FORWARD PLANNING DOCUMENT

TERM THREE Date: Year Level: ONE AND TWO SPLIT CLASS

YEAR LEVEL DESCRIPTION

YEAR ONE

Students learn about common digital systems and patterns that exist within data they collect, and how they may include pictures, symbols and diagrams. They explore ways to organise and
manipulate data, including numerical, text, image, audio and video data, to create meaning and present the data using simple digital systems.

Students explore problems to identify the most important information. Students learn to explain algorithms as a sequence of steps for carrying out instructions.

Students explore how information systems meet information and recreational needs. They develop an understanding of online environments and the need for safety considerations.

YEAR TWO

Students explore common digital systems and patterns that exist within data they collect. They build their skills to organise, manipulate and present the data in creative ways, including
numerical, categorical, text, image, audio and video data, to create meaning and communicate ideas.

Students begin to develop their design skills by conceptualising algorithms as a sequence of steps for carrying out instructions, such as identifying steps in a process, or controlling robotic
devices.

Students explore how information systems meet information, communication and/or recreational needs. They build on their understanding of aspects of online safety when engaging with digital
technologies.

CROSS CURRICULUM PRIORITIES

Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

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YEAR ONE YEAR TWO Outcomes: INTRODUCTION: English ‘Hello Ruby:
Collecting, managing Collecting, managing 1.1, 1.2, 1.4, Read chapter one and two in ‘Hello Ruby: Adventures in coding’ by Linda Respond to Adventures in
and analysing data and analysing data 2.1, 3.1, 4.1, Lukas. literature: coding’ by
(ACTDIP003) (ACTDIP003) 4.2, 5.1, 5.5 - Was Ruby ready to go to school? (ACELT1582) Linda Lukas.
Digital Digital implementation Practices: - Why didn’t she take her pyjamas off? Text structure and
implementation 1, 2, 3, 4, 5, 8 - What should the instructions be so Ruby would follow accurate organisation:
(ACTDIP003) Principles: instructions?
(ACTDIP003) Creating solutions by 1, 3, 5 Write the word ‘coding’ on the board’. Students will be asked if they know
(ACELA1450
Create solutions by (WATPPS11) what the word coding means. )
(WATPPS07) (WATPPS12) - When you code something, you are telling something or someone what
(WATPPS08) to do. Mathematics
(WATPPS13) YEAR ONE:
BODY:
(WATPPS09) (WATPPS14) Write a new set of instructions for Ruby to follow precisely to ensure she is Location and
(WATPPS10)
 (WATPPS15) ready for school – her morning routine from the minute she wakes up. Transformation
Students will use props such as clothes and alarm clocks to help them with (ACMMG023) D and T
conceptualising this. YEAR TWO:
KTP:
books
Location and
- When coding, it is important to make sure each step is placed in the Transformation
correct order.
The teacher will begin the first two steps.
(ACMMG045)
1. Turn off the alarm clock.
2. Get out of bed and walk to the bathroom.
Model skipping a step. This will interfere with the code, which means, someone
Props for
will not be able to follow the instructions precisely. role play
Students will then continue this through role play in small groups.
After role play, students will return to their seats and finish writing the set of
instructions.
Students will follow another group’s set of instructions and role play the
scenario.
PLENARY
Students will critique the other groups set of instructions and provide verbal
feedback for improvement.
LEARNER DIVERSITY:
Extension: Students will be asked to write the full morning routine for Ruby to
follow.
Limited: Students will be asked to write only the process of changing from
pyjamas to a school uniform.
Wyatt: Wyatt is expected to participate but will write less precise instructions.
LESSON OBJECTIVES
As a result of this lesson, students will be able to:
 Write accurate instructions for someone to follow.
 List the set of instructions in sequential order.


ASSESSMENT
Students work samples will provide information about
students’ ability to write a sequential set of instructions.
This will be transferred to a checklist for evaluation
purposes.

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YEAR ONE YEAR TWO Outcomes: INTRODUCTION: English ‘Hello Ruby:
Collecting, managing Collecting, managing 1.1, 1.2, 1.4, Read chapter three and four in ‘Hello Ruby: Adventures in coding’ by Linda Respond to Adventures in
and analysing data and analysing data 2.1, 3.1, 4.1, Lukas. literature: coding’ by
(ACTDIP003) (ACTDIP003) 4.2, 5.1, 5.5 Identify the coding aspect of the chapters. The teacher will write down the code (ACELT1582) Linda Lukas.
Digital Digital implementation Practices: on the board with student input. Text structure and
implementation 1, 2, 3, 4, 5, 8 BODY: organisation:
(ACTDIP003) Principles: The teacher will go through half turns and quarter turns. The teacher will use
(ACTDIP003) Creating solutions by 1, 3, 5 the maze to write down instructions and follow the instructions.
(ACELA1450 Masking
Create solutions by (WATPPS11) ) tape to
(WATPPS07) (WATPPS12) Students will be asked to stand up and the teacher will give instructions through create a
(WATPPS08) the game ‘Simon say’. If students are unable to follow the instructions, they will Mathematics maze
(WATPPS13) YEAR ONE:
need to sit down. The last person standing is the winner.
(WATPPS09) (WATPPS14) Location and
(WATPPS10) (WATPPS15) The teacher will write the first two steps down for the students: Transformation
1. Walk one step forward. (ACMMG023)
2. Make a quarter turn to the left and walk two steps forward. YEAR TWO:
Students will need to work in pairs to write a set of codes and swap with another Location and
pair to follow. If students are unable to reach the target, they will need to work Transformation Self-
together as a four to re-trace their steps and fix the algorithm.
(ACMMG045) reflection
There will be two different mazes set up on the floor for students to describe the
turns. sheet
PLENARY
A self-reflection assessment will be conducted for students to rate how well
they were able to write an algorithm/set of codes for someone to follow. Worksheet
LEARNER DIVERSITY:
Extension: Students will need to collect a ‘special star’ on the maze before they
reach the target point.
Limited: Students can work with more competent students in order those
students to discuss and explain concepts in simpler terms.
Wyatt: Wyatt will be given a pattern worksheet where he will need to identify
the next pattern. This is to build his computational thinking skills.

LESSON OBJECTIVES
As a result of this lesson, students will be able to:
 Create an algorithm for another to follow and exit a maze
 Make a half turn and quarter turn using their bodies.

ASSESSMENT
Anecdotal notes and a self-reflection sheet will be used as assessment
tools to measure objective one.
A checklist will be used to measure objective two. The teacher will
walk around a tick off students who are able to make half and quarter
turns.
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YEAR ONE YEAR TWO Outcomes: INTRODUCTION: English “Hello
Collecting, managing Collecting, managing 1.1, 1.2, 1.4, Read chapter five and six in ‘Hello Ruby: Adventures in coding’ by Linda Respond to Ruby:
and analysing data and analysing data 2.1, 3.1, 4.1, Lukas. literature:
4.2, 5.1, 5.5 Identify the coding aspect of the chapter. The teacher will write down the code
Adventures
(ACTDIP003) (ACTDIP003) (ACELT1582) in coding”
Digital Digital implementation Practices: on the board with student input. Text structure and
1, 2, 3, 4, 5, 8 BODY: Linda
implementation (ACTDIP003) organisation:
(ACTDIP003) Creating solutions by
Principles:
1, 3, 5
Students will look into North, East, South and West mathematic vocabulary to
assist with coding.
(ACELA1450 Lukas
Create solutions by (WATPPS11) KTP: )
(WATPPS07) (WATPPS12) - Compass Directions
(WATPPS08) - It is important to include a condition “When the play button is pressed” ‘Codes’
(WATPPS13) then ______ Mathematics laminated
(WATPPS09) (WATPPS14) YEAR ONE:
Laminated ‘Codes’ will be available for students. The students will be asked to
(WATPPS10) (WATPPS15) use the set of codes to join the coding pieces and test out their code by Location and
following the instructions in sequential order. The coding pieces will be Transformation
A grid
designed like the coding pieces in Code Studio. Students will work in pairs to (ACMMG023) paper with
collaboratively problem solve. Students will need to problem solve by getting YEAR TWO:
the car to move from a certain location to the school. This will make it easier for marked
Location and
students to move onto computer coding in the next computer lesson. locations on
Transformation
PLENARY
(ACMMG045) e-board
Students will critique the set of codes created by the teacher. Students will
identify possible issues with the code on an exit slip.
LEARNER DIVERSITY:
Extension: Students can be asked to take a detour to pick up a friend before Sticky note
arriving at school.
Limited: Students can begin from a different starting point with less complex
directions involved.
Wyatt: Wyatt will be given a pattern worksheet where he will need to identify
the next pattern. This is to build his computational thinking skills.
LESSON OBJECTIVES
As a result of this lesson, students will be able to:
 Create a set of codes using concrete coding cards and join
them together to solve a problem.
 Identify errors within a set of codes.
ASSESSMENT
Anecdotal notes will be recorded for 5 students about their ability to
create a set of codes in pairs to solve a problem.

Exit slips will be used to measure objective two. The teacher will
evaluate the exit slips and write down future teaching points to focus
on.
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YEAR ONE YEAR TWO Outcomes: INTRODUCTION: English “Hello
Collecting, managing Collecting, managing 1.1, 1.2, 1.4, Read chapter seven and eight in ‘Hello Ruby: Adventures in coding’ by Linda Respond to Ruby:
and analysing data and analysing data 2.1, 3.1, 4.1, Lukas. literature:
4.2, 5.1, 5.5 Identify the coding aspect of the chapter. The teacher will write down the code
Adventures
(ACTDIP003) (ACTDIP003) (ACELT1582) in coding”
Digital Digital implementation Practices: on the board with student input. Text structure and
1, 2, 3, 4, 5, 8 BODY: Linda
implementation (ACTDIP003) organisation:
(ACTDIP003) Creating solutions by
Principles:
1, 3, 5
The teacher will access Code studio on the e-board and show students how to
code on the computer. The coding pieces should not be new to students as they
(ACELA1450 Lukas
Create solutions by (WATPPS11) would have already been exposed to concrete versions of the coding pieces. )
(WATPPS07) (WATPPS12) Students will be asked to come up to the computer and assist the teacher with
(WATPPS08) solving some puzzles for students to observe. Students may work in pairs to Computers
(WATPPS13) solve these problems. Mathematics - one per
(WATPPS09) (WATPPS14) YEAR ONE:
Students will complete the angry birds sequential order activity to help angry person
(WATPPS10) (WATPPS15) bird reach its target on the computer. Code studio will be used and explained to Location and
the students before they complete the puzzles. Transformation
Code studio
PLENARY (ACMMG023)
Students will critique the coding path created by the teacher. A think, pair and YEAR TWO:
share discussion will be held. Location and
- Is there a more efficient way? Path
Transformation
- How many codes would be needed for the shortest path?
(ACMMG045) created by
An exit slip will be used for students to write their ideas down.
the teacher
LEARNER DIVERSITY:
Extension: Students will be asked to work with limited students in order to
explain concepts to them in simpler terms. Sticky notes
Limited: Students will work with more advanced students in order for them to
expose their way of thinking to them.
Wyatt: Wyatt will be given a maze worksheet to problem solve by getting from
one point to the other. He will need to find the shortest path to get to a location.
LESSON OBJECTIVES
As a result of this lesson, students will be able to:
 Create a set of codes on the computer to move an object to a
target location.
 Identify the shortest path from the object to the target
location.

ASSESSMENT
Anecdotal notes will be recorded for 5 students about their ability to
create a set of codes in pairs to solve a problem.

Exit slips will be used to for students to write their ideas down. The
teacher will evaluate the exit slips and write down future teaching
points to focus on.

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YEAR ONE YEAR TWO Outcomes: INTRODUCTION: English “Hello
Collecting, managing Collecting, managing 1.1, 1.2, 1.4, Read chapter nine and ten in ‘Hello Ruby: Adventures in coding’ by Linda Respond to Ruby:
and analysing data and analysing data 2.1, 3.1, 4.1, Lukas. literature:
Adventures
(ACTDIP003) (ACTDIP003) 4.2, 5.1, 5.5 - What does coding mean? (ACELT1582) in coding”
Digital Digital implementation Practices: - How would you describe this to a friend or a younger sibling? Text structure and
implementation 1, 2, 3, 4, 5, 8 Draw a diagram with one side with ‘what it is’ and the other side of ‘what it is organisation: Linda
(ACTDIP003)
(ACTDIP003) Creating solutions by
Principles:
1, 3, 5
not’ to help students conceptualise coding.
BODY:
(ACELA1450 Lukas
Create solutions by (WATPPS11) The teacher will show students how Beebots are coded. Students will write a set )
(WATPPS07) (WATPPS12) of codes for the Beebots to follow. They will then begin coding the Beebots.
(WATPPS08) (WATPPS13) Students will then code the Beebots to get them to a certain destination. A map
will be created on the floor for students to code and arrive at Ruby’s home. Mathematics Beebots
(WATPPS09) (WATPPS14) They will need to take Ruby on a detour to find an alternative path to the river YEAR ONE:
(WATPPS10) (WATPPS15) and get home safely. Location and Grid on e-
PLENARY Transformation
board for
Student self-reflection after think, pair, share discussion: (ACMMG023) students to
- Was the path taken the most efficient path? YEAR TWO:
- How would you define or explain coding to a friend? Location and problem
- How confident do I feel about coding with everything I have learned? Transformation solve.
LEARNER DIVERSITY:
Extension: Students will be challenged to code the longest path for Ruby to take
(ACMMG045)
to arrive at her house.
Limited: Students will be provided with some scaffolding to assist with Self-
problem-solving. reflection
Wyatt: Wyatt will complete a maze worksheet and identify the longest and worksheet
shortest path to arrive at the target location.
LESSON OBJECTIVES
As a result of this lesson, students will be able to:
 Code Beebot to move from one location to a target location.
 Explain what coding means to a younger sibling in simple
terms.

ASSESSMENT
Anecdotal notes will be recorded for 5 students about their ability to
create a set of codes in pairs to solve a problem.

A self-reflection sheet will be used to measure how well students are

able to reflect on their content knowledge. The teacher will evaluate
this and student’s confidence level in applying the content knowledge
in order to plan for future teaching points to focus on.