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FOREWORD BY THE MINISTER

Our national curriculum is the culmination of our efforts over a period of seventeen
years to transform the curriculum bequeathed to us by apartheid. From the start of
democracy, we have built our curriculum on the values that inspired our Constitution
(Act 108 of 1996). The Preamble to the Constitution states that the aims of the
Constitution are to:

• heal the divisions of the past and establish a society based on democratic
• values, social justice and fundamental human rights;
• improve the quality of life of all citizens and free the potential of each person;
• lay the foundations for a democratic and open society in which government is based
on the will of the people and every citizen is equally protected by law; and
• build a united and democratic South Africa able to take its rightful place as a
sovereign state in the family of nations.

Education and the curriculum have an important role to play in realising these aims. In 1997 we introduced
outcomes-based education to overcome the curricular divisions of the past, but the experience of
implementation prompted a review in 2000. This led to the first curriculum revision: the Revised National
Curriculum Statement Grades R-9 and the National Curriculum Statement Grades 10-12 (2002).

Ongoing implementation challenges resulted in another review in 2009, and we revised the Revised National
Curriculum Statement (2002) and the National Curriculum Statement Grades 10-12 to produce this document.

From 2012 the two National Curriculum Statements, for Grades R-9 and Grades 10-12 respectively, are
combined in a single document and will simply be known as the National Curriculum Statement Grades R-12.
The National Curriculum Statement for Grades R-12 builds on the previous curriculum but also updates it and
aims to provide clearer specification of what is to be taught and learnt on a term-by-term basis.

The National Curriculum Statement Grades R-12 represents a policy statement for learning and teaching in
South African schools and comprises of the following:

(a) Curriculum and Assessment Policy Statements (CAPS) for all approved subjects listed in this
document;

(b) National policy pertaining to the programme and promotion requirements of the National Curriculum
Statement Grades R-12; and

(c) National Protocol for Assessment Grades R-12.

MRS ANGIE MOTSHEKGA, MP

MINISTER OF BASIC EDUCATION

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CONTENTS
1 Section 1 Introduction to the Curriculum and Assessment Policy Statement for Coding and Robotics
Foundation Phase (Grade R – 3) ........................................................................................................................................ 1
1.1 Background ........................................................................................................................................................... 1
1.2 Overview ................................................................................................................................................................ 1
1.3 General aims of the South African Curriculum ................................................................................................. 2
1.4 Time Allocation ..................................................................................................................................................... 3
2 Section 2: Definition, Aims, Skills and Content ......................................................................................................... 5
2.1 Introduction ............................................................................................................................................................ 5
2.2 What is Coding and Robotics ............................................................................................................................. 6
2.3 Specific Aims ......................................................................................................................................................... 6
2.4 Specific Skills ........................................................................................................................................................ 7
2.5 High-Level Competencies – Coding and Robotics .......................................................................................... 9
2.6 Coding and Robotics Concepts, Practices and Perspectives ........................................................................ 9
2.7 Approach to Teaching Coding and Robotics .................................................................................................. 10
2.8 Synergising Coding and Robotics in Foundation Phase .............................................................................. 15
2.9 Time Allocation ................................................................................................................................................... 16
2.10 Resources Required to offer Coding and Robotics in Foundation Phase ................................................. 17
2.11 Overview of Foundation Phase Coding and Robotics .................................................................................. 21
2.12 Focus of Content Areas ..................................................................................................................................... 22
2.13 Envisaged Learner ............................................................................................................................................. 28
2.14 Career Opportunities .......................................................................................................................................... 28
2.15 Progression Per Grade of Focus Areas .......................................................................................................... 29
3 Section 3 Content Specific Clarification per Grade per Term ............................................................................... 33
3.1 Grade R................................................................................................................................................................ 34
3.2 Grade 1 ................................................................................................................................................................ 49
3.3 Grade 2 ................................................................................................................................................................ 65
3.4 Grade 3 ................................................................................................................................................................ 84
4 Section 4 Assessment ..............................................................................................................................................104
4.1 Introduction ........................................................................................................................................................104
4.2 Assessment .......................................................................................................................................................104
4.3 Problem-based Learning .................................................................................................................................104
4.4 Recording and Reporting ................................................................................................................................106
4.5 General ..............................................................................................................................................................106
Annexure A – Terminology ................................................................................................................................................ I
A.1 Coding ...................................................................................................................................................................... I
A.2 Robotics ................................................................................................................................................................... II
A.3 Digital Concepts ...................................................................................................................................................... II
Annexure B – Example Rubrics........................................................................................................................................ I
B.1 Problem-solving (Coding) ......................................................................................................................................... I
B.2 Cooperative Learning .............................................................................................................................................. II
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 B.3 Pair Programming /Completing a Task in Pairs ...................................................................................................... III
B.4 Communication / Discussion (Digital Concepts) .................................................................................................... III
B.5 Design Thinking ..................................................................................................................................................... IV
Annexure C – Exit Skills .................................................................................................................................................... I
C.1 Coding Competencies........................................................................................................................................... I
D.2 Robotics Competencies ................................................................................................................................... VIII
C.3 Digital Concepts Competencies ........................................................................................................................XI
Annexure D – Possible Additional Resources ................................................................................................................ I

TABLES AND FIGURES

Tables

Table 2.1: Time allocation for Foundation Phase Coding and Robotics ................................................................................. 16
Table 2.2: Coding content focus ............................................................................................................................................. 22
Table 2.3: Robotics content focus .......................................................................................................................................... 24
Table 2.4: Digital Concepts content focus .............................................................................................................................. 26
Table A.5 Coding - Clarification of concepts and terms ............................................................................................................. I
Table A.6 Robotics - Clarification of concepts and terms ......................................................................................................... II
Table A.7 Digital Concepts - Clarification of concepts and terms ............................................................................................. II

Figures

Figure 2.1 Coding and robotics as a STEAM discipline .............................................................................................................. 5

Figure 2.2: Coding and Robotics as a multi-disciplinary subject ............................................................................................... 5
Figure 2.3: Overview of Coding and Robotics as a Subject ....................................................................................................... 6
Figure 2.4: Computational Thinking Pillars ............................................................................................................................... 7
Figure 2 5: Design Thinking and Problem-Solving Process ....................................................................................................... 8
Figure 2.6 High-level Curriculum Competencies....................................................................................................................... 9
Figure2.7 Coding Concepts, Practices and Perspectives ........................................................................................................... 9
Figure 2.8 Robotics Concepts, Practices and Perspectives ..................................................................................................... 10
Figure 2.9 Programming resources for Coding and Robotics Coding Resources .................................................................... 17
Figure 2.10 Overview of Foundation Phase Coding and Robotics .......................................................................................... 21

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1 SECTION 1
INTRODUCTION TO THE CURRICULUM AND ASSESSMENT
POLICY STATEMENT FOR CODING AND ROBOTICS FOUNDATION
PHASE (GRADE R – 3)
1.1 BACKGROUND
The National Curriculum Statement Grades R – 12 (NCS) stipulates policy on curriculum and assessment in the
schooling sector.
To improve implementation, the National Curriculum Statement was amended, with the amendments coming
into effect in January 2012. A single comprehensive Curriculum and Assessment Policy document was
developed for each subject to replace Subject Statements, Learning Programme Guidelines and Subject
Assessment Guidelines in Grades R - 12.

1.2 OVERVIEW
(a) The National Curriculum Statement Grades R – 12 (January 2012) represents a policy statement for
learning and teaching in South African schools and comprises the following:
(i) National Curriculum and Assessment Policy Statements for each approved school subject;
(ii) The policy document, National policy pertaining to the programme and promotion requirements
of the National Curriculum Statement Grades R – 12; and
(iii) The policy document, National Protocol for Assessment Grades R – 12 (January 2012).
(b) The National Curriculum Statement Grades R – 12 (January 2012) replaces the two current national
curricula statements, namely the
(i) Revised National Curriculum Statement Grades R - 9, Government Gazette No. 23406 of 31
May 2002, and
(ii) National Curriculum Statement Grades 10 - 12 Government Gazettes, No. 25545 of 6 October
2003 and No. 27594 of 17 May 2005.
(c) The national curriculum statements contemplated in subparagraphs (a) and (b) comprise the following
policy documents which will be incrementally repealed by the National Curriculum Statement Grades R
– 12 (January 2012) during the period 2012-2014:
(i) The Learning Area/Subject Statements, Learning Programme Guidelines and Subject
Assessment Guidelines for Grades R - 9 and Grades 10 – 12;
(ii) The policy document, National Policy on assessment and qualifications for schools in the
General Education and Training Band d, promulgated in Government Notice No. 124 in
Government Gazette No. 29626 of 12 February 2007;
(iii) The policy document, the National Senior Certificate: A qualification at Level 4 on the National
Qualifications Framework (NQF), promulgated in Government Gazette No.27819 of 20 July
2005;
(iv) The policy document, an addendum to the policy document, the National Senior Certificate: A
qualification at Level 4 on the National Qualifications Framework (NQF), regarding learners with
special needs, published in Government Gazette, No.29466 of 11 December 2006, is
incorporated in the policy document, National policy pertaining to the programme and promotion
requirements of the National Curriculum Statement Grades R – 12; and
(v) The policy document, An addendum to the policy document, the National Senior Certificate: A
qualification at Level 4 on the National Qualifications Framework (NQF), regarding the National
Protocol for Assessment (Grades R – 12), promulgated in Government Notice No.1267 in
Government Gazette No. 29467 of 11 December 2006.
(c) The policy document, National policy pertaining to the programme and promotion requirements of the
National Curriculum Statement Grades R – 12, and the sections on the Curriculum and Assessment Policy
as contemplated in Chapters 2, 3 and 4 of this document, constitute the norms and standards of the
National Curriculum Statement Grades R – 12. It will therefore, in terms of section 6A of the South African

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 Schools Act, 1996 (Act No. 84 of 1996,) form the basis for the Minister of Basic Education to determine
minimum outcomes and standards, as well as the processes and procedures for the assessment of learner
achievement to be applicable to public and independent schools.

1.3 GENERAL AIMS OF THE SOUTH AFRICAN CURRICULUM

• The National Curriculum Statement Grades R - 12 gives expression to the knowledge, skills and values
worth learning in South African schools. This curriculum aims to ensure that children acquire and apply
knowledge and skills in ways that are meaningful to their own lives. In this regard, the curriculum promotes
knowledge in local contexts, while being sensitive to global imperatives.
• The National Curriculum Statement Grades R - 12 serves the purposes of:
▪ equipping learners, irrespective of their socio-economic background, race, gender, physical ability or
intellectual ability, with the knowledge, skills and values necessary for self-fulfilment, and meaningful
participation in society as citizens of a free country;
▪ providing access to higher education;
▪ facilitating the transition of learners from education institutions to the workplace; and
▪ providing employers with a sufficient profile of a learner’s competences.

• The National Curriculum Statement Grades R - 12 is based on the following principles:

▪ Social transformation: ensuring that the educational imbalances of the past are redressed, and that
equal educational opportunities are provided for all sections of the population;
▪ Active and critical learning: encouraging an active and critical approach to learning, rather than rote and
uncritical learning of given truths;
▪ High knowledge and high skills: the minimum standards of knowledge and skills to be achieved at each
grade are specified and set high, achievable standards in all subjects;
▪ Progression: content and context of each grade shows progression from simple to complex;
▪ Human rights, inclusivity, environmental and social justice: infusing the principles and practices of social
and environmental justice and human rights as defined in the Constitution of the Republic of South
Africa. The National Curriculum Statement Grades R – 12 is sensitive to issues of diversity such as
poverty, inequality, race, gender, language, age, disability and other factors;
▪ Valuing indigenous knowledge systems: acknowledging the rich history and heritage of this country as
important contributors to nurturing the values contained in the Constitution; and
▪ Credibility, quality and efficiency: providing an education that is comparable in quality, breadth and
depth to those of other countries.

• The National Curriculum Statement Grades R - 12 aims to produce learners that can:
▪ identify and solve problems and make decisions using critical and creative thinking;
▪ work effectively as individuals and with others as members of a team;
▪ organise and manage themselves and their activities responsibly and effectively;
▪ collect, analyse, organise and critically evaluate information;
▪ communicate effectively using visual, symbolic and/or language skills in various modes;
▪ use science and technology effectively and critically showing responsibility towards the environment
and the health of others; and
▪ demonstrate an understanding of the world as a set of related systems by recognising that problem
solving contexts do not exist in isolation.

• Inclusivity should become a central part of the organisation, planning and teaching at each school. This can
only happen if all teachers have a sound understanding of how to recognise and address barriers to
learning, and how to plan for diversity.

The key to managing inclusivity is ensuring that barriers are identified and addressed by all the relevant support
structures within the school community, including teachers, District-Based Support Teams, Institutional-Level
Support Teams, parents and Special Schools as Resource Centres. To address barriers in the classroom,
teachers should use various curriculum differentiation strategies such as those included in the Department of
Basic Education’s Guidelines for Inclusive Teaching and Learning (2010).
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1.4 TIME ALLOCATION
1.4.1 Foundation Phase
(a) The instructional time in the Foundation Phase is as follows:
Subject Grade R Grades 1-2 Grade 3
(Hours) (Hours) (Hours)
Home Language 10 7/8 7/8
First Additional Language 2/3 3/4
Mathematics 7 7 7
Life Skills 5 5 5
• Beginning Knowledge (1) (1) (1,5)
• Creative Arts (1,5) (1,5) (1,5)
• Physical Education (1,5) (1,5) (1)
• Personal and Social Well-being (1) (1) (1)
Coding and Robotics (1) (1) (2)
Total 23 23 25

(b) Instructional time for Grades R, 1 and 2 is 23 hours and for Grade 3 is 25 hours.
(c) Ten hours are allocated for languages in Grades R-2 and 11 hours in Grade 3. A maximum of 8 hours and
a minimum of 7 hours are allocated for Home Language and a minimum of 2 hours and a maximum of 3
hours for Additional Language in Grades R – 2. In Grade 3 a maximum of 8 hours and a minimum of 7
hours are allocated for Home Language and a minimum of 3 hours and a maximum of 4 hours for First
Additional Language.
(d) In Life Skills, Beginning Knowledge is allocated 1 hour in Grades R – 2 and 2 hours as indicated by the
hours in brackets for Grade 3.

1.4.2 Intermediate Phase

The instructional time in the Intermediate Phase is as follows:
Subject Hours
Home Language 6
First Additional Language 5
Mathematics 6
Natural Sciences 2,5
Social Sciences 3
Life Skills 3
• Creative Arts (1)
• Physical Education (1)
• Personal and Social Well-being (1)
Coding and Robotics 2
Total 27,5

1.4.3 Senior Phase

(a) The instructional time in the Senior Phase is as follows:
Subject Choice: Option 1 Subject Choice: Option 2 Hours
Home Language Home Language 5
First Additional Language First Additional Language 4
Mathematics Mathematics 4,5
Natural Science Natural Science 3
Social Sciences Social Sciences 3
*Technology *Economic Management Sciences 2
Coding and Robotics Coding and Robotics 2
Life Orientation Life Orientation 2
Creative Arts Creative Arts 2
Total 27,5
* Schools/Learners can follow Option 1 (MST Stream) or Option 2 (Business Stream)

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1.4.4 Grades 10-12
(a) The instructional time in Grades 10-12 is as follows:
Subject Time allocation per week (hours)
I. Home Language 4.5
II. First Additional Language 4.5
III. Mathematics 4.5
IV. Life Orientation 2
V. A minimum of any three subjects selected from Group 12 (3x4h)
B Annexure B, Tables B1-B8 of the policy document,
National policy pertaining to the programme and
promotion requirements of the National Curriculum
Statement Grades R – 12, subject to the provisos
stipulated in paragraph 28 of the said policy
document.

The allocated time per week may be utilised only for the minimum required NCS subjects as specified above
and may not be used for any additional subjects added to the list of minimum subjects. Should a learner wish to
offer additional subjects, additional time must be allocated for the offering of these subjects.

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2 SECTION 2:
DEFINITION, AIMS, SKILLS AND CONTENT
2.1 INTRODUCTION
Coding and Robotics represents an interdisciplinary and multidisciplinary subject that integrates various
components of STEAM (Science (including Computer Science), Technology, Engineering, Arts, and
Mathematics).

Science Technology Engineering Arts Maths

Coding & Robotics

Figure 2.1 Coding and robotics as a STEAM discipline

The main driving force behind the uptake and surge of Coding and Robotics as a subject at school level is the
link to the 4th and 5th industrial revolution (4IR, and 5IR). In the context of this curriculum the focus resides in the
grounding concepts of STEAM related subjects.

Arts

Mechanical Computer
Engineering Science

Electrical Engineering

Figure 2.2: Coding and Robotics as a multi-disciplinary subject

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2.2 WHAT IS CODING AND ROBOTICS
Coding and robotics combine the principles of programming with the design, construction, and operation of
robots. Programming concepts, practices, and perspectives are applied to control robots to perform specific
tasks. It includes digital concepts that refer to various ideas, principles and processes that are associated with
digital technologies and their use.

The Coding and Robotics curriculum is based on the following pillars as depicted in the figure below.

Coding and Robotics

Communication Collaboration Creativity Perseverance

Coding Robotics Digital

Solution development Concepts
Decomposition Digital Citizenship
Inspiration

Pattern recognition

Abstraction Ideation Digital Awareness

Algorithm Design

Implementation Digital Skills

Debugging

Problem Solving
Design Thinking
Logical and Critical Thinking
Computational Thinking

Figure 2.3: Overview of Coding and Robotics as a Subject

Coding is the process of creating a logical set of instructions that a human or a computing device can
understand and execute, which require a deep understanding of computational thinking and problem solving.

Robotics deals with the design, operation, and use of robots that can be programmed to perform tasks
autonomously or semi-autonomously or by direct control. It presents the learners with the opportunity to see
their thinking, design, and code in action.

Digital concepts encompass a range of digital literacy skills and awareness that enables learners to leverage
digital technologies to their fullest potential and use digital tools responsibly.

2.3 SPECIFIC AIMS

The teaching and learning of Coding and Robotics (C&R) aim to develop the following for the learner to be able
to:
• develop computational thinking skills to solve problems.
• advance design thinking to develop creative and human-centred approaches to solve problems.
• become part of a generation of creative, innovative systems thinkers that can use coding, robotics, and
digital competencies to express their ideas.

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 • foster creativity, critical thinking, collaboration, communication, and innovation.
• function ethically and effectively in a digital and information-driven world.
• develop a critical awareness of how technologies impact society at large.
• instil self-efficacy and confidence to deal with situations requiring computational thinking, design
thinking and problem solving.
• prepare for future careers in STEAM related fields.
• adopt a culture of being self-directed, life-long learners who can apply their skills in a wide range of
contexts and situations (adaptable, flexible and resilient).

2.4 SPECIFIC SKILLS

The following skills are specifically emphasised:

2.4.1 Computational Thinking

Computational thinking is an attitude and a skill set where one uses specific techniques and strategies to
complete tasks successfully and to solve problems systematically. It further helps one in arriving at a solution
that both humans and a computer can understand.

Abstraction Decomposition Pattern Recognition Algorithm

Focusing on the Solving a complex Identifying similarities Defining a precise

relevant and important problem by breaking it and differences. sequence of steps or
information and into small, manageable It helps you to make instructions to perform
ignoring unrelated and parts where each part connections between a task.
irrelevant things. is more similar problems and
experiences. An algorithm is a set of
Helps you to get to the straightforward and rules or instructions
heart of the problem easier to solve Recognising the same
patterns in other that anyone can follow
and to find general to perform a task or
principles that create problems helps you in
solving a new problem solve a problem
patterns

Figure 2.4: Computational Thinking Pillars

In Coding and Robotics, computational thinking helps learners to develop problem-solving strategies which they
can apply when developing coding solutions (algorithms) as well as robotics solutions. It can also be applied to
solve everyday life.

In terms of robotics, learners are demonstrating computational thinking concepts and practices when designing,
constructing, and programming a robot. The robot’s performance demonstrates the result of the learner’s
computational thinking practices as they iteratively test and debug their coding.

2.4.2 Design Thinking

In education, design thinking (DT) refers to a human-centred approach that encourages creativity and
innovation when generating user-focused products, services, or experiences. DT is often expressed as an
activity that involves the three Is processes, namely:

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 ▪ Inspiration: where creative thinking is applied to tackle a problem or challenge at hand, by gaining a
deeper understanding of the problem and its context as well as to identify opportunities for innovation.
▪ Ideation: involves the generation of a wide range of ideas and potential solutions using various
approaches such as brainstorming, prototyping and experimentation.
▪ Implementation: where the ideas and potential solutions are put into action. It includes testing, getting
feedback and subsequent improvements of the design or solution.

Related to the three ‘Is’ is the notion that Design Thinking is also a problem-solving approach that combines
creativity with structure and human-centred methods to understand and tackle challenges which involves
empathizing with users, defining their needs, ideating possible solutions, prototyping, and testing those
solutions, and iterating based on feedback. The following describes the design process:
▪ Empathise: involves gaining an understanding of who the end user is in a specific context, and how the
envisaged solution will be appropriate towards addressing the problem.
▪ Define: relates to specifying in detail what the users’ needs are, which could include the goals, skills
available, and core principles that will guide the work to be done.
▪ Ideate: pertains to the creation of ideas and solutions using techniques such as brainstorming.
▪ Prototype: concerns the creation of one or several solutions to address the problem at hand.
▪ Test: relates to the process of determining how well the solution solves or address the problem. In this
phase, feedback is important as the feedback could be used towards the improvement and
enhancement and/or redesign of the complete solution or artefact.

Figure 2.6 depicts the relationship between the Design Thinking and Design Problem Solving approach.

Empathize

Inspiration
Test Define
Design
Thinking
Implementation Ideation

Prototype Ideate

Figure 2 5: Design Thinking and Problem-Solving Process

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2.5 HIGH-LEVEL COMPETENCIES – CODING AND ROBOTICS
The three main topical areas of coding and robotics each comprises a set of key learning competencies central
to their area of focus.

The following diagram outlines the three main topical areas and the main learning competencies associated with
each, at the final stage of curriculum cognition wherein the learner demonstrates competence and proficiency at
the appropriate level.

C.1 – Apply computational thinking skills do develop a set of logical instructions to

solve a problem.
C.2 – Present a simple coding solution using symbolic or written statements
representing sequences of commands, single repetition and conditional
constructs.
C.3 – Interpret and execute a given symbolic or written set of commands
C.4 – Debug a given symbolic or written set of instructions.
Coding C.5 – Evaluate a given solution towards potential improvement.
C.6 – Recognise and interpret patterns in symbolic sets of data or visualisations.
C.7 – Create or complete a pattern to represent a particular data set.

R.1 – Explain what a robot is in simple terms.

R.2 – Identify different types of robots.
R.3 – Outline the different components of a robot
Coding and
Robotics Robotics R.4 – Present an understanding of how robots affect the world.
R.5 – Design a simple product (artefact) based on a set of design specifications.
R.6 – Mimic the operations of a robot.
R.7 – Create, test and execute a set of robotic instructions.

D.1 – Outline the concept of technology and purpose of information technology (IT).
D.2 – Recognise that he or she is living as citizens in a digital world.
D.3 – Demonstrate an understanding of the concept of a computing device.
Digital concepts D.4 – Identify the common uses of ICT in the real world.
D.5 – Differentiate between the components of an ICT system.
D.6 – Explain how the adaption of technology impacted the world we work and live in.
D.7 – Present a basic understanding of the concept of input processing and output.
D.8 – Interpret a pattern to represent or communicate a message or image.
D.9 – Create a pattern to represent or communicate a message or image.
D.10 – Demonstrate a basic proficiency in the application of digital skills.#

Figure 2.6 High-level Curriculum Competencies

A competence is a combination of knowledge skills, attitudes, and values which is reflected in behaviour that
can be observed, measured, and evaluated. It refers to the ability to perform a specific task successfully and
efficiently or in a manner that yields desirable outcomes.

2.6 CODING AND ROBOTICS CONCEPTS, PRACTICES AND PERSPECTIVES

2.6.1 Coding

In coding, the following concepts, practices, and perspectives must be developed and practised repeatedly:
Concepts Practices Perspectives
• Algorithm • Abstraction • Expressing and Creating
• Sequence • Decomposition • Questioning
• Loop (Iteration) • Pattern Recognition • Connecting
• Conditional (Decisions) • Generalisation • Collaboration
• Operator • Algorithm Design • Perseverance
• Logic • Incremental Development • Choice of Conduct
• Data • Testing and Debugging
• Event • Evaluation
• Debug • Modularise
• Representation • Logical thinking
• Parallelism • Creating computational artefacts
• Automation

Figure2.7 Coding Concepts, Practices and Perspectives

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2.6.2 Robotics

In addition to the coding concepts, practices and perspectives, in robotics, the following concepts, practices, and
perspectives must be developed and practised repeatedly:

Concepts Practices Perspectives

• Motion • Computational Thinking • Expressing and Creating

• Sensor • Design Thinking • Innovation
• Actuator • Prototyping • Questioning
• Controller • Design and Construction • Connecting
• Logic • Algorithm Design • Collaboration
• Power Source • Testing and Reconfiguration • Perseverance
• Automation • Reflection and Iteration • Choice of Conduct
• Instruction • Creative Thinking
• Communication • Logical thinking
• Coding (Programming) • Creating robotics artefacts

Figure 2.8 Robotics Concepts, Practices and Perspectives

2.6.3 Digital Concepts

Digital concepts are fundamental ideas and principles that underpin and support coding and robotics. They
encompass various aspects of technology and computer science, providing the context and application for these
fields. In Coding and Robotics, digital concepts are divided into the following topics: Digital Citizenship, Digital
Awareness and Digital Skills.

[Link] Digital Citizenship

Digital Citizenship helps to develop an awareness of responsible and ethical behaviour in the digital world,
which includes the responsible and ethical use of digital tools.

It includes the rights, responsibilities and behaviours (respect, integrity, and safety) displayed by individuals in
the digital world. It further includes concepts like respecting others' privacy, avoidance of, and aversion towards
cyberbullying, the inculcation and employment of netiquette, digital health and welfare, as well as mindfulness
with respect to the impact of online actions and deeds and the taking of responsibility for such actions in the
digital environment.

[Link] Digital Awareness

The recognition of the competencies, expertise and the mindset needed by individuals to effectively use digital
tools entail understanding and the applications of technologies in a world that is becoming more interconnected.

It includes an awareness of different types of computing devices and their purposes, the concepts of hardware
and software interactions as well as the exemplification and applications of concept such as input-processing-
output and the awareness that the internet as an example of a network such that in a digital world, devices often
need to communicate with each other.

[Link] Digital Skills

An essential set of a range of abilities that enable individuals to effectively use digital devices, software, and
platforms to perform various tasks. It includes an awareness of patterns to communicate a message as patterns
is a fundamental concept in both coding and robotics.

2.7 APPROACH TO TEACHING CODING AND ROBOTICS

Coding and Robotics, as a subject, is process-driven as it focuses on coding and robotics processes, rather
than just exit skills or products. Coding develops cognitive and critical thinking skills as it emphasises the
development of knowledge, skills, strategies, and attitudes that enable learners to become more effective

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individuals. Coding and Robots also supports learners to develop metacognitive skills, which include planning,
developing, testing, evaluation and reflecting.

2.7.1 Problem-based Learning

Teaching and learning will follow a problem-based learning approach. Problem-based learning (PBL) is an
active and learner-centred approach to learning involving several cognitive processes that aims to develop
critical thinking, problem-solving, and collaboration skills. The goal of PBL is to help learners learn how to apply
knowledge and skills in real-life situations, rather than just memorising information for tests. PBL also
encourages learners to ask questions and seek answers, rather than passively receiving information. It also
supports the development of self-directed learning.

In Foundation Phase, learners will be given small, manageable problems which they need to solve using a
problem-solving process. To develop and enhance self-efficacy (the learner’s belief that he/she will be able to
complete the task or solve the problem), the challenge of the task or problem should match the learner’s
competencies.

Example of a manageable problem and algorithm development using the problem-solving process in
Foundation Phase:

Problem:
Katlego needs to replant a flower in a different position (see diagram below).

Step 1: Understand the Problem. Highlight the relevant information,

Katlego starts at (0, 0) facing right (East) (towards a while ignoring unimportant or
flower) with no flowers in his hand. There is a flower irrelevant information (abstraction)
at location (3, 0).
Develop instructions that will direct Katlego to pick the flower
and plant it at location (3, 2).
After planting the flower, Katlego should move one space to the right (East) and stop.
There are no obstacles, other flowers, or people on the grid.
Start Finish
0 1 2 3 4 0 1 2 3 4
0 0
1 1
2 2
3 3
4 4
Step 2: Analyse the Problem
• Katlego is on the top left block of the grid (position (0, 0))
• The flower must be planted at position (3, 2)
• The flower is exactly three spaces ahead of Katlego.
• The flower is to be planted exactly two spaces down (South) of its current location.
• Katlego is to finish facing right (East) one space right (East) of the planted flower.
• There are no obstacles or other people to worry about.
Step 3: Develop a High-level Solution or Algorithm (abstraction)
Katlego should do the following:
Step 1: Get the flower. The high-level algorithm breaks the problem
into three rather easy sub-problems or main
Step 2: Plant the flower.
ideas (decomposition, using abstraction).
Step 3: Move East (Forward) This seems like a good technique.

11
 Step 4: Detailed Algorithm (Decomposition)
Katlego should do the following:
1. Step 1: Get the flower.
1.1. Move 3 blocks forward.
1.2. Pick the flower.
2. Step 2: Plant the flower. Each step in the high-level algorithm was
2.1. Turn right. broken down into more specific, detailed
2.2. Move 2 blocks forward. steps, giving more detailed instructions.
2.3. Plant the flower.
3. Step 3: Move East (Forward)
3.1. Turn left.
3.2. Move one block forward.
Step 5: Implement and Test the Algorithm.
• Draw a grid and put two objects (one representing Katlego and one representing the flower) in the
correct positions on the grid.
• Follow the algorithm and move the objects representing Katlego and the flower according to the
instructions (algorithm)
• Ask the following questions:
o Was the flower successfully moved from its first position to the target position?
o If the answer is yes, the problem is solved else you need to identify the error and fix the
algorithm (debug).

Generally, problem-based learning

• enables learners to develop problem solving strategies as well as subject knowledge and skills.
• enables learners to be more engaged in learning.
• stimulates critical thinking.
• promotes self-directed learning as learners generate problem-solving strategies.
• promotes metacognition as learners compare and reflect on solutions.
• assesses learning in ways which demonstrate understanding and competency.

See Section 4.2 for problem-based learning assessment guidance.

PBL could incorporate strategies such as cooperative learning where learners, in small groups, attempt to solve
a coding or robotics problem. Similarly, Pair Programming is used by learners working in pairs in pursuit of a
solution to a coding or robotics problem.

2.7.2 Cooperative Learning

Cooperative learning is an active teaching-learning strategy where learners work in small groups, they help
each other learn and in doing so, increase their interest, excitement, knowledge and skills via this learning and
teaching modality.

Learning activities and roles are structured and overseen by the teacher, and each member of the group
oversees the academic performance of the others. To successfully implement cooperative learning, leading
authors in the field (David Johnson and Roger Johnson) emphasise the intentional stimulation of five basic
elements (Johnson & Johnson, 2021:55-56) namely:

• Positive interdependence: Learners should feel like they are linked in such a way that one cannot
succeed unless all in the group succeeds. Teachers should thus find ways of stimulating positive
interdependence in their group activities – one possibility is giving learners different roles to fulfil; hence
the group cannot move forward unless all roles are successfully fulfilled.
• Individual accountability: Learners should know that all will be assessed individually as well. “The
purpose of cooperative learning groups is to make each member a stronger individual in his or her
right”. One way of stimulating individual accountability is by giving learners individual marks for how well
they contributed to the group activity – this assessment can occur either via teacher assessment or peer
12
 assessment – by doing this, everyone will know that they cannot get a free ride during the group activity
as their inputs are also individually assessed.
• Promotive interaction: Learners’ successes are increased due to the sharing of resources, support
provided, and praise and encouragement given by their group members. Teachers thus need to
stimulate promotive interaction, which can be done by giving different resources to different learners.
Giving learners different roles also stimulate promotive interaction.
• Social skills: Stimulating social skills becomes an intentional endeavour of the teacher. Teachers could
provide learners with resources on how to effectively form part of a team, how to communicate well and
how to resolve conflict should it arise.
• Group processing: Group processing forms part of reflection during and after the group activity.
Teachers can stimulate group processing by giving learners a reflection sheet or by asking them open-
ended questions to stimulate reflective conversations. Questions such as: “What worked well during
your group activity”? or “Describe the best experiences and worst experiences of the group activity.”

Cooperative learning can improve the learner's performance and teaches the value of teamwork, cooperation,
communication, self-denial, and initiative taking.

[Link] Implementing cooperative learning in Foundation Phase Coding and Robotics

Example of cooperative learning activity for foundation phase on the topic of robotics. Refer to Table 2.3:

Learners present the concept that a robot comprises of different components, each with a purpose.
Reference is made to moving parts, sensors

The group’s task is to use the flashcards provided (graphically illustrating what a robot is, examples of robots
and moving/sensory parts of a robot) and to draw their own robot.

Divide the class into groups of four (4) learners. Each learner gets a role of a robot’s moving and/or sensory
parts:
• Learner 1 (Arms) – Learner that is responsible for finding and collating the resources needed. (e.g.,
flashcards of what a robot is, examples of robots etc.).
• Learner 2 (Light sensor) – Learner that is responsible to ask “Why”. As foundation phase learners are
naturally inquisitive, having a learner responsible to keep asking “Why” would lead the group to critical
thinking.
• Learner 3 (Wheel) – Learner that draws the robot and follows instructions from the other group
members.
• Learner 4 (Sound sensor) – Learner that presents the group’s robot drawing and explains what they
think a robot is and what the different parts of their robot are.

Refer to Annexure B for cooperative learning assessment guidance.

Pair programming could also be used as a cooperative teaching and learning strategy to solve programming
problems.

2.7.3 Pair Programming

Pair programming is a pedagogical approach that involves two learners working together on one computer or
one piece of paper to complete a shared goal/task. It emanates from the programming industry yet has proven
to be successful even at school level. One of the learners fulfils the role of the “driver” and one of the learners
fulfils the role of the “navigator.”

13
The driver is the learner who may use the computer and handle the keyboard, or draw on the paper and handle
the pencil, whereas the navigator is the learner who utilises the resources, and reviews the driver’s work
throughout, provides feedback and suggestions to the driver, points out errors and asks questions to the
teacher. Pair programming is a collaborative effort that involves a lot of communication, discussion, and
problem-solving.

Although pair programming can be implemented as a

collaborative “unstructured” pair activity, it is best to stimulate
the five basic elements of cooperative learning, as described
above when implementing pair programming in the
classroom.

It also appears particularly promising in situations where

there are not enough computing devices for learners to work
individually as well as for increasing learning and
engagement with technology among learners with limited
device experience. It is also suggested that learners show
higher confidence when programming in pairs. It allows
learners to share knowledge and learn from each other, improves learning engagement, and teach each other.

[Link] Implementing pair programming in Foundation Phase Coding and Robotics

Example of pair programming activity for foundation phase on the topic of Coding (see Table 2.2 Grade 1):
A given pattern is identified. A given pattern is extended. A simple pattern is created by the learner and
repeated.
The pair’s task is to identify the pattern from the resource given, fill in the blanks by repeating the pattern and
then draw their own pattern with the same sequence.
• Driver – The learner acting as the driver will be the one completing the pattern and drawing the pattern
decided upon between the two learners.
• Navigator – The learner acting as the navigator may have flashcards with similar patterns (different
pictures) on them. They may also ask the teacher for help.

Note:

The teacher may swop the learners’ roles as the activity progresses to ensure that both learners have a chance to fulfil each role. You
may also ask any one of the learners to present their work to the class. This ensures that both learners feel a need to engage and gives
more learners an opportunity to practice communication skills.

Refer to Annexure B for pair programming assessment guidance.

2.7.4 Deliberate Practise

A subject such as coding and robotics, not only requires thinking skills, but also requires focused teaching and
ample practise. This practise should, however, be purposeful, well thought through with gradual increase in
complexity.

The curriculum is designed to encourage deliberate practise, as competencies are repeated within and across
grades. The concept of deliberate practise is particularly focused on skill acquisition and development and is
key in the development of competency and expertise in subjects such as coding.

Deliberate practise is a specific type of practise that involves setting specific goals, receiving feedback, and
making focused efforts to acquire and improve skills and performance. It is not simply repeating skills over-and-
over again, but rather adjusting to improve competencies as well as gradually adding additional competencies
that lead to mastery. It therefore involves purposeful repetition, feedback-driven metacognition, and extension to
improve performance (Ericsson, 2008; Deans for Impact, 2016; Ericsson et. al., 2018).

14
In terms of extension, deliberate practice involves extending the amount of time spent practising, adding new
features, and increasing the complexity of tasks. The goal is to push beyond one's comfort zone to achieve
growth and improvement.

2.7.5 Science of Learning

The curriculum is also informed by the Science of Learning, a multidisciplinary field that combines research from
cognitive psychology, neuroscience, educational psychology, and other related disciplines to understand how
people learn. It also aims to identify the most effective teaching and learning strategies based on empirical
evidence that has been shown to improve long-term retention of information and enhance learning outcomes.

Learning is an iterative process that requires that one continually revisits what one has learned earlier, update it,
and connect it with new knowledge. Learning always builds on a store of prior knowledge and is the residue of
thought. New learning requires a considerable amount of practise and meaningful connections to existing
knowledge. Learning, therefore, requires learners thinking (Brown et al., 2014; Dereck Bok Center, Harvard
University, 2023).

Science of learning includes the following learning strategies (Weinstein et al., 2018):
• Retrieval practice: Bringing learned information to mind from long-term memory.
• Spaced practice: Spreading learning activities out over time/reviewing previously learned information
at gradually increasing intervals.
• Interleaving: Switching between topics (or problem types/approaches) while learning.
• Examples: When learning abstract concepts, illustrating them with various examples or concrete
experiences.
• Dual coding: Combining words with visuals.
• Elaboration: Classroom discussions that require learners to relate new material to what they already
know and to recall previously learned information, including asking why and how questions with learners
explaining in their own words.
• Interactive activities: Engage actively with learning material using activities that require one to retrieve
(recall) previously learned information.

2.8 SYNERGISING CODING AND ROBOTICS IN FOUNDATION PHASE

In the foundation phase, elements of subjects such as Language, Mathematics and Life Skills can be linked to
Coding and Robotics and therefore be used as context in coding and robotics activities to enhance the learning
experience. For example:

Algorithms involve sequencing and summarising in literacy and breaking down complex problems into simpler
steps in mathematics.

Modularity: Involves breaking down tasks into manageable units in computer science, while in mathematics, it
involves breaking down a complex problem into smaller, manageable parts.

Control structures in coding determine how a set of instructions are executed within a program, while heuristic
thinking in mathematics involves using logical thinking and trial and error to solve problems.

Coding and natural language: The process of learning to code is also often likened to language acquisition, as
learners progress through six distinct stages of understanding. These stages bear close resemblance to the
stages of literacy development.

Design: Designing robotics artefacts links to aspects of Creative Arts as part of Life Skills.

Digital concepts: Aspects such as the impact of technology and being a digital citizen links to Life Skills
(Personal and Social well-being).

By developing these skills in Coding and Robotics, learners can develop habits of mind that will be valuable in
other subjects.
15
2.9 TIME ALLOCATION
In Grades R, 1 and 2, 1 hour per week (10 hours per term) is allocated for coding and robotics. In Grade 3, the
time allocation for coding and robotics is 2 hours per week (20 hours per term).

The following table provides the time allocation per term as a percentage of the total available time per term:

Table 2.1: Time allocation for Foundation Phase Coding and Robotics

Gr R ,1,2 = % per Term 1 Term 2 Term 3 Term 4

week
Gr 3 = % per week R 1 2 3 R 1 2 3 R 1 2 3 R 1 2 3

Pattern Recognition* 15 15 15 15 15 15 15 15 15 15 15 15 15 15 15 15
Algorithms & Coding 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50
Robotics 30 30 30 30 30 30 30 30 30 30 30 30 30 30 30 30
Digital Concepts 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5
Total 10 weeks 10 weeks 10 weeks 10 weeks
*Due to the integrated nature of concepts across content areas, time for pattern recognition can be infused with coding
content (algorithms & coding), robotics content and digital concepts content.

Note:

Sections 2.12.1 (coding content) 2.12.2 (robotics content), 2.12.3 (digital concepts content) and Section 3
(unpacking of the content) describe many concepts and competencies across the three strands that are linked
and support each other. Various competencies across the three strands can therefore be linked and dealt with
in an integrated fashion.

16
2.10 RESOURCES REQUIRED TO OFFER CODING AND ROBOTICS IN FOUNDATION PHASE

Program code

Simple Pseudocode
Sentence
Algorithms
Cognitive load (Level of abstraction)

Visual code
symbols and
constructs
(Flowcharts)

Written
instructions

Simple visual code

symbols and
constructs (Tangible
or on paper)

Simple character
instructions

Coding cards or
Symbols
Foundation Phase
Tangible coding Intermediate Phase
with objects and
verbal instructions Senior Phase
FET Phase
Physical coding and
play activities
Regression and Progression

More concrete to less concrete

Figure 2.9 Programming resources for Coding and Robotics Coding Resources

17
Refer to Figure 2.9:
Foundation phase follows an unplugged programming approach. Literature suggests that “Computer programming is a highly cognitive skill, which requires mastery of
interactive unplugged programming in early years of education significantly influence multiple domains, and is acknowledged as being difficult to learn, making it
improving learners’ performance of computational thinking skills and learning engagement and essential to take into account the cognitive loads (CLs) imposed on learners,
as well as their abilities to absorb this knowledge during the teaching and
it also confirms the teaching value of interactive unplugged programming (Li et al., 2023). An
learning process”. Berssanette & de Francisco (2022).
unplugged approach therefore reduces cognitive loads as it helps learners to the learn the
foundational concepts and principals of computational thinking and coding without getting overwhelmed by the intricacies of programming environments. It therefore
serves as an effective steppingstone for beginners to develop their problem-solving and programming skills before transitioning to coding environments.
Unplugged codding resources include:

• Outside grid on play area or in class

• Coding cards (arrows or symbols)
• Playful artefacts/toys used in coding problems (e.g., Flowers, sweets, insects) – Bee collecting nectar, Robot sorting trash (trash items, cans, plastic bottles) –
Paper cups – Egg holders – Pom pom’s – Ice cream sticks – Simple unfix blocks.
*
• Optional: Free and open-source educational software/apps, e.g., Scratch Jnr with a device such as a tablet or PC

• *Optional: programmable educational robots

• Learners acting as robots with simple props (Box) etc.

Outside Grid
Coding activity sheets and coding
cards Strings and beads Paper cups

*
Note: Software and/or devices are optional as the curriculum is designed to be implemented without devices. However educational devices, where available, could be used for enrichment.
18
 Coding
Cards

Beads
Pipe cleaners, pom poms, recycled
Felt grid and arrrows with plastic bottle caps, ice cream sticks.
buttons

2.10.1 Robotics Resources

Refer to Figure 2.9:
• Basic stationary (cardboard, coloured paper. blocks books, rubber bands, glue)
• Other material such as unfix/counting blocks, pom-pom’s, string, pipe cleaners, marbles.
• Recycled items (newspaper, brown paper bags, used toilet rolls, used boxes (e.g., cereal or pill boxes/holders, egg holders, trash items such as used cooldrink
cans, plastic bottles, bottle caps), paper cups, straws.
• Salted playdough (wires, battery, light bulb)
• *Optional: Programmable educational robots/virtual robots [Scratch Junior → object, e.g., CAT, is an example of a virtual robot]
• Pictures of different types of robots and robot components
• DC motor, battery pack, small light bulb
Outside Grid Split pins/paper fasteners with Twine, straws, glue, paper binders, DC motor, battery pack, light bulb
cardboard rubber bands and holder (optional). Clay/Play
dough. Split pins

19
 Different types of old cardboard boxes Stones and Marbles

2.10.2 Digital Concepts Resources

• Sample technologies and components (e.g., Mobile phone, tablet, Laptop (with screen, keyboard and mouse), etc.)
• Pictures of computing devices, input devices, output devices

20
2.11 OVERVIEW OF FOUNDATION PHASE CODING AND ROBOTICS
Generic sequencing Simple pattern Algorithms and
Debug, reflect, trace Design, create and
of everyday life recognition and Simple sequencing simple problem
and improve reflect
scenarios. completion. solving
Grade R

Physical reinforcement and concrete strengthening

coding optional).
(device-based
Physical play,
simulation,
Algorithms and
Generic sequencing
Simple pattern Simple sequencing simple problem
of everyday life Debug, reflect, trace Design, create,
recognition and with elementary solving (including
scenarios and and improve reflect and improve
completion. problem solving symbols) and single
algorithms
command repetition Which solution A, B or C is correct to have Ben meet Thatho?
A

B
Grade 1

C
Which solution A, B or C is correct to have Ben meet Thatho?
A
OR

Physical reinforcement and concrete strengthening

coding optional).
(device-based
Physical play,
simulation,
Algorithms and problem
Generic sequencing
Pattern recognition Simple sequencing solving using words and
of everyday life Debug, reflect, trace Design, create,
completion and with problem symbols, single command
scenarios and and improve reflect and improve
interpretation solving repetition, single condition
algorithms
and additional commands
Grade 2

Physical reinforcement and concrete strengthening

coding optional).
(device-based
Physical play,
simulation,

Algorithms and problem

Generic sequencing Pattern recognition
Simple sequencing solving using words and
of everyday life completion, Debug, reflect, trace Design, create,
with problem symbols, single repetition,
scenarios and interpretation and and improve reflect and improve
solving single condition and
algorithms extension
additional commands
Grade 3

1. Take two bread slices.

2. Spread jam on one side of each
slice.
3. Press slices together.
4. Optional: Trim crust edges.
5. Cut sandwich in half or into
Physical reinforcement and concrete strengthening
smaller pieces.
coding optional).
(device-based
Physical play,

6. Enjoy your jam sandwich!

simulation,

Figure 2.10 Overview of Foundation Phase Coding and Robotics

21
2.12 FOCUS OF CONTENT AREAS
2.12.1 Coding
Table 2.2: Coding content focus

Competency Grade R Grade 1 Grade 2 Grade 3

(Novice level)
C.1 Rudimentary operations are Rudimentary operations are Elementary tasks and logical Foundational tasks and
Apply presented using sequences presented using sequences instructions are identified to logical instructions are
computational of pictures. of pictures and or elementary solve a problem. identified to solve a problem
thinking skills to Logically order a set of three-word sentences. Elementary operations are from which unnecessary or
develop a set of pictures to accomplish a set Logically order a set of presented using sequences irrelevant details are ignored.
logical task. pictures or three-word of pictures and or simple Foundational operations are
instructions to Order, arrange or search a sentences to accomplish a sentences. presented using sequences
solve a problem. set of pictures and symbols set task. Logically order a set of of pictures and or simple
according to given criteria. Order, arrange or search a pictures or simple sentences sentences.
set of pictures, symbols, to accomplish a set task. Logically order a set of
characters, and numbers Order, arrange or search a pictures, simple sentences to
according to given criteria. set of pictures, symbols, accomplish a set task.
characters, numbers, and Order, arrange or search a
words according to given set of pictures, symbols,
criteria. characters, numbers, and
words or sentences
according to given criteria.
C.2 Symbols are used to Symbols are used to Symbols or written Symbols (normal or puzzle
Present a simple represent actions and represent actions and statements are used to type or written statements
coding solution operations to accomplish a operations to accomplish a represent actions and are used to represent actions
using symbolic or task. task. operations to accomplish a and operations to accomplish
written statements Each symbol represents a Symbols may be grouped to task. a task.
representing single task. represent repetition. Symbols may be grouped to Symbols / puzzles blocks
sequences of The solution may be The solution may be represent repetition. may be grouped to represent
commands, single presented partially requiring presented partially, requiring Symbols / blocks may be repetition (or a statement
repetition, and the learners to complete a the learners to complete it. used to represent a indicating repetition)
conditional problem. condition. Symbols/ blocks may be
Problems could include:
constructs. used to represent a condition
Problems could include: • Grid-based scenarios Symbols may include block-
code type images with (or a statement indicating
• Grid-based scenarios • Story-based scenarios
linkages. condition)
• Story-based scenarios • Movement-based
The solution may be Symbols may include block-
• Movement-based scenarios (e.g., dance
presented partially, requiring code images with linkages.
scenarios (e.g., dance moves)
moves) • Robot enactment the learners to complete it. The solution may be
• Robot enactment scenarios Problems could include: presented partially, requiring
scenarios the learners to complete it.
• Grid-based scenarios
• Story-based scenarios Problems could include:
• Movement-based • Grid-based scenarios
scenarios (e.g., dance • Story-based scenarios
moves) • Movement-based
• Robot enactment scenarios (e.g., dance
scenarios moves)
• Robot enactment
scenarios
C.3 A rudimentary set of A rudimentary set of An elementary set of A foundational set of
Interpret and commands in relation to C.2. commands in relation to C.2 commands in relation to C.2 commands in relation to C.2
execute a given are correctly executed are correctly executed are correctly executed are correctly executed
symbolic or physically, on paper or with physically, on paper or with physically, on paper or with physically, on paper or with
written set of an educational tool. an educational tool. an educational tool. an educational tool.
commands One learner could take on One learner could take on One learner could take on One learner could take on
the role of instructor and or the role of instructor and or the role of instructor and or the role of instructor and or
interpreter(executer) interpreter(executer) interpreter(executer) interpreter(executer)

22
 C.4 A rudimentary set of A rudimentary set of An elementary set of A foundational set of
Debug a given commands to solve a commands to solve a commands to solve a commands to solve a
symbolic or problem is inspected for an problem is inspected for an problem is inspected for an problem is inspected for an
written set of error and corrected. error and corrected. error or errors and corrected. error or errors and corrected.
instructions. Debugging relates to a code Debugging relates to a code Debugging relates to a code Debugging relates to a code
set or set of instructions in set or set of instructions in set or set of instructions in set or set of instructions in
relation to C.1., C.2. and C.3. relation to C.1., C.2. and C.3. relation to C.1., C.2 and C.3. relation to C.1., C.2. and C.3.
C.5 Reflect and report on a given Reflect and report on a given Reflect and report on a given Reflect and report on a given
Evaluate a given solution. solution. solution. solution.
solution towards Ask the following questions Ask the following questions Ask the following questions Ask the following questions
potential (critical thinking): (critical thinking): (critical thinking): (critical thinking):
improvement. • What happened? • What happened? • What happened? • What happened?
• Why has it happened? • Why has it happened? • Why has it happened? • Why has it happened?
• What can be learnt? • What can be learnt? • What can be learnt?
The learners are given the The learners are given the The learners are given the
opportunity to reflect on their opportunity to reflect on their opportunity to reflect on their
thinking. thinking. thinking.
A rudimentary set of An elementary set of A foundational set of
commands to solve a commands to solve a commands to solve a
problem is inspected and an problem is inspected and an problem is inspected and a
alternate is suggested. alternate is suggested. better alternate is suggested.
The evaluation relates to a Incorporating: Incorporating:
code set or set of instructions • Reducing the numbers • Reducing the numbers
in relation to C.1, C.2 and of steps of steps
C.3 • Grouping of repetitive
The evaluation relates to a
steps
code set or set of instructions
in relation to C.1, C.2, C.3 The evaluation relates to a
code set or set of instructions
in relation to C.1, C.2, C.3
C.6 A rudimentary pattern is A rudimentary pattern is An elementary pattern (which A foundational pattern (which
Recognise and identified incorporating a identified incorporating a could include an inverse) is could include an inverse or a
interpret patterns single set of elementary: single set of elementary: identified incorporating a grid artefact) is identified
in symbolic sets of numbers, pictures, colours, numbers, pictures, colours, single set of elementary: incorporating a single set of
data or symbols, or shapes. symbols, or shapes. numbers, pictures, colours, elementary: numbers,
visualisations. The differences and or The differences and or symbols, or shapes. pictures, colours, symbols, or
similarities between sets of similarities between sets of The differences and or shapes.
data patterns including data patterns including similarities between sets of The differences and or
images are identified and images are identified and data patterns including similarities between sets of
motivated. motivated. images are identified and data patterns including
The learners can recognise The learners can recognise motivated. images are identified and
and explain the composition and explain the composition The learners can recognise motivated.
of the pattern. of the pattern. and explain the composition The learners can recognise
The pattern is copied by the The pattern is copied by the of the pattern. and explain the composition
learner either using physical learner either using physical The pattern is copied by the of the pattern.
objects, physical objects, physical learner either using physical The pattern is copied by the
(kinaesthetic) movements or (kinaesthetic) movements or objects, physical learner either using physical
on paper. on paper. (kinaesthetic) movements or objects, physical
on paper. (kinaesthetic) movements or
on paper.
C.7 N/A Identify a given pattern. Identify a given pattern. Identify a given pattern.
Create or complete Extend a given pattern. Extend a given pattern. Extend a given pattern.
a pattern to Create and repeat a Create and repeat an Create and repeat a
represent a data rudimentary pattern. elementary pattern and foundational pattern and
set. explain its composition. explain its composition.
Pattern conforms to the
prescriptions of C.6. Pattern conforms to the Pattern conforms to the
prescriptions of C.6. prescriptions of C.6.
Note: Pattern recognition can be infused with computational thinking (C1) and coding solutions/algorithms (C2)

23
2.12.2 Robotics
Table 2.3: Robotics content focus

Competency Grade R Grade 1 Grade 2 Grade 3

(Novice level)
R.1 Present a rudimentary Present an elementary Present an elementary Present a foundational
Explain what a explanation of what a robot explanation of what a robot explanation of what a robot explanation of what a robot
robot is in simple is. is, including reference their is, including reference to their is, including reference to their
terms. purpose. purpose and mode of purpose and mode of
operation. operation.
Reference to moving and Reference to moving,
sensory parts are made. sensory and processing parts
are made.
R.2 Identify general examples of Identify general examples of Identify robots that are used Identify domestic robots and
Identify different robots. robots and what they do. in factories and robots that professional use robots.
types of robots. are not used in factories
(Service robots)
R.3 N/A The learners present the The learners present the The learners present the
Outline the concept that a robot concept that a robot concept that a robot
different comprises of different comprises of different comprises of different
components of a components each with a components, each with a components, each with a
robot purpose. purpose. purpose.
Reference is made to moving Reference is made to Reference is made to the
parts, sensors. sensors, a power source and following concepts as part of
motors the outline:
• Robots comprise of
mechanical parts.
• Requires power.
• Require some form of
programming.
R.4 Provide a rudimentary Provide a rudimentary Provide an elementary Provide a foundational
Present an explanation of what robots explanation of what robots explanation of what robots explanation of what robots
understanding of are used for. are used for with references are used for with references are used for with references
how robots affect to specific tasks. to specific tasks, including to specific concepts that
the world. dangerous and repetitive robots can be programmed to
ones. react to their environment.
The discussion incorporates
elements of R.1 and R.2
R.5 Create a rudimentary artefact Create a rudimentary artefact Create an elementary Create a foundational
Design a simple to represent a robot or to represent a robot or artefact to represent a robot artefact to represent a robot
artefact based on equivalent. equivalent. or equivalent. or equivalent.
a set of design Step by step instructions can Step by step instructions can Step by step instructions can Step by step instructions can
specifications. be applied or given. be applied or given. be applied or given. be applied or given.
The activity may be open The activity may be open The activity may be open The activity may be open
where various materials are where various materials are where various materials are where various materials are
supplied to the learners to supplied to the learners to supplied to the learners to supplied to the learners to
have them create their own have them create their own have them create their own have them create their own
robot and/or related artefact. robot and/or related artefact. robot and/or related artefact. robot and/or related artefact.
The learners reflect and talk / The learners reflect and talk / The learners reflect and talk / The learners reflect and talk /
ideate about what their ideate about what their ideate about what their ideate about what their
robots can do. robots can do. robots can do. robots can do including the
Strings and /or pins may be Strings and/ or pins may be composition of the various
added to mimic movement. added to mimic movement. parts and the purpose of
each.
Different materials can be Different materials can be
used, e.g., pipe cleaners, ice used, e.g., pipe cleaners, ice Strings and/ or pins or lever
cream sticks, straws etc. cream sticks, straws etc. mechanisms and /or pullies
may be added to mimic
The creation of the artefact The creation of the artefact
movement.
could also take on the form of could also take on the form of
a game e.g. (Assemble by a game e.g. (Assemble by Different materials can be
24
 numbers) numbers), throw some die. used, e.g., pipe cleaners, ice
Assemble using cream sticks, straws etc.
prefabricated parts if The creation of the artefact
(available) e.g., building could also take on the form of
blocks. a game e.g. (Assemble by
The instructions contain numbers), throw some die.
various steps that should be Assembly using prefabricated
read and or interpreted as parts if (available) e.g.,
part of the assembly. building blocks.
The assembly should require The instructions contain
a set order (one step should various steps that should be
follow the other) read and/or interpreted as
part of the assembly.
The assembly should require
a set order (one step should
follow the other)
R.6 The learners mimic the The learners mimic the The learners mimic the The learners mimic the
Mimic the operations of a robot based operations of a robot based operations of a robot based operations of a robot based
operations of a on given instruction or for a on given instruction or for a on given instruction or for a on given instruction or for a
robot purpose. purpose. purpose. purpose.
Rudimentary instructions are Rudimentary instructions are Elementary instructions are Foundational instructions are
performed, in person or using performed, in person or using performed, in person or using performed, in person or using
a tool, or on paper. a tool or on paper. a tool, or on paper. a tool, or on paper.
Relates to C.1, C.2, C.3, C.4 Relates to C.1, C.2, C.3, C.4 Relates to C.1, C.2, C.3, C.4 Relates to C.1, C.2, C.3, C.4
and C.5. and C.5. and C.5. and C.5.
R.7 A rudimentary set of A rudimentary set of An elementary set of A foundational set of
Create, test, and instructions are compiled and instructions are compiled and instructions are compiled and instructions are compiled and
execute a set of executed to perform a task. executed to perform a task. executed to perform a task. executed to perform a task.
robotic This outcome and This outcome and This outcome and This outcome and
instructions. instructions relate to C.1, instructions relate to C.1, instructions relate to C.1, instructions relate to C.1,
C.2, C.3, C.4 and C.5. C.2, C.3, C.4 and C.5. C.2, C.3, C.4 and C.5. C.2, C.3, C.4 and C.5.
The execution can also be The execution can also be The execution can also be The execution can also be
done and demonstrated in done and demonstrated in done and demonstrated in done and demonstrated in
the context of R.6 the context of R.6 the context of R.6 the context of R.6
Note: Pattern recognition can be infused with creating a set of robotic instructions (R7)

25
2.12.3 Digital Concepts
Table 2.4: Digital Concepts content focus

Competency Grade R Grade 1 Grade 2 Grade 3

Novice Level
D.1 Present a rudimentary Present a rudimentary Present an elementary Present a foundational
Outline the explanation of what explanation of what explanation of what explanation of what
concept of technology is. technology is. technology is. technology is.
technology and Learners can point out Learners can point out Learners can point out Learners can point out
purpose of examples of technology. examples of technology and examples of technology and examples of technology and
information relate its use to everyday life. relate its use and purpose to relate its use and purpose to
technology (IT). Learners relate the concept everyday life. everyday life.
of technology to that of a tool. Learners relate the concept Learners relate the concept
of technology to that of a tool. of technology to that of a tool.
The learner’s answer include
that the technological artefact
has a common purpose or
goal.
The answer also includes the
concept that technologies
often comprise of different
components.
D.2 The learners present a The learners present a The learners present an The learners present a
Recognise that he rudimentary understanding rudimentary understanding elementary understanding foundational understanding
or she is living as that the digital world is all that the digital world is all that the digital world is all that the digital world is all
a citizen in a around us. around us. around us. around us.
digital world. The learners understand that The learners understand that The learners understand that The learners understand that
electronic devices (dangers electronic devices (dangers electronic devices (dangers electronic devices (dangers
of electricity) should be used of electricity) should be used of electricity) should be used of electricity) should be used
safely (e.g., don’t use safely (e.g., don’t use safely (e.g., don’t use safely (e.g., don’t use
electronic devices whilst electronic devices whilst electronic devices whilst electronic devices whilst
crossing the street) and in crossing the street) and in crossing the street) and in crossing the street) and in
moderation (screen time) moderation (screen time) moderation (screen time) moderation (screen time)
Present a rudimentary Present an elementary Present a foundational
understanding of the dangers understanding of the dangers understanding of the dangers
of going online. of going online. of going online.
Present a rudimentary Present an elementary Present a foundational
understanding of the concept understanding of the concept understanding of the concept
of cyberbullying and how to of cyberbullying and how to of cyberbullying and how to
deal with it. deal with it. deal with it.
The conceptualisation is The learners understand that The learners understand that
presented in terms of D.1 protecting information with a protecting information with a
password helps keep it password helps keep it
private. private.
Introduce the concept of a Recognise the concept and
digital footprint at an dangers of sharing personal
elementary level. information like usernames
The conceptualisation is and or passwords.
presented in terms of D.1 Understand the responsible
use of technology.
Introduce the concept of a
digital footprint at a
foundational level.
Present an understanding of
the necessity to report
unsuitable use of electronic
communication, the access
of inappropriate content and
or contact.

26
 The conceptualisation is
presented in terms of D.1
D.3 The learner presents a The learner presents a The learner presents an A foundational explanation of
Demonstrate an rudimentary explanation of rudimentary explanation of elementary explanation of what a computing device is,
understanding of what a computing device is. what a computing device is. what a computing device is. is presented.
the concept of a Learners can point out Learners can point out Learners can point out Learners can point out
computing device. examples of computing examples of computing examples of computing examples of computing
devices. devices. devices. devices.
The learner’s answer should The learners answer should The learners answer should
incorporate the concept that incorporate the concept that incorporate the concept that
a computing device can a computing device can a computing device can
follow and interpret follow and interpret follow and interpret
instructions. instructions. instructions and produce
Links with D.1 Links with D.1 output/result or render an
outcome.
Links with D.1
D.4 N/A A rudimentary list of the use An elementary list of the use A foundational list of the use
Identify the of IT related technologies of IT related technologies of IT related technologies
common uses of and devices are named in and devices are named in and devices are named in
ICT in the real terms of their use. terms of their use. terms of their use.
world. Links with D.1 and D.2 Links with D.2 and D.2 Links with D.1 and D.2
D.5 N/A N/A The learners differentiate at a The learners differentiate at
Differentiate rudimentary level between an elementary level between
between the the concept of hardware the concept of hardware
components of an (touchable) and software as (touchable) and software as
ICT system. “Apps”. “Apps”.
Basic examples are listed in Learners lists examples of
relation to D.1, D.2 and D.3 different types of hardware
and software.
Basic examples are listed in
relation to D.1, D.2 and D.3
D.6 N/A N/A The learners can present a The learners can present an
Explain how the rudimentary explanation of elementary explanation of
adaptation of how technology impact how technology impact
technology society at large. society at large.
impacted the The discussion incorporates Typical examples are listed in
world we work and concepts of D.1 and D.2 relation to various sectors.
live in. The discussion incorporates
concepts of D.1 and D.2
D.7 The learners present a The learners present a The learners present an The learners present
Present a basic rudimentary understanding rudimentary understanding elementary understanding foundational understanding
understanding of that input results in some that input results in some that input results in some that input results in some
the concept of form of output. form of output. form of output. form of output.
input processing Input → Instructions are Input → Instructions are Input → Instructions are
and output. executed that results in an executed that results in an executed that results in an
action. action. action.
The concept that different Output as a form of Output as a form of
forms of input results in communication from the communication from the
different actions are device device
emphasised. The concept that different The concept that different
forms of input results in forms of input result in
different actions is different actions is
emphasised. emphasised.
The concept that processing
takes place between input
and output forms part of the
learners understanding.
D.8 Interpret a rudimentary Interpret a rudimentary Interpret an elementary Interpret a foundational
Interpret a pattern pattern and present a pattern and present a pattern and present a pattern and present a

27
 to represent or corresponding message in corresponding message in corresponding message in corresponding message in
communicate a symbolic form. symbolic form. symbolic form. symbolic form.
message or image. Done in relation to C.6. Translate (decode) an Translate (decode) an Translate (decode) a
elementary pattern to a elementary pattern to a foundational pattern to a
simple word, image, or simple word, image, or basic simple word, image, or
phrase (3-word maximum sentence. simple sentence.
phrase). Done in relation to C.6 Pattern may include 2-D
Done in relation to C.6 matrixes for both encoding
and decoding purposes.
Done in relation to C.6
D.9 Create a rudimentary pattern Create a rudimentary pattern Create an elementary pattern Create a foundational pattern
Create a pattern to to represent an image or to represent an image or to represent an image or to represent an image or
represent or communicate a message or communicate a message or communicate a message or communicate a message or
communicate a an image. an image. an image. an image.
message or image. Done in relation to C.6 and Translate (encode) a Translate (encode) an Translate (encode) a
D.8. rudimentary pattern to a elementary pattern to a foundational pattern to a
simple word, image, or simple word, image, or basic simple word, image, or
phrase (3-word maximum sentence. simple sentence.
phrase). Done in relation to [Link] Done in relation to C.6 and
Done in relation to C.6 and D.8 D.8.
D.8.
D.10 N/A N/A N/A N/A
Demonstrate a
basic proficiency
in the application
of digital skills.
Note: Pattern recognition can be infused with interpreting and creating patterns (D8 and D9)

2.13 ENVISAGED LEARNER

The Coding and Robotics learner shows an interest in technology and its application in the world. The learner can
think logically and critically and is able to solve problems. Furthermore, the learner is creative and innovative as
well as disciplined, focused, and persistent. The learner can also work well with others to achieve a common goal.

2.14 CAREER OPPORTUNITIES

Today, digital technologies are integrated in all aspects of our lives. Digital competencies such as Coding and
Robotic skills make one more employable and effective in any job and support further studies.

The growing ubiquity of digital technologies and the developments around the Internet of Things (IoT), automation
and artificial intelligence (AI) have seen the inclusion of skills such a computational thinking, design thinking,
software development (coding) and robotics in every sector of employment and entrepreneurship. Therefore,
Coding and Robotics aims to equip learners with knowledge and skills that will allow them to thrive in any career
and specifically in careers such as software development, robotics engineering, artificial intelligence, etc.

28
2.15 PROGRESSION PER GRADE OF FOCUS AREAS
As Coding and Robotics is a process driven subject, the exit skills cannot be broken up into terms. The exit skills must be repeated and practised in every term, but in a
progressive way. Conceptual knowledge must be continuously developed to enable procedural knowledge. Some aspects can be integrated (synergised) using
Language, Mathematics and Life Skills content as context, but subject specific content and skills can only be developed in Coding and Robotics as a separate subject.

Note:
Complexity of activities
increase, from Grade R to
Grade 3, for example, in
terms of number of
instructions, more complex
grids, adding restrictions or
limitations, adding new
instructions and adding the
concept of the repetition
construct.

In Grades R and 1, focus on

concrete, practical activities,
e.g., using a grid on the floor.

Content and Activity Progression

29
 Optional:
Any basic additional instructions as
required by problem, e.g. pick up, put
down, kick

Content and Activity Progression

30
Optional:
Any basic additional instructions as
required by problem, e.g. turn around.

Optional:
Any basic additional instructions as
required by problem, e.g. put down,
kick, etc.

Content and Activity Progression

31
 Note:
In terms of coding, typically, problems could require learners to
• read code and explain what it does
• work through (trace) / act out code (physically or simulated) to determine the output or the correctness
• provide missing code instructions (code instructions are provided with some instructions or code elements missing) that learners need to complete
• translate verbal/written instructions (algorithm) to code.
• add some functionality/instructions to an existing program.
• rewrite a set of coding instructions to be more efficient, e.g. using a loop construct for code that is repeated
• choose the correct solution from 2-3 options
• compare different solutions to evaluate efficiency
• debug an algorithm or program (find the bug, describe the bug and correct it)
• develop a solution/algorithm (code instructions) based on a given problem or for an open-ended problem through planning, implementing, testing and debugging.
depending on the competency/(ies) the learner needs to demonstrate.

Note:

Coding and Robotics, as a subject, in the Foundation Phase, is based on developing skills that underpin the processes of coding and robotics. To enable coding and robotics skills development it should be
developed unplugged at first to reduce cognitive load and allow learners to focus on, and ground coding concepts. Schools that have educational programming or robotics tools and software could use
these in combination with the unplugged approach. However, the curriculum is designed in such a way that it can be done unplugged throughout.

32
3 SECTION 3
CONTENT SPECIFIC CLARIFICATION PER GRADE PER TERM
The following tables provide the content clarification per term and per grade.

This section should be read in conjunction with Figure 2.6, Table 2.2, Table 2.3 and Table 2.4

In Foundation Phase, the curriculum is designed to integrate with other Foundation Phase subjects as indicated
in the term plans. This integration could also strengthen the specific concepts and content in the subject it is
integrated with.

Content clarification is done with examples as Coding and Robotics is a new subject.

Note:

This section contains examples that clarify the content and competencies. These examples serve as illustrations to better understand
the topics and the competencies learners are expected to develop.

However, teachers should see these examples as a starting point for teaching the content and competencies. While the examples are
beneficial, teachers should not limit themselves to just those activities. They are encouraged to include other ideas, activities and
tasks to ensure deliberate practise and a deeper understanding of the concepts and skills being taught.

The content and competencies are also grouped based on the main topic areas. This organisation helps teachers understand which
skills and knowledge are related and how they are connected. The content and competencies are therefore not necessarily listed in
the order they must be taught. Teachers have flexibility in how they sequence the topics based on the context of their teaching
environment and the needs of their leaners. However, there is an indication of how different competencies relate to each other. This
linkage could help teachers understand the progression of skills and how they support or build upon one another.

Teachers should therefore develop their Annual Teaching Plans (ATPs) sequencing content and competencies in a manner that will
make sense for their learners and their teaching and learning environment to foster a positive learning experience. The goal of
developing the ATPs is to maximize the learners' learning outcomes and achievement.

33
3.1 GRADE R
Note:
Teachers must include the following competencies and content in their Annual Teaching Plans (ATPs), distributed across the terms and sequenced, organised, grouped
(and synergised with other subjects in Grade R, where applicable), and in a manner that will facilitate learning, ensure ample retrieval and deliberate practise, with
feedback, to ground principles and concepts, maximizing learners' learning outcomes and achievement, whilst also ensuring a gradual learning curve, in a way that will
make optimal use of available time and resources.

3.1.1 Term 1
Content (Grade R / Term 1) Notes/Examples
Pattern Recognition Could be integrated with Mathematics
C.6: Recognise and interpret patterns in symbolic sets of data or visualisations: C.6 develops pattern recognition (part of computational thinking) that
Identify a complete pattern presented as a data set is eventually used to develop coding solutions as part of computational
Examples: thinking to identify patterns in the coding problem and/or data by
identifying similarities or differences that can help to solve the problem
or refine the algorithm.
Learners need to understand that a pattern is a design that repeats.
Algorithm Design and Coding: Algorithm Design and Coding mostly go together.
C.1: Apply computational thinking skills to develop a set of logical instructions to solve a problem Could be integrated with Language
Examples: Introduce the concept of an algorithm (set of logical instructions or
Picture Stories: commands, carried out in a specific sequence) as well as the concept
of a basic structure of a program (begin, middle, end).
Picture stories are presented in a logical order (sequenced correctly
with a beginning and an end).
When sequencing, we learn about patterns and relationships, and to
understand the order of things. By learning to sequence, we develop
the ability to understand and arrange purposeful patterns of actions,
behaviours, ideas, or thoughts that supports the logical sequencing of
coding instructions.
C.3: Interpret and execute a given symbolic or written set of commands Could be integrated with Language
Examples: Provide learners with a set of symbolic instructions which they need to
Note: interpret and carry out.
Learners do not need to understand the word algorithm at In coding, one develops sets of logically ordered instructions which the
this stage. The concept of ‘algorithm’ is introduced as a computer can understand and carry out. The computer can only
set of logical instructions or commands that are carried understand instructions and follow them exactly the way they are
out in a specific sequence and that a human or a presented and interpreted.
computer can understand and follow/execute.

34
Content (Grade R / Term 1) Notes/Examples
Robotics Could be integrated with Creative Arts
R.1: Explain what a robot is in simple terms Could be integrated with Life Skills
Activity Eventually learners need to understand that a robot is a machine built
Learners give their ideas of what a robot is. by humans and programmed to perform tasks, which a human can
Techer then discusses these ideas and leads learners towards robot concepts. also do, e.g. a robot vacuum cleaner. A robot can thus substitute a
Teacher can show pictures of robots. person, performing a task that the person could do. Robots can only
robot - Kids | Britannica Kids | Homework Help do what they are programmed to do (follow a set of instructions).
R.5: Design a simple product (artefact) based on a set of design specifications Could be integrated with Life Skills /Creative Arts
Examples: Link with pattern recognition (C.6) – learners first need to identify the
Identify the patterns used, then create an artefact with the same pattern: pattern.
Learners can use different patterns.
Learners can afterwards identify each other’s patterns.
Eventually links to R.5 – learners design a ‘robot’ that can ‘do’
something.

R.6: Mimic the operations of a robot Links to C.3

Examples: Learners need to interpret and mimic (execute) the given symbolic
Help the baby find its bottle. instructions (set of arrow commands/instructions (algorithm))
One can later extend the problem to move
Learners act out the three sets of instructions on a grid to see which set would get the baby to the One arrow implies movement until end of grid or object is hit (not one
one block at a time, then more options can
bottle. block at a time)
be provided, e.g.:

Digital Concepts Could be integrated with Life Skills

D.2: Recognise that he or she is living as citizens in a digital world D.2 and D.3 can be done together.
Limiting screentime: Explain to learners that they need to balance time spent on screens with other activities such as playing outside, spending time with Could be linked to when learners mimic the operations of a robot,
family and friends, listening to stories (e.g. someone reading to them), etc. explaining that a mobile phone needs instructions (input) from the user
D.3: Demonstrate an understanding of the concept of a computing device (interprets instruction – processing) to work (provide output).
Examples: As most people, today, use digital technologies to communicate, learn and work, emphasise the responsible and ethical use of digital Aspects that could be discussed:
technologies and online platforms as digital citizen. Provide examples of responsible use and behaviour. • Safe use of electronic devices
Ask questions about the digital technologies that learners are familiar with. Use, e.g. old mobile phone to demonstrate digital technologies and ask learners • Limited screentime
what they use it for – emphasising responsible use such as safe use, etc.
Assessment – Term 1
Continuous Assessment – Refer to Section 4

35
3.1.2 Term 2
Content (Grade R / Term 2) Notes/Examples
Pattern Recognition (± 2 hours) Could be integrated with Mathematics
C.6 Recognise and interpret patterns in symbolic sets of data or visualisations. Reinforce from Term 1
Identify a pattern: Identify a complete pattern presented as a data set (reinforce from Term 1 using different and more complex examples/ activities) Identify a pattern is reinforced from Term 1 as it is used in recognising
Recognise pattern: Recognise and interpret patterns in symbolic sets of data or visualisations a pattern.
Example: Recognise a pattern:
Patterns take various forms and are found in poems, music, dance,
symbols, etc.
→ start

→ stop

Algorithm Design and Coding Algorithm Design and Coding mostly go together.
C.1 Apply computational thinking skills do develop a set of logical instructions to solve a problem Reinforced from Term 1.
Examples: It is further reinforced when C.2 is introduced as it is also used in Term
2 with C.2.
Before a solution / set of instructions is presented, it is designed and
developed using computational thinking.

(One arrow represents movement until barrier is hit)

In Term 2, C.1 could be used with C.2

Note:
For Grade R and Grade 1, the directional arrows imply/include a
change of direction of the sprite/character to automatically face the
direction for following the path in which it must continue (i.e. the turn is
implied/no separate instruction for turn).

For terms 1 and 2 of Grade R the solutions could be presented in

simplistic form, i.e. an arrow represents movement forward till it hits
the barrier (no matter how many steps/blocks).

36
Content (Grade R / Term 2) Notes/Examples
Simplistic movement solution vs. Consice step movement From term 3 onwards, each arrow can represent a single
(move till barrier is hit) (move with single seps / one block at a time) step/movement, i.e. on block at a time.

Note:
Coding is the process of creating a logical set of instructions that a
human or computing device can understand and execute, which
require a deep understanding of computational thinking and problem
solving
→ start

→ stop

C.2 Present a simple coding solution using symbolic or written statements that represent sequences of commands, single Links to C.1 and C.3.
repetition and conditional constructs.
Example 1 Example 2 Sometimes an activity will combine competencies, e.g. combine C.2
Simplistic coding problem with and C.3
solution provided and with Start and Stop events. Simple coding problem without solution In the first example, coding instructions are presented, and learners
need to interpret and execute the instructions (C.3).
In the second example, learners must first identify and choose the
correct arrows, then they can pack the arrows in the correct order
(develop a set of logical instructions (C.1) and present the solution
(C.2) and eventually follow/execute the instructions or acting out their
solution (the code) - (C.3).
In some problems, the combination of competencies happens naturally
and intuitively and cannot always be separated.
The more complex problems grow, the more competencies are
included.

37
Content (Grade R / Term 2) Notes/Examples
C.3 Interpret and execute a given symbolic or written set of commands Links to C.2. Can also link to R.6
Example 1: Reinforce from Term 1
Provide learners with a grid scenario and symbolic commands or a
real-life scenario with instructions to follow when crossing the street,
Example 2: which they must interpret.
Rules for crossing the street.
Initially the grid size should not be larger than 3x3

Robotics Could be integrated with Creative Arts

R.1 Explain what a robot is in simple terms Reinforce from Term 1
R.2 Identify different types of robots Use as prior knowledge of what a robot is to identify types of robots.
Examples: Can be done with R.1
Provide examples of robots and non-robots and let learners identify the robots. Then identify the type of robots and discuss the different tasks it performs.
R.5 Design a simple product (artefact) based on a set of design specifications
Example 1: Design a robot Example 2: Make a wiggly worm Provide instructions/specifications (visually or verbally)
Bring in idea of movement (robot can ‘do’ something)

The learners could be given an empty template of a robot and asked

to fill the robot with patterns. The appearance of the robot could be
enhanced by adding googly eyes. Small motor skills are also
developed if the learners are tasked to cut certain patterns to complete
their robot.

The arms, legs and head of the robot can then be attached to small
pieces of pipe cleaner. This will allow the parts to be moved. The
learners can then in a separate activity be tasked to code simple
dance moves for the robot.

38
Content (Grade R / Term 2) Notes/Examples
R.6 Mimic the operations of a robot Links to coding; set of instructions (algorithm)
Reinforce from Term 1 using different and more complex activities. Reinforce from Term 1 using different activities and gradually increase
Example: complexity of activities.
Carry out a pattern of robotic movements.
Teacher could highlight aspects about what a robot is such as:
• Robot has arms and legs.
• Robot follows instructions.
• Robot can move according to instructions.
Also link to C.2 and C.3

Digital Concepts Could be integrated with Life Skills

D.2 Recognise that he or she is living as citizens in a digital world Reinforce and extend from Term 1
Reinforce and extend from Term 1, e.g. Protecting personal information: D.2 and D.3 can be done together.
Explain concepts, using examples/pictures/role play relevant to their daily lives, such as: Reinforce and extend from previous terms with different examples and
What is personal information, activities.
Why is it important to keep it private? Aspects that could be discussed:
D.3 Demonstrate an understanding of the concept of a computing device • Limited screentime
Reinforce from Term 1. • Protection of personal information
Learners can bring pictures of devices and explain how the device receives input, what input It receives and how it provides output and what output it
provides.
How does the device know what output to provide?
Assessment – Term 2
Continuous Assessment – Refer to Section 4

39
3.1.3 Term 3
Content (Grade R / Term 3)
Pattern Recognition: Could be integrated with Mathematics
C.6 Recognise and interpret patterns in symbolic sets of data or visualisations. Links to C.1, C.2 and C.3
Identify a pattern: Identify a complete pattern presented as a data set (repeat from Term 1&2 using different examples/activities) Reinforce and extend from Term 1
Recognise pattern: Recognise and interpret patterns in symbolic sets of data or visualisations (repeat from Term 2 using different examples/activities) Patterns take various forms and are found in poems, music,
Copy: Copy a pattern presented as a dataset dance, symbols, data, etc.
Example: Identify, recognise, interpret and copy (mimic) the following pattern, then complete the pattern
This could be integrated with Languages as well.

Pattern recognition is the process to identify and extract

meaningful patterns from a dataset. It involves using and
analysing a set of data to find regularities or repeating
structures that can be used to make predictions, classify
objects, or solve problems.
Patterns can have various forms:
Poems, music, dance, symbols, etc.

Algorithm Design and Coding Algorithm Design and Coding mostly go together.
C.1 Apply computational thinking skills do develop a set of logical instructions to solve a problem. Links to C.2
Example: What is the missing command to be place in the in the blue square? In C.1 a partial solution is given, and the learner must
complete the solution.
Note: Providing partial solutions serves as scaffolding for
The first arrow is to step onto the grid and the last arrow is to step out of the grid. developing the complete solution.
C.1 and C.2 is continuously reinforced from previous terms
This type of scenario is case-dependent – other times they will start from within the grid and end as computational thinking is always used to design and
inside the grid. develop an algorithm/solution before presenting the solution.
Once the set of instructions (solution) is developed, it can be
translated to code: in this instance arrows

40
Content (Grade R / Term 3)
C.2 Present a simple coding solution using symbolic or written statements that represent sequences of commands, single repetition, and Links to C.1 and C.3
conditional constructs
Translate (code) the solution (algorithm) into arrows (code) –
this is the solution to the problem (Links to C.1)
C.3 Interpret and execute a given symbolic or written set of commands Links to C.1, C.2 and C.4
Example 1: Interpret code Example 2: Complete code Provide various activities to develop interpretation and
Interpret the code (from the above solution), then execute the code Provide the missing instruction for SSB to follow the path and get to the carrot. execution of code:
• Provide code for learners to complete.
• Provide code that learners need to mimic/act out.
• Provide code, leaving out a step that learners need
to fill in.
Once the set of instructions is developed and
translated into code (symbolic code (arrows), another
learner can interpret it and act it out on a grid.

C.4 Debug a given symbolic or written set of instructions. C.1, C.2, C.3 and C.4 are all steps in algorithm
design.
Once the set of instructions are acted out on a grid, it is
possible to see if it works correctly.
If it does not work correctly, the learners must find the
problem and correct it.

Sometimes, activities with incorrect solutions should be

given to learners and they need to find the problem and
correct it as is the case with the examples on the left.

Find the error in the given pattern. The [Link]

learners can also be given an option to
correct the pattern with the necessary
object.
Find the ‘errors’ in the given picture
Find the error in the given instructions
[Link]

41
Content (Grade R / Term 3)
Robotics Could be integrated with Creative Arts and
Language
R.1 Explain what a robot is in simple terms. Reinforce and extend from previous terms with
R.2 Identify different types of robots. different examples and activities
R.5 Design a simple product (artefact) based on a set of design specifications. Could be integrated with Life Skills (Creative Arts)
Example: Design you own Robot Learners can ideate (design thinking development) about
their robots.

After designing their robot, learners answer questions such as:

• What is your robot called?
• What things can your robot do?
• What is your robot made of?
• Where does your robot live?

Robots Activity Booklet (Ages 5 - 7) (teacher made) - Twinkl

R.6 Mimic the operations of a robot. Links to C.3
Example: Using card blocks with arrows and picture instructions, learners mimic a robot carrying Robots only act upon instructions (only follow instructions).
out instructions The learner can act as a robot and act out the instructions
provided to the robot. Instructions could be in symbolic or
written format or verbal.

42
Content (Grade R / Term 3)
Digital Concepts Could be integrated with Life Skills and Language
D.2 Recognise that he or she is living as citizens in a digital world. Link to D.3
Possible discussion: Reinforce and extend from previous terms with different
Limit screen time examples and activities.
Need to balance time spent on screens with other activities such as playing outside, spending time with family and friends, listening to stories (e.g. someone reading to • Limited screentime
them), etc. • Protection of personal information
Protecting personal information
What is personal information?
Why is it important to keep it private?
D.3 Demonstrate an understanding of the concept of a computing device. D.3 can be done in relation to D.7
Example Reinforce and extend from previous terms.
A computing device is a machine that can receive input, do something with the input and provide a result or output, for example, a mobile phone can be used to play A computing device receives input, which results in output
games or watch videos that is stored on the phone. after processing.
D.7 Present a basic understanding of the concept of input processing and output. Link to D.3
Example Reinforce and extend from previous terms with different
Using a mobile phone, illustrate the concepts of input and output: a touch screen serves as both input and output device. examples and activities Input triggers instructions that
To get output, the user must provide input, e.g. pressing the phone icon. results loop in output.
Demonstrate, using a mobile phone or remote-control toy, how input results in output. Output could be on the screen or through earbuds when
listening to music.
Assessment – Term 3
Continuous Assessment – Refer to Section 4

43
3.1.4 Term 4
Content (Grade R / Term 4) Notes/Examples
Pattern Recognition Could be integrated with Mathematics or Language
C.6 Recognise and interpret patterns in symbolic sets of data or visualisations. Reinforce and extend from previous terms, gradually
Identify a pattern: Identify a complete pattern presented as a data set (repeat from Term 1 using different examples/activities) increasing complexity.
Recognise pattern: Recognise and interpret patterns in symbolic sets of data or visualisations.
Copy: Copy a pattern presented as a dataset
Complete: Complete a pattern presented as a dataset
Example: Complete the pattern

Algorithm Design and Coding Algorithm Design and Coding mostly go together.
C.1 Apply computational thinking skills do develop a set of logical instructions to solve a problem. Reinforce and extend from previous terms using
C.2 Present a simple coding solution using symbolic or written statements representing sequences of commands, repetition and different activities that gradually increase in
conditional constructs. complexity
C.3 Interpret and execute a given symbolic or written set of commands
Example 1: Pictures communication for washing hands First example: learners need to sequence pictures in the correct
order.

Second example: learners need to interpret the instructions

provided and pack them on the grid to get the dog home.

Example 2: Note:
Use the arrow cards provided and pack them in the correct sequence so that the dog can return to his home. Example 2 is an example of a Parsons puzzle type of problem.
Then act as the dog and follow your instructions on the grid. In terms of problems that provide a partial solution where some
code instructions are missing and learners must fill in the missing
code instructions, the concept of Parsons Puzzles could be
Note:
helpful as it provides scaffolding for learning programming. It
The above problem has more than one solution (route) helps learners to develop logical thinking,
Ask learners how many routes can be packed using the The concept is a type of scaffolded program construction tasks
available cards. where the learner is given a set of code blocks of a single or
Let learners compare their solutions and discuss their different multiple lines of code, and the task is to piece together a program
routes. from these or to fill in missing code from these.
Parsons programming puzzles are an evidence-based teaching
practice that reduces the cognitive load and time spent for
learners (Parsons & Haden, 2006).

44
Content (Grade R / Term 4) Notes/Examples
Example 3: Pack the cards provided and put them in the correct sequence so that the dog can first pick up its bone and then return to its home. Third example: Now, the complexity can be increased by adding
obstacles (fire) and limitations/conditions (must first pick up the
bone). The learner must interpret the grid and the instructions
provided, then pack the arrows in the correct sequence to solve
the problem.
The learner now must use C.1, C.2 and C.3 in combination to
complete the task, which also increases complexity.
Can also link to R.7

Note:
Complexity of problems can also be increased by
• providing more arrows than required and/or
Example 4: Provide missing code
• a bigger grid with limitations that rule out obvious
Follow the instructions and provide missing code from the code instructions provided
solutions and/or
Sipho Super Bunny (SSB) need to collect the carrot. Fill in the missing instructions from the code provided on the right:
• Provide code with missing instructions

C.4 Debug a given symbolic or written set of instructions. Link to C.1, C.2 and C.3
Example: 1 Provide an incorrect set of instructions to learners which they
Tumelo used the following instructions to solve the problem on the right. need to act it out to determine if the solution is correct, find the
error and correct it.

Act out the above instructions to see if it is correct.

If it is not correct, find the error and correct it.
Example 2 (pair programming)
A learner/group of learners are provided with a grid with obstacles and a set of instructions to meet an
outcome.
One learner act as a robot and execute (act out) the instructions developed to see if it works.
If there is a mistake, the next learner/group of learners must debug and correct, then test again…repeat until it
is correct

45
Content (Grade R / Term 4) Notes/Examples
C.5 Evaluate a given solution towards potential improvement. Links to C.1, C.2, C.3 and C.4
Example 1 Assess 2-3 solutions provided for effectiveness and determine
Provide learners with two possible solutions/algorithms/set of instructions, e.g. routes on a grid that achieve the same outcome. which is the most effective and
Let them act both out and decide which one is the best /most efficient (shortest) solution. Assess a solution/set of instructions to see if it could be improved,
Example 2 e.g. shortened.
Provide learners with a set of instructions, that could be shortened (not the shortest route to the item), to find an item on a grid.
Ask them to determine if there is a possible shorter route, and provide the shorter route instructions
Robotics Could be integrated with Creative Arts and Language
R.1 Explain what a robot is in simple terms. Reinforce and extend from previous terms with
R.2 Identify different types of robots. different examples and activities
R.4 Present an understanding of how robots affect the world. Link to R.1 and R.2
Example Robots are changing the world by helping humans do things with
Ask learners how they think robots can help or harm us. Discuss possibilities such as robots doing work in dangerous places where humans cannot go, robots greater efficiency and doing things that were not possible before
used in industry for assembling cars, etc.
R.5 Design a simple product (artefact) based on a set of design specifications. Can link to R.4
Example activity: Learners should ideate about their robots: who they are and what
Robot with cardboard and paper pins /split pins with moving arms and legs. they can do, how they can help people.
Linking to R.4, let learners explain how their robot will affect the
world, answering questions about their robots (the explanation
can be integrated with Language).

Adding string to make the parts move, the learners can write
symbolic code using coding cards for the robot to perform
instructions. Such as, move right arm, move left arm etc.

R.6 Mimic the operations of a robot. Link to C.1, C.2, C.3

Example activity Adding limitations and obstacles increases the complexity of the
Use instruction cards with pictures/images on a grid to lay out instructions for a robot that learners can act out. Incorporate limitations such as obstacles/no-go task, e.g. no-go areas such as red blocks indicating hot lava
areas, etc.

46
Content (Grade R / Term 4) Notes/Examples
R.7 Create test and execute a set of robotic instructions. Links to C.1, C.4 and C.5
Example: Reinforce and extend using different activities– see previous
Provide a grid with a problem to be solved using coding cards. examples.
• Learners solve the problem by developing the algorithm and coding it using coding cards.
• Learners then execute (implement) their solution on the grid to test it.
• Leaners then correct their solution/instructions if not correct
Digital Concepts Could be integrated with Life Skills and Language
D.1 Outline the concept of technology and purpose of information technology (IT). Link to D.2, D.3, D.7
Examples of technology include computers, smartphones, TVs, video games and even ‘robots’ that perform specific tasks. Technology is all around us and we use it every day to
Information Technology (IT) is a type of technology that deals with information, such as data, images, and sound. IT includes things like computers, software, and communicate, learn and have fun.
the internet. Provide examples of technology
The purpose of IT is to help people access and use information more easily and efficiently
D.2 Recognise that he or she is living as citizens in a digital world. D.2 and D.3 can be done together.
Limit screen time Reinforce and extend from previous terms with different examples
Need to balance time spent on screens with other activities such as playing outside, spending time with family and friends, listening to stories (e.g. someone and activities.
reading to them) • Limited screentime
Protecting personal information • Protection of personal information
What is personal information? Teaching young children about the impact and dangers and
Why is it important to keep it private? benefits of being a digital citizen is an ongoing process that
requires regular reinforcement using various examples
D.3 Demonstrate an understanding of the concept of a computing device. D.3 can be done in relation to D.7
Reinforce from previous terms Reinforce and extend from previous terms with different examples
Input triggers instructions that result in output – demonstrate using various types of output devices (screen, microphone/earbuds) for different types of output such and activities.
as text, sound
D.7 Present a basic understanding of the concept of input processing and output. Revise and reinforce from previous grades using
different examples/devices/pictures and activities.
D.8 Interpret a pattern to represent or communicate a message or image. Links to C.6
Example
The image below provides a message about tomorrow’s weather. Use the colour codes to colour the
blocks/shapes and interpret the message provided after colouring.

47
Content (Grade R / Term 4) Notes/Examples
D.9 Create a pattern to represent or communicate a message or image. Done in relation to C.6 and D.8
Example: Learners could use symbols to communicate to teacher in class
Use a pattern to communicate, e.g. learner showing a blue circle with a red square to indicate that
he/she is thirsty and needs to go to the bathroom.
Use hand symbols:

Assessment – Term 4
Continuous Assessment – Refer to Section 4

Note:
In terms of coding, typically, problems could require learners to
• work through (trace) / act out code (execute) to determine the output or correctness, followed by debugging the code if necessary
• provide missing code instructions (code instructions are provided with some instructions or code elements intentionally omitted)
• choose the correct solution from 2-3 coding options
• compare different solutions to evaluate their efficiency
• translate verbal/written instructions into code (e.g. from instruction to packing arrows)
• rewrite a set of coding instructions to be more efficient, e.g. indicating number of times an instruction should be repeated instead of presenting each step sequentially or
• develop the solution algorithm (code instructions) themselves through the stages of planning, testing and debugging using computational thinking.
depending on the competency the learner needs to demonstrate

48
3.2 GRADE 1
Note:
Teachers must include the following competencies and content in their Annual Teaching Plans (ATPs), distributed across the terms and sequenced, organised, grouped
(and synergised with other subjects in Grade 1, where applicable), and in a manner that will facilitate learning, ensure ample retrieval and deliberate practise, with
feedback to ground principles and concepts, maximizing the learners' learning outcomes and achievement, whilst also ensuring a gradual learning curve, in a way that will
make optimal use of available time and resources.

3.2.1 Term 1
Content (Grade 1 / Term 1) Notes/Examples
Pattern Recognition Could be integrated with Mathematics or Language
C.6 Recognise and interpret patterns in symbolic sets of data or visualisations. Reinforce and extend from Grade R
Learners can recognise and interpret patterns with shapes, colours, or both. C.6 develops pattern recognition (part of computational
thinking) that is eventually used to develop coding solutions as
part of computational thinking to identify patterns in the coding
problem and/or data by identifying similarities or differences that
Or numbers, e.g. 1 2 3 _ _ _
can help to solve the problem or refine the algorithm.

Or objects

Algorithm Design and Coding

C.1 Apply computational thinking skills do develop a set of logical instructions to solve a problem. C.1 and C.2 can be done together
C.2 Present a simple coding solution using symbolic or written statements representing sequences of commands using single Reinforce and extend from Grade R
repetition and conditional constructs.
Example 1 Note:
Mostly, for Grade 1, like Grade R, the directional arrows
imply/include a change of direction of the sprite/character
Note: Move until barrier is hit (not one
automatically facing the direction to follow the path in which it
block at a time)
must continue (i.e. turn is implied/no separate turn instruction).

Note:
A coding solution (program) is a sequence of symbols
(instructions) that specifies a specific task to be completed

[Link]
Example 2 – Picture Story
Retell a story with 3 to 5 pictures that learners put in sequence.

49
Content (Grade 1 / Term 1) Notes/Examples

[Link]
C.3 Interpret and execute a given symbolic or written set of commands Link to C.1 and C.2
Example 1: Game-based rules and commands such as the game of match two cards or Snap can be presented and Reinforce and extend using different and more complex activities
conceptualised.
Note
To ensure an acceptable learning curve/ progression, teachers
Example 2: Follow the instructions and provide missing code from the code instructions provided can initially provide code that learners can choose from, e.g.
Sipho Super Bunny (SSB) need to collect the carrot. Fill in the missing instructions from the code provided in the right: provide learners with the following to code instructions or to
choose from to fill in the missing code, e.g.
Example 3 – Provide the missing code
Sipho Super Bunny (SSB) needs to collect the carrot.
The following code is provided for SSB to get to the carrot.

As learners progress, they could be expected to fill in missing

instructions without giving them instructions to choose from.
Study the grid on the right and provide the missing code instruction for SSB to collect the carrot,

Robotics Could be integrated with Creative Arts or Language

R.1 Explain what a robot is in simple terms. Link to R.2
Example: Explanations could include aspects such as: Reinforce from Grade R
• A robot follows instructions / can be ‘programmed’. Learners explain what a robot is in their own words, according to
• A robot has different parts. their own understanding.
• Robots can perform actions according to instructions. Teacher can ask questions to elicit answers.
R.2 Identify different types of robots. Link to R.1
Reinforce from Grade R using examples such as: Reinforce and extend from Grade R
• Domestic, e.g. robot vacuum cleaners Provide pictures of different types of robots and discuss the ‘work’
• Industrial, e.g. robots that assemble cars that they do.
• Education, e.g. to learn to code such as programmable robots like LEGO Mindstorms and Dash and Dot
Learners should understand that Robots can come in all shapes and sizes, from tiny ones that clean floors to giant ones that build cars! They have different parts,
like a brain (called a computer), eyes (called sensors), and arms and legs (called actuators) that help them move and work

50
Content (Grade 1 / Term 1) Notes/Examples
R.5 Design a simple product (artefact) based on a set of design specifications. Link to R.1 and R.2
Example: Learners ideate about their robots.
Using paper pins / split pins and a design template Who they are, what type they are and what they can do, how they
can help people.
(the ideation can be integrated with Language).

One could add strings, e.g. to the arms to make the arms move
and learners could write symbolic code using coding cards for the
robot to perform instructions.

Digital Concepts Could be integrated with Life Skills or Language

D.2 Recognise that he or she is living as citizens in a digital world. Reinforce and extend from Grade R with different examples and
We live in a technology-driven world with computing devices all around us. activities.
Example: We need to: -limit screen time
Limit screen time -protect our personal information
Need to balance time spent on screens with other activities such as playing outside, spending time with family and friends, listening to stories (e.g. someone
reading to them or start reading themselves as soon as they can),
Protecting personal information
What is personal information,
Why is it important to keep it private?
D.3 Demonstrate an understanding of the concept of a computing device. Links to D.2
Example Extend from Grade R
Use learners’ pre-knowledge about the concept of input-processing-output to explain, in simple terms, what a computing device is. A computing device is a machine that can work with information
Possible explanation such as numbers, words, pictures, movies or sound. This
A computing device is something you can use to do things like play games, watch videos, or talk to people who are far away. information is also called data. It can also store information/ data
Computing devices have screens where you can see what you are doing, and you can use buttons on touch screens to control the device such as a phone number or photos and can display the
They also have something called a processor that helps them to do the things we want them to do. information or data if you give the correct instructions.
A computing device can also do computations and can process
data very quickly.
Assessment – Term 1
Continuous Assessment – Refer to Section 4

51
3.2.2 Term 2
Content (Grade 1 / Term 2) Notes/Examples
Pattern Recognition Could be integrated with Mathematics or Language
C.6 Recognise and interpret patterns in symbolic sets of data or visualisations. Link to C.1
Example 1: Complete the pattern By identifying patterns, we can predict what will comes next and
5 6 7 _ _ 10 what will happen again and again in the same way.
A pattern may be numerical, visual or behavioural.
Pattern recognition eventually leads to analysing patterns in data.
Example 2: What colour/s will the last doll’s shoes be?
Example 1: Pattern rule: +1 (count in ones).
Example 2: Pattern rule: yellow, pink, yellow, pink…

Stick Figure Kids Clip Art - [Link]

Example 3
What are the steps (sequence) you follow to buy things in a store, e.g. select products, scan at till, pack in bag, pay cash or with card. Becomes pattern each time
you visit store.
Learners can communicate their pattern or make use of pictures to demonstrate the sequence of events, e.g. provide a selection of pictures in random order
demonstrating a person with a trolley, a cashier scanning items, a person paying at the till, items being packed in bags
Algorithm Design and Coding
C.1 Apply computational thinking skills do develop a set of logical instructions to solve a problem. C.1 and C.2 can be done together
Example: Learners develop a solution using computational thinking. Learners create their own solutions using code cards (arrows,
Provide learners with directional cards. letters, words) which they present.
Learners develop a set of instructions for the dog to pick up the bone and go home, using the cards received.
Note:
A problem such as this example could be adapted to ensure that
Note there is only one solution or when more than one solution, one
From the arrows provided, this problem route may be more effective (shorter), asking learners to evaluate
could have more than one solution. the effectiveness – C5 (shortest route) and recommend the most
Let learners evaluate and discuss their effective route, etc.
solutions.

52
Content (Grade 1 / Term 2) Notes/Examples
C.2 Present a simple coding solution using symbolic or written statements representing sequences of commands, single repetition, C.2 and C.3 can be done together
and conditional constructs.
C.3 Interpret and execute a given symbolic or written set of commands The concept of repetition coding construct (loop) is introduced
using numbers below the arrows.
Example 1: Example 2: The number below the arrow indicates the number of times the
Sipho Super Bunny (SSB) can only move one block at a time. SSB must walk along the path and collect all the carrots. Study the instruction must be repeated, e.g.
Study the image below and write down the instructions SSB following image and answer the questions that follow. has the same meaning as
must follow and how many times SSB must carry out each
instruction to get to the carrot.
The learners in grade 1 can also substitute the arrow symbols
with characters representing various actions.

The solution for Example 1 can therefore also be represented as:

• How many carrots have SSB collected when it reaches the

mushroom?
• How many carrots will SSB have collected when he
reached the end of the path?

Robotics (± 2 hours) Could be integrated with Creative Arts

R.1 Explain what a robot is in simple terms. R.1, R.2 and R.3 can be done together
R.2 Identify different types of robots. First learners explain what a robot is and name different types of
robots which can give them inspiration for designing a robot (R.5).
R.5 Design a simple product (artefact) based on a set of design specifications.
Then, provide instructions to design/draw a robot
Example:
Then they can ideate about the type of their robot, what it can do
Provide design instructions for designing/drawing the robot
and how it will impact the world
R.6 Mimic the operations of a robot. This happens in relation to C.1, C.2, C.3 and C.4
Some activities could be reused and presented in a game board format. In the example below coding Learners use directional coding cards to pack out the instructions
cards are printed and laminated and SSB is held up with a paper binder. The learners can each be and then act out the coding instructions.
presented with a set of coding cards.

The different laminated mazes can be exchanged. The coding cards and icons are reusable.

Some coding cards may be left blank where instructions could be added and wiped off.

53
Content (Grade 1 / Term 2) Notes/Examples
Digital Concepts Could be integrated with Life Skills and/or Language
D.1 Outline the concept of technology and purpose of information technology (IT). Reinforce and extend
Technology is designed with a purpose of solving problems that meet human needs and wants. It refers to tools, machines, or devices that make our lives easier Reinforce from Grade R using different examples and activities.
or better. Technology is all around us, and we use it every day to
Examples of technology include computers, smartphones, TVs, video games and even ‘robots’ that perform specific tasks. communicate, learn, and have fun.
Information Technology (IT) is a type of technology that deals with information, such as data, images, and sound. IT includes things like computers, software, and
the internet.
The purpose of IT is to help people access and use information more easily and efficiently.
D.2 Recognise that he or she is living as citizens in a digital world. Link to D.1
Interact appropriately with others online. Reinforce from previous terms:
Using appropriate examples/role play, discuss: Limit Screen time and Protect Personal Information
What does it mean to interact online? Extend to:
Why is it important to treat other with kindness and respect? Interact appropriately with others when online
Emphasise safe practices such as not sharing personal information and limiting screen time.
D.3 Demonstrate an understanding of the concept of a computing device. Reinforce and extend from Grade R
Provide examples and pictures of computing devices and explain what makes these devices computing devices. Reinforce and extend from previous grades and terms using
Example: different examples and activities
A computing device is a machine that can receive input, do something with the input and provide a result or output, for example, a mobile phone can be used to
play games or watch videos that is stored on the phone. If you provide the correct instructions, it can open the video so you can watch it. It can also do some
mathematics such as calculations.
Assessment – Term 2
Continuous Assessment – Refer to Section 4

54
3.2.3 Term 3
Content (Grade 1 / Term 3) Notes/Examples
Pattern Recognition Could be integrated with Mathematics or Language
C.6 Recognise and interpret patterns in symbolic sets of data or visualisations. Reinforce and extend from previous terms
Example: What colour/s will the last doll’s shoes be? Identify the pattern rule to predict the next doll’s shoe colours.
The first doll has two yellow shoes. Adapt activities to suit learners’ level.
The second doll has one yellow and one pink shoe.
The third doll will then have two pink shoes.
If the fourth doll has one pink and one purple shoe,
the fifth doll will have two purple shoes.

Stick Figure Kids Clip Art - [Link]

C.7 Create or complete a pattern to represent a data set. Link to C.6
Example 1: Learners to order into correct sequence and complete the
Brushing your teeth: Give learners a set of instructions consisting of pictures. Leave out important steps, e.g. taking the cap off the toothpaste tube. They must sequence. They can only test if they execute the code (do it
pack the activity in sequence and then test and debug. themselves).
Example 2:
Learners follow instructions/patterns to design their own fruit basket pattern, by sticking and
cutting coloured paper in alternate pattern formations. The final product is then cut out and
presented. The completed pattern can then be used as part of a larger design.

Algorithm Design and Coding

C.1 Apply computational thinking skills do develop a set of logical instructions to solve a problem. Link to C.2
Example: Develop instructions for the dog to first pick up the bone and then go home. Dog starts walking in the direction it is facing and must Reinforce and extend from previous terms using different
avoid the tree. activities that gradually increase in complexity, e.g. coding a
problem on a grid with obstacles or limitations.
Note:
Though there is more than one possible route, Note:
the directional cards provided limit the possible This problem can be adapted to provide more directional cards
solution(s) (or none – open ended) and then ask learners to find the shortest
route or to find all the routes, compare the different routes and
identify the shortest route, etc.

55
Content (Grade 1 / Term 3) Notes/Examples
C.2 Present a simple coding solution using symbolic or written statements representing sequences of commands, single repetition and Link to C.1
conditional constructs. Learners can act code developed in C.1.
Example 1: Picture stories are presented in a logical order (sequenced
Learners act out code (solution in C.1) to see if it is correct. correctly with a beginning and an end).
Example 2 – Picture Story When sequencing, we learn about patterns and relationships,
and to understand the order of things. By learning to sequence,
we develop the ability to understand and arrange purposeful
patterns of actions, behaviours, ideas, or thoughts that supports
the logical sequencing of coding instructions.

C.3 Interpret and execute a given symbolic or written set of commands Link to C.1 and C.2
Example 1 Example 2 Learners interpret and execute code / pretend to be robots
following instructions

Note
Evidence suggests that pupils should be taught – initially
at least – in small bite-sized chunks. These steps in the learning
process should be well-thought out and gradual as well as allow
plenty of opportunity for practise (see, for example, Rosenshine,
2012; Coe et al., 2014; Sealy, 2019).

56
Content (Grade 1 / Term 3) Notes/Examples
C.4 Debug a given symbolic or written set of instructions. Link to C.1, C.2 and C.3
Learners evaluate and/or execute different solutions to find the
Which solution A, B or C is correct to have Ben meet Thatho? correct solution.
Note: the learner must first step
A Note:
The child must first step onto
the grid (using one arrow or
B stepping onto) and in the end
step outside (using on arrow for
stepping outside)
C
Example 2: The dog must pick up the bone and go home. Test and debug:
Execute the code provided and debug if necessary. Leaners execute code, find the error, and correct the code

C.7 Recognise and interpret patterns in symbolic sets of data or visualisations.

Create a code for each colour peg e.g. (B, R, Y).

Write down the code set → B R Y B R Y R B Y
Debug the code set → B R Y B R Y B R Y

Robotics (± 2 hours) Could be integrated with Creative Arts or Language

R.1 Explain what a robot is in simple terms. Reinforce and extend from previous Grades and Terms using
R.2 Identify different types of robots. different examples and activities.
R.3 Outline the different components of a robot R.1, R.2 and R.3 can be done together using various examples of
robots.
Example:
Robots can have a body, arms and hands, sensors, a power
Show learners pictures of robots and non-robots. Then they identify the robots and identify the different components of the robots.
source, wheels or legs and attachments.
Learners explain in their own words what a robot is, according to their understanding, while the teacher prompt with what, why and how questions

57
Content (Grade 1 / Term 3) Notes/Examples
R.5 Design a simple product (artefact) based on a set of design specifications. Link to R.1, R.2 and R.3
Example: Make a string pull robot. This activity involves steps and incorporates several skills. Each
Pack out robot with blocks Trace blocks (parts that Cut out parts and glue Cut out robot Turn robot face down. learner first designs their own geometric robot using existing
make up robot) onto onto white paper Use two straw pieces and shapes (from a shape set) on paper. Then these are traced and
paper/ cardboard stick to back. cut out on coloured paper (developing fine motor skills) then stuck
Use string to manipulate to a cardboard and cut out again. Two pieces of straw are
‘robot’ attached with a string in a  shape with stops added (two small
pieces of straw)
Attaching the top to a wall and pulling the strings will result in the
robot moving.

Learners ideate about their robots:

• What they can do
• How they can impact the world
• How they can be improved
Implement and test the design

R.6 Mimic the operations of a robot. Link to R.7

Example: Learners act as robots and execute instructions
Learner pretends that he or she is a robot that has been programmed to pick up and sort objects by colour and follow the following steps:
1. Pretend to turn on the power (e.g. Battery)
2. Use their sensors to "see" the objects that need to be sorted. We might have a camera or other device to detect colours.
3. Using their arms and hands, pick up one object at a time and examine it to see what colour it is. If it's blue, we would place it in the "blue" pile. If it's red,
we would place it in the "red" pile, and so on
4. Repeat this process until all the objects have been sorted into their respective piles.
5. Once finished sorting, sensors are used to check and make sure that all the objects have been sorted correctly. If there are any errors, pick up the
misplaced objects and move them to the correct pile.
6. Turn off the power to conserve energy for the next task
R.7 Create, test and execute a set of robotic instructions. Link to R.6, C.1, C.2, C.4
Example 1: Learners use the arrows provided to solve the problem.
Use the arrow cards provided and pack them in the correct sequence so that the dog can return to his home. Learners can compare their solutions to see if the problem
Then act as the dog and follow your instructions on the grid. could have more than one solution.
See how many alternative routes you can pack with the same cards. Challenge learners to find all the possible solutions.

58
Content (Grade 1 / Term 3) Notes/Examples
Ask learners if any of the solutions is more efficient than the
others.

How many possible routes could be packed

using the arrows provided?

Digital Concepts (± 1 hours) Could be integrated with Life Skills and/or Language
D.1 Outline the concept of technology and purpose of information technology (IT). Link to D.2, D.3, D.4 and D.7
Possible discussion: Technology is all around us.
Technology Provide pictures of examples of technology and information
Technology refers to the tools, techniques, and processes that are used to create, develop, and improve products, services, and processes. technology.
Technology is used to solve problems, improve efficiency, and enhance productivity. Discuss the concepts of technology and IT as well as their
Purpose of IT: purpose
Information technology (IT) is a specific branch of technology that deals with the storage, processing, and transmission of digital data. The purpose of information
technology is to provide tools and resources that enable people to manage and use information effectively
D.2 Recognise that he or she is living as citizens in a digital world. Link to D.1
Interact appropriately with others online. Extend and reinforce from previous terms.
Using appropriate examples/role play, etc. and discuss: Interact appropriately with others when online
What does it mean to interact online?
Why is it important to treat other with kindness and respect?
Emphasise safe and good practices such as not sharing personal information and limiting screen time.
D.3 Demonstrate an understanding of the concept of a computing device. Link to D.7
Possible discussion Reinforce and extend from previous terms.
A computing device is something you can use to do things like play games, watch videos, or talk to people who are far away. Show pictures or examples of different computing devices to
Some examples of computing devices are computers, tablets, and smartphones. They have screens where you can see what you're doing, and you can use support understanding
buttons or touchscreens to control them / give them instructions.
It also has something called a processor that helps them do all the things you want them to do. So, when you use a computer or tablet, you're using a computing
device.
D.4 Identify the common uses of ICT in the real world. Link to D.3
Possible uses: Use and discuss examples that learners are familiar with.
ICTs refers to the tools and technologies that help us, process, share and communicate information.
Common uses include communication, e.g. WhatsApp, entertainment such as video games, education using ICTs to learn, business, e.g. pay points, etc.

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Content (Grade 1 / Term 3) Notes/Examples
D.7 Present a basic understanding of the concept of input processing and output. Link to D.3
Possible discussion: Provide examples or pictures of input and output devices to spark
Input, processing, and output are the three basic components/processes of a computer system. discussions.
Input: Refers to data or information that is entered into a computer system. For example, we use input devices such as a mouse, keyboard, microphone to enter It is important that learners understand that these three
the data or information. Input can take many forms such as text, images, voice. components/processes work together to enable the computing
Processing: Processing refers to the manipulation of the data or information that has been input into the computer system. Processing transforms input into device to perform a wide range of functions and tasks.
output.
Output: Refers to the results or information that are produced by a computer system after processing the input data. This can take many forms, including text,
images, video, and audio. Output is typically displayed on a computer monitor or screen, printed on paper, or played through speakers.
D.8 Interpret a pattern to represent or communicate a message or image. Link to C.6 and C.7
Example: Interpret and present/communicate a message Learners can write their name with the emojis or a short
A basic pattern is interpreted and a corresponding message in symbolic form is instruction to their friends.
presented. Done in relation to C.6 and C.7
A basic pattern is decoded to a simple word, image or 3-word sentence/phrase.

😊 Emoji Secret Code Generator Worksheet - Primary Resource ([Link])

Assessment – Term 3
Continuous Assessment – Refer to Section 4

60
3.2.4 Term 4
Content (Grade 1 / Term 4) Notes/Examples
Pattern Recognition Could be integrated with Mathematics or Language
C.6 Recognise and interpret patterns in symbolic sets of data or visualisations. Reinforce from previous terms.
Use numbers, colours, shapes, body percussion, etc
C.7 Create or complete a pattern to represent a data set. Could be done with C.6
Example: Learners create their own pattern, or they copy the pattern and
then complete the pattern.

DBE Grade 1 Workbook 2 (Maths) – p66

Algorithm Design and Coding
C.1 Apply computational thinking skills do develop a set of logical instructions to solve a problem. Link to C.2, C.3, C.4 and C.5
Example: This activity could be linked to Language.
Study the given map (grid) and accompanying code set on the right.
• What word would SSB spell if he executes the code set? (Answer →
BOAT)
• Write down the code set that are required to have SSB spell SALT.
• Which other words can SSB spell?

C.2 Present a simple coding solution using symbolic or written statements representing sequences of commands, single repetition,
and conditional constructs.
Example This can be integrated with phonics to e.g. build a three-letter
Learners code their names and an additional word such as ‘hallo’ to communicate a word to illustrate the use of secret code.
message using a coding card and give to their peers to decipher using the card.

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Content (Grade 1 / Term 4) Notes/Examples
C.3 Interpret and execute a given symbolic or written set of commands Link to C.1, C.3, C.4, C.5 C.6 and C.7
Example 1: Learners must now interpret and execute the code. The “robot”
The dog needs to pick up the bone and return to the kennel. The code provided represents a sequential solution. must follow instructions.
Rewrite the code provided to include repetition command where appropriate. Learners reinterpret the code to change the solution from a
sequential solution to one that uses repetition commands.
Code provided: means turn around (dog first need to turn around to face opposite direction and start walking in the direction it is facing) Note:
Where the Turn Around instruction is used, turning to face the
direction into which the sprite/character must start walking, is not
implied. Once the dog has turned around, the, turning left and
right and facing the direction into which it must continue, are
implied and the path as well as the orientation of the front of the
character/sprite must be considered (the character/sprite faces
the direction in which it will move next).

C.4 Debug a given symbolic or written set of instructions. Link to C.1, C.2 and C.3
Provide learners with a grid and incorrect code. While executing, learners must make sure the instructions work.
Learners need to determine where the problem is and correct the code Debug if necessary and execute the code again until it is correct.
C.5 Evaluate a given solution towards potential improvement. Link to C.1, C.2, C.3 and C.4
Example 1 Example 2: Give learners more than one solution that they must evaluate to
find the most effective route/the route with the least steps.
Provide learners with a grid with more than
one route to an object.
• Leaners need to identify all the routes.
• Leaners need to find the shortest route.

Robotics Could be integrated with Creative Arts

R.1 Explain what a robot is in simple terms. R.1, R.2, R.3 and R.4 can be done together
R.2 Identify different types of robots. Reinforce from previous terms using different examples and
Show learners pictures of different type of robots, e.g. activities

62
Content (Grade 1 / Term 4) Notes/Examples
• Robot vacuum cleaner (Type: household)
• Robot assembling cars (Type: industrial)
R.3 Outline the different components of a robot Link to R.1 and R.2
Robots can have a body, arms and hands, sensors, a power source, wheels or legs and attachments Reinforce from previous terms using different examples and
Provide examples of different types of robots and identify their components activities
R.4 Present an understanding of how robots affect the world. Link to R.1, R.2 and R.4
Example Robots are changing the world by helping humans do things with
Ask learners how they think robots can help or harm us. Discuss possibilities such as robots doing work in dangerous places where humans cannot go, robots greater efficiency and doing things that were not possible before
used in industry for assembling cars, etc.
R.5 Design a simple product (artefact) based on a set of design specifications. Link to R.4
Example Reinforce and extend from previous terms using different
The learners could apply paper weaving skills to create a mat. This mat can then be used in the design and examples and activities.
creation of another artefact.

R.6 Mimic the operations of a robot. Link to C.4

Example: Coding cup challenge Reinforce and extend from previous terms using different
The person represents a robot that must move its arms to stack the cups examples and activities.
[Link]

R.7 Create test and execute a set of robotic instructions. Link to C.4 and R.6
Referring to R.6, test the operations for correctness
Digital Concepts Could be integrated with Life Skills or Language
D.1 Outline the concept of technology and purpose of information technology (IT). Reinforce and extend using different examples and activities.
Example: Provide examples of technology, e.g. computers, smartphones, TVs, video games, ‘robots’ that perform specific tasks and discuss e.g. the following: Information Technology (IT) is a type of technology that deals with
Technology is designed with a purpose of solving problems that meet human needs and wants. It refers to tools, machines, or devices that make our lives easier information, such as data, images, and sound. IT includes things
or better. Technology is all around us, and we use it every day to communicate, learn, and have fun. like computers, software, and the internet.
The purpose of IT is to help people access and use information more easily and efficiently.

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Content (Grade 1 / Term 4) Notes/Examples
D.2 Recognise that he or she is living as citizens in a digital world. Reinforce and extend from previous Grades and terms
Example: Possible questions for discussion: Reinforce from previous grades and terms using different
examples and activities.
Limit screen time: Interact appropriately with others online:
Learners need to understand:
• What is meant by limiting screen time? • What it means to be respectful and disrespectful online
• Why it is important to limit screen time. • When unkindness and disrespect turn into online bullying • The concept of screen time, what it means and how do they
• Why we also need family time, play time, time for schoolwork, exercise, etc • How to stand up for others that are treated badly. balance their time with technology and other activities.
• How to Interact appropriately with others when online
D.3 Demonstrate an understanding of the concept of a computing device. Reinforce and extend from previous Grades and terms using
D.4 Identify the common uses of ICT in the real world. different examples and activities.
D.7 Present a basic understanding of the concept of input processing and output.
D.8 Interpret a pattern to represent or communicate a message or image. Link to C.6 and C.7
Example: If the vowels are represented with the following 3-dot colour codes, what are the words
on the right?

D.9 Create a pattern to represent or communicate a message or image. Link to C.6 and C.7
Example If the vowels are represented with the following 3 dot colour codes how should each of the words be
“coded”.

Assessment – Term 4
Continuous Assessment – Refer to Section 4

Note:
In terms of coding, typically, problems could require learners to
• read code and explain what it does
• work through (trace) / act out code (physically or simulated) to determine the output or the correctness
• provide missing code instructions (code instructions are provided with some instructions or code elements missing) that learners need to complete
• translate verbal/written instructions (algorithm) to code.
• add some functionality/instructions to an existing program.
• rewrite a set of coding instructions to be more efficient, e.g. using a loop construct for code that is repeated
• choose the correct solution from 2-3 options
• compare different solutions to evaluate efficiency
• debug an algorithm or program (find the bug, describe the bug, and correct it)
• develop a solution/algorithm (code instructions) based on a given problem or for an open-ended problem through planning, implementing, testing, and debugging.
depending on the competency/(ies) the learner needs to demonstrate.

64
3.3 GRADE 2
Note:

Teachers must include the following competencies and content in their Annual Teaching Plans (ATPs), distributed across the terms and sequenced, organised, grouped
(and i synergised with other subjects in Grade 2, where applicable), and in a manner that will facilitate learning, ensure ample retrieval and deliberate practise with
feedback to ground principles and concepts, maximizing the learners' learning outcomes and achievement, whilst also ensuring a gradual, steady learning curve, in a way
that will make optimal use of available time and resources.

3.3.1 Term 1
Content (Grade 2 / Term 1) Notes/Examples
Pattern Recognition (± 2 hours) Could be integrated with Mathematics or Language
C.6 Recognise and interpret patterns in symbolic sets of data or visualisations Link to C.1
C.6 develops pattern recognition (part of computational
thinking) that is eventually used to develop coding solutions
as part of computational thinking to identify patterns in the
coding problem and/or data by identifying similarities or
differences that can help to solve the problem or refine the
algorithm

Patterns can consist of numbers, colours, shapes, objects, movements, etc.

Algorithm Design and Coding
C.1 Apply computational thinking skills do develop a set of logical instructions to solve a problem. Link to C.2 and C.3
Example: Develop instructions for the dog to first pick up its bone before going home. It must avoid the trees. One could extend the problem by asking learners how many
different routes the dog can follow, then discuss which routes
are the shortest (link to C.5).

Note
Evidence suggests that pupils should be taught – initially
at least – in small bite-sized chunks. These steps in the
learning process should be well-thought out and gradual as
well as allow plenty of opportunity for practice (see, for
example, Rosenshine, 2012; Coe et al., 2014; Sealy, 2019).

65
Content (Grade 2 / Term 1) Notes/Examples
C.2 Present a simple coding solution using symbolic or written statements representing sequences of commands, single repetition, and Link to C.1
conditional constructs.
Example: Learners present and explain their solution.
The orange butterfly wants to visit the red flower. How should it fly if it is not allowed to touch the blocks with the stems of the flowers.

C.3 Interpret and execute a given symbolic or written set of commands Link to C.2 and C.1 and C.7
Example: Interpret code and provide missing coding instructions Note
Sipho Suber Bunny (SSB) need to collect the carrot at the end of the path. To ensure an acceptable learning curve/ progression,
Study the grid on the right and the code provided below: teachers can initially provide code that learners can choose
from, e.g. provide learners with the following to code
instructions to choose from to fill in the missing code, e.g.

As learners progress, they could be expected to fill in missing

Provide the missing code instructions that will help SSB to collect the carrot
instructions without giving them instructions to choose from.
Similar activities could also form part of code evaluation (C.7))
Robotics Could be integrated with Creative Arts or Language
R.1 Explain what a robot is in simple terms. Reinforce and extend from previous Grades using
R.2 Identify different types of robots. different examples and activities
R.5 Design a simple product (artefact) based on a set of design specifications. Link to R.6
Example Reinforce and extend from previous Grades using different
Learners could design a salt clay/playdough circuit. examples and activities.
– they need to first complete a design process as represented in Grade 1 Term 3 and in R.7 below
Electricity for kids - Easy Play Dough Circuits - Science Experiments for Kids ([Link]) Learners first need to design their artefact. Refer to other R.5
Electric Play Dough Project 1: Make Your Play Dough Light Up & Buzz! | Science Project ([Link]) examples that illustrates the design process.

66
Content (Grade 2 / Term 1) Notes/Examples
R.6 Mimic the operations of a robot. Link to R.1, R.2 and R.5
Example This is an example of an outside “pair programming” activity.
• Place the cones or other objects in the open space to create an "obstacle course" for the robot to navigate.
• Divide learners into pairs and designate one member to be the ‘robot’ and the other to be the ‘programmer. Explain to the learners that they will be pretending to be
• Give the programmer a set of instructions for the robot to follow, such as "move forward three steps, turn left, move forward two steps, turn right, move robots and following a set of instructions to complete a task,
forward four steps, turn around, etc." just like a real robot.
• The programmer should read the instructions aloud to the robot, who will then follow the instructions to navigate the obstacle course. This activity helps learners to develop the sequencing and
• Once the robot completes the course, switch roles so that each learner has a chance to be the robot and the programmer. problem-solving skills and encourages cooperative learning.
Note:
As an extension activity, one can add more complex instructions or obstacles to the course, or have the learners create their own instructions for the robot to follow.
One can also blind fold the ‘robot’ to see how well the programmer’s instructions are designed.
Digital Concepts Could be integrated with Life Skills or Language
D.1 Outline the concept of technology and purpose of information technology (IT). Reinforce and extend from Grade 1.
Possible discussion: Provide pictures of examples of technology and information
Technology technology.
Technology refers to the tools, techniques, and processes that are used to create, develop, and improve products, services, and processes. Discuss the concepts of technology and IT as well as their
Technology is used to solve problems, improve efficiency, and enhance productivity. purpose
Purpose of IT:
Information technology (IT) is a specific branch of technology that deals with the storage, processing, and transmission of digital data. The purpose of information
technology is to provide tools and resources that enable people to manage and use information effectively
D.2 Recognise that he or she is living as citizens in a digital world. Link to D.1
Possible discussion Reinforce and extend from previous Grades using different
Be respectful: Always use kind words and treat others the way you would like to be treated. Remember that there are real people behind the screen, and what you examples and activities.
say and do can have an impact on how others feel. Extend to:
Be safe: Never share your personal information, like your full name, address, phone number, or password, with anyone online. Also, never meet someone you've Interact appropriately with others when online.
only talked to online without an adult present. Learners need to note that it is important to remember to be
Be safe: Never share your personal information, like your full name, address, phone number, or password, with anyone online. Also, never meet someone you've kind and respectful to others, just like we would be in person.
only talked to online without an adult present Empower learners to develop thinking skills and strategies to
support the development of self-awareness and self-
regulation so they learn to manage themselves as digital
citizens
Assessment – Term 1
Continuous Assessment – Refer to Section 4

67
3.3.2 Term 2
Content (Grade 2 / Term 2) Notes/Examples
Pattern Recognition Could be integrated with Mathematics or Language
C.6 Recognise and interpret patterns in symbolic sets of data or visualisations Reinforce from previous Grades and Terms
Example: Gradually increase the complexity of patterns.
There are four robot animals in a shop: a bear, a bird, a rabbit and a cat.
One robot animal secretly walked around the shop at night. A trail of footprints
was left on the floor.
Which robot animal left the footprints?

[Link] ([Link])

Algorithm Design and Coding

C.1 Apply computational thinking skills to develop a set of logical instructions to solve a problem. Link to C.2 and C.3
C.2 Present a simple coding solution using symbolic or written statements representing sequences of commands, single repetition, This activity uses C.1 and C.2
and conditional constructs.
Example Note
The butterfly must reach the flower using an instruction set with a restriction of 6 instructions and a grid For Grade 2 and Grade 3, whenever the character/sprite is
of max 4x4 instructed to turn left or right, the orientation of the front of the
A turn left arrow is introduced (and by implication also the turn right) character/sprite should be considered. This implies that the
character/sprite face the direction in which it will move next).

The Turn right could be introduced moving the butterfly one block left.

C.3 Interpret and execute a given symbolic or written set of commands

68
Content (Grade 2 / Term 2) Notes/Examples
Present the solution with directional coding cards and using the
repetition structure.

Robotics Could be integrated with Creative Arts or Language

R.1 Explain what a robot is in simple terms. Reinforce and extend from previous Grades and Term using
R.2 Identify different types of robots. different activities and examples.
R.5 Design a simple product (artefact) based on a set of design specifications. Link to R.1 and R.2
Example Reinforce from previous grades and terms using different
Using a plastic spoon, rubber bands and ice cream sticks, build a spoon catapult. activities.
See link for design instructions,
[Link]

R.6 Mimic the operations of a robot. Link to C.1, C.2, C.3 and R.1, R.2 and R.5
Example: Learners develop their own set of instructions to mimic the
Divide the learners into groups and provide them with a sheet of paper to write down their instructions. operations of a robot.
Have the learners discuss and plan out a simple sequence of instructions that a robot could follow, such as moving forward, turning left, and picking up an object.
Once the learners have planned out their sequence of instructions, have them write down their instructions step by step on the paper.
After writing out their instructions, have the learners test their instructions by having a group member act out the instructions. This will help the learners identify
any errors or missing steps in their instructions.
Finally, have the learners revise and refine their instructions until they can successfully complete their robot task

69
Content (Grade 2 / Term 2) Notes/Examples
Digital Concepts
D.1 Outline the concept of technology and purpose of information technology (IT). Reinforce and extend from previous Grades and Terms using
Possible discussion: different examples and activities.
What does technology refer to?
What is technology used for?
What is the purpose of IT?
What is IT used for?
D.2 Recognise that he or she is living as citizens in a digital world. Link to D.1
Possible discussion Reinforce and extend from previous terms.
Be honest: Always tell the truth when you're online. It is important to be honest about who you are and what you're doing. Interact appropriately with others when online.
Be a good friend: Just like in person, it is important to be a good friend to others when you are online. This means being there for them, helping them when they
need it, and standing up for them when they are being treated unfairly.
D.3 Demonstrate an understanding of the concept of a computing device. Link to D.2
Possible Activity Reinforce and extend from previous Grades and Terms using
Explain what a computing device is and what it does. Explain that a computing device is a machine that can process and store information and can be used to do different examples and activities.
things like play games, watch videos, and communicate with others.
Show the learner pictures of different computing devices and ask them to identify what they are. Talk about the differences between the devices, such as size,
shape, and features.
Give the learner a piece of paper and ask them to draw a picture of a computing device. Encourage them to be creative and include details like buttons, screens,
and keyboards.
Once the drawing is complete, ask the learner to explain what their computing device does and how it works. Have them describe what they might use the device
for, such as playing games, doing homework, or talking to friends and family
How to take care of computing devices and use them safely.
Assessment – Term 2
Continuous Assessment – Refer to Section 4

70
3.3.3 Term 3
Content (Grade 2 / Term 3) Notes/Examples
Pattern Recognition Could be integrated with Mathematics or Language
C.6 Recognise and interpret patterns in symbolic sets of data or visualisations. Link to C.7
Gradually increase the complexity of patterns.

Which one of the bracelets (A, B or C) is in the same order and pattern as presented in straight line pattern below?
C.7 Create or complete a pattern to represent a data set. Link to C.6
Example 1: The train must get to the station; however, some track pieces are missing. Learners can also create their own patterns, based on the
Study the picture and indicate which two track pieces from the pieces on the left (A, B, D, E or F) should be placed in position 1 and position 2. problem, or the teacher can give them an incomplete pattern with
some of the elements missing. They must then complete the
pattern by adding the missing elements.

[Link] ([Link])
Algorithm Design and Coding
C.1 Apply computational thinking skills do develop a set of logical instructions to solve a problem. Reinforce and extend from previous Grades and terms
Example: Introduce learners to the concept of coordinates on a grid.
Study the following placement and answer the questions that follows.
• Which row has only one dinosaur? For C.1 to C.3 problem-based questions and scenarios can be
• What colour of dinosaur occur twice in the same column? introduced, where scenarios are given, and the learners are
• Write down the coordinates of all the green dinosaurs expected to answer questions based on the scenario.

71
Content (Grade 2 / Term 3) Notes/Examples
C.2 Present a simple coding solution using symbolic or written statements representing sequences of commands, single repetition and Link to C.1
conditional constructs.
Example: Museum visit Complexity is increased by adding rules or restrictions
Visitors visiting the museum are only allowed to go through all the rooms exactly once.
This is called a one-way tour. Therefore, the following restrictions apply:
Restrictions
They may not visit a room more than once.
They are also not allowed to use the same door for entering and exiting a room.
The visitors must start at the arrow that enters the museum and leave by way of the door with the
arrow leaving the museum.
Task
Use directional coding cards and pack the instructions according to the rules.
Adapted from [Link] ([Link])
C.3 Interpret and execute a given symbolic or written set of commands Link to C.1, C.2, C.6 and C.7
Example They now execute the code to test it.

Learners should also be able to replace the symbols with

characters to represent the actions.

C.4 Debug a given symbolic or written set of instructions. Link to C.1, C.2 and C.3
Example 1 Study the following 3 grids with symbols and answer the questions on the right. Learners follow different instruction sets, of which some are
Explain which grid(s) break the rule for the limitation(s) incorrect, to find the correct solution, then they need to explain
provided below: why the error in the incorrect ones.
1. There may not be two arrow symbols in the same row.
(Answer C)
2. Flowers may not appear in the same column (Answer is
A).
3. There may not be any bow arrow in the grid (Answer A)

72
Content (Grade 2 / Term 3) Notes/Examples
Example 2:
Study the problem below, then find the correct set of instructions on the right.

Robotics Could be integrated with Creative Arts or Language

R.1 Explain what a robot is in simple terms. R.1, R.2, R.3, R.4 and R.5 can be done together
R.2 Identify different types of robots. First learners explain what a robot is and name different types of
R.3 Outline the different components of a robot robots as well as the different components of a robot and how
robots affect the world.
Body - usually made up of metal or plastic and is the outer covering that holds all the other components together.
The above can give them inspiration for designing their own
Arms and hands – -many robots have arms and hands that can move and manipulate objects. These arms and hands are usually made up of joints that allow
robot.
them to bend and move in different directions.
Then they can ideate about the type of their robot, what
Sensors - robots have sensors that allow them to "see" and "hear" the world around them. These sensors can include cameras, microphones, and other devices
components it will have, what it can do and how it will impact the
that can detect things like light, sound, and movement.
world
Control system - is what allows the robot to "think" and make decisions. It's usually made up of a computer or microcontroller that's programmed with
instructions for how the robot should behave.
Power source - robots need a source of power to operate. This could be a battery or a plug that connects the robot to an electrical outlet.
Wheels or legs – some robots have wheels or legs that allow them to move around. These wheels or legs are usually controlled by the control system.
Tools or attachments – depending on the task the robot is designed to do, it may have various tools or attachments, such as a vacuum cleaner attachment, a
paintbrush, or a gripper for picking up objects.
R.4 Present an understanding of how robots affect the world.
R.5 Design a simple product (artefact) based on a set of design specifications.
Example: Linking to Language, learners can present their robots and tell the class about their robots:
• What type of robot it is
• What components it has
• What it can do
• How it can impact the world
R.6 Mimic the operations of a robot. Link to C.3 and R.7

73
Content (Grade 2 / Term 3) Notes/Examples
Example: Learners following a set of “programmed” instructions to complete
Learner pretends that he or she is a robot that has been programmed to pick up and sort objects by colour and follow the following steps: a task, using different parts and systems to accomplish it.
1. Pretend to turn on the power (e.g. Battery)
2. Use their sensors to "see" the objects that need to be sorted. We might have a camera or other device to detect colours. Reinforce the decision structure (IF…THEN), e.g.
3. Using their arms and hands, pick up one object at a time and examine it to see what colour it is. If it's blue, we would place it in the "blue" pile. If it's red, As question: What is the colour of the object picked up?
we would place it in the "red" pile, and so on • IF object picked up is red, put with red pile.
4. Repeat this process until all the objects have been sorted into their respective piles. • IF object picked up is blue, put with blue pile.
5. Once finished sorting, sensors used to check and make sure that all the objects have been sorted correctly. If there are any errors, pick up the misplaced
objects and move them to the correct pile.
6. Turn off the power to conserve energy for the next task
R.7 Create, test and execute a set of robotic instructions. Link to R.6 and C.4
Example Extend example in R.6
Use the activity from R.6 above and let learners now create code using coding cards to create instructions for the robot to pick up objects.
Digital Concepts Could be integrated with Life Skills or Language
D.1 Outline the concept of technology and purpose of information technology (IT). Reinforce and extend from previous Grades and Terms using
D.2 Recognise that he or she is living as citizens in a digital world. different examples and activities.
Being a digital citizen means being a good and responsible person when we use the internet and technology. Reinforce and extend from previous Grades and Terms using
When we're digital citizens, we follow rules and guidelines to make the online world a safe and a positive place for everyone such as to treat others with kindness different examples and activities.
and respect, think before we post. Interact appropriately with others when online
D.3 Demonstrate an understanding of the concept of a computing device. Reinforce and extend from previous Grades and Terms using
D.4 Identify the common uses of ICT in the real world. different examples and activities.
D.5 Differentiate between the components of an ICT system. Link to D.3 and D.4d
Possible discussion Use pictures to discuss the different components of an ICT
An ICT system is a system that uses computers, programs (instructions), and networks (communication between computing devices) to process and store system.
information. Use examples that are age appropriate and that learners will
It has distinct parts that work together to help us use computers to do different tasks: understand, e.g., a mobile phone system
• The first part is the computer itself.
• The second part is the instructions (software) that tell the computer what to do.
• The third part is the data. Data is the information that we put into the computer to work with. This can be things like pictures, music, or text.
• An ICT system also has networks. Networks are like the roads that help computers talk to each other. They connect computers together so that we can
communicate, share information and work on projects together.
D.7 Present a basic understanding of the concept of input processing and output. Link to D.3 and D.5 and D.8
Example – IPO
Divide learners into groups of 3. One learner acts as ‘input’, another learner acts as ‘processing’, and the third learner acts as ‘output’
Provide different colours of play dough and a cookie cutter for each group.
‘Input’ collects the dough (input) and passes it to ‘Processor.’ ‘Processor’ mixes the dough and use the cookie cutter to cut ‘cookies’ from the mixed dough. Then
‘output’ collects the ‘cookies’ from ‘processor’ and show them to the class as the processed product.
D.8 Interpret a pattern to represent or communicate a message or image. Link to C.6 and C.7 and D.7
Example – Coding and Decoding An activity such as the example can also be used to illustrate
Input, Processing and Output:

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Content (Grade 2 / Term 3) Notes/Examples
• Input: Prepare a simple cipher code (secret code) where
symbols/numbers replace letters of the alphabet. Write a
short message in the code as the "input" for the computer.
• Processing: Provide the learner with a decoder chart to
figure out the symbols, translate the message, and do the
calculation. This represents the computer processing the
encrypted/coded data.
• Output Once the message is decoded, the child can read it
out loud as the computer's "output."

Assessment – Term 3
Continuous Assessment – Refer to Section 4

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3.3.4 Term 4
Content (Grade 2/ Term 4) Notes/Examples
Pattern Recognition Could be integrated with Mathematics or Language
C.6 Recognise and interpret patterns in symbolic sets of data or visualisations. Reinforce from previous Grades and terms using different types
C.7 Create or complete a pattern to represent a data set. of patters, e.g. numbers, colours and/or shapes, objects, poems,
Examples: physical activities, etc.

Algorithm Design and Coding

C.1 Apply computational thinking skills do develop a set of logical instructions to solve a problem. Link to C.2 and C.3
Example: Gradually increase complexity by extending the grid, e.g. adding
In this example code should be written which includes directional indicators for each step and single movement instructions obstacles and limitations
where the arrow indicates the movement in a single direction (forward 1). The solution is for the orange dinosaur to meet up with
his fellow same colour dinosaur. Evidence suggests that pupils should be taught – initially
at least – in small bite-sized chunks. These steps in the learning
process should be well-thought out and gradual as well as allow
Note: There may be some alternates as well. These alternate solutions should also be accepted and discussed.
plenty of opportunity for practice (see, for example, Rosenshine,
The complexity can be increased by instructing the learners to write two sets of code for each colour dinosaur to visit his/her
2012; Coe et al., 2014; Sealy, 2019).
friend, but the paths may not cross.

C.2 Present a simple coding solution using symbolic or written statements representing sequences of commands, single repetition, Link to C.1
and conditional constructs.
Examples The concept of a conditional/decision construct should be
Introduce the concept of a conditional coding construct (IF…THEN) using everyday decisions, introduced based on daily decisions that is familiar to learners
at the level of the learner. before introducing it as part of a coding solution.

Note:
Ensure a gradual learning curve.
DBE Grade 2 Workbook 1 (Life skills) – p41 When introduced, start with one decision structure only (also do
not initially combine with a repetition structure – only sequence
and one decision

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Content (Grade 2/ Term 4) Notes/Examples
C.3 Interpret and execute a given symbolic or written set of commands Link to C.1 and C.2
Example 1: Introduce the decision construct (IF…THEN…)
Study the following diagram and instructions that follows and answer the questions that follows.
Coding requires learners to master the basic coding constructs:
• Sequence
Note: • Repetition/Iteration (loops)
The instruction, pickup, picks up all the • Decision
carrots at that position on the number
line. A Jump skips one position to the
right.

Note:
The example introduces the learners to
the concept of tracing code in an
elementary way.

a) Examine the code for instruction set A:

After the code has executed on which purple number on the number line will SSB end up? (Answer 6)
Atter the code has executed how many purple carrots will SSB have collected? (Answer 3) A sequence is a set of instructions or commands that are
Atter the code has executed how many orange carrots will SSB have collected? (Answer 1) executed one after the other, in order. It's like following a recipe
b) Examine the code for instruction set B: step by step.
After the code has executed on which purple number on the number line will SSB end up? Decision construct is like making choices. It allows the computer
Atter the code has executed how many purple carrots will SSB have collected? to execute a different instruction or set of instructions based on
Atter the code has executed how many orange carrots will SSB have collected? the outcome of the decision: whether the condition result in true
Example 2: Making decisions of false,
Study the picture below: Note: Repetition, or loops, allows the computer to repeat a set of
Example 2 combines sequence, instructions multiple times. It's like doing something over and
decision and repetition structures. over without having to write the same instruction(s) multiple times
Note:
Keep to an acceptable learning curve – gradually increase
complexity, e.g.
• One decision as part of a basic problem
• Then two decisions as part of a basic problem
• Then only begin to combine a decision structure with a
repetition structure.
Literature suggests that the biggest problem of novice
programmers does not seem to be the understanding of basic
coding concepts [n isolation] but rather learning to apply them
[and combine them]. Therefore, at this level, beware of giving
learners programming tasks that combine too many concepts
(Robins, 2019).

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Content (Grade 2/ Term 4) Notes/Examples
SSB does not like purple carrots. When it lands on the red tile, it must decide which direction to go to avoid the purple carrots and to collect only the orange Typically, problems could require learners to provide missing
carrots. The algorithm below represents the instructions SSB must follow (including the direction it must turn when it lands on the red tile) to avoid the purple code instructions (code instructions are provided with some
carrots and get to the orange carrots instructions or code elements or require learners to develop the
solution algorithm for themselves.

C.4 Debug a given symbolic or written set of instructions. Debugging relates C.1, C.2 and C.3
Example: There are 2 errors in the solution provided. Identify and correct the errors. It is important for learners to be able to debug a solution.
Debugging code is part of the coding process.

C.5 Evaluate a given solution towards potential improvement. Link to C.1, C.2, C.3 and C.4
Example: Three learners play a game using a grid and a die with coloured dots and a pile of directional coding cards. Leaners develop their own solutions based on the cards they
The objective of the game is to see which learner can get to the treasure box first. draw.
Learners need to continually present their coding solutions by
interpreting the coding cards and evaluate the cards in terms of
Materials required: the route they can build with the coding instructions they have
Grid, die, treasure, and weather the cards they have will lead them to the treasure.
Pile of directional coding cards.
Directional cards include several of the
Go to the front following:
of blue block Forward, Turn Right, Turn Left, Turn Around
(facing opposite direction, Backwards)

How to play
• Learners throw a die with colours on each side.
• If colour throwed, is yellow, learner starts in front of yellow block on the grid.

78
Content (Grade 2/ Term 4) Notes/Examples
• If colour throwed, is blue, learner starts in front of blue block on the grid.
• If colour throwed, is green, learner starts in front of green block on the grid.
• Now each player gets a turn to throw the die again.
• If the die indicates the learner’s colour (the block where they need to start), they draw one directional card from the pile
• Each time they collect a directional card from the pile, they check to see if they can reach the treasure, else they need to wait for their next throw.
• If a learner lands on the black block the learner must go back to the coloured block where they started.
The first learner that gathers the right cards to get to the treasure, wins.
Robotics Could be integrated with Creative Arts or Language
R.1 Explain what a robot is in simple terms. R.1 and R.2 could be done together
R.2 Identify different types of robots. Learners need to understand that a robot is a machine built by
Provide examples of robots and non-robots and discuss these. humans and programmed to perform tasks, which a human can
Provide examples of different types of robots and discuss these. also do, e.g. a robot vacuum cleaner. A robot can thus substitute
a person, performing a task that the person could do. Robots can
only do what they are programmed to do (follow a set of
instructions).
R.3 Outline the different components of a robot Link to R.1 and R.2
Body - usually made up of metal or plastic and is the outer covering that holds all the other components together. Components such as: body, arms and hands, sensors, control
Arms and hands – -many robots have arms and hands that can move and manipulate objects. These arms and hands are usually made up of joints that allow system, power source, wheels or legs, tools or attachments.
them to bend and move in different directions.
Sensors - robots have sensors that allow them to "see" and "hear" the world around them. These sensors can include cameras, microphones, and other devices
that can detect things like light, sound, and movement.
Control system - is what allows the robot to "think" and make decisions. It's usually made up of a computer or microcontroller that's programmed with instructions
for how the robot should behave.
Power source - robots need a source of power to operate. This could be a battery or a plug that connects the robot to an electrical outlet.
Wheels or legs – some robots have wheels or legs that allow them to move around. These wheels or legs are usually controlled by the control system.
Tools or attachments – depending on the task the robot is designed to do, it may have various tools or attachments, such as a vacuum cleaner attachment, a
paintbrush, or a gripper for picking up objects.
R.4 Present an understanding of how robots affect the world. Link to R.1, R.2 and R.3
Possible discussion: Reinforce and extend from previous Grades and terms using
Helping with Work: Robots can help us with different kinds of work. For example, in factories, robots can assemble things like cars or toys very quickly and different examples and activities.
accurately.
Making Life Easier: Some robots are designed to help us with everyday tasks. For instance, there are vacuum robots that can clean our floors by themselves.

It is also important to remember that while robots can do many amazing things, they are created by humans and need to be programmed and controlled by us.
They are designed to help us and make our lives better, but it is still humans who decide how they are used and make sure they are safe.
R.5 Design a simple product (artefact) based on a set of design specifications. Link to R.6
Example: Design a board game The learners design the board game in R.5, then mimic the
operations of a robot (this board game) in R.6

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Content (Grade 2/ Term 4) Notes/Examples
Materials required:
3 wooden blocks to create 3 different dices (Dice 1 has the
values A to F, Dice 2 has the values 1 to 6 and Dice 3 has
the codes: F, F, TR, TL, Bon and
a. The F represents Forward.
b. TR represents Turn right.
c. TL represents Turn left.
d. Bon represents a bonus throw and
e. represents skip a card/turn.
• A reused cardboard from a cereal box with a 6 x
6 grid and the indicators A to F and 1 to 6 for the rows and columns respectively
• A set of coding cards made from the remainder of the board with the codes TR, TL and
F appearing twice the number of times. (The coding cards are cut out)
• 3 small stones to represent obstacles.
• A one Rand coin to represent a prize (it may be substituted with a sweet or any other
indicator)
• Two player blocks representing an icon/charm for each player (in this example two un-fix counting blocks, one red and blue are used)
• Small coding cards made from the remainder of the carton of the cereal box.
R.6 Mimic the operations of a robot. Link to R.5 and R.7
Example: Referring to the board game designed in R.5 Using the board game designed in R.5, learners will now mimic
How the game works. how a robot responds to instructions.
1. The three obstacles (i.e., stones in our example) are placed randomly on the grid by throwing the two dice with the letter and the digit together, e.g. the
letter die indicates the row, say, D and the number die indicates the column, say for 4. The obstacle will then be placed on block D.4. This action is Coding constructs that are reinforced with this activity:
repeated until all three stones are placed on the board; A stone may not be placed in the same position twice. Repetition:
2. Now, place the prize using the same process as in 1. Above Throw letter die and number die to identify the block where the
first obstacle needs to be placed.
REPEAT this process UNTIL all three obstacles are placed
(REPEAT 3 times)

Note:
In this activity there are several instances where repetition is
used. This must be pointed out to learners and emphasised.

There are also several instances where decisions are required.

Point out to learners and emphasise.

3. Now, the starting position for each player is determined by throwing the single row-and-column die.

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Content (Grade 2/ Term 4) Notes/Examples
Player RED throws D and is placed on D Player BLUE throws 6 and is placed on
on the left of the grid the number 6 on top of the grid

(A rule may be added that if the player is

within six moves of the prize the player icon
should be moved to the opposite outside
edge. In the case for blue, it would have
been at the bottom outside of column 6) (The
rule was not applied in this case)

Moving the players

• Using the move dice, each player throws 6 times and collects the applicable corresponding coding card. If the is thrown, then a turn is missed.
• Using the coding cards at their disposal, the players must then pack out the code to have their icon move to the prize.
• If the player does not have the correct cards, he or she may throw the dice again to get an additional coding card. This is alternately repeated until one
of the players packs out the correct solution to have their icon reach the prize.
• Each opponent player must verify that the player indeed has a correct solution or not.
• The winner is the one who reaches the prize first
R.7 Create, test and execute a set of robotic instructions. Link to R.6
Using the board game designed in R.5, and played in R.6: The last few steps of the game in R.6 are applicable to creating,
Once a learner has collected the six coding cards, the learner needs to pack out instructions (create a set of instructions) to move to the prize. In doing so, the testing and executing the instructions.
learner needs to test/evaluate to see if the cards he/she has, will be able to move his/her charm to the prize, IF not, THEN the learner need to throw again and
repeat the packing and testing/evaluation process UNTIL he/she reaches the prize.
Digital Concepts Could be integrated with Life Skills or Language
D.1 Outline the concept of technology and purpose of information technology (IT). Reinforce and extend from previous Grades and Terms using
different examples and activities.
D.2 Recognise that he or she is living as citizens in a digital world. Link to D.1 and D.2
Interact appropriately with others when online. Reinforce and extend from previous Grades and Terms using
Discuss with learners why and how they must interact appropriately when online. different examples and activities.
Empower learners with thinking skills and strategies to support
the development of self-awareness and self-regulation so they
learn to manage themselves as digital citizens
D.3 Demonstrate an understanding of the concept of a computing device. Link to D.1, D.2 D.4, D.6 and D.7
Example: As an extension from D.3 activity in Term 2: Reinforce and extend from previous Terms using different
The learner creates a "poster" with pictures of different computing devices and labels that describe their features and functions. This can be a great way to examples and activities
reinforce the concept of a computing device and help the learner understand the different types of devices that are available.
Learners can also explain:
• What the devices can be used for

81
Content (Grade 2/ Term 4) Notes/Examples
• What impact they have in our lives (D..6)
• How to take care of computing devices and use them safely
• How to behave when using the devices (D.2)
• How these devices receive input and how they give output
D.4 Identify the common uses of ICT in the real world. Link to D.1, D.3 and D.5
Examples: Identify and discuss common uses in areas of communication,
Communication: social media, e-mail, messaging apps education, business, and entertainment
Education: Digital learning material
Business: Point-of-sales
Entertainment: streaming videos and music
D.5 Differentiate between the components of an ICT system. Reinforce and extend
D.6 Explain how the adaptation of technology impacted the world we work and live in. Link to D.4 and D.5
Reinforce from previous grades and terms. Reinforce and extend from previous Grades and Terms using
Impact: (different sectors), e.g. different examples and activities.
• Communication: Made the way we communicate much faster and easier (Instant messaging, e-mail, etc.)
• Education: Changed the way we learn (online resources)
D.7 Present a basic understanding of the concept of input, processing and output. Link to D.8 and Cs
Example activity: Secret Code Decoder: Reinforce and extend using different examples and activities
Divide learners into small group of three learners and provide each group a simple cipher code chart where symbols replace letters of the alphabet. One learner Initially, the words translate to and translate back could be used
act as input, second learner acts as processing and third learner acts as output. to introduce learners to the concepts encoding and decoding in
• Input: First learner prepares input using the cipher code and writes e a short message in the code (encrypted message) and passes it to the second programming.
learner as the "input" for the computer to be processed. Learners are then gradually exposed to the words encode and
• Processing: Second learner uses the cipher code chart to figure out the symbols and translate the message. This represents the computer processing decode
the encrypted data. The translated message is then passed it to the third learner
• Output: Third learner reads the translated/decrypted message out loud as the computer's "output."
D.8 Interpret a pattern to represent or communicate a message or image. Link to D.9, C.6 and C.7
Example: Encoding An activity such the example can also be used to illustrate Input,
Learners use the braille chart to write their names in braille. Processing and Output (D.7):
DBE Grade 2 Workbook 2 (Life skills) – p52 • Input: Prepare a simple cipher code (secret code) where
symbols/numbers replace letters of the alphabet. Write a
short message in the code as the "input" for the computer.
• Processing: Provide the learner with a decoder chart to
This example from the DBE workbook could be done
figure out the symbols and translate the message. This
where a learner is required to encode and decode a
represents the computer processing the encrypted/coded
message. (This then links to D.9)
data.
• Output Once the message is decoded, the child can read it
out loud as the computer's "output."

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Content (Grade 2/ Term 4) Notes/Examples
D.9 Create a pattern to represent or communicate a message or image. Link to D.8
Example 1 – Use a grid with blocks to code ‘message’ This activity can be extended where learners code their
Divide learners into pairs. Provide each pair with an empty grid as shown on the right (without the robot) and a set of own message such as a smiley to e.g. communicate how
instructions (containing coordinates (row, column) to specific blocks that must be coloured a specific colour. and a colour that they felt when the woke up in the morning
the. The instructions navigate learners to code a robot or a computing device.
One learner act as the navigator (reading the instructions) and the other learner as the driver (following the instructions)
Once done, pairs show their ‘pattern message; to other pairs to ‘read’ and explain what the message is communicating.

Assessment – Term 4
Continuous Assessment – Refer to Section 4

Note:
In terms of coding, typically, problems could require learners to
• read code and explain what it does or
• work through (trace) / act out code (physically or simulated) to determine the output or the correctness or
• provide missing code instructions (code instructions are provided with some instructions or code elements missing) that learners need to complete or
• translate verbal/written instructions (algorithm) to code.
• add some functionality/instructions to an existing program.
• rewrite a set of coding instructions to be more efficient, e.g. using a loop construct for code that is repeated or
• choose the correct solution from 2-3 options or
• compare different solutions to evaluate efficiency or
• debug an algorithm or program (find the bug, describe the bug and correct it)
• develop a solution/algorithm (code instructions) based on a given problem or for an open-ended problem through planning, implementing, testing and debugging.
depending on the competency/(ies) the learner needs to demonstrate.

83
3.4 GRADE 3
Note:

Teachers must include the following competencies and content in their Annual Teaching Plans (ATPs), distributed across the terms and sequenced, organised, grouped
and synergised with other subjects in Grade 3, where applicable), and in a manner that will facilitate learning, ensure ample retrieval and deliberate practise, with feedback
to ground principles and concepts, maximizing learner’s learning outcomes and achievement, whilst also ensuring a gradual, steady learning curve, in a way that will make
optimal use of available time and resources.

3.4.1 Term 1
Content (Grade 3 / Term 1) Notes/Examples
Pattern Recognition Could be integrated with Mathematics or Language
C.6 Recognise and interpret patterns in symbolic sets of data or visualisations.
Example: A rainbow parrot has four chicks Learners need to identify the colour pattern and determine what
colour the fourth chick’s tail should be.

[Link] ([Link])
• Each young parrot has a different colour for each of its 4 body parts. The colours are red, blue, green, and yellow.
• None of the parrots have the same colour body parts as any of their brothers.
• Based on the first 3 chicks, what will the colour of the 4th chick’s tail be?
Algorithm Design and Coding
C.1 Apply computational thinking skills to develop a set of logical instructions to solve a problem. Link to C.6
Example: Problems can become increasingly more complex by making the grid
Read the instructions in the blocks and develop a set of commands for the dog to pick up his bone and then go home. bigger, adding constraints and obstacles and adding more actions.

Note: One can extend the problem by asking learners to indicate which
Turn Left or Turn Right means turn to face the direction into which you instructions should be added to follow an alternative route.
want to walk (not moving forward but stay in the same block if you turn,
facing the direction into which you will continue))
Note
Forward means move one block forward.
Pick-up means pick up the bone. For Grade 2 and Grade 3, whenever the character/sprite is instructed
to turn left or right, the orientation of the front of the character/sprite
For the shortest solution, you need the following commands:
should be considered. This implies that the character/sprite face the
10 Forward commands
4 Turn Right commands direction in which it will move next (this requirement is not applicable
1 Turn Left command to Grade R and Grade 1)
1 Pick-up command

84
Content (Grade 3 / Term 1) Notes/Examples
C.2 Present a simple coding solution using symbolic or written statements representing sequences of commands single repetition Link to C.1
and conditional constructs.
Example 1: Drawing (Pen based coding - incorporating “pen-based” drawing and coding activities) New commands are being introduced:
Sipho Super Bunny (SSB) likes to draw. It first needs to move to the starting point on the grid, then put the pencil down to draw a square. After drawing the • Move to a starting point on a grid.
square, it needs to lift the pencil to stop drawing. • Put down the pencil (to be able to start drawing)
• Lift the pencil up (to stop drawing)
The instructions could be used in various ways, e.g., as the example
on the left.
It can then use repetition constructs (indicators) to shorten the
number of instructions as indicated below:

Learners could also use Turn Right or Turn Left commands as an

alternative solution:

As a variation, the teacher could provide the code which learners need to interpret and evaluate for accuracy.

Example 2 – Drawing and symmetry

In this example, the orange line (left – in front of the arrow) is provided and the learners must develop the code for SSB to draw the symmetrical shape/ mirror Learners should be exposed to various alternative solutions to
image (blue line –on the right right). stimulate thinking processes and to compare different solutions in
terms of aspects such as efficiency (shortest routes, less instructions,
etc.)

Activities could be adapted to gradually increase the difficulty and

complexity levels.

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Content (Grade 3 / Term 1) Notes/Examples
C.3 Interpret and execute a given symbolic or written set of commands Link to C.1, C.2
Example 1- Interpret and follow instructions Learners must now execute the code to assess whether it is correct
SSB can only move one black at a time, jump, turn left and turn right. or not.
Study the grid below and write down the instructions and how many times SSB must move forward to reach the green tile with the carrot at the end.
In the second example, the complexity is being increased (from
Grade 2) by adding an additional instruction (pick up)

Evidence suggests that pupils should be taught – initially

at least – in small bite-sized chunks. These steps in the learning
process should be well-thought out and gradual as well as allow
plenty of opportunity for practice (see, for example, Rosenshine,
2012; Coe et al., 2014; Sealy, 2019).

Note:
Example 2 – Interpret and execute code In addition, referring to example 2, the learners can also be expected
Sipho can only move one block at a time, jump, turn left, turn right, and pick up a carrot in a block it resides in. to present their solution in an algorithmic form using two- or three-
Study the grid below and write down the instructions and how many times SSB must move or jump, turn left or turn right to get
to the green tile

word phrases. For example:

Robotics (± 2 hours) Could be integrated with Creative Arts or Language

86
Content (Grade 3 / Term 1) Notes/Examples
R.1 Explain what a robot is in simple terms. Link to R.2
R.2 Identify different types of robots. Can be done with R.1
Highlight the following about a robot, using an example: Reinforce and extend from previous Grades
• Special kind of machine
• Follow instructions to do things by itself (are coded)
• Have different parts that can help them do different things such as
o arms and hands to pick up something.
o sensors to sense (see / hear) what is around them.
o legs or wheels for moving around.
• Made by people to help them do different things such as vacuum the house, assembling cars.
• Do things that people cannot do such as working in dangerous places
R.5 Design a simple product (artefact) based on a set of design specifications. Reinforce and extend
R.6 Mimic the operations of a robot. Reinforce and extend
Digital Concepts (± 1 hours) Could be integrated with Life Skills or Language
D.1 Outline the concept of technology and purpose of information technology (IT). Link to D.2 and D.3
Using an appropriate example, explain that technology is designed with a purpose of solving problems that meet human needs and wants. It refers to tools, Learners need to distinguish between technology and information
machines, or devices that make our lives easier or better. technology and provide some examples and the purpose of each.
Examples of technology include computers, smartphones, TVs, video games and even ‘robots’ that perform specific tasks.
Information Technology (IT) is a type of technology that deals with information, such as data, images, and sound. IT includes things like computers, software,
and the internet.
The purpose of IT is to help people access and use information more easily and efficiently.
Technology is all around us, and we use it every day to communicate, learn, and have fun.
D.2 Recognise that he or she is living as citizens in a digital world.
Learners need to understand that a digital footprint is like a trail of your activity that you leave behind when do something online, e.g., use WhatsApp and that, Reinforce from previous Grades and Terms
even if you delete a WhatsApp message, it is very possible that somewhere there remains a record of it. • Digital Footprint
Possible discussion points
Just like how one leaves footprints in the sand when you walk on sand, you also leave behind traces of your online activity such as the websites you visit, the Empower learners with thinking skills and strategies to support the
videos you watch, the pictures you post, and the things you say or search for online. development of self-awareness and self-regulation so they learn to
This digital trail can be seen by other people, like your friends or family, and even by people you don't know. It's important to remember that anything you do manage themselves as digital citizens
or say online can be traced back to you, so it's important to be careful about what you share online and to always think before you post
D.3 Demonstrate an understanding of the concept of a computing device. Reinforce and extend from previous Terms and Grades
Assessment – Term 1
Continuous Assessment – Refer to Section 4

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3.4.2 Term 2
Content (Grade 3 / Term 2) Notes/Examples
Pattern Recognition Could be integrated with Mathematics or Language
C.6 Recognise and interpret patterns in symbolic sets of data or visualisations. Link to C.1
Example 1: Learners must interpret and explain the patterns.
Example 1:
Different shapes but all have the same number Distinguish between repeating and growing patterns
of angles and sides (the pattern)

Example 2:
What comes next? Why?

Algorithm Design and Coding Link to C.6

C.1 Apply computational thinking skills do develop a set of logical instructions to solve a problem. Link to C.2 and C.3
Example: In this activity, learners eventually design their own ‘game’ in C.2
1. Explain to the learner that they will be using a grid to practice sequencing and directional commands, just like a computer programmer.
2. Show the learner the set of directional cards and explain what each card means (e.g. up, down, turn left, turn right, forward) This activity helps learners reinforce their sequencing and
3. Show the learner the set of number cards and explain that they will be using these cards to move a character on the grid. directional skills, as well basic programming concepts in a fun
4. Place the character (a small sticker or marker) at the bottom-left corner of the grid. and engaging way.
5. Ask the learner to choose a number card (e.g., 3) and a directional card (e.g., up) and place them in a sequence (e.g., 3, up)
6. Ask the learner to follow the sequence and move the character on the grid accordingly (e.g., move up three squares)
7. Repeat steps 5-6 several times with different sequences of numbers and directional commands, encouraging the learner to think carefully about the order of
the commands
C.2 Present a simple coding solution using symbolic or written statements representing sequences of commands, single repetition, Link to C.1 and C.3
and conditional constructs.
Using the example in C.1, once the learner is comfortable with moving the character on the grid, challenge them to create their own sequences of commands Extend activity from C.1
using the number and directional cards
C.3 Interpret and execute a given symbolic or written set of commands. Link to R.6
Example 1: Decision with pair programming The complexity is being increased by adding two decision
SSB does not like purple carrots at all. When SBB lands on a red block, it must decide which of the instructions on the right to follow to structures (as one compared to Grade 2) to the problem,
avoid collecting purple carrots. combined with several repetition structures.
Divide learners into pairs and provide each pair with the grid and the instructions (completed code) below.

One learner act as the navigator and the other act as the driver. The navigator reads the instructions provided and the driver act as the
rabbit and follow the instructions as communicated by the driver.
When done, driver explains the code to navigator and the navigator verifies that the explanation is correct.

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Content (Grade 3 / Term 2) Notes/Examples

Example 2 Interpret instructions provided and fill in missing instructions.

SSB must collect the carrot. Study the grid and the code instructions below. Interpret the instructions provided and fill in the missing instructions to enable SSB to
collect the carrot.

Forward x3
Down x2
___________ (missing instruction(s))
Up x____ (missing number)
Left x2

Now code the completed instructions (algorithm) using arrows and numbers
Robotics Could be integrated with Creative Arts or Language
R.1 Explain what a robot is in simple terms. R.1 and R.2 can be done together
R.2 Identify different types of robots. Reinforce from previous Graders and Terms using
Example different examples
Learners should now have a good idea that a robot is such as body, arms and hands, sensors, control system, power source, wheels or legs, tools or
attachments
R.5 Design a simple product (artefact) based on a set of design specifications. Link to R.1 and R.2
Example: Learners should be able to design an artefact that
Provide an example of a robot artefact that learners need to design. See R.5 Grade 1, Term 3 • “looks like” a robot.
Learners get inspiration form their understanding of robots and then ideate about their robot: • can “move like a robot”.
• Who their robot is. • have “parts like a robot”.
• What type of robot it is follow instructions like a robot
• What components it has
• What their robot can do
• How their robot could help people

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Content (Grade 3 / Term 2) Notes/Examples
R.6 Mimic the operations of a robot. Link to R.5 and C.3
Use examples of robots (pets, robots, cars) and directional coding cards and let learners create instructions for these robots and act it out. Reinforce and extend from previous Grades and Terms using
different activities

Digital Concepts (± 1 hours) Could be integrated with Life Skills or Language

D.1 Outline the concept of technology and purpose of information technology (IT). Reinforce from previous Grades and Terms
D.2 Recognise that he or she is living as citizens in a digital world. Link to D.1
Example: Positive Footprint Reinforce from previous Grades and Terms
Provide learners with an ‘empty’ footprint. • Digital Footprint
Let them write down in the footprint what they would like other people to link to their name in future, thinking about
aspects such as:
Their profile, Achievements, Pictures they shared, how they behaved online
D.3 Demonstrate an understanding of the concept of a computing device. Learners need to understand that computing devices are all
Possible Discussions around us and that these are all linked to facilitate, e.g.,
What is a computing device? communication
How we can use computing devices, e.g., computing devices help us to communicate and learn
How do we need to behave when we use computing devices
Assessment – Term 2
Continuous Assessment – Refer to Section 4

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3.4.3 Term 3
Content (Grade 3 / Term 3) Notes/Examples
Pattern Recognition Could be integrated with Mathematics or Language
C.6 Recognise and interpret patterns in symbolic sets of data or visualisations. C.6 and C.7 can be done together
Example 1 Interpret the pattern, then translate pattern using smileys to pattern using thumbs. Interpret a pattern and then translate the pattern (create the same
pattern using different symbols/material)
☺☺☺ → 
C.7 Create or complete a pattern to represent a data set. Extend patterns to include growing patterns and identifying the
Example 1 Example 2 underlying rule.
Growing patterns: Decreasing growing patterns and their underlying rule ((- in the example below)
Learners can also play games with repeating as well as growing
       patterns, such as a domino game in which they need to match
and their underlying rule (+ in the above example) patterns with the same unit or rule.

Example 2 Determine the pattern (rule), then complete the pattern. Learners must first determine the underlying
rule and then complete the pattern accordingly.

Algorithm Design and Coding

C.1 Apply computational thinking skills do develop a set of logical instructions to solve a problem. C.1, C.2, C.3 and C.4 can be done together
C.2 Present a simple coding solution using symbolic or written statements representing sequences of commands single repetition and In the example on the left, learners must solve the problem using
conditional constructs. • C.1 – apply computational thinking to develop a solution
C.3 Interpret and execute a given symbolic or written set of commands (algorithm)
Example: Moving one block at a time, the dog must first pick up the bone and then go to its kennel. • C.2 – present a solution using arrows
Use the arrows provided, avoiding the trees, pack out the route to the bone and then going to the kennel. • C.3 – act out (implement) the solution and test if it works
• C.4 – find the error and correct it (debug) if it does not
work

As there is more than one route to the bone and back, one can
also extend the problem by asking learners to indicate how many
routes the dog can follow, and which route is the shortest.

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Content (Grade 3 / Term 3) Notes/Examples
C.4 Debug a given symbolic or written set of instructions.
Example 1
Study the following picture steps and description to fold a basic paper plane.
([Link]

Steps
1. Unfold the paper and fold each of the top corners into the centre line.
2. Fold the paper in half vertically.
3. Fold the plane in half toward you.
4. Fold the wings down, matching the top edges up with the bottom edge of the body.
5. Fold the top edges into the centre line.
6. Add double stick tape to the inside of the body. The finished plane should look like this.
Fold your own paper plane looking at the picture steps and the written steps.

How should the written steps be renumbered to match the steps as per the pictures?

Example 2:
SSB only like arrange carrots. Which path should he follow to eat only the orange carrots. There is an error in the solution on the right, Find the error and correct.

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Content (Grade 3 / Term 3) Notes/Examples
Robotics Could be integrated with Creative Arts or Language
R.1 Explain what a robot is in simple terms. Reinforce and extend from previous Grades and Terms using
R.2 Identify different types of robots. different examples and activities.
R.3 Outline the different components of a robot
R.4 Present an understanding of how robots affect the world.
Assisting People: Robots can be programmed to assist people who may need help. Some robots can help people with disabilities by fetching things, opening
doors, etc.
Exploring New Places: Robots are also used to explore places that are hard for humans to reach. E.g. they can go deep into the oceans to study sea creatures.
Learning and Education: Robots can be great tools for learning. Some schools use robots to teach students about science, technology, engineering, and math
R.5 Design a simple product (artefact) based on a set of design specifications. Link to R.1, R.2, R.3 and R.4 and includes R.5, R.6, R.7
Example 1 Refer to design process in Grade 1 Term 3 to first design the
Design a robot hand! hand.

[Link]
R.6 Mimic the operations of a robot. Link to R.5
R.7
In relation to the robotic hand artefact the students can design their own simple sign language to communicate messages pulling the strings of the hand lifting Reinforce from previous Terms and Grades
certain fingers. An operation to turn the hand around can also be included to either have the fingers pointing down or up. This extends the range of the symbols
that can be presented.
Marble maze: The learners design a simple maze on paper. Through which a marble can run when tilting. Marble maze
Plan the design. Blocks paper may be used for this activity.
Start planning the design. Finalise the design Indicate starting point (green) and end Test the design (on paper with an
Rethink if needed point (red) overlay) indicating the path the marble This example covers several coding and robotics skills including
will follow
elements of the design thinking process.

The debugging process is also applied in various forms firstly

through the checking of the maze and secondly through the
checking of the algorithm to move the marble from point A to B.

Various fine motor skills are also developed using this activity/

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Content (Grade 3 / Term 3) Notes/Examples
Learners could then exchange mazes and solve each other’s
maze problems, first using coding cards and then physically
executing the code.

The solving of the physical game requires a certain degree of

hand-eye coordination.

Implement the design (build the artefact)

Create the solution to move the marble from the start to the end following the desired path.
Material Maze Test against overlay
Use cardboard or paper and a recycled box Cut straws (single and double length straws that Use overlay to see if maze is correct.
can be done in advance) and pack straws onto
cardboard to represent the maze.
Check layout
against
design.
If correct, glue
straws to
cardboard

Design coding cards (can be done in advance) – could be substituted with written instructions:

Tilt Right, Tilt left, Tilt up, Tilt down

Code the solution (Design the algorithm)

• The learners must now develop the algorithm (solution) to have a marble move from the indicated starting point (green) to the end point red).
• Compare the algorithm to the original paper-based (overlay) solution to that of the coding cards.
• Test the solution by following the code (card instructions) and tilt the box according to the instructions.
• Debug if required.

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Content (Grade 3 / Term 3) Notes/Examples

Note:
This process may require
further debugging.

Digital Concepts Could be integrated with Life Skills or Language

D.1 Outline the concept of technology and purpose of information technology (IT). Reinforce and extend from previous Grades and Terms using
different examples and activities.
D.2 Recognise that he or she is living as citizens in a digital world. Link to D.3, D.4
Example Digital Citizenship discussions: Reinforce and extend using different examples and activities
Prepare cards with different actions or choices children make online, like "sharing a funny video," "commenting on someone's post," or "playing a game with As digital citizens, we need instil positive values that build
strangers", etc. character to guide our behaviour when we interact in the digital
Divide learners into small groups and have each group draw a card. world.
Each group discusses how their actions can leave a "digital footprint or could hurt someone’s feelings, etc. Learners need to start to understand the impact of their actions in
Talk about the positive and negative consequences of different actions they take online and highlight the values that must be instilled and the character we should the digital world and develop essential skills for being responsible
express. and respectful digital citizens.
D.3 Demonstrate an understanding of the concept of a computing device. Link to D.7
Learners need to understand that a computing device is a machine that can process and store data and information, and can be used to do things like play
games, watch videos, and communicate with others
D.4 Identify the common uses of ICT in the real world. Link to D.5
Communication technology plays a crucial role in an ICT system Reinforce and extend from previous Grades and terms using
ICT is an umbrella term that includes any communication device, encompassing radio, television, cell phones, computer and network hardware, satellite systems, different examples and activities.
and so on, as well as the various services and appliances with them such as video conferencing and distance learning
Communication technology enables modern computing and allows people and organizations to interact in the digital world
D.5 Differentiate between the components of an ICT system. Link to D.1, D.3, D.4, D.5 and D.7
Possible discussion Reinforce and extend using different age-appropriate examples
An ICT system is a system that uses computers, programs (instructions), and networks to process and store information. and activities.
It has distinct parts that work together to help us use computers to do different tasks: Use pictures to discuss the different components of an ICT
• The first part is the computer itself. system.
• The second part is the instructions (software) that tell the computer what to do.
• The third part is the data. Data is the information that we put into the computer to work with. This can be things like pictures, music, or text.
• An ICT system also has networks. Networks are like the roads that help computers talk to each other. They connect computers together so that we can
share information and work on projects together.

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Content (Grade 3 / Term 3) Notes/Examples
D.7 Present a basic understanding of the concept of input processing and output. Link to D.3 and D.8
Learners need to understand that a computing device receives input, processes the input, and provide output Reinforce and extend from previous Grades and terms using
different examples and activities.
D.8 Interpret a pattern to represent or communicate a message or image. Link to D.3 and D.7
Example: Wat does the following communicate? One could communicate input, processing and output using
symbols, e.g., input (keyboard), processing (CPU/chip) and
output, e.g., computer screen.

Assessment – Term 3
Continuous Assessment – Refer to Section 4

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3.4.4 Term 4
Content (Grade 3 / Term 4) Notes/Examples
Pattern Recognition Could be integrated with Mathematics or Language
C.6 Recognise and interpret patterns in symbolic sets of data or visualisations. Also link to C.7 and C.1
Example Find hidden patterns / patterns within data
Pattern recognition eventually leads to analysing patterns in data.
By identifying patterns, we can predict what will come next and
what will happen again and again in the same way.
A pattern may be numerical, visual or behavioural.
In Computer Science/coding we analyse patterns in data and
make predictions and generalisations based on the pattern
analysis.
One could start with asking learners to first find the BA patter (position 2, 11 and 14)
C.7 Create or complete a pattern to represent a data set. Link to C.6 and C.1 and C.2
Example Provide learners with patterns they need to complete.
Learners also need to create their own patterns.
In programming, for example, a program that can recognize
patterns in handwriting can be used to digitize handwritten
documents, while a program that can recognize patterns in
speech can be used to transcribe spoken words into text. Pattern
recognition is also a fundamental aspect of artificial intelligence
and plays a key role in many applications of machine learning,

Algorithm Design and Coding

C.1 Apply computational thinking skills do develop a set of logical instructions to solve a problem. Link to C.2
Example Use abstraction to highlight the vital information for solving the
Four beavers start swimming from different places. problem and ignore unimportant information.
They only swim forwards and always follow the arrows. Decompose by follow instructions (algorithm) for beaver 1, then
Select all the beavers who will reach the strawberry. for beaver 2, then for beaver 3 and lastly for beaver 4 (one at a
time) to see which beavers will reach the strawberry
[Link] ([Link])

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Content (Grade 3 / Term 4) Notes/Examples
C.2 Present a simple coding solution using symbolic or written statements representing sequences of commands single repetition and Reinforce and extend from previous grades and terms
conditional constructs.
Example Provide learners with a problem and let them develop the
Using the following as an example question may be posed such as instructions to solve the problem, then present and execute the
- Can Zebra visit elephant without crossing any pink butterflies? set of instructions.
- Can Giraffe visit Zebra by crossing every single pink butterfly?
Which route should Elephant follow to cross as many as possible different colours of butterflies? (Elephant Additional complexity which requires the application of analysis
may only cross a single colour butterfly once). and simple problem-solving skills could be added to problems.

C.3 Interpret and execute a given symbolic or written set of commands

Example Learners develop different routes for Sam to go to school or to go
The following example is from the DBE Rainbow Grade 1 (English HL – Book 1, page 115). With simple adaptations it can easily be changed to a problem-solving to the bank.
question that require some coding and decision making. The coloured squares indicate conditional stops.

C.4 Debug a given symbolic or written set of instructions. Debug your algorithm, if necessary

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Content (Grade 3 / Term 4) Notes/Examples
C.5 Evaluate a given solution towards potential improvement. Learners can compare algorithms in pairs to decide whose
algorithm is more effective or how it can be improved, e.g., find
pattern / combine single steps into a loop.
Example: Museum visit (extended from Grade 2) Complexity is increased by adding rules or restrictions
Visitors visiting the museum are only allowed to go through all the rooms exactly once.
This is called a one-way tour. Therefore, the following restrictions apply:
Restrictions
They may not visit a room more than once.
They are also not allowed to use the same door for entering and exiting a room.
The visitors must start at the arrow that enters the museum and leave by way of the door with the arrow leaving the museum.
Task
Evaluate the following floor plans to see which museum layout will meet the requirements (restrictions)

Adapted from [Link] ([Link])

Robotics (± 2 hours) Could be integrated with Creative Arts or Language
R.1 Explain what a robot is in simple terms. Learners should now be able to
R.2 Identify different types of robots. • Describe a robot.
R.3 Outline the different components of a robot • Identify types of robots.
Components such as body, arms and hands, sensors, control system, power source, wheels or legs, tools or attachments (reinforce from Grade 2 and previous • List the various parts that a robot could have.
terms) [Link] ([Link]) • State what a robot can do (and cannot do).
R.4 Present an understanding of how robots affect the world. • Describe how robots move.
• Explain how robots impact the world around us.
R.5 Design a simple product (artefact) based on a set of design specifications. Learners should not be able to design an artefact that
• “looks like” a robot
• can “move like a robot”.
• have “parts like a robot” or
• follow instructions like a robot
R.6 Mimic the operations of a robot. Learners should be able to act out a set of instructions (provided
or developed) that mimics various actions/tasks a robot could
perform.
R.7 Create test and execute a set of robotic instructions. Links to R.1, R.2, R.3, R.4, R.5, R.6

99
Content (Grade 3 / Term 4) Notes/Examples
Example Learners should create their own set of instructions for a robot to
A learner/group of learners are provided with a grid with obstacles and limitations as well as an outcome (e.g., robot must pick up 5 coins, avoid, x and y and may act upon, execute it by acting it out / testing it and debugging it if
not touch z and my not step on the same block twice. Learner/group then develop the instructions to solve the problem/meet the outcome. necessary.
One learner act as a robot and executes (act out) the instructions developed to see if it works.
If there is a mistake, the next learner/group of learners must debug and correct, then test again…repeat until it is correct
Digital Concepts Could be integrated with Life Skills or Language
D.1 Outline the concept of technology and purpose of information technology (IT). Reinforce and extend
Technology is designed with a purpose of solving problems that meet human needs and wants. It refers to tools, machines, or devices that make our lives easier Reinforce from previous grades and terms.
or better. Learners need to distinguish between technology in general and
Examples of technology include computers, smartphones, TVs, video games and even ‘robots’ that perform specific tasks. information technology and provide some examples and the
Information Technology (IT) is a type of technology that deals with information, such as data, images, and sound. IT includes things like computers, software, and purpose of each.
the internet.
The purpose of IT is to help people access and use information more easily and efficiently.
Technology is all around us, and we use it every day to communicate, learn, and have fun.
D.2 Recognise that he or she is living as citizens in a digital world. Link to D.1
Reinforce from previous grades and terms. Learners need to understand the following concepts and provide
We are surrounded by technology, and we use it in many aspects of our daily lives. Provide learners with examples. examples:
As citizens in a digital world, we have certain responsibilities and expectations regarding aspects such as online safety, privacy, respect, digital footprint. • Online safety
It's important to remember that anything you do or say online can be traced back to you, so it's important to be careful how you behave online, about what you • Privacy
share online and to always think before you post. • Respect for others
• Digital Footprint
D.3 Demonstrate an understanding of the concept of a computing device. Link to D.1 and D.2
A computing device is a machine that helps us process and store information. It can be anything that uses a computer chip to work, like a desktop computer, a Reinforce and extend from previous grades and terms.
laptop, a tablet, a smart phone or a Smart TV. Learners need to understand that computing devices are all
Computing devices help us learn, communicate, create, and have fun. around us and that a computing device accepts input, processes
How to take care of computing devices and how to use them safely. the input, and provides output. Use appropriate examples.
D.4 Identify the common uses of ICT in the real world. Link to D.1, D.2 and D.3
Common uses include communication, education, entertainment, business. Learners need to identify uses of ICT in real life known to them,
Discuss uses within these areas known to learners e.g., point of sales system at the shop
D.5 Differentiate between the components of an ICT system. Links to D.4
Reinforce and extend from previous grades and terms. Learners need to understand that an ICT system is made up of
Example: the sales point in the shop has a scanner that reads the barcode on the item and adda the price of each item to give you the total amount payable. various parts or components that work together to help us
Another part, the card machine reads your banking details and make a payment. (use examples that learners understand) process and share information
Parts include: Provide appropriate examples (e.g. point-of-sales system) that
• Hardware (input and output devices), e.g. till, barcode reader and the card reader learners can understand
• Software (code) – programs that enable the system to work
• Data that is processed and stored, e.g. read barcode on items to get prices and calculate amount due
• The Internet (network) that communicates with the bank to make a payment / communication between till and barcode reader or the card reader
• People that operate the devices and users that communicate with others using ICT systems
D.6 Explain how the adaption of technology impacted the world we work and live in.

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Content (Grade 3 / Term 4) Notes/Examples
Reinforce and extend from previous grades and terms. Learners need to understand that technology has transformed the
Impact: (different sectors) way we work, communicate, and live.
• Communication: Made the way we communicate much faster and easier (Instant messaging, e-mail, etc.) Provide appropriate examples
• Education: Changed the way we learn (online resources)
• Entertainment: Stream movies, etc.
• Work: People work remotely, collaborate with people around the world, etc.
D.7 Present a basic understanding of the concept of input processing and output. Reinforce and extend
Reinforce and extend from previous grades and terms. Learners need to understand, using an example familiar to them,
Example: Using the point of sales ICT system – the barcode reader inputs the item codes, then process the item prices and then provides output in the form of the concepts of input that results in output through processing.
the amount payable. The person that operates the pay point is also part of the ICT system; so is the code (software instructions) that calculates the prices.
D.8 Interpret a pattern to represent or communicate a message or image. Link to D7 and D.9
Example 1. Revise and extend using different, appropriate examples
Yellow and Black stripes: depending on how it is presented it could be interpreted as An activity such as Example 2 can also be used to illustrate Input,
• Bee: the patter of yellow and black stripes could represent a bee Processing and Output:
• Warning: the yellow and black strips are commonly used as a warning sign such as on construction sites or traffic cones • Input: Prepare a simple cipher code (secret code) where
• Sport team’s shirts: A sport team could have shirts with yellow and black stripes. symbols/numbers replace letters of the alphabet. Write a
Example 2 Secret Code short message in the code as the "input" for the computer.
• Processing: Provide the learner with a decoder chart to
figure out the symbols and translate the message. This
represents the computer processing the encrypted/coded
data.
• Output Once the message is decoded, the child can read it
out loud as the computer's "output."

[Link]
D.9 Create a pattern to represent or communicate a message or image. Link to D.8

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Content (Grade 3 / Term 4) Notes/Examples
Secret message coding bracelet using binary coding with the alphabet to represent message, e.g., the ASCII code is a set of digital codes (binary numbers) representing
learner’s name letters, numerals, and other symbols, widely used as a standard
Note: each letter is represented by a sequence of 8 zeros and ones (ASCII code) format in the transfer of text between computers)

(Three colours of beads required: one colour to represent 0s and one colour to represent 1s and another
colour to represent a symbol such as a heart, star, etc. that will separate the starting and ending points of
the letters in the secret code.)
Example 2

[Link]

Assessment – Term 4
Continuous Assessment – Refer to Section 4
Note:
In terms of coding, typically, problems could require learners to
• read code and explain what it does or
• work through (trace) / act out code (physically or simulated) to determine the output or the correctness or
• provide missing code instructions (code instructions are provided with some instructions or code elements missing) that learners need to complete or
• translate verbal/written instructions (algorithm) to code.
• add some functionality/instructions to an existing program.
• rewrite a set of coding instructions to be more efficient, e.g. using a loop construct for code that is repeated or
• choose the correct solution from 2-3 options or
• compare different solutions to evaluate efficiency or
• debug an algorithm or program (find the bug, describe the bug and correct it)
• develop a solution/algorithm (code instructions) based on a given problem or for an open-ended problem through planning, implementing, testing and debugging.
depending on the competency/(ies) the learner needs to demonstrate.

The following example illustrates how a pen-and-paper activity could lead to implement the algorithm in a coding environment.

102
In Grade 3, the learner could do the pen-and-paper activity only. Implementing the pen-and-paper algorithm in a coding environment will follow in subsequent grades.
The purpose of the example is to illustrate how the unplugged activities done in Foundation Phase, lead to activities that could be done using programming environments.
Example of Algorithm Design (preciseness and detail of instructions) using pattern recognition and evaluation of solution:
Here is an algorithm – follow exactly (do After drawing, compare your drawing with Solution 1: Now, look for patterns: Solution 2:
not look at another’s drawings and do not the drawing of the others. Write down a more precise, detailed set of
ask for help instructions:
It was supposed to be a square.
Step 1: Draw a 3 cm line. Now, let us look how to develop a better
Step 2: Draw another 3 cm line. algorithm to draw a square:
Step 3: Draw another 3 cm line that Are they different?
connects with the line in step 2. Why are they different?
Step 4: Draw another 3 cm line that What was missing from the instructions?
connects to the first line
It was supposed to be a square.

Example of two algorithms for drawing a square, the one on the left with linear steps and the one on the right with a loop after identifying repetitive pattern.

Code, Implement, Compare and Evaluate solutions (this could be done in the next phases):
Implement and test both solutions. Both solutions work, however, evaluation shows that the solution on the right is more effective (using a loop) than the one on the right.
The example below shows how the above algorithms can be implemented using programming software:

Note:
Learners need to understand that turn right
means 90 degrees in Scratch.

Note:
Competencies covered in the above solution:
C.1, C.2, C.3, C,4. C.5 and C.6

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4 SECTION 4
ASSESSMENT
4.1 INTRODUCTION
Assessment is a continuous planned process of identifying, gathering and interpreting information about the
performance of learners, using various forms of assessment. It involves four steps:
• generating and collecting evidence of achievement.
• evaluating this evidence.
• recording the findings and
• using this information

to understand and thereby assist the learner’s development to improve the process of learning and teaching.

In Foundation Phase, all assessment is school-based assessment (SBA) and involves activities that are
undertaken throughout the year. Assessment in Coding and Robotics should encourage:
• Computational thinking practices, i.e., integrating the power of human thinking with the capabilities of
digital technologies and computer programming.
• Design thinking and design process.
• Problem solving strategies.

In the Foundation Phase, the main techniques of formal and informal assessment are observation by the
teacher, oral discussions, practical demonstrations and written recording. Grade R assessment should be
mainly oral and practical.

4.2 ASSESSMENT
Assessment is the process of continuously collecting information on a learner’s achievement. It is a daily
monitoring of learners’ progress.

The forms of assessment used should be age and developmental level appropriate. All assessments must cater
for a range of cognitive levels and abilities of learners. The design of these tasks should cover the content of the
subject in a variety of ways. A variety of forms of assessment (observation, oral, practical and written) should be
used to give each learner the opportunity to demonstrate what he or she can do.

However, cognisance should also be taken of what is being assessed. Certain competencies are best assessed
with particular forms of assessment. Different kinds of assessments are appropriate to the competencies
necessary for different topics at different age groups. It is useful to use an observation checklist to assess
learners measuring in the early grades. Rubrics, for example, can be used to evaluate learner’s coding and
robotics as well as problem solving skills.

Assessment can use the following strategies:

4.3 PROBLEM-BASED LEARNING

Assessment in Coding and Robotics can be done assessing the learner in action, for example, watching the
learner solving the problem without stopping the moment. This can be done using the following strategies: As
some Coding and Robotics uses content from other subjects as context for solving problems, aspects can be
integrated, for example, pattern recognition, and assessed during the integration process.

104
4.3.1 Individual Problem-based Learning (coding)
Problem solving is the process of designing, evaluating, and implementing a strategy to answer question,
complete a task or achieve a desired goal.

[Link] Types of problems

In terms of coding, typically, problems could require learners to
• provide missing code instructions (code instructions are provided with some instructions or code
elements missing / to be completed or
• choose the correct solution from 2-3 options or
• work through (trace) / act out code to determine if it is correct and correct if required or
• rewrite a set of coding instructions to be more efficient or
• compare different solutions to evaluate efficiency or
• translate verbal/written instructions to code (e.g. packing arrows)
• develop the solution/algorithm (code instructions) themselves using computational thinking and
following problem-solving process.
The above will depend on the competency the learner needs to demonstrate. Coding problems need to
gradually increase in terms of complexity.

[Link] Assessing problem-based learning (coding)

The learner is assigned a problem he/she must solve and in doing so
• needs to understand the problem.
• analyses the problem (what is given and what is needed / what is important and what can be ignored -
abstraction).
• identifies the main steps (abstraction / high level solution).
• identifies the detailed steps (decomposition / breaking down the main steps).
• Identifies patterns to determine the need for using coding structures such as repetition.
• implements and tests the solution (algorithm).
• debugs the solution if required.

Refer to Annexure A for rubric example to assess problem solving.

4.3.2 Cooperative Learning

Instead of encouraging learners to compete for grades or achievement, cooperative learning asks them to work
together and participate in group learning activities (small groups, e.g. 4 learners), under the guidance of a
teacher.

Assessing cooperative learning in Foundation Phase Coding and Robotics

Example rubric to assess cooperative learning activity: Defining a robot and its different parts.

Refer to Section [Link] for example cooperative learning activity.

Refer to Annexure A for rubric example to assess cooperative learning.

4.3.3 Pair Programming

Assessing pair programming in Foundation Phase Coding and Robotics

Example rubric to assess cooperative learning activity:

Identifying, completing and creating patterns.
Refer to Section [Link] for example pair programming learning activity.

Refer to Annexure A for rubric example to assess pair programming.

105
4.4 RECORDING AND REPORTING
Recording is a process in which the teacher documents the level of a learner’s performance in a specific
assessment task. It indicates learner progress towards the achievement of the knowledge as prescribed in the
Curriculum and Assessment Policy Statements. Records of learner performance should provide evidence of the
learner’s conceptual progression within a grade and her / his readiness to progress or being promoted to the
next grade. Records of learner performance should also be used to verify the progress made by teachers and
learners in the teaching and learning process.
Reporting is a process of communicating learner performance to learners, parents, schools, and other
stakeholders. Learner performance can be reported in several ways. These include report cards, parents’
meetings, school visitation days, parent-teacher conferences, phone calls, letters, class or school newsletters,
etc. Teachers in all grades report in percentages against the subject. The various achievement levels and their
corresponding percentage bands are as shown in the Table below.

4.5 GENERAL
This document should be read in conjunction with:
• National policy pertaining to the programme and promotion requirements of national Curriculum statement
Grades R-12; and
• The policy document, National Protocol for Assessment Grades R-12

106
ANNEXURE A – TERMINOLOGY
The following tables provide clarity on terminology used in the CAPS

A.1 CODING
Table A.5 Coding - Clarification of concepts and terms

Term/Concept Explanation
Algorithm An algorithm is a set of logical instructions/commands that a human or computer can execute to solve a
specific problem or accomplish a particular task.
It is a computational process that uses a finite number of steps (logical instructions or commands), carried
out in a specific sequence to solve a problem.
Coding Coding is the process of writing instructions that a computer can understand and execute. These
instructions are written in a programming language, which is a set of rules that define how the instructions
should be written.
The purpose of coding is to create software programs that can perform specific tasks, such as running a
website, playing a video game, or analysing data.
Computation In computing, computation refers to any type of arithmetic or non-arithmetic calculation that is well-defined.
It can involve mathematical equations, computer algorithms, and other types of calculations.
Computational It refers to a problem-solving approach that involves breaking down complex problems into smaller, more
Thinking manageable parts and using algorithms and logical reasoning to solve them.
It involves skills such as abstraction, decomposition, pattern recognition, and algorithmic thinking.
It is a way of thinking that is used in computer science, but it can also be applied to other fields.
In education, computational thinking is used to teach learners how to think logically and solve problems
systematically.
Conditional (choice/ A control structure that selects one alternative from two or more possible execution sequences to be
decision) statement executed
Control statement A control structure that is used to modify the order in which instructions are executed such as a loop or
conditional statement
Event A signal or notification that something has happened.
Expression Refers to a combination of one or more values, operators that can be evaluated to produce a result.
Input In computing, input refers to the data that is entered into a computer system, such as text, images, or
sound,
IPO table Input-Processing-Output table describes the inputs processing and outputs of a program.
Loop statement A control structure that allows a sequence of instructions to be continually repeated until a certain condition
is reached
Operator Operators are symbols or keywords that represent computations or actions performed on operands.
Operators include:
Arithmetic operators (+, -, x, /, modulo), comparison operators (=, >, <, ≤, ≥, ≠),
Boolean operators OR, AND, NOT, string operators for manipulating strings/text (length, concatenate,
indexing)
Operators provide the building blocks for creating expressions and performing operations
Output In computing, output refers to the result of the processed data that is presented to the user in a usable
format. This can be in the form of text, sound, image, or video.
Processing In computing, processing refers to the operations performed by the computer to manipulate or analyse the
input data.
Program A program is a sequence of instructions that a computer can execute to perform a specific task.
Trace table In programming, a trace table is a technique used to test an algorithm and predict step by step how the
computer will run the algorithm.
Statements are executed step by step, and the values of variables change as an assignment statement is
executed.
A trace table simulates the flow of execution by showing the values of variables at each step of the
algorithm.
Trace tables are typically used by novice programmers to understand how an algorithm works and to
identify errors in the algorithm 2
Variable In programming, a variable is a named storage location that holds a value or data.
Variables are essential for storing and manipulating data in computer programs. The values in variables can
change during the execution of a program.

Annexure A.I
A.2 ROBOTICS
Table A.6 Robotics - Clarification of concepts and terms

Term/Concept Explanation
Actuator Refers to a device that converts energy into physical motion, such as rotation or translation. Actuators are
often called the muscles of robots, as they enable robots to perform various tasks and interact with the
environment
Controller Refers to a device that commands, directs, and regulates the behaviour of a robotic system. It takes input
signals from the robot’s sensors, processes them based on programmed instructions, and then sends output
signals to the robot’s actuators to perform the desired actions.
Microcontroller Refer to a type of small computer that can control the functions and behaviour of a robotic system.
It generally consists of a processor, memory, input/output ports and other peripherals that can be
programmed to perform specific tasks.
It can receive data from sensors, process it according to the programmed instructions and send commands
to actuators.
Robot A robot is a machine that can perform a series of actions automatically, either by being programmed by a
computer or by being guided by an external control device.
Sensor Refers to a device that can measure or detect some physical property of the environment or the robot itself
and convert it into an electrical signal. Examples include light sensor, touch sensor, sound sensor, etc.

A.3 DIGITAL CONCEPTS

Table A.7 Digital Concepts - Clarification of concepts and terms

Term/Concept Explanation
Cipher A cipher, also known as an encryption algorithm, is a set of well-defined rules used to transform information
into a scrambled form, called ciphertext.
It is used to encrypt messages so that they can only be read by someone who knows how to decrypt them.
Computing device A general-purpose machine that can execute instructions for any data processing purpose.
A computing device can receive input, do something with the input and provide a result or output.
Data Raw, unprocessed facts and figures.
Decode Reconstructing the original (encoded) information. It involves taking an encoded representation and
converting it back into its original form
Decrypt The reverse process of encryption, taking ciphertext and using the appropriate key to convert it back into its
original, readable plaintext form.
Digital Citizen A person who uses the Internet and other digital technology to communicate with other and engage in
society.
Digital Citizenship The ability to participate in online society.
It includes concepts like respecting others' privacy, avoiding cyberbullying, netiquette, digital health and
welfare, ability to assess the credibility and reliability of online information, intellectual property, impact and
responsibility of online actions and deeds.
Digital Footprint The trail of traceable digital activities, actions, contributions, and communications one leaves behind when
using the Internet or digital devices.
Encode Converting information into a specific format (transforming data or messages into another format)
Encrypt The process of transforming readable data (plaintext) into an unreadable, scrambled form (ciphertext) using
a cryptographic algorithm (cipher) and a secret key.
Hardware The physical building blocks of a computing device or the tangible parts you can see and touch. It includes:
• Central Processing Unit (CPU): the component responsible for executing instructions.
• Random Access Memory (RAM): Component for temporary storage of programs and data the
computing device is currently working with.
• Storage devices: E.g. hard drives, solid-state drives (SSDs), for permanent data storage.
• Input devices such as keyboard, mouse, screen, microphone mouse, used to interact with the
computer.
• Output devices such as screen, speakers, printer, etc., used to display and output information.
Information Data that has been processed and organised to convey meaning.
Information and ICT is the use of computing and telecommunication technologies, systems, and tools to facilitate the way
Communications information is created, collected, processed, transmitted, accessed and stored
Technology (ICT)
Information IT refers to the use of computer systems to manage, process, protect, and exchange data and information.
Technology (IT)
Input In computing, input refers to the data that is entered into a computer system, such as text, images, or
sound.
Annexure [Link]
Output In computing, output refers to the result of the processed data that is presented to the user in a usable
format.
This can be in the form of text, sound, image, or video.
Personal In computing, personal information or personal data is any information that can identify a person, from
information one’s name and address to one’s device identifier and account number.
Processing In computing, processing refers to the operations performed by the computer to manipulate or analyse the
input data.
This includes executing software applications, performing calculations, sorting and filtering data, and
running programs.
Software The intangible programs and applications (instructions) that give life to the physical components. Examples
include:
• Operating System (OS) that manages the hardware resources and provides a platform for
running other programs. (e.g., Windows, macOS, Linux)
• Application software: Specific programs designed for performing tasks like word processing,
image editing, games, etc.
• Programming languages used to create new software by writing instructions the computer can
understand.
Technology Encompasses any tool, technique, or process used to solve problems and manipulate our environment.
Technology is designed with a purpose of solving problems that meet human needs and wants. It refers to
tools, machines, or devices that make our lives easier or better.

Annexure [Link]
ANNEXURE B – EXAMPLE RUBRICS

B.1 PROBLEM-SOLVING (CODING)

Example checklist to assess individual problem-based coding activity:

The process of creating a logical set of instructions to solve a problem or that a robot can mimic, which require a deep understanding of
computational thinking and the problem-solving process
Learner can Beginning Developing Accomplished Exemplary
(1) (2) (3) (4)
Explain the problem Learner cannot explain the Learner attempts to explain Learner can explain a Learner can skilfully explain
in his/her own words problem in his/her own the problem in his/her own problem in his/her own a problem in his/her own
words. words but continuously words but leans on peers words and can self-correct.
seeks assistance from the for support. Some points
teacher. are vague.
Identify what is Learner cannot identify Learner hesitantly attempts Learner hesitantly attempts Learner confidently
given and what is what is given and what is to identify what is given and to identify what is given and identifies what is given and
needed needed what is needed, but still what is needed. Some what is needed
seeks continuous points are vague.
assistance from the
teacher.
Provide the main Learner cannot provide the Learner attempts to provide Learner hesitantly attempts Learner confidently
steps to solve the main steps to solve the the main steps to solve the to provide the main steps to provides the main steps to
problem problem problem but will solve the problem, but solve the problem
continuously refer to the he/she might miss some
teacher for confirmation steps or give a vague
explanation of some of the
steps.
Break the main Learner cannot identify Learner attempts to identify Learner attempts to identify Learner can identify
steps into smaller, detailed, easier to solve detailed, easier to solve detailed, easier to solve detailed, easier to solve
easier to solve, steps steps, but continuously steps, but some steps may steps. He/she can self-
detailed steps/parts seeks assistance from the be vague or incomplete. correct
teacher May lean on peers for
support
Implement and test Learner cannot implement Learner attempts to Learner hesitantly attempts Learner can confidently
the solution and test the solution implement and test the to implement and test the implement and test the
solution but cannot follow solution. May lean on peers solution
through for support.
Debug the solution if Learner cannot identify Learner attempts to identify Learner will be able to Learner can confidently
required (full marks whether the solution whether a solution needs identify whether the solution identify whether the solution
if learner indicated it requires debugging or not. debugging but is not sure or is correct or not but will not is correct or needs
correct, and teacher will try to debug because be able to debug. debugging and can do the
confirmed they are not completely debugging.
correctness) sure that the solution is
correct.

As the rubric above uses a 4-level scale, the learner’s problem-solving mark (out of 7 – for reporting purposes)
from the above rubric can be summarised as follows:

Problem-solving (coding) summary (generic example) Mark achieved

(from rubric above)
Did the learner understand the problem? 2
Did the learner analyse the problem (what is given and what is needed)? 3
Did the learner identify the main steps (abstraction / high level solution)? 2
Did the learner identify the detailed steps (decomposition / breaking down the main steps)? 1
Did the learner implement and test the solution? 3
Did the learner debug the solution if required? 2
TOTAL 13/24
% 54%
RATING CODE (for reporting): Adequate achievement (50-59%) 4

Annexure B.I
B.2 COOPERATIVE LEARNING
Example rubric to assess cooperative learning activity: Defining a robot and its different parts
(See section 2.6.1).

Learner name #Definition of robot #Flashcards #Drawing *Learner fulfilled

utilised well. illustrates robot role well
1.
2.
3.
4.

#Replace with suitable criteria depending on the task/problem

*Will remain the same irrespective of task/problem

Note:
Although all learners in the group get the same mark for the first three criteria, each learner gets an individual mark for the “Learner
fulfilled role well” – this is based on how well each learner contributed based on their set role.

The teacher can give mark these while learners are completing the activity and hence it should not require much extra time.

Each of the aspects listed in the table above, could be assessed using the following example:
Aspect assessed Beginning (1) Developing (2) Accomplished (3) Exemplary (4)

Definition of Key information is missing Some key information is Most of the key information The learner demonstrates
concept, e.g. robot (e.g. no parts included) and included, and the definition is included (e.g. most of the full understanding in that the
the definition is unclear and is generally clear and easy parts) and it is mostly well- definition is well-organised,
difficult to follow to follow but may be organised and easy to follow complete, and easy to
incomplete or somewhat follow.
disorganised.
Flashcard utilised Flashcards are not used Some attempt is made to Flashcards are used Flashcards used
well effectively use the flashcard to explain appropriately to explain the effectively/innovatively to
the concept, but it lacks concept and includes most support a complete
detail and key information of the key information explanation of the concept
and all key information
Drawing illustrates Drawing attempts to convey Drawing includes some Drawing includes most of Drawing includes rich, and
concept, e.g. robot the concept, but the drawing relevant details that may not the relevant and accurate accurate details that
is incomplete and/or difficult all be accurate and conveys details that appropriately effectively convey the
to interpret the concept but lack detail convey the concept concept.
Learner fulfilled Learner does not Shares ideas or tries to fulfil Tries to understand his/her Generates ideas and builds
role well understand his/her role and her/his role, but does not role and mostly makes upon other’s ideas to
makes no contribution or work with group and most of relevant contributions. Can develop a larger plan.
unrelated contributions the contributions are work on her/his part and Works independently to do
unrelated take part in the group his/her part and is invested
in the other group members
(e.g. helps when needed,
cares about the group
product)

Annexure [Link]
B.3 PAIR PROGRAMMING /COMPLETING A TASK IN PAIRS
Example rubric to assess pair programming activity: Identifying, completing and creating patterns.

Learner name #Identify Pattern #Complete Pattern. #Create Pattern *Learner fulfilled
role well
1.
2.

#Replace with suitable criteria depending on the task/problem

*Will remain the same irrespective of task/problem
Note:

Although both learners get the same mark for the first three criteria, each learner gets an individual mark for the “Learner fulfilled role
well” – this is based on how well each learner contributed based on their set role.

The teacher can give most of these marks while learners are completing the activity and hence it should not require much extra time.

Each of the aspects listed in the table above, is assessed using the following key:
Aspect assessed Beginning (1) Developing (2) Accomplished (3) Exemplary (4)
Identify Pattern • Needs assistance to • Able to identify the • Able to identify the • Able to identify and fully
identify the pattern and pattern but needs pattern and describe the describe the pattern in
cannot describe the assistance to describe pattern in terms of the terms of the correct
pattern in terms of the the pattern in terms of correct pattern rules with pattern rules
correct pattern rule(s) the correct pattern minor shortcomings
rule(s)
Complete Pattern • Needs assistance to • Able to complete the • Able to complete the • Able to complete the
complete a pattern due pattern but needed help pattern according to the pattern according to the
to not understanding the with pattern rule(s) rule(s) identified using 2 pattern rule(s) identified
pattern rule(s). attempts on first attempt
Create Pattern • Needed assistance to • Create repeating • Able to create own • Can create own pattern
create the pattern and patterns but needed help pattern according to a according to their own
does not understand with pattern rule pattern rule using 2 rule(s) on first attempt
pattern rule(s) attempts
Learner fulfilled role • Learner does not • Shares ideas or tries to • Tries to understand • Generates ideas and
well understand his/her role fulfil her/his role, but his/her role and mostly builds upon peer’s ideas
and makes no does not work well with makes relevant to develop a larger plan./
contribution or unrelated peer and most of the contributions. Can work solve the problem.
contributions contributions are on her/his part to
unrelated contribute to the solution

B.4 COMMUNICATION / DISCUSSION (DIGITAL CONCEPTS)

Example, explaining a concept, e.g., what a robot is
An effective communicator shares information and ideas for a given purpose, task, and audience.
Competencies Beginning (1) Developing (2) Accomplished (3) Exemplary (4)
Explaining the concept • Learner’s explanation is • Learner’s explanation is • Learner’s explanation is • Learner’s explanation is
unclear or difficult to follow generally clear and easy to well-organised and easy to well-organized, engaging,
follow, but may be follow and demonstrates creativity
incomplete or somewhat and originality
disorganised
Key information • Learner includes some key • Learner includes key • Learner includes all key • Learner explains the
included information but may be information and some information and all relevant concept in depth,
missing some important details to support their details to support their demonstrating a deep
details. explanation. explanation understanding

Annexure [Link]
B.5 DESIGN THINKING
A process that emphasizes creativity, experimentation, and iteration to arrive at the best solution that meets user needs.

Competencies Beginning (1) Developing (2) Accomplished (3) Exemplary (4)

Inspiration: • Demonstrates limited • Applies creative thinking • Applies creative thinking • Demonstrates
Learner applies creative thinking and to understand the effectively to gain a exceptional creative
creative thinking to understanding of the problem or task and deeper understanding of thinking and in-depth
create a product or problem or task identifies some the problem or task and understanding of the
complete a task opportunities for identifies significant problem or task,
innovation opportunities for uncovering unique
innovation. insights and
opportunities for
innovation
Ideation: • Unsure about what is • Generally, mimics ideas • Creates new ideas that • Creates many clear
Learner can create expected so any idea is from others (rather than include enough detail ideas by considering lots
own ideas to create scattered or unfocused creating new ideas) that and that are directly of possibilities that
a product or and ideas do not clearly are related to the related to the problem or focuses on key
completing a task. connect to the problem problem or task. task. information and fully
or task. addresses the problem
or task
Implementation: • Creates a product or • Creates a product or • Uses ideas to create a • Creates clear ideas to
Learner can use best performance, but the performance with some product or performance create a product or
ideas to create a product has limited functionality that is with good functionality performance with
product or complete functionality or detail and somehow related to the that is directly related to precision and full
a task. does not clearly address challenge or problem. the problem or task. functionality and that
the problem, or the fully addresses the
product is not useful. problem or task.
Testing & Improving • Provides minimal or no • Collects some feedback • Collects thorough • Collects extensive
feedback and does not and reflects somewhat feedback, reflects feedback, conducts
reflect on the quality to on the quality for accurately on the quality rigorous testing, and
consider improvements considering minor to inform improvements, iterates on the design or
or iterations improvements or and iterates on the solution based on
iterations solution feedback, leading to
transformative
improvements.

Note: All rubrics serve as examples only and may be adapted

Annexure [Link]
ANNEXURE C – EXIT SKILLS
The table below describes the exit skills (shaded cells (per phase and per grade)).

C.1 CODING COMPETENCIES

Coding Content Exit Skills per Grade
Links to high level phase C.6 Recognise and interpret patterns in symbolic sets of data or visualisations.
competencies (C.6, C.7) C.7 Create or complete a pattern to represent a data set.
GRADE R GRADE 1 GRADE 2 GRADE 3
1. Pattern Recognition Prior knowledge must be covered in activities and progressed within the grade and
Exit Skills to be mastered
across the phase.
1.1 Identify a pattern. 1.1 Identify a rudimentary pattern. 1.1 Identify an elementary pattern. 1.1 Identify a foundational pattern. 1.1 Identify a more complex pattern.
Identify a complete pattern present (minimum 2 elements in core – repeated three (minimum 3 elements in core – repeated (minimum 3 elements in core – repeated (minimum 4 elements in core – repeated
as a data set. times) three times) four times) four times)
1.2 Recognise pattern. 1.2 Recognise a rudimentary type of pattern 1.2 Recognise elementary type of pattern 1.2 Recognise foundational type of pattern 1.2 Recognise more complex type of
Recognise and interpret patterns in (depends on context) e.g. (colour, shapes, (depends on context) e.g. (colour, shapes, (depends on context) e.g. (colour, shapes, pattern (depends on context) e.g. (colour,
symbolic sets of data or texture, rhythm, sounds, movement) texture, rhythm, sounds, movement) texture, rhythm, sounds, movement) shapes, texture, rhythm, sounds,
visualisations. movement)
1.3 Copy 1.3 Copy a rudimentary pattern (depends on 1.3 Copy an elementary pattern (depends 1.3 Copy foundational patterns (depends 1.3 Copy more complex patterns (depends
Copy a pattern presented as a data context) e.g. (colour, shapes, texture, rhythm, on context) e.g. (colour, shapes, texture, on context) e.g. (colour, shapes, texture, on context) e.g. (colour, shapes, texture,
set. sounds, movement) rhythm, sounds, movement) rhythm, sounds, movement) rhythm, sounds, movement)
1.4. Complete 1.4 Complete a rudimentary pattern (depends 1.4 Complete an elementary pattern 1.4 Complete foundational patterns 1.4 Complete more complex patterns
Complete a pattern presented as a on context) e.g. (colour, shapes, texture, (depends on context) e.g. (colour, shapes, (depends on context) e.g. (colour, shapes, (depends on context) e.g. (colour, shapes,
data set. rhythm, sounds, movement) texture, rhythm, sounds, movement) texture, rhythm, sounds, movement) texture, rhythm, sounds, movement)
1.5 Extend 1.5 Extend a rudimentary pattern (depends on 1.5 Extend an elementary pattern 1.5 Extend foundational patterns (depends 1.5 Extend more complex patterns
Extend a pattern presented as a context) e.g. (colour, shapes, texture, rhythm, (depends on context) e.g. (colour, shapes, on context) e.g. (colour, shapes, texture, (depends on context) e.g. (colour, shapes,
data set. sounds, movement) texture, rhythm, sounds, movement) rhythm, sounds, movement) texture, rhythm, sounds, movement)
1.6 Describe 1.6 Describe a rudimentary pattern (depends 1.6 Describe an elementary pattern 1.6 Describe foundational patterns 1.6 Describe more complex patterns
Describe a pattern presented as a on context) e.g. (colour, shapes texture, (depends on context) e.g. (colour, shapes, (depends on context) e.g. (colour, shapes, (depends on context) e.g. (colour, shapes,
data set. rhythm, sounds, movement) texture, rhythm, sounds, movement) texture, rhythm, sounds, movement) texture, rhythm, sounds, movement)
1.7 Explain 1.7 Explain more complex patterns (depends 1.7 Explain an elementary pattern 1.7 Explain foundational patterns (depends 1.7 Explain more complex patterns
Explain a pattern presented as a on context) e.g. (colour, shapes, texture, (depends on context) e.g. (colour, shapes, on context) e.g. (colour, shapes, texture, (depends on context) e.g. (colour, shapes,
data set. rhythm, sounds, movement) texture, rhythm, sounds, movement) rhythm, sounds, movement) texture, rhythm, sounds, movement)
1.8 Create N/A 1.8 Create an elementary pattern 1.8 Create a foundational pattern (depends 1.8 Create a more complex pattern
Create a pattern presented as a (depends on context) e.g. (colour, shapes, on context) e.g. (colour, shapes, texture, (depends on context) e.g. (colour, shapes,
data set. texture, rhythm, sounds, movement) rhythm, sounds, movement) texture, rhythm, sounds, movement)
1.9 Debugging 1.9 Debugging a rudimentary pattern 1.9 Debugging an elementary pattern 1.9 Debugging a foundational pattern 1.9 Debugging a more complex pattern
Debug a pattern presented as a (depends on context) e.g. (colour, shapes, (depends on context) e.g. (colour, shapes, (depends on context) e.g. (colour, shapes, (depends on context) e.g. (colour, shapes,
data set. texture, rhythm, sounds, movement) texture, rhythm, sounds, movement) texture, rhythm, sounds, movement) texture, rhythm, sounds, movement)
Annexure C.I
 (Identify and correct one error in the core -two (Identify and correct one error in the core - (Identify and correct one error in the core - (Identify and correct one error in the core -
elements of a pattern that was repeated three elements of a pattern that was three elements of a pattern that was four elements of a pattern that was
wrongly) repeated wrongly) repeated wrongly) repeated wrongly)
1.10 Compare 1.10 Compare a rudimentary pattern (depends 1.10 Compare an elementary pattern 1.10 Compare foundational patterns 1.10 Compare a more complex pattern
Compare patterns presented as a on context) e.g. (colour, shapes, texture, (depends on context) e.g. (colour, shapes, (depends on context) e.g. (colour, shapes, (depends on context) e.g. (colour, shapes,
data set. rhythm, sounds, movement) texture, rhythm, sounds, movement) texture, rhythm, sounds, movement) texture, rhythm, sounds, movement)
(Two patterns in the core - two elements differ
with one element)
1.11 Order / Sequence 1.11 Arrange a data set in a logical order to 1.11 Arrange a data set in a logical order 1.11 Arrange a data set in a logical order 1.11 Arrange a data set in a logical order
Order/Sequence a pattern complete a task (set of two-three items/steps) to complete a task (set of two-three to complete a task (set of three-five to complete a task (set of five-seven
presented as a data set. items/steps) items/steps) items/steps)

Examples of patterns:
Grade R Grade 1 Grade 2 Grade 3
Daily behaviour routine pattern

Note:
Pattern Recognition helps programmers to refine algorithms when developing coding solutions e.g., identifying repeating instruction patterns to be placed in loop constructs.
Also, pattern recognition leads to analysing patterns in data. By identifying patterns, we can predict what will come next and what will happen again and again in the same way and helps to make
generalisations. A pattern may be numerical, visual or behavioural.

Annexure [Link]
 Coding Content Exit Skills per Grade
Links to high level phase C.1 Apply computational thinking skills do develop a set of logical instructions to solve a problem.
competencies C.2 Present a simple coding solution using symbolic or written statements representing sequences of commands, single repetition, and conditional constructs (Refer
C.1, C.2, C.3, C.4, C.5 to next table – Implement the algorithm).
(Also links to C.6 and C.7) C.3 Interpret and execute a given symbolic or written set of commands
C.4 Debug a given symbolic or written set of instructions.
C.5 Evaluate a given solution towards potential improvement.
GRADE R GRADE 1 GRADE 2 GRADE 3
2. Algorithm Design New skills to be mastered Prior knowledge must be covered in activities and progressed within the grade and
across the phase.
2.1 Listen to / Read problem 2.1 Listen to a rudimentary problem 2.1 Listen an elementary problem 2.1 Listen to / Read a foundational problem 2.1 Listen to / Read more complex problem
statement statement or instruction. statement or instructions. statement or instructions. statement or instructions.
2.2 Understand the problem. 2.2 Respond orally / kinaesthetically / 2.2 Respond orally / kinaesthetically / 2.2 Respond orally / kinaesthetically / 2.2 Respond orally / kinaesthetically /
(Visualise the problem) pictorially to show understanding. pictorially to show understanding. pictorially / symbolically to show pictorially / *symbolically/ written steps to
understanding. show understanding.
2.3 Sequencing 2.3a Abstraction: Outline main ideas. 2.3a Abstraction: Outline main ideas. 2.3a Abstraction: Outline main ideas. 2.3a Abstraction: Outline main ideas.
(Algorithm development) 2.3b Decomposition: Illustrate / unpack 2.3b Decomposition: Illustrate / unpack 2.3b Decomposition: Illustrate / unpack 2.3b Decomposition: Illustrate / unpack
Solve the problem steps to solve a problem. (e.g., objects, steps to solve a problem. (e.g., objects, steps to solve a problem. (e.g., objects, steps to solve a problem. (e.g., objects,
shapes, colours, pictures) shapes, colours, pictures) shapes, colours, pictures) shapes, colours, pictures)
(Minimum of 2-3 steps) depending on the (e.g., objects, shapes, colours, pictures, (e.g., objects, shapes, colours, pictures, (e.g., of objects, shapes, colours, pictures,
problem. directional symbols) (minimum of 4-5 steps) directional symbols, and alphabet letters) directional symbols, alphabet letters and
2.3c Sequencing of the steps (i.e., depending on the complexity of problem. (minimum of 5-6 steps) depending on the short sentences) (minimum of 6-7 steps)
Algorithm) 2.3c Sequencing of the steps (i.e., complexity of problem. depending on the complexity of problem.
The solution may be presented partially Algorithm) 2.3c Sequencing of the steps (i.e., 2.3c Sequencing of the steps (i.e.,
requiring the learners to complete The solution may be presented partially Algorithm) Algorithm)
it. (Maximum of 1 missing instruction) requiring the learners to complete it. The solution may be presented partially The solution may be presented partially
Problems could include: (Maximum of 2 missing instructions) requiring the learners to complete it. requiring the learners to complete it.
• Grid-based scenarios Problems could include: (Maximum of 5 missing instructions) Problems could include:
• Story-based scenarios • Grid-based scenarios Problems could include: • Grid-based scenarios
• Movement-based scenarios (e.g., • Story-based scenarios • Grid-based scenarios • Story-based scenarios
dance moves) • Movement-based scenarios (e.g., • Story-based scenarios • Movement-based scenarios (e.g.,
• Robot enactment/simulation dance moves) • Movement-based scenarios (e.g., dance moves)
scenarios. • Robot enactment/simulation dance moves) • Robot enactment/simulation
scenarios. • Robot enactment/simulation scenarios.
scenarios.
2.4 Visual / written representation 2.4 Presenting a visual solution/algorithm 2.4 Presenting a visual solution/algorithm 2.4 Presenting a visual solution/algorithm 2.4 Presenting a visual solution/algorithm
(Create the code) with objects, arrows, or pictures. with objects, arrows, or pictures. with objects, arrows, pictures, symbols, or with objects, arrows, pictures, symbols, or
words. short written commands.
2.5 Implementation: 2.5a Implement the solution/algorithm. (A 2.5a Implement the solution/algorithm. (An 2.5a Implement the solution/algorithm. (A 2.5a Implement the solution/algorithm. (A
Execute Test-Debug rudimentary set of commands in relation to elementary set of commands in relation to simple set of commands in relation to the simple set of commands in relation to the
(Adjustments applied until the designed algorithm are correctly the designed algorithm are correctly designed algorithm are correctly executed designed algorithm are correctly executed
outcomes reached)
Annexure [Link]
 In person (acting out) or on paper executed physically, on paper or with an executed physically, on paper or with an physically, on paper or with an educational physically, on paper or with an educational
(tracing) educational tool) educational tool) tool) tool)
Find errors and correct 2.5b Test: Did the implementation reach the 2.5b Test: Did the implementation reach the 2.5b Test: Did the implementation reach the 2.5b Test: Did the implementation reach the
criteria? criteria? criteria? criteria?
2.5c Trace the error (determine the cause) 2.5c Trace the error (determine the cause) 2.5c Trace the error (determine the cause) 2.5c Trace the error (determine the cause)
2.5d Debug to find problem in 2.5d Debug to find problem in 2.5d Debug to find problem in 2.5d Debug to find problem in
solution/algorithm and do correction. solution/algorithm and do correction. solution/algorithm and do correction. solution/algorithm and do correction.
2.6 Evaluate 2.6 Evaluate: Did the solution meet the An elementary set of commands in relation A foundational set of commands in relation A foundational set of commands in relation
(Determine whether the solution criteria to solve the problem? to the designed algorithm are correctly to the designed algorithm are correctly to the designed algorithm are correctly
solved the problem or which executed physically, on paper or with an executed physically, on paper or with an executed physically, on paper or with an
solution is better/best) educational tool. educational tool. educational tool.
2.7 Compare and reflect 2.7a Compare different solutions to identify 2.7a Compare different solutions to identify 2.7a Compare different solutions to identify 2.7a Compare different solutions to identify
(Learn from all solutions) the different approaches. the different approaches. the different approaches. the different approaches.
2.7b Reflect and find the most optimal 2.7b Reflect and find the most optimal 2.7b Reflect and find the most optimal 2.7b Reflect and find the most optimal
solution. solution. solution. solution.
(The evaluation and comparison relate to (The evaluation and comparison relate to (The evaluation and comparison relate to (The evaluation and comparison relate to
the solution/s made by all the learners) the solution/s made by all the learners) the solution/s made by all the learners) the solution/s made by all the learners)

Examples: Example 1

Grade R Grade 1 Grade 2 Grade 3

C.2 – Present a simple coding solution using symbolic or written statements representing sequences of commands, single repetition, and conditional constructs

[Link]
coding

[Link]
coding-for-kindergarten/

[Link]
free-printable-coding-worksheets/ [Link]
Annexure [Link]
Example 2:

Grade R Grade 1 Grade 2 Grade 3

C.3 – Interpret and execute a given symbolic or written set of commands (algorithm)
One learner could take on the role of instructor One learner could take on the role of instructor One learner could take on the role of instructor One learner could take on the role of instructor
and or interpreter(executer) and or interpreter(executer) and or interpreter(executer) and or interpreter(executer)

DBE Grade R Workbook 1 (English) – p15

Game based rules and commands

A set of game rules are nothing more than an Code a classmate
algorithm (instructions to execute). The game of
match two cards or snap can easily be presented
and conceptualised. This in terms of the teacher [Link]
and not so much the learners. Activity1

[Link]

DBE Grade R Workbook 2 (English) – p54

The rules of snap are simple, the same for the
memory game.
[Link]

Note:
It is important to note that there will always be a degree of overlap between Coding content and Robotics (R.7) content, e.g. developing algorithms and coding instructions for the Coding strand and developing
algorithms and code instructions in the Robotics strand (R.7) as programming (coding) concepts are applied to control robots to perform specific tasks.

Annexure C.V
Coding Content Exit Skills per Grade
Links to high level phase C.1 Apply computational thinking skills do develop a set of logical instructions to solve a problem.
competencies C.1, C.2 C.2 Present a simple coding solution using symbolic or written statements representing sequences of commands single repetition and conditional constructs.
GRADE R GRADE 1 GRADE 2 GRADE 3
3. Coding: New skills to be mastered Incidental learning
3.1 Event trigger (Start) 3.1 Specific instruction on to trigger event 3.1 Specific instruction on to trigger event 3.1 Specific instruction on to trigger event 3.1 Specific instruction on to trigger event
(start an action) and an end a set of (start an action) and an end a set of (start an action) and an end a set of (start an action) and an end a set of
commands. (Place- e.g., beacon/flag, commands. (Place- e.g., beacon/flag, commands. (Place- e.g., beacon/flag, commands. (Place- e.g., beacon/flag,
beginning of an activity- count/whistle). beginning of an activity- count/whistle). beginning of an activity- count/whistle). beginning of an activity- count/whistle).
3.2 Instruction: 3.2 Sequence (Instruction set): 3.2 Sequence (Instruction set): 3.2 Sequence (Instruction set): 3.2 Sequence (Instruction set):
Apply computational thinking skills to Rudimentary operations are presented Elementary operations are presented using Foundational tasks as logical instructions Foundational tasks as logical instructions
develop a set of logical instructions using sequences of pictures (Maximum**1 sequences of pictures and or simple three- are identified to solve a problem. are identified to solve a problem from
(algorithm) to solve a problem. up to 4) word sentences. (Maximum up to 5) (Maximum up to 7) which unnecessary or irrelevant details are
(See table 2) – Algorithm design. Logically order a set of pictures to Logically order a set of pictures or three- Foundational operations are presented ignored. (Maximum up to 9)
accomplish a set task. (Maximum up to 4) word sentences to accomplish a set task. using sequences of pictures and or simple Foundational operations are presented
Order, arrange or search a set of pictures (Maximum up to 5) sentences. (Maximum up to 7) using sequences of pictures and or simple
and symbols according to given criteria. Order, arrange or search a set of pictures Logically order a set of pictures simple sentences. (Maximum up to 9)
Follow rudimentary instructions (until and symbols, characters, and numbers sentences to accomplish a set task. Logically order a set of pictures simple
barrier is hit – not block-by-block) using according to given criteria. (Maximum of 7) sentences to accomplish a set task.
objects, arrows, and pictures: Follow elementary instructions using a Order, arrange or search a set of pictures, (Maximum up to 9)
- Forward / Backward grid, objects, arrows, or pictures: symbols, characters, numbers, and words Order, arrange or search a set of pictures,
- Up / Down - Forward / Backward according to given criteria. symbols, characters, numbers, and words
- Any other single action (Incidental) - Up / Down Decompose more complex instructions or sentences according to given criteria.
- Over/Under using a grid, objects, arrows, or pictures: Decompose more complex instructions
(Turn left /Turn right is implied – by - Right / Left (Implied/Incidental) using a grid, objects, arrows, or pictures:
implication, learners turn to face the - (Any single command, e.g., Jump, - Forward / Backward
- Right / Left / Turn around - Forward / Backward
direction they will move in next) Turn around, etc.) - Right / Left / Turn around
- Up / Down
- Jump over / Shoot - Up / Down
- Grab / Release - Jump over / Shoot
- Pick up / Put down - Grab / Release
- Pick up / Put down
3.3 Decision (Condition): Incorporate N/A N/A 3.3 Decision (Condition): Decide on an 3.3 Decision (Condition): Decide on an
decisions (conditional constructs) as action based on a condition. E.g., Purple action based on a condition. E.g. Purple
part of the solution code. /orange carrot /orange carrot
3.4 Repetition: 3.4 Repetition (Loop concept): 3.4 Repetition (Loop concept): 3.4 Repetition (Loop concept): 3.4 Repetition (Loop concept):
Incorporate repetitions (loop concepts) Repeating an action, instruction. Repeating an action, instruction. Repeating an action, instruction. Repeating an action, instruction.
as part of the solution code. (Incidental learning)
3.5 Input-Processing-output: 3.5 Implement: Problem-solving: 3.5 Implement: Problem-solving: 3.5 Implement: Problem-solving: 3.5 Implement: Problem-solving: Algorithm
Demonstrate how input and Algorithm design process here. (Incidental Algorithm design process here. (Incidental Algorithm design process here. design process here.
processing result in output. learning) learning)
Debug (reflecting on) a given symbolic
or written set of instructions.

Annexure [Link]
Note
A solution (set of instructions/algorithm) can include coding constructs such as repetition (loops) and decisions (IF…THEN)

Examples Computational Thinking Examples OF TYPES OF CT

Example 1
See problem-solving example on page Abstraction Decomposition Pattern Recognition Algorithm
10/11.

Example 2
See example Section 3 Grade 3 Term 4
on page 117/118

A world map is an Break up the task of Irregular heartbeat can Steps/Instructions for
abstraction of the earth making breakfast in be identified looking at making toast (1 subtask
in terms of longitude several smaller tasks: deviations from the in making breakfast)
and latitude, helping us Make toast normal pattern.
describe the location Bake egg This can help to
and geography of a Make coffee diagnose medical
place conditions

Annexure [Link]
D.2 ROBOTICS COMPETENCIES
Robotics Content Exit Skills per Grade
Links to high level phase R.1 Explain what a robot is in simple terms.
competencies R.2 Identify different types of robots.
R.3 Outline the different components of a robot
R.4 Present an understanding of how robots affect the world.
R.1, R.2, R.3, R.4, R.5, R.6, R.7 R.5 Design a simple product (artefact) based on a set of design specifications.
R.6 Mimic the operations of a robot.
R.7 Create test and execute a set of robotic instructions.
GRADE R GRADE 1 GRADE 2 GRADE 3
4. Robotic Skills New skills to be mastered Incidental learning
4.1 Identify types of robots 4.1 Identify different types of robots 4.1 Different examples of robots and what 4.1 The identification classification relates 4.1 The identification classification includes
Identify different types of robots. they do are listed. to robots that are used in factories and domestic and professional use robots.
robots that are not used in factories
(Service robots)
4.2 Explain - What robots are? 4.2 A rudimentary explanation of what a 4.2 An elementary explanation of what a 4.2 A foundational explanation of what a 4.2 A foundational explanation of what a
Provide an elementary explanation robot is, is presented. robot is, is presented including reference to robot is, is presented including reference to robot is, is presented including reference to
of what a robot is. their purpose. their purpose and mode of operation. their purpose and mode of operation.
Reference to moving and sensory parts are Reference to moving and sensory and
made. processing parts are made.
4.3 Explain - How they work? 4.3 The learners present the concept that a 4.3 The learners present the concept that a 4.3 The learners present the concept that a 4.3 The learners present the concept that a
Outline the different components of robot comprises of different components robot comprises of different components robot comprises of different components robot comprises of different components
a robot. each with a purpose (incidental learning). each with a purpose. each with a purpose. each with a purpose.
Reference is made to a power source and Reference is made to the following
motors. concepts as part of the outline:
• Robots comprise of mechanical parts.
• Requires power.
• Require some form of programming.
4.4 What can robots do? 4.4 A rudimentary explanation of what 4.4 An elementary explanation of what 4.4 A foundational explanation of what 4.4 A foundational explanation of what
Explain what a robot is in simple robots are used for is given. robots are used for is given that references robots are used for is given that references robots are used for is given that references
terms and what are they used for specific tasks. specific tasks including dangerous and specific concepts that robots can be
repetitive ones. programmed to react to their environment.
4.5 Act as robots 4.5 The learners mimic the operations of a 4.5 The learners mimic the operations of a 4.5 The learners mimic the operations of a 4.5 The learners mimic the operations of a
Mimic the operations of a robot robot based on given instruction or for a robot based on given instruction or for a robot based on given instruction or for a robot based on given instruction or for a
from a set of instructions purpose. purpose. purpose. purpose.
Relates and links to Simple instructions are performed, in Simple instructions are performed, in Instructions are performed, in person or Instructions are performed, in person or
2. Algorithm design and person or using a tool, on paper. person or using a tool. using a tool. using a tool.
3. Coding for the grade.
(The instructions are given, and the
learners need to execute the
instructions physically or on paper,

Annexure [Link]
or using body coding (or optional,
an educational tool))

4.6 Learners develop code 4.6 A rudimentary set of instructions are 4.6 An elementary set of instructions are 4.6 A foundational set of instructions are 4.6 A foundational set of instructions are
instructions based on an algorithm. compiled and executed to perform a task. compiled and executed to perform a task. compiled and executed to perform a task. compiled and executed to perform a pr task.

Create, test, and execute a set of

robotic instructions.

Relates and links to:

2. Algorithm design and
3. Coding for the grade.
4.7 Learners develop more complex 4.7 Symbols are used to represent actions 4.7 Symbols are used to represent actions 4.7 Symbols (normal or block (puzzle) type) 4.7 Symbols (normal or block (puzzle) type
code instructions based on an and operations to accomplish a task. and operations to accomplish a task. or written statements are used to represent or written statements are used to represent
algorithm. Each symbol represents a single task. Symbols may be grouped to represent actions and operations to accomplish a actions and operations to accomplish a
repetition. task. task.
Present a coding solution using (**Minimum of 3 different actions/symbols)
(**Maximum of 5 different actions/symbols) Symbols / blocks may be grouped to Symbols / blocks may be grouped to
symbolic or written statements (Maximum of 6 steps) represent repetition. represent repetition (or a statement
representing sequences of (Incidental) (Maximum of 8 steps) indicating repetition)
commands, single repetition, and Symbols / blocks may be used to represent
(Incidental) a condition. Symbols / blocks may be used to represent
conditional constructs.
(**Maximum of 5 different actions/symbols) a condition (or a statement indicating
condition)
(Maximum of 10 steps)
(**Maximum of 6 different actions/symbols)
Symbols may include block-code type
images with linkages. (Maximum of 14 steps)
Symbols may include block-code type
images with linkages.
4.8 Design and make: 4.8 A rudimentary artefact is created to 4.8 An elementary artefact is created to 4.8 A foundational artefact is created to 4.8 A foundational artefact is created to
Design a simple artefact based on a represent a robot or equivalent. represent a robot or equivalent. represent a robot or equivalent. represent a robot or equivalent.
set of design specifications. Step by step instructions can be applied or Step by step instructions can be applied or Step by step instructions can be applied or Step by step instructions can be applied or
given. given. given. given.
The activity may be open where various The activity may be open where various The activity may be open where various The activity may be open where various
materials are supplied to the learners to materials are supplied to the learners to materials are supplied to the learners to materials are supplied to the learners to
have them create their own robot and/or have them create their own robot and/or have them create their own robot and/or have them create their own robot and/or
related artefact. related artefact. related artefact. related artefact.
The learners reflect and talk about what The learners reflect and talk about what The learners reflect and talk about what The learners reflect and talk about what
their robots can do. their robots can do. their robots can do. their robots can do including the
Strings / sticks and or pins may be added to Strings and or pins may be added to mimic composition of the various parts and the
mimic movement. movement. purpose of each.
Different materials can be used, e.g., Pipe Different materials can be used, e.g., Pipe Strings and or pins or lever mechanisms
cleaners, ice cream sticks, straws, recycled cleaners, ice cream sticks, straws, recycled and or pullies may be added to mimic
materials (toilet rolls, lids, pill cases, egg materials (toilet rolls, lids, pill cases, egg movement.
containers) etc. (Life Skills- Art) containers) etc. Different materials can be used, e.g., Pipe
cleaners, ice cream sticks, straws, recycled

Annexure [Link]
 The creation of the artefact could also take The creation of the artefact could also take materials (toilet rolls, lids, pill cases, egg
on the form of a game e.g. (Assemble by on the form of a game e.g. (Assemble by containers) etc.
numbers) (Life Skills- Physical Ed) numbers) Throw some dice. (Mathematics) The creation of the artefact could also take
Assembly using prefabricated parts if on the form of a game e.g. (Assemble by
(available) e.g., Building blocks. numbers) Throw some dice.
The instructions contain various steps that Assembly using prefabricated parts if
should be read and or interpreted as part of (available) e.g., Building blocks.
the assembly. (Lang) The instructions contain various steps that
The assembly should require a set order should be read and or interpreted as part of
(one step should follow the other) the assembly.
The assembly should require a set order
(one step should follow the other)

Examples:
Grade R Grade 1 Grade 2 Grade 3
Patterns and a corresponding artefact. Design your own robot. Robot with paper folding and other items. Robot hand with moving parts.

Design a robot on paper with shapes and Design and construct a paper bag robot.

constructing the robot afterwards.

Annexure C.X
C.3 DIGITAL CONCEPTS COMPETENCIES
Digital Concepts Exit Skills per Grade
Links to high level phase D.1 Outline the concept of technology and purpose of information technology (IT).
competencies D.2 Recognise that he or she is living as citizens in a digital world.
D.3 Demonstrate an understanding of the concept of a computing device.
D.1, D.2, D.3, D.4, D.5, D.6, D.7, D.4 Identify the common uses of ICT in the real world.
D.8, D.9 D.5 Differentiate between the components of an ICT system.
D.6 Explain how the adaption of technology impacted the world we work and live in.
D.7 Present a basic understanding of the concept of input processing and output.
D.8 Interpret a pattern to represent or communicate a message or image.
D.9 Create a pattern to represent or communicate a message or image.
GRADE R GRADE 1 GRADE 2 GRADE 3
5. Digital Concepts Exit Skills to be mastered Prior knowledge must be covered in activities and progressed within the grade and
across the phase.
5.1 Recognise N/A 5.1 A rudimentary list of the use of IT related 5.1 An elementary list of the use of IT related 5.1 A foundational list of the use of IT related
Outline the concept of technologies and devices are named in technologies and devices are named in technologies and devices are named in
technology and purpose and terms of their use. (Cell phone, laptop, smart terms of their use. terms of their use.
identify the common uses of TV) (Incidental learning) Links with D.2 Links with D.1.3 and D.2.3
Computing Device in the real Links with D.1 and D.2
world.
5.2 Identify 5.2 A rudimentary explanation of what 5.2 A elementary explanation of what 5.2 A foundational explanation of what 5.2 A foundational explanation of what
Differentiate between the technology is, is presented. (Incidental technology is, is presented. technology is, is presented. technology is, is presented.
components of a Computing learning) Learners can point out examples of Learners can point out examples of Learners can point out examples of
System by interpreting patterns Learners can point out examples of technology and relate its use to everyday technology and relate its use and purpose to technology and relate its use and purpose to
to represent or communicate a technology. (Incidental learning) life. everyday life. everyday life.
message or image.
Learners relate the concept of technology to Learners relate the concept of technology to Learners relate the concept of technology to
that of an electronic device. that of an electronic device. that of an electronic device.
The students answer includes that the
technological artefact has a common or
specific goal.
The answer also includes the concept that
technologies often comprise of different
components.
5.3 Operating 5.3 A rudimentary explanation of what an 5.3 An elementary explanation of what an 5.3 A foundational explanation of what an 5.3 A foundational explanation of what an
Demonstrate an understanding electronic device is, is presented. (Incidental electronic device is, is presented. electronic device is, is presented. electronic device is, is presented.
of the concept of a computing learning) Learners can point out examples of Learners can point out examples of Learners can point out examples of
device. Learners can point out examples of electronic devices. electronic devices. electronic devices.
electronic devices. The learners answer should incorporate the The learners answer should incorporate the The learners answer should incorporate the
concept that an electronic device can follow concept that an electronic device can follow concept that an electronic device can follow
and interpret instructions. and interpret instructions. and interpret instructions and produce
Links with D.1 Links with D.1 output/result or render an outcome.
Links with D.1

Annexure [Link]
5.4 Create N/A 5.4 A rudimentary pattern is created to 5.4 An elementary pattern is created to 5.4 A foundational pattern is created to
Create a pattern to represent or represent an image or communicate a represent an image or communicate a represent an image or communicate a
communicate a message or message or an image. message or an image. message or an image.
image. A basic pattern is encoded to a simple word, A basic pattern is encoded to a simple word, A basic pattern is encoded to a simple word,
image -to symbols, or 3-word maximum image -to symbols, or simple sentence. image -to symbols, or simple sentence.
phrase. Done in relation to [Link] D.8. Done in relation to C.6 and D.8
Done in relation to C.6 and D.8
5.5 Apply 5.5 The learners present an understanding 5.5 The learners present an understanding 5.5 The learners present an understanding 5.5 The learners present an understanding
Present a basic understanding that input results in some form of output. that input results in some form of output. that input results in some form of output. that input results in some form of output.
of the concept of input, Input 🡪 Instructions are executed those Input 🡪 Instructions are executed those Input 🡪 Instructions are executed those
processing and output by results in an action. results in an action. results in an action.
demonstrating a basic
proficiency in the application of The concept that different forms of input Output as a form of communication from the Output as a form of communication from the
digital skills. results in different actions are emphasised. device device
The concept that different forms of input The concept that different forms of input
results in different actions are emphasised. results in different actions are emphasised.
The concept that processing takes place
between input and output forms part of the
learners understanding.
5.6 Digital Citizenship 5.6 The learners present an understanding 5.6 The learners present an understanding 5.6 The learners present an understanding 5.6 The learners present an understanding
Recognise that he or she is that the digital world is all around us. that the digital world is all around us. that the digital world is all around us. that the digital world is all around us.
living as citizens in a digital The learners understand that electrical The learners understand that electrical The learners understand that electrical The learners understand that electrical
world by explaining how the devices (Dangers of electricity) should be devices (Dangers of electricity) should be devices (Dangers of electricity) should be devices (Dangers of electricity) should be
adaption of technology used safely (e.g., don’t use electronic used safely (e.g., don’t use electronic used safely (e.g., don’t use electronic used safely (e.g., don’t use electronic
impacted the world, we work devices whilst crossing the street) and use in devices whilst crossing the street) and use in devices whilst crossing the street) and use in devices whilst crossing the street) and use in
and live in. moderation (screen time) moderation (screen time). moderation (screen time). moderation (screen time).
The conceptualisation is presented in terms The learners understand that protecting Present an understanding of the dangers of
of D.1 information with a password helps keep it going online.
private. Present a basic understanding of the
The concept of a digital footprint is also concept of cyberbullying and how to deal
introduced at an elementary level. with it.
The conceptualisation is presented in terms The learners understand that protecting
of D.1 information with a password helps keep it
private.
The concept and dangers of sharing
information like personal information
usernames and or passwords are
recognised.
The responsible use of technology is
referenced as part of the concept.
The concept of a digital footprint is also
introduced at an elementary level.

Annexure [Link]
 The learners present an understanding of
the necessary to report unsuitable use of
electronic communication, the access of
content and or contact.
The conceptualisation is presented in terms
of D.1
5.7 Patterns as data N/A 5.7a Interpret a rudimentary pattern to 5.7a Interpret an elementary pattern to 5.7a Interpret a foundational pattern to
(Data representation) represent or communicate a message or represent or communicate a message or represent or communicate a message or
image. image. image.
A rudimentary pattern is interpreted and a An elementary pattern is interpreted and a A foundational pattern is interpreted and a
corresponding message in symbolic form is corresponding message in symbolic form is corresponding message in symbolic form is
presented. (Incidental) presented. presented.
5.7b Create a rudimentary pattern to 5.7b Create an elementary pattern to 5.7b Create a foundational pattern to
represent or communicate a message or represent or communicate a message or represent or communicate a message or
image. image. image.
A rudimentary pattern is created to represent An elementary pattern is created to A foundational pattern is created to
an image or communicate a message or an represent an image or communicate a represent an image or communicate a
image. (Incidental) message or an image. message or an image.

Note:
Most of the Digital Concepts content could be integrated with aspects of Coding or Robotics content, e.g. if learners are working on a device, learners could be asked to demonstrate an understanding of the
concept of a computing device (5.3), referring to their uses, components and the concept of input-processing-output.

Annexure [Link]
Examples:

Example 1 (Patterns as data (5.7))

Grade R Grade 1 Grade 2 Grade 3

D.9: Create a pattern to represent or communicate a message or image.

Example 2 (Digital Technologies with input that results in output and various components such as touch screen (input/output), remote (TV)))

Grade R Grade 1 Grade 2 Grade 3

D.4 Identify the common uses of ICT in the real world.
D.5 Differentiate between the components of an ICT system.
D.7 Present a basic understanding of the concept of input processing and output.
Mobile Phone Tablet – concept of input that results in output Laptop with keyboard (input) or mouse (input) Smart TV with remote control device (input)
Technology with concept and screen (output)
of input that results in
output

Annexure [Link]
ANNEXURE D – POSSIBLE ADDITIONAL RESOURCES
For the foundation phase, it is possible to fulfil the curriculum in its entirety unplugged (without coding software
or robotics tools). However, should the school want to use coding software or educational robotics tools, they
need to consider the possible impact it may have on the cognitive load (Refer to Section 2.9, Figure 2.7).
The following educational resources could be considered to support unplugged activities:
Robot Mouse BEE Bot
Image Sample instructions Image Sample instructions

Scratch Junior Scratch

Image Sample instructions Image Sample instructions

[Link]
[Link]

Boats Rangers
Image Sample Image Sample instructions
instructions

[Link]
g/
[Link]
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[Link] Kodable
Image Sample instructions Image Sample instructions

[Link]
[Link]

Annexure C.I