunity to be involved in giving instructions and following the

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algorithms. Observe students’ ability to give clear instructions that form an algorithm. Also observe their ability to follow the algorithms carefully and accurately.
At each activity, have a copy of Year 1, Unit 4, Lesson 10, Worksheet 1 available for the guests to complete. Encourage students to remind their guests to fill in
this review sheet.

Plenary

Share some of the ‘guest reviews’ (Year 1, Unit 4, Lesson 10, Worksheet 1) with the students and discuss the feedback they received on their activities and
algorithms. What went really well? How could students improve the event next time?

Additional Activity

This activity offers a good opportunity to link to the students’ earlier learning about filming digital movies. Some students could be tasked with filming the event
and then this video could be shared with the school or on the school website.

Digital Resources

Hardware: Additional resources:

None needed Various PE equipment (as per Lessons 8 and 9)
Recommended software: Prepared algorithms from Lesson 9
None needed Year 1, Unit 4, Lesson 10, Worksheet 1

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