National Curriculum Statement (NCS)

Curriculum and Assessment

CODING AND ROBOTICS

Policy Statement

INTERMEDIATE PHASE
GRADE 4 – 6
Department of Basic Education

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CURRICULUM AND ASSESSMENT POLICY STATEMENT
(CAPS)

CODING AND ROBOTICS

INTERMEDIATE PHASE
GRADE 4 – 6
 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

CAPS CODING AND ROBOTICS 1

CONTENTS
1 Section 1 Introduction to the Curriculum and Assessment Policy Statement for Coding and Robotics
Intermediate Phase (Grade 4 – 6) ....................................................................................................................................... 4
1.1 Background ..................................................................................................................................................................... 4
1.2 Overview ................................................................................................................................................................ 4
1.3 General aims of the South African Curriculum ................................................................................................. 5
1.4 Time Allocation ..................................................................................................................................................... 6
2 Section 2: Definition, Aims, Skills and Content .......................................................................................................... 8
2.1 Introduction ............................................................................................................................................................ 8
2.2 What is Coding and Robotics ............................................................................................................................. 9
2.3 Specific Aims ......................................................................................................................................................... 9
2.4 Specific Skills ...................................................................................................................................................... 10
2.5 High-Level Competencies – Coding and Robotics ........................................................................................ 12
2.6 Coding and Robotics Concepts, Practices and Perspectives ...................................................................... 12
2.7 Approach to Teaching Coding and Robotics .................................................................................................. 16
2.8 Linking Coding and Robotics with Other Subjects ......................................................................................... 21
2.9 Time Allocation ................................................................................................................................................... 22
2.10 Resources Required to offer Coding and Robotics in Intermediate Phase ............................................... 23
2.11 Overview of Intermediate Phase Coding and Robotics ................................................................................ 26
2.12 Focus of Content Areas ..................................................................................................................................... 27
2.13 Envisaged Learner ............................................................................................................................................. 35
2.14 Career Opportunities .......................................................................................................................................... 35
2.15 Progression and Exit Skills Per Grade of Focus Areas ................................................................................ 36
3 Section 3 Content Specific Clarification per Grade per Term................................................................................ 56
3.1 Grade 4 ................................................................................................................................................................ 57
3.2 Grade 5 ................................................................................................................................................................ 94
3.3 Grade 6 ..............................................................................................................................................................126
4 Section 4 Assessment ...............................................................................................................................................169
4.1 Assessment .......................................................................................................................................................169
4.2 Problem-based Learning .................................................................................................................................170
4.3 Recording and Reporting ................................................................................................................................171
4.4 General ..............................................................................................................................................................172
Annexure A: Terminology .....................................................................................................................................................173
A.1 Coding .................................................................................................................................................................173
A.2 Robotics ...............................................................................................................................................................174
A.3 Digital Concepts ..................................................................................................................................................174
Annexure B: Assessment Examples ......................................................................................................................................176
B.1 Cooperative Learning ..........................................................................................................................................176
B.2 Pair Programming /Completing a Task in Pairs ...................................................................................................177
B.3 Design Thinking ...................................................................................................................................................177
Annexure C: Teaching Resources ..........................................................................................................................................178

2 CURRICULUM AND ASSESSMENT POLICY STATEMENT

 C1 KWLS Chart ..........................................................................................................................................................178
C2 Concept Maps .....................................................................................................................................................179

TABLES AND FIGURES

Tables

Table 2-1 Coding content and skills ........................................................................................................................................ 13

Table 2-2 Robotics content and skills ..................................................................................................................................... 14
Table 2-3 Time allocation for Intermediate Phase Coding and Robotics ................................................................................ 22
Table 2-4: Coding content focus and progression .................................................................................................................. 27
Table 2-5: Robotics content focus and progression ............................................................................................................... 29
Table 2-6: Digital Concepts content focus and progression ................................................................................................... 32
Table 2-7 Intermediate phase coding concepts, content and skills breakdown and progression .......................................... 36
Table 2-8 Intermediate phase robotics concepts, content and skills breakdown and progression ....................................... 47
Table 4-9 Minimum formal assessment requirements for Coding and Robotics .................................................................170
Table A-10 Coding - Clarification of concepts and terms........................................................................................................... i
Table A-11 Robotics - Clarification of concepts and terms ....................................................................................................... ii
Table A-12 Digital Concepts - Clarification of concepts and terms ........................................................................................... ii

Figures

Figure 2.1 Coding and Robotics as a STEAM discipline ............................................................................................................. 8

Figure 2.2: Coding and Robotics as a multi-disciplinary subject ................................................ Error! Bookmark not defined.
Figure 2.3: Overview of Coding and Robotics as a Subject ....................................................................................................... 9
Figure 2.4: Computational Thinking Pillars ............................................................................................................................. 10
Figure 2 5: Design Thinking and Problem-Solving Process ..................................................................................................... 11
Figure 2 6: High-level Curriculum Competencies .................................................................................................................... 12
Figure 2.7 Coding Concepts, Practices and Perspectives ........................................................................................................ 12
Figure 2.8 Robotics Concepts, Practices and Perspectives ..................................................................................................... 13
Figure 2-9 Digital Citizenship Concepts .................................................................................................................................. 15
Figure 2-10 Digital Awareness Concepts................................................................................................................................ 15
Figure 2-11 Digital Skills Concepts .......................................................................................................................................... 15
Figure 2.9: Programming resources for Coding and Robotics ................................................................................................ 23

CAPS CODING AND ROBOTICS 3

1 SECTION 1
INTRODUCTION TO THE CURRICULUM AND ASSESSMENT
POLICY STATEMENT FOR CODING AND ROBOTICS
INTERMEDIATE PHASE (GRADE 4 – 6)
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

4 CURRICULUM AND ASSESSMENT POLICY STATEMENT

 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).

CAPS CODING AND ROBOTICS 5

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)

6 CURRICULUM AND ASSESSMENT POLICY STATEMENT

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.

CAPS CODING AND ROBOTICS 7

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

8 CURRICULUM AND ASSESSMENT POLICY STATEMENT

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 devices 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 devices and 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.

CAPS CODING AND ROBOTICS 9

  become part of a generation of creative, innovative systems thinkers that can use coding, robotics, and
digital competencies to express their ideas.
 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.

10 CURRICULUM AND ASSESSMENT POLICY STATEMENT

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. Design Thinking is often
expressed as an activity that involves the three I processes, namely:

 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

Design
Test Define

Thinking
Implementation Ideation

Prototype Ideate

Figure 2 5: Design Thinking and Problem-Solving Process

CAPS CODING AND ROBOTICS 11

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 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 Recognision • Connecting
• Conditional (Decisions) • Generalisation • Collaboration
• Operator • Algorithm Design • Perserverance
• Logic • Incremental Development • Choice of Conduct
• Data • Testing and Debugging
• Event • Evaluation
• Debug • Modularise
• Representation • Logical thinking
• Parallelism • Creating computational artefacts
• Automation

Figure 2.7 Coding Concepts, Practices and Perspectives

12 CURRICULUM AND ASSESSMENT POLICY STATEMENT

The table below describes the coding content to be covered and the skills to be developed. Table 2-1 must be
read in conjunction with Table 2-4 in Section 2.12.1 and Table 2-7 in Section 2.15.1 for progression per grade.
Table 2-1 Coding content and skills
Concept Content/Skills
Algorithm  Definition and importance of algorithms in computer programming.
 Characteristics of a good algorithm.
 Examples of algorithms in everyday tasks and programming.
 Algorithm development using computational thinking.
Sequence  Understanding the concept of sequential execution of instructions.
 Introduction to basic programming constructs like statements and expressions.
 Writing simple programs to perform sequential tasks.
Loop (iteration)  Explanation of loops and their purpose in programming.
 Different types of loops (e.g., while loop, for loop) and their syntax.
 Examples demonstrating the use of loops for repetitive tasks.
 Writing simple programs to perform tasks that include repetition
Conditional  Understanding conditional statements (if…then, if…then…else)) and their role in decision-making.
(Decision)  Using comparison operators in conditional statements.
 Writing programs with conditional logic to handle different scenarios.
Operator  Assignment, comparison, and logical operators.
 Precedence and associativity rules for operators.
 Use of operators in expressions and assignments in programs
Logic  Introduction to Boolean logic and truth tables.
 Understanding logical operators (AND, OR, NOT) and their application in programming.
 Writing programs that implement logical operations and evaluate conditions.
Data  Types of data (e.g. numbers, string, Boolean) and their use in programming.
 Variables and data types.
 Input/output and processing operations for data manipulation.
Event  Concept of events and event-driven programming.
 Handling user interactions and system events in programs.
 Implementing event handlers in programs.
Debug  Techniques for identifying and fixing errors in code (debugging).
 Using debugging tools and techniques (e.g., trace tables).
 Debug common programming errors (syntax errors, logic errors).
Representation  Understanding data representations (binary).
 Exploring the concept of abstraction in programming.
Automation  Exploring automation concepts and their significance.
 Writing scripts to automate repetitive tasks.
Parallelism  Concept of parallelism using e.g. two scripts, running concurrently, allowing different actions to
happen simultaneously (e.g. broadcast & receiving, clones, parallel blocks, e.g. "forever" block
can run continuously while other code executes concurrently.

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 • Perserverance
• 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

CAPS CODING AND ROBOTICS 13

The following table describes the robotics content to be covered and the skills to be developed. Table 2-2 must
be read in conjunction with Table 2-5 in Section 2.12.2 and Table 2-8 in Section 2.15.2 for competencies and
progression per grade
Table 2-2 Robotics content and skills

Concept Content/Skills
Motion  Introduction to different types of robot motion: linear, rotational, and combined.
 Exploring methods of locomotion such as wheels, tracks, legs, and aerial mechanisms.
Sensor  Overview of sensors used in robotics, including proximity sensors, cameras, ultrasonic,
microphone, temperature sensors.
 Explanation of sensor principles and how they gather data from the environment.
 Applications of sensors in navigation, obstacle avoidance, object detection, and environmental
monitoring.
Actuator  Introduction to actuators responsible for converting electrical energy into mechanical motion.
 Types of actuators: electric motors (DC motors, servo motors).
 Understanding the role of actuators in robot manipulation, locomotion, and control.
Controller  Components as part of a robot responsible for controlling the robot, gathering input, and providing
output. (Examples: Arduino, Raspberry Pi, Micro: bit)
Logic  Introduction to logical operations and decision-making in robotics.
 Understanding Boolean logic and its application in robot control.
 Implementing logical operations for conditional behaviour, state transitions, and autonomous
decision-making.
Power Source  Overview of power sources for robotics, including batteries, and external power supplies (e.g.
solar).
 Understanding power requirements and considerations for selecting appropriate power sources.
 Designing power distribution systems and managing power consumption for optimal robot
performance.
Automation  Explanation of automation in robotics as the process of performing tasks with minimal human
intervention.
 Applications of automation in manufacturing, logistics, agriculture, healthcare, and service
industries.
 Designing automated systems using robots for repetitive, dangerous, or labour-intensive tasks.
Instruction  Understanding instructions as commands given to robots to perform specific actions.
 Types of instructions: sequential instructions, conditional instructions, repetitive instructions
(loops).
 Writing clear and precise instructions for programming robots to accomplish desired tasks.
Communication  Basic overview of communication technologies used between two or more devices, e.g. Wi-Fi,
Bluetooth.
Coding  Introduction to a robotics programming environment.
 Basics of robot programming: variables, data types, control structures (sequence, if statements,
loops), functions, and libraries.
 Hands-on coding exercises and projects to develop skills in algorithm development and in robot
programming.

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. The following must be read in conjunction with Table 2-6 in Section 2.12.3.

2.6.3.1 Digital Citizenship

The rights, responsibilities and behaviours (respect, integrity, and safety) displayed by individuals in the digital
world. It encompasses a spectrum of behaviours, spanning from respecting the privacy of others to protecting
personal data, being mindful of online threats and ensuring one's safety in the digital sphere.

14 CURRICULUM AND ASSESSMENT POLICY STATEMENT

 Responsible behaviour Information Assessment Impact and Responsibility

Implications of digital citizenship Credibility and reliability of online Awareness of how technology
Responsible and ethical sources and information. adaptation influence our work and
behaviour in the digital realm. Fake news lifestyle
Cybersecurity awareness such as Intellectual property and its Consequences and implications
protecting personal information implications. of online actions.
online, recognising cyber threads Lasting impact of online content
and practising safe online (digital footprint)
behaviour. Ethical use of computers,
Privacy & security (strong including software and robotics
passwords, not sharing personal applications.
information), cyberbullying, digital Dangers of the online world,
footprint and netiquette. computer/cyber crime
Digital health and welfare.

Figure 2-9 Digital Citizenship Concepts

Digital Citizenship helps to develop an awareness of responsible and ethical behaviour in the digital world as it
provides principles for shaping the digital landscape and influencing individual and collective behaviour online.
In Coding and Robotics, understanding digital citizenship is important when developing software and robotics
applications to ensure they are used in a responsible and ethical manner.

2.6.3.2 Digital Awareness

The recognition of the competencies, expertise, and the mindset needed by individuals effectively to use digital
tools, entail understanding and the applications of technologies in a world that is becoming more
interconnected. This emphasises the essential sense of familiarity, adaptability, and proficiency needed for
utilising fundamental technology.

Computing devices Networks and

Data and Information
Communication
Data collection, storage and Technology vs Information Internet as example of a network.
processing Technology (IT) Information and Communication
Transformation of data into Basic model of a computing Technology (ICT) - components
information. device (input, processing, output and real-world uses.
Utilisation of data and information and storage).
for decision-making and Different types of computing
innovation. devices in Coding and Robotics.
Hardware components for input,
processing and output.
Computing devices and their
purpose.
Hardware vs Software
Interaction between harware and
software.

Figure 2-10 Digital Awareness Concepts

2.6.3.3 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.

Application Skills Patterns and Communication Digital Literacy

Use and manage applications Patterns in coding and robotics for Find, evaluate and use
used in Coding and Robotics communication, including data informaiion effectively and
(software environment). analysis, visualisation and ethically
File and Folder management conveying messages or
Input, processing and output in information.
computing and robotics
Use an application such as Paint
to create backgrounds and sprites

Figure 2-11 Digital Skills Concepts

CAPS CODING AND ROBOTICS 15

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
individuals. Coding and Robotics 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 using problems, 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 Intermediate 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 learners’
competencies.

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

Problem:
Calculate the surface area of a box.

Step 1: Understand the problem.

What is surface area?
Surface area is the amount of area covered by the surface of the box, i.e. all the sides (top, bottom, back, front, left and right) of the
box
If one takes off the lid (top), it looks like the figure below and one can see all the sides:

Step 2: Analyse the problem

 The box has six (6) sides.
 Each side is a rectangle.
 Calculating the area of each rectangle will provide the surface area of the box.
Step 3: Break down the problem into smaller, more manageable problems.
 Decompose (break down) the problem, into more familiar ones, using abstraction.
o Unfold the box – this helps to break the problem into smaller parts (six (6) rectangles).
o Each part can now be solved individually.

16 CURRICULUM AND ASSESSMENT POLICY STATEMENT

 o Each ‘small’ solution can then be combined again to solve the ‘big’ problem.

Abstraction involves simplifying ideas

by focusing on essential details. It also
helps to break down a problem into
manageable parts to understand the
underlying structure.

Abstraction helps with

decomposition and to simplify
the problem or make it easier to
understand by ignoring detail we
do not need.

Step 4: Look for patterns (Pattern recognition) It involves finding the similarities or
The top and bottom rectangles are the same (length = 7 cm and width = 5 cm) patterns among small, decomposed
problems that can help us solve
The left and right rectangles are the same (length = 5 cm and width = 3 cm)
more complex problems more easily
The front and back rectangles are the same (length = 7 cm and width = 3 cm) and efficiently.

Step 5: Develop a high-level solution or algorithm We can now break the problem into three rather easy
(abstraction) sub-problems or main ideas (decomposition, using
Calculate the surface of each side (rectangle): abstraction).
Step 1: Calculate area of top. This seems like a good technique.
Abstraction also helps us to realise that we can ignore 3 of
Step 2: Calculate are of front side. the rectangles / only focusing on 3 rectangles – one of
each size to solve the problem.
Step 3: Calculate area of left side
Step 6: Detailed Algorithm (Decomposition)
1. Step 1: Calculate the area of the top.
1.1. Multiply the area of the top by 2 (to add the area of the bottom side/rectangle). Each step in the high-level
2. Step 2: Calculate the area of the front side. algorithm was broken down into
2.1. Multiply the area of the front side by 2 (to add the area of the back more specific, detailed steps, giving
rectangle). more detailed instructions.
3. Step 3: Calculate the area of the left side.
3.1. Multiply the area of the left side by 2 (to add the area of the right rectangle).
4. Step 4: Add the areas of Step 1.1, 1.2 and 1.4 to get the surface area of the box.
Step 7: Test and Debug the Algorithm.
 Was the surface area calculated correctly? As a next step, one can write code that will accept (as
 If the answer is yes, the problem is solved else you input) the measurements of the box and calculate the
need to identify the error and fix the algorithm surface area (once variables are done)
(debug).
Computational thinking is also about drawing on previous experience with tasks or problems to complete similar tasks or solve similar
problems, for example, the following can flow from the problem discussed above:
Extention
Learners can use their knowledge and experience form unfolding a box and calculating the surface
area of the box to do the same for a cube, realisinng that, to calculate the surface area of a cube can
be done in the same way:
Algorithm
Step 1: Calculate the area of one square
Step 2: Multiply the answer (area) by 6.

Write code for the extention (towards end of Grade 6)

CAPS CODING AND ROBOTICS 17

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 work in small groups to solve a
coding or robotics problem or use pair programming where learners work in pairs to solve 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 joy and skills in the learning process.

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
assessment – by doing this, everyone will know that they cannot get a freeride 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.

18 CURRICULUM AND ASSESSMENT POLICY STATEMENT

  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.

2.7.2.1 Implementing cooperative learning in Intermediate Phase Coding and Robotics

Example of cooperative learning activity for Intermediate phase learners on the topic of robotics (see Grade 4
(C.3)): Execute a simple set of commands in relation to R.6, physically, on paper or with an educational tool.

Task: Determine where a robot (simulated by one of the learners) will end after executing a set of instructions,
including at most nine steps, provided in an algorithm.

Divide the class into groups of four. Two learners could take on the roles of instructor and interpreter
respectively and the other two learners the roles of robot and debugger.
 Instructor: Reads out the steps from the algorithm
 Interpreter: Puts steps from algorithm into “layman’s English” /Explain steps in plain English
 Robot: Executes the steps from the interpreter
 Debugger: Evaluates the movement of the robot to determine whether it executed steps correctly.

Tools that can be used to develop the algorithm: pen-and-paper, coding cards (e.g. Tanks) for algorithm and
interpretation, then, code algorithm using blocks from block-based coding platform, implement, test and debug
in block-based coding environment.

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” while the other learner fulfils
the role of the “navigator”.

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

CAPS CODING AND ROBOTICS 19

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 by 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, thereby improving the quality of the learning
engagement.

2.7.3.1 Implementing pair programming in Intermediate Phase Coding and Robotics

Example of pair programming activity for Intermediate phase on the topic of Coding (C.1 and C.2):
Apply computational thinking skills to develop a set of logical instructions to solve a problem.
Learners are divided into pairs. Learners should draw a square using a set of instructions. One learner fulfils the
role of “driver” and the other “navigator”.

 Driver – The learner acting as the driver will be the one completing the steps in a block-based program
and/or unplugged on a piece of paper.
 Navigator – The learner acting as the navigator may consult the textbook and/or other resources. The
learner may also ask the teacher for help.

Learners need to find a way to draw a rectangle using a set of instructions. This implies having the drawing tool
“turn” several degrees and moving forward several pixels/steps. Learners should be able to first work this out by
“directing” each other and then put these instructions over into algorithm.

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.

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).

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.

20 CURRICULUM AND ASSESSMENT POLICY STATEMENT

2.7.5 Science of Learning
Science of Learning, a multidisciplinary field 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 while learning.
 Examples: When learning abstract concepts, illustrating them with various examples or experiences.
 Dual coding: For example, combining visuals with text.
 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 LINKING CODING AND ROBOTICS WITH OTHER SUBJECTS

Coding and Robotics concepts can be linked to Language, Mathematics, Natural Science and Technology and
Life Skills in the Intermediate Phase. These cross-cutting concepts should therefore be integrated into Coding
and Robotics to enhance the learning experience.

For example, coding often involves mathematical concepts such as logic, arithmetic, and geometry whilst
Robotics combines coding with principles of physics, engineering, and materials science, highlighting the
interdisciplinary nature of digital concepts and skills. Other examples:

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: 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.

Digital concepts: Aspects such as the impact of technology and being a digital citizen, links to Life Skills.

By developing these skills in Coding and Robotics, learners can develop habits of mind and analytical thinking
that will be valuable in all other subjects.

CAPS CODING AND ROBOTICS 21

2.9 TIME ALLOCATION
In Intermediate Phase, 2 hours per week (20 hours per term) is allocated for Coding and Robotics.

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

Table 2-3 Time allocation for Intermediate Phase Coding and Robotics

Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9

Coding 50 50 50 50 45 45
Robotics 25 25 30 30 35 35
Digital Concepts 25 25 20 20 20 20

Available time should be allocated as indicated by the percentages in the table above.

Note:

Sections 2.12.1 (coding content) 2.12.2 (robotics content) and 2.12.3 (digital concepts content) are linked and
support each other. Various competencies across the three strands can therefore be linked and dealt with in an
integrated fashion. Section 3 (unpacking of the content) provides examples and notes and suggests
pedagogical approaches.

22 CURRICULUM AND ASSESSMENT POLICY STATEMENT

2.10 RESOURCES REQUIRED TO OFFER CODING AND ROBOTICS IN INTERMEDIATE 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 2.12: Programming resources for Coding and Robotics

CAPS CODING AND ROBOTICS 23

2.10.1 Coding Resources
Refer to Figure 2.12:
In intermediate phase, learners will follow a block-based coding approach. It allows users, especially novices and kids, to create programs using visual elements like
blocks and symbols. In this type of environment, users can drag and drop various blocks representing commands and snap them together like puzzle pieces to create
their programs. It helps learners to the learn the foundational concepts and principals of coding
“Computer programming is a highly cognitive skill, which requires mastery of
without getting overwhelmed by the intricacies of text-based syntax and it minimises errors multiple domains, and is acknowledged as being difficult to learn, making it
(such a formatting, punctuation, or spelling mistakes, semantics that could discourage 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
learners) associated with the complex syntax of text-based environments. By abstracting away
learning process”. Berssanette & de Francisco (2022).
the textual complexities, it therefore reduces cognitive load and allows learners to focus on the
problem and the foundational coding concepts as well as the underlying logic of their programs, rather than too much mental effort on the code syntax. It therefore
serves as an effective steppingstone for beginners to develop their problem-solving and programming skills before transitioning to more advanced coding environments.
Research also suggests that teaching computational thinking with block-based coding, learners (1) achieved substantial learning gains in algorithmic thinking skills, (2)
were able to transfer their learning from block-based to a text-based programming context, and (3) achieved significant growth toward a more mature understanding of
computing as a discipline (Grover, Pea & Cooper, 2015).
Examples include:
Scratch Snap mBlock

Note
A program is a sequence of symbols that specifies a computation.
A programming language is a set of rules that specify which sequences of symbols constitute a program, and what computation the program describes.
A programming language is an abstraction mechanism. It enables a programmer to specify a computation abstractly, and to let a program (usually called an assembler, compiler or interpreter)
implement the specification in the detailed form needed for execution on a computer (Ben-Ari, 2006)

Where learners struggle, physical coding or coding cards could be used as support and remediation.

CAPS CODING AND ROBOTICS 24

2.10.2 Robotics resources
The tables below list resources used in some example projects throughout this document. The list is not exhaustive.
Refer to Section 2.15.3:

Plastic gears, fans, base plates (Lego plates) Simple switches PIR Motion Sensor (E.g., HC-SR501) Crocodile to Male pin
Rubber bands Wire connectors
Fans Straws Crocodile to Female pin connectors
Pully’s String or Cable ties Crocodile clips (Clips at both ends)
Connectors Double sided tape Batteries
Pipe cleaners Small pieces of wooden blocks (available from arts and craft LEDs
Googley eyes shops) Connection wire with pins
Plastic wheels Plastic bottle caps (for wheels) Foil
Screws and nuts Servo Motor (E.g., SG90) Microcontroller
Pipe cleaners

For robotics, learners will follow a block-based coding approach. Block-based coding helps learners to the learn the basics and foundational concepts of coding in a
visual, syntax-free environment. Visualised coding minimises errors associated with the complex syntax of text-based environments. It reduces cognitive load and
allows learners to focus on the coding problem and the foundational coding concepts.

2.10.3 Digital Concepts Resources

 Sample technologies and components (e.g., mobile phone, tablet, laptop (with input and output devices, etc.)
 Pictures of computing devices, input devices, output devices
 Simple diagrams of networks, etc.

25 CURRICULUM AND ASSESSMENT POLICY STATEMENT

2.11 OVERVIEW OF INTERMEDIATE PHASE CODING AND ROBOTICS
Simple problem solving
Generic sequencing of Pattern recognition in an algorithm Debugging reflection,
Simple sequencing with Ideation, design,
everyday life scenarios completion and including: fixed tracing and
problem solving creation and reflection
and algorithms interpretation repetition and a basic improvement
standard condition

Elementary triggers Ask

Block-Based Coding

Creation of artefacts
Simple code sequence Improve Imagine
Grade 4

Design
Input placeholder (answer) and
Creation
Test Plan
Basic repetition

Create
Elementary conditions

Paper based activities Physical reinforcement and concrete strengthening with tangible objects

Conditions with basic

Sequencing with relational operators.
Generic sequencing of Pattern recognition Debugging reflection,
problem solving. If else conditions. Ideation, design,
everyday life scenarios completion and tracing and
+Variable controlled Forever loop + 1 creation and reflection
and algorithms. interpretation. improvement
repetition. (nested conditional
structure)

Block-Based Coding
Triggers
Creation of artefacts

Code sequence
Grade 5

Basic introduction to variables

Microcontroller coding
(Simulation based)
Simple conditional repetition

Basic condition

Basic operators
Display

Paper-based activities Physical

Triggers reinforcement and
concrete
strengthening with
tangible objects and
educational robots

Variable controlled Loop + Singular nested

Pattern recognition repetition. conditional structure. Debugging reflection,
Sequencing with Ideation, design,
completion and Conditions with basic Stacking (nesting of tracing and
problem solving. creation and reflection
interpretation. relational operators. blocks) for calculations improvement
If else conditions. string output (Join)

Block-Based Coding
Triggers + Broadcast
Creation of artefacts

Code sequence

Basic variables
Grade 6

Microcontroller coding
+ Single sensor / Actuator
Simple repetition
+ 1 Nested single condition

Basic condition
Paper-based activities Physical
reinforcement
Sensors, actuators and and concrete
Basic operators
hardware strengthening
with tangible
Triggers and read and objects and
educational
write to pins
robots

Figure 2.10 Coding & Robotics Overview Grade 4 - 6

CAPS CODING AND ROBOTICS 26

2.12 FOCUS OF CONTENT AREAS
2.12.1 Coding
Table 2-4: Coding content focus and progression

Competency Grade 4 Grade 5 Grade 6

(beginner level) (advanced beginner level) (moderate level)
C.1 Progression in problem-solving mostly lies in gradually increasing the scope and complexity of problems.
Apply computational Using foundational problems: Using basic problems: Using simple problems:
thinking skills to  Develop a set of logical instructions to  Develop a set of logical instructions to  Develop a set of logical instructions to
develop a set of solve a foundational problem that solve a basic problem that includes solve a simple problem that includes
logical instructions includes (where appropriate): (where appropriate): (where appropriate):
to solve a problem. - sequences of commands - sequences of commands - sequences of commands
- single repetition - single repetition - single repetition
- simple conditional constructs - simple conditional constructs - simple conditional constructs
Refer to Table 2-7 Refer to Table 2-7 Refer to Table 2-7
 Trace, evaluate, correct or complete  Trace, evaluate, correct or complete  Trace, evaluate, correct or complete
a set of logical instructions (algorithm) a set of logical instructions (algorithm) a set of logical instructions (algorithm)
(link to C.2, C.3, C.4, C.5, C.6 and C.7) (link to C.2, C.3, C.4, C.5, C.6 and C.7) (link to C.2, C.3, C.4, C.5, C.6 and C.7))
Computational thinking is infused and used in all aspects of coding/problem solving activities as follows:
Use abstraction to simplify complex problems by reducing it to its most essential components. It helps to gain a deeper
understanding of their underlying structure and develop more effective solutions. It allows you to focus on the essential aspects
while minimizing distractions from irrelevant details. Abstraction is also used to make a visual representation of solution.
Use decomposition to help to simplify complex problems by breaking them down into manageable parts, that allows one to
address each component individually. It enables a systematic approach to problem-solving and enhances ones understanding
of the problem's structure and relationships.
Use pattern recognition to leverage existing knowledge and experiences to identify meaningful regularities in data or
situations. Recognising patterns, helps to gain insights, make predictions, apply them to new problems, and develop more
effective problem-solving strategies.
Use algorithmic thinking to develop a series of precise, logical steps or instructions (algorithm) to accomplish a task or solve
a problem in an organised and methodical manner.
C.2 Working with a coding solution (set of Working with a coding solution (set of Working with a coding solution (set of
Present a simple logical instructions) for foundational logical instructions) for basic coding logical instructions) for simple coding
coding solution coding problems: problems: problems:
using symbolic or  Translate an elementary coding  Translate a basic coding solution (set (Translate a simple coding solution (set
written statements solution (set of instructions/algorithm) of instructions/algorithm) into of instructions/algorithm) into
representing into programming code (e.g. block- programming code (e.g. block-based programming code (e.g. block-based
sequences of based coding instructions / coding coding instructions / Coding cards, coding instructions/Coding cards, etc.).
commands, single cards, etc.). etc.).  Use code (symbols/ blocks/written
repetition, and  Use code (symbols/ blocks/written  Use code (symbols/ blocks/written statements to represent actions and
conditional statements to represent actions and statements to represent actions and operations to accomplish a particular
constructs. operations to accomplish a particular operations to accomplish a particular task/solve a programming problem.
task/solve a programming problem. task/solve a programming problem.  Group instructions/code blocks to
 Group instructions/code blocks to  Group instructions/code blocks to represent repetition (or a statement
represent repetition (or a statement represent repetition (or a statement indicating repetition)
indicating repetition) indicating repetition) (Done in relation to C.1)
(Done in relation to C.1) (Done in relation to C.1)
C.3 Using foundational coding problems: Using basic coding problems: Using simple coding problems:
Interpret and  Execute a set of commands using  Execute a set of commands using  Execute a set of commands using
execute a given unplugged activities (physically, on unplugged activities (physically, on unplugged activities (physically, on
symbolic or written paper, coding cards) or an paper, coding cards) or an paper, coding cards) or an
set of commands educational tool (e.g. block-based educational tool (e.g. block-based educational tool (e.g. block-based
coding software). coding software). coding software).
Done in relation to C.1 and C.2 Done in relation to C.1 and C.2 Done in relation to C.1 and C.2
 Determine the output of a given  Determine the output of a given  Determine the output of a given
algorithm (set of commands) or of algorithm (set of commands) or of algorithm (set of commands) or of
given program code (e.g. trace block- given program code (e.g. trace block- given program code (e.g. trace block-
based commands) to determine the based commands) to determine the based commands) to determine the
output or explain what the output or explain what the output or explain what the
code/program does). code/program does). code/program does).

CAPS CODING AND ROBOTICS 27

C.4  Reinforce reading and understanding  Reinforce reading and understanding  Reinforce reading and understanding
Debug a given a foundational problem. a basic problem. a simple problem.
symbolic or written  Interpret/execute/trace a given set of  Interpret/execute/trace a given set of  Interpret/execute/trace a given set of
set of instructions. commands to determine correctness commands to determine correctness commands to determine correctness
of the solution/if the correct output is of the solution/if the correct output is of the solution/if the correct output is
achieved. achieved. achieved.
 Complete an incomplete a set of  Complete an incomplete a set of  Complete an incomplete a set of
commands provided to solve a given commands provided to solve a given commands provided to solve a given
foundational problem. basic problem. simple problem.
 Inspect/trace a foundational coding  Inspect/trace a basic coding solution  Inspect/trace a simple coding solution
solution (set of commands) for an (set of commands) for an error or (set of commands) for an error or
error or errors and correct if errors and correct if necessary. errors and correct if necessary.
necessary. (Unplugged and Plugged) (Unplugged and Plugged) (Unplugged and Plugged)
Done in relation to C.1, C.2, C.3 and (Done in relation to C.1, C.2, C.3 and Done in relation to C.1, C.2, C.3 and
C.4 C.4 C.4
C.5 Using foundational coding problems: Using basic coding problems: Using simple coding problems:
Evaluate a given  Reflect and report on a given solution  Reflect and report on a given  Reflect and report on a given
solution towards by asking the following questions solution by asking the following solution by asking the following
potential (critical thinking): questions (critical thinking): questions (critical thinking):
improvement. - What happened? - What happened? - What 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?
- How can the solution be - How can the solution be - How can the solution be
improved? improved? improved?
 Inspect a set of commands  Inspect a set of commands  Inspect a set of commands
(algorithm/program) and reflect to (algorithm/program) and reflect to (algorithm/program) and reflect to
improve it or provide a better improve it or provide a better improve it or provide a better
alternative (e.g. reducing the number alternative (e.g. reducing the alternative (e.g. reducing the
of steps/instructions using a loop for number of steps/instructions using number of steps/instructions using
repetitive steps/patterns Link to C.6 a loop for repetitive steps/patterns a loop for repetitive steps/patterns
and C.7. Link to C.6 and C.7 Link to C.6 and C.7
C.6  Identify a foundational pattern (e.g. a  Identify a basic pattern (e.g. a pattern  Identify a simple pattern (e.g. a
Recognise and pattern in coding instructions, in coding instructions, numbers, pattern in coding instructions,
interpret patterns in numbers, symbols, blocks, symbols, blocks, characters, numbers, symbols, blocks,
symbolic sets of characters, sequences, etc) sequences, etc) characters, sequences, etc)
data or  Interpret, explain and complete/  Interpret, explain and complete/  Interpret, explain and complete/
visualisations. extend a foundational pattern extend a basic pattern (describe the extend a simple pattern (describe the
(describe the pattern rule, use the pattern rule, use the pattern rule to pattern rule, use the pattern rule to
pattern rule to complete/extend the complete/extend the pattern or make complete/extend the pattern or make
pattern or make predictions) predictions) predictions)
Link to C.1 and C.2 Link to C.1 and C.2 Link to C.1 and C.2
C.7  Complete a foundational pattern that  Complete a basic pattern that is part  Complete a simple pattern that is part
Create or complete a is part of a data set or programming of a data set or programming of a data set or programming
pattern to represent solution. solution. solution.
a data set.  Create a foundational pattern to form  Create a basic pattern to form part of  Create a simple pattern to form part
part of a data set or a programming a data set or a programming solution. of a data set or a programming
solution.  Generalise a basic pattern based on solution.
Done in relation to C.6 the pattern rule.  Generalise a simple pattern based on
Done in relation to C.6 the pattern rule.
Link to C.1 and C.2
 Incorporate the generalised pattern
Link to C.1 and C.2
as part of a programming solution.
Done in relation to C.6
Link to C.1 and C.2

Note
Linked competencies can be grouped/done together within one lesson/activity where appropriate.

28 CURRICULUM AND ASSESSMENT POLICY STATEMENT

2.12.2 Robotics
Table 2-5: Robotics content focus and progression

Outcome Grade 4 Grade 5 Grade 6

(beginner level) (advanced beginner level) (moderate level)
R.1 Provide a foundational definition of a Provide a basic description of a robot in Provide a simple description of a robot
Explain what a robot that includes elementary features terms of (extend from Grade 4): in terms of (extend from Grade 5):
robot is in simple and purpose.  attributes  definition (what it is)
terms. Link to R.2 and R.3  purpose  purpose
 the origin of the term  the contexts that they operate in.
 concept of a controller (extend from  concepts regarding the relationship
Grade 4) between the composition of a robot -
 contexts in which they operate. basic parts (sensors, controllers,
 evolution of robots (automation – actuators, power source)
mechanical)  evolution of robots / advancements of
Link to R.2 and R.3 robots (also link to the concept of AI –
elementary reference to automatic
decisions)
Link to R.2 and R.3
R.2 Provide a foundational overview of Provide a basic overview of different Provide a simple overview of different
Identify different different types of robots and their uses types of robots and their uses (range: types of robots and their uses (range:
types of robots. (virtual vs physical robots) industrial, service, educational, medical, industrial, service, educational, medical,
Provide a foundational description to exploration) exploration)
distinguish between a virtual and Give a basic description of different Classify robots in terms of their
physical robot. types including a basic description of description, attributes and uses (range:
their composition and purpose (range: industrial, service, educational, medical,
Link to R.1 and R.3
mobile, Industrial, medical, education mobile, exploration, autonomous and
and service) remote controlled)
Link to R.1 and R.3
Link to R.1 and R.3
R.3 Provide a foundational reference to the  Outline the basic components of a  Outline the basic components of a
Outline the basic components of a robot and their robot, with a basic explanation of the robot, with a simple explanation of the
different purpose. (range: motors and mechanics purpose of each (range: sensors, purpose of each (range: sensors,
components of a for movement, sensors for observation, communication, grippers and communication, grippers and
robot and actuators to respond, processor, attachments, actuators, controllers, attachments, actuators, controllers,
and power source) power sources, structural power sources, structural
Link to R.1, R.2 and R.4 – R.7 components) components)
 Present a basic diagrammatical  Outline, at a simple level, how sensors
outline of a robot (showing the various are used in basic robots (different
components) sensors and their purpose) (Range:
 Present a basic outline of an Ultrasonic, microphone, Motion
educational controller and its parts sensor).
(e.g. buttons, sensors, LEDs, sound)  Present a simple outline of an
 Present a basic understanding that educational controller and its parts
robots are controlled by controllers, (e.g. buttons, sensors, LEDs, sound,
and act based on sensory or triggered etc) (Extend on sensors e.g. sound
input. sensors)
 Present a basic outline of how a robot  Present a simple understanding that
is coded to perform tasks. robots are controlled by controllers,
Link to R.1, R.2 and R.4 – R.7 and act based on sensory or triggered
input.
 Provide a simple outline of the
process of sensing, perception,
cognition, acting (in terms of how a
robot interacts with the real world)
 Provide a simple` outline of how a
robot is controlled.
Link to R.1, R.2 and R.4 – R.7
R.4 At a foundational level, compare the role  At a basic level, compare the role of  At a simple level, compare the role of
Present an of robots and people in the real-world robots and people in the real-world robots and people in the real-world
understanding of doing the same task. (range: time doing the same task expanded with a doing the same task.

CAPS CODING AND ROBOTICS 29

how robots affect saving, assistance, education, short description.  Provide a simple outline the benefits
the world. entertainment)  Provide a basic outline of the benefits and risks associated with the use of
Link to R.1 – R3 and R.5 - R.7 and risks associated with the use of robots.
robots.  Present a simple outline the ethical
 Basic explanation of what software for considerations related to the use of
robots / embedded system are used robots.
for, is given that reference for specific  Simple explanation of what software
concepts that robots can be for robots / embedded system are
programmed to react to their used for, is given that reference for
environment. Incorporates elements of specific concepts that robots can be
R.1.5 and R.2.5 programmed to react to their
 Present a basic definition of AI and its environment. Incorporates elements of
relationship to the field of robotics R.1.5 and R.2.5
Link to R.1 – R3 and R.5 - R.7  Simple outline of how AI is applied in
the field of robotics
Link to R.1 – R3 and R.5 - R.7
R.5  Provide a foundational outline of  Provide a basic definition of design  Provide a simple definition of design
Design a simple design thinking (inspire, ideate thinking and the design thinking thinking and of the design thinking
artefact based on (imagine), implement). process. process.
a set of design  Design foundational robot artefacts  Provide a basic outline of the design  Provide a simple outline of the design
specifications. using the design thinking process. thinking process (steps). thinking process (steps)
Link to R.1 – R.4 and R.6, R.7  Design basic robot artefacts using the  Design simple robot artefacts using
design thinking process/ the design thinking process.
Link to R.1 – R.4 and R.6, R.7  Provide a simple outline of the
relationship between the concept of
hydraulics and robots.
 Provide a simple introduction to an
open and closed circuit.
 Provide a simple introduction to a
basic, single pin (Read)
 Use On pin - Pressed
 Basic introduction to:
- an LED
- a PiR sensor (Sensor as input
trigger)
- a Servo motor (Servo motor as an
actuator)
Link to R.1 – R.4 and R.6, R.7
Design thinking is infused and used when creating robotic artifacts as follows:
Empathise: Ask questions to find out what the problem is and to identify challenges related to the problem as well as to identify
ways to solve the challenges
Define: Specify the detail of the problem
Ideate: Imagine and brainstorm different ideas for solving the problem and choose the best idea
Prototype (Plan and design): Draw a simple picture (abstraction) and write down the material you will need. Then write down
step-by-step instructions (algorithm) for implementing the idea.
Test (Create/implement, test, reflect and improve): Follow the design (picture) and plan (algorithm) and build the artefact.
Then test it to see if it works and correct/improve where necessary.
The progression mostly lies in the gradual increase in scope and complexity of artefacts.
R.6 Use a simulated environment (such as Use a simulated environment (such as Use a simulated environment (such as
Mimic the Scratch or any other free educational MakeCode (for micro: bit)) or any other MakeCode (for micro: bit) or any other
operations of a software tool) to mimic the operations of free educational software tool) to mimic free educational software tool) with a
robot a robot: the operations of a robot: physical microcontroller (board) to mimic
 Align coding concepts to be used with  Align coding concepts to be used with the operations of a robot:
the coding concepts covered and the coding concepts covered and  Align coding concepts to be used with
mastered in the coding section. mastered in the coding section. the coding concepts covered and
 Include role play (acting out), and  Include role play (acting out), and mastered in the coding section.
tangible activities. tangible activities.  Includes role play (acting out), and
 Includes the use of appropriate paper-  Include the use of appropriate paper- tangible activities.
based exercises. based exercises.  Includes the use of appropriate paper-
Link to R.3, R.5 and R.7 Link to R.3, R.5 and R.7 based exercises.

30 CURRICULUM AND ASSESSMENT POLICY STATEMENT

 In addition, schools can also opt to use Link to R.3, R.5 and R.7
tangible tools and educational robots In addition, schools can also opt to use
(OPTIONAL) for reinforcement. tangible tools and educational robots In addition, schools can also opt to use
(OPTIONAL) for reinforcement. tangible tools and educational robots
(OPTIONAL) for reinforcement.
The scope and complexity are gradually increased in relation to the coding features, operations and structures (code
blocks/coding constructs – coding knowledge and skills) introduced per term per year as well as in terms of the complexity of the
problem.
Refer to table 2-8
R.7 Using foundational problems: Using basic problems: Using simple problems:
Create, test, and  Develop foundational solutions to  Develop basic solutions to solve a  Develop simple solutions to solve a
execute a set of solve a specific problem. specific problem. specific problem.
robotic  Translate solution instructions  Translate solution instructions  Translate solution instructions
instructions. (algorithms) into code (using virtual (algorithms) into code (using virtual (algorithms) into code (using virtual
robots with instructions in a tangible or robots with instructions in a tangible or robots with instructions in a tangible or
non-tangible coding environment non-tangible coding environment non-tangible coding environment
(software) or using physical (software) or using physical (software) or using physical
educational robotic tools or both). educational robotic tools or both). educational robotic tools or both).
 Implement, test, modify and/or  Implement, test, modify and/or  Implement, test, modify and/or
improve foundational solutions. improve basic solutions. improve simple solutions.
(Link to C.1 to C.5 as well as R.5 to R.6) (Link to C.1 to C.5 as well as R.5 to R.6) (Link to C.1 to C.5 as well as R.5 to R.6)
The scope and complexity are gradually increased in relation to the coding features, operations and structures (code
blocks/coding constructs) introduced per term per year as well as in terms of the complexity of the problem.

Note
Linked competencies can be grouped/done together within one lesson/activity where appropriate.

Note
Learning to walk to school independently involves carefully considering each step at first. Sidewalks are identified, crosswalks are used appropriately,
and perhaps even a song is sung to remember the route.
However, with repeated walks to school, the process becomes progressively easier. Landmarks like houses and shops become recognizable. Stopping
and checking for cars becomes automatic, and foot placement requires less conscious thought. The experience transforms into a game-like activity.
Similarly, problem-solving skills are developed. Initial attempts may necessitate assistance. But through continued practice, proficiency increases.
Patterns are identified, and plans are formulated independently, akin to navigating a puddle on the sidewalk.
Ultimately, these skills become ingrained. Their use may even go unnoticed. Just like walking to school, the process becomes second nature.
Repeated practice, however, leads to continued improvement in critical thinking and problem-solving abilities, regardless of the situation encountered.

CAPS CODING AND ROBOTICS 31

2.12.3 Digital Concepts
Table 2-6: Digital Concepts content focus and progression

Competency Grade 4 Grade 5 Grade 6

D.1  Present a foundational explanation  Provide a basic explanation of what  Provide a simple explanation of
Outline the concept of of what technology is. a computer in the context of what a computer in the context of
technology and the  Present a foundational explanation information technology is. information technology is.
purpose of information of what information technology is.  Relate the concept of computers to  Relate the concept of computers to
technology (IT).  Relate the concept of technology that of an IT tool. that of an ICT tool.
and information technology to that of  List examples of computers and  Describe examples of computers
a tool. relate their use and purpose to and relate their use and purpose to
 Identify the information technology everyday life. everyday life.
used in a specific real-world  Understand the purpose of  Compare and evaluate the role of
scenario (home/school environment) information technology and its role information technology in two
and explain the purpose. in general. different contexts (e.g. education,
 Identify examples of information  Identify the information technology shopping, and entertainment) and
technology and relate their use and used in a specific real-world discuss advantages and
purpose to everyday life. scenario (e.g. entertainment, disadvantages.
Link to D.3, D.4 and D.5 shopping) and explain the purpose. Link to D.3, D.4 and D.5
Link to D.3, D.4 and D.5
D.2  Understand what the digital world is.  Give a basic explanation of the  Provide a simple explanation of the
Recognise that he or she  Provide a foundational digital world all around us. digital world all around us.
is living as citizens in a understanding of a digital world and  Provide a basic description of a  Explain digital citizenship.
digital world. a digital citizen. digital world and digital citizenship.  Explain how to use technology and
 Understand how to use technology  Understand how to use technology computers in the classroom
and computers in the classroom and computers in the classroom responsibly and when to report
responsibly. responsibly and when to report unsuitable use, unauthorised access
 Recognise the dangers of the online unsuitable use, unauthorised access of content and/or contact.
environment (online predators, of content and/or contact.  Understand ethical issues and
addiction, and distraction).  Understand the dangers of the dangers associated with the use of
 Provide a foundational online environment (online information technology, including
understanding of predators, addiction, false privacy, security, copyright, false
- Cyberbullying and how to deal information) information and inappropriate
with it.  Provide a simple understanding of content.
- Reason for using passwords/ - Cyberbullying and how to deal  Provide guidelines on how to
pins (security). with it. manage:
- The concept and dangers/risks - Reason for using passwords/ - Cyberbullying
of sharing information like pins (security). - Passwords/pins (security).
personal information, - The concept and dangers of - Sharing of personal information.
usernames, and passwords. sharing information like personal - Digital footprints
- A digital footprint information, usernames, and
Link to D.6
Link to D.6 passwords/pins.
- A digital footprint
Link to D.6
D.3  Provide a foundational definition of a  Provide a basic description of a  Explain what a computing device, is
Demonstrate an computing device, including computing device, including the in terms of input, processing, output,
understanding of the concepts of input, processing, concepts of input, processing, and storage.
concept of a computing output, and storage. output, and storage.  List common input, output, and
device.  Identify common computing devices,  Distinguish between the concepts of storage devices.
e.g., tablet, PC and what they are hardware and software.  Explain the purpose and role of
used for.  Provide a list of common computing hardware (as input, processing,
(Link to D.1 and D.2) devices and describe what they are storage, and output devices) and
 Understand the concepts of used for. software as a list of instructions
hardware and software (“apps”).  Provide a list of common apps found (apps) that the computer can follow.
(Link to C.2) on devices (e.g., WhatsApp)  Describe the common computing
(Link to D.1 and D.2) devices and describe their input,
 Describe and demonstrate the output, and storage devices.
concept of working in and navigating (Link to D.1 and D.2)
an application (app) (Link to C.2)  Identify the software (‘apps’) one
 Identify the software (‘apps’) one can use on the devices and the
can use on the devices identified basic function/purpose of those

32 CURRICULUM AND ASSESSMENT POLICY STATEMENT

 (e.g., block-based coding app to
write computer programs).
 Explain and demonstrate the
concept of working in and navigating
an application (app) (Link to C.2)
D.4  Provide a foundational definition of  Provide a basic definition of what  Provide a simple definition of what
Identify the common what ICT is (inclusion of the concept ICT is (inclusion of ‘communication’ ICT is (ICT is an umbrella term that
uses of ICT in the real of ‘communication’ in ‘IT’ that allows in ‘IT’ that allows people to interact includes any communication
world. people to interact in the digital in the digital world). devices and systems).
world).  Provide a basic understanding of  Provide a simple explanation of
 Identify everyday uses of ICTs, e.g., everyday uses of ICTs, e.g., everyday uses of ICTs, e.g., smart
mobile phones (communication) computers connected using a TV (entertainment), point-of-sales
(Link to D.1, D.2, D.3 and D.4) network. (business).
 Basic understanding of a network  Simple understanding of a network;
(e.g. school network / entertainment (devices connected in e.g.
/ shopping) shopping, cellular, education).
(Link to D.1, D.2, D.3 and D.4) (Link to D.1, D.2, D.3 and D.4)
D.5  Provide a foundational  Provide a basic understanding of an  Provide a simple understanding of
Differentiate between the understanding of an ICT system ICT system (includes hardware, an ICT system (includes hardware,
components of an ICT (includes hardware, software software (computing devices) and software (computing devices) and
system. (computing devices and communication (concept of communication (concept of network)
communication) – a foundational network)) – a basic understanding and people) – a simple
understanding that additional that additional hardware/technology understanding that additional
hardware/technology is required to is required to enable communication hardware/technology is required to
enable communication (‘form (‘form networks’)). enable communication (‘form
networks’). (Link to D.1, D.2, D.3 and D.4) networks’))
(Link to D.1, D.2, D.3 and D.4) (Link to D.1, D.2, D.3 and D.4)
D.6  Provide a foundational  Provide a basic understanding of  Provide a simple understanding of
Explain how the understanding of how technology how technology impacts the how technology impacts the
adaptation of technology impact how we interact with others. following: following:
impacted the world we (Link to D.2, D3, D.4 and D.5). - Interaction with others - Interaction with others
work and live in. - Communication - Access to information
- False information/Fake news - Entertainment (movie/audio
(Link to D.2, D3, D.4 and D.5). streams, music instruments,
games)
- False information/Fake news
(including fact checking)
(Link to D.2, D3, D.4 and D.5).
D.7  Present a foundational  Present a basic understanding that  Demonstrate/mimic a simple activity
Present a basic understanding that input results in input results in some form of output. where input results in some form of
understanding of the some form of output.  Illustrate through a basic activity output.
concept of input  Illustrate through a foundational how input results in some form of  Distinguish between input through
processing and output. activity how input results in some output. instructions that are executed and
form of output (e.g. open & close  Understand that different forms of results in action and output as a
programs). input result in different actions/ form of communication from the
 Present a foundational outputs. (e.g., traffic light, boom device.
understanding of the concept that gate.)  Describe the interaction/relationship
processing takes place between  Present a basic understanding of between input, processing, and
input and output. the concept that processing takes output (e.g. when coding).
 Provide a foundational place between input and output.  An elementary understanding of
understanding that different forms of  Identify output as a form of storage elsewhere (not on device
input result in different communication from the device. e.g. cloud storage).
actions/outputs. (e.g., traffic light,  Understand that a program must be  Understand that incorrect input
boom gate.)
saved for processing at a later results in incorrect output (GIGO)
 Understand that a program must be
stage. (Link to D.3, D.4, D.10, C.2, R.6,
saved for processing at a later stage
(Link to D.3, D.4, D.10, C.2, R.6, R.7) R.7)
(Link to D.3, D.4, D.10, C.2, R.6, R.7)
D.8  Interpret a foundational pattern  Interpret a basic pattern (e.g.,  Interpret a simple pattern (e.g.,
Interpret a pattern to (e.g., representations such as a representations such as morse code representations such as morse
represent or coloured paper or flags or a or a basic cipher) to communicate code, binary code, a basic cipher) to
communicate a message torch/flashlight) to communicate (decode) a basic message. communicate (decode) a simple

CAPS CODING AND ROBOTICS 33

or image. (decode) a foundational message to  Interpret an image (e.g. a ‘road sign’ message.
be interpreted/decoded. or symbolic representations such as  Interpret an image (e.g. a ‘road sign’
 Interpret an image (e.g. a ‘road sign’ smileys) or symbolic representations such as
or symbolic representations such as  Decode/decrypt a basic message. smileys)
smileys) (Link to D.9 and C.1, C.2, R.5, R.6  Decode/decrypt a simple message.
 Decode/decrypt a foundational and R.7) (Link to D.9 and C.1, C.2, R.5, R.6
message. and R.7)
(Link to D.9 and C.1, C.2)
D.9  Create a foundational pattern to  Create a basic pattern to  Create a simple pattern to
Create a pattern to communicate a message (e.g., communicate a message (e.g., use communicate a message (e.g., use
represent or design a ‘road sign’ using a grid to a cipher such as Caesar cipher to a simple cipher to create
communicate a message communicate a message using pen- create (encrypt/encode), (encode/encrypt) and communicate
or image. and-paper). communicate a ‘message or design a message or design an image
 Design a message, e.g. a ‘road sign’ and communicate a message using (e.g., text to communicate a
using an XY grid in a block-based symbols such as a ‘heart’ or smileys message)
application. using a microcontroller (LEDs on  Simulate/display a simple message/
(Link to D.8 and C.1, C.2) grid). game (e.g., scrolling ’billboard
 Simulate/display the message (e.g., message’ or rock, paper, scissors
symbols such as a smiley or heart) game) on a microcontroller (LEDs
on a microcontroller (LEDs on grid). on grid).
(Link to D.8, C.1, C.2, R.5, R.6 and (Link to D.8, C.1, C.2, R.5, R.6 and
R.7) R.7)
D.10  Switch on/power up a computing  Switch on/power up a computing  Load/open, save, and run a block-
Demonstrate a basic device, e.g., tablet or PC device, e.g., tablet or PC. based coding application.
proficiency in the (hardware).  Open a software application, e.g.,  Explain and demonstrate the
application of digital  Open a software application, e.g., block-based coding application. concept of saving files using a
skills. block-based coding application.  Describe and demonstrate the descriptive filename and file
 Work in the IDE of the block-based concept of saving files using a extension.
coding environment and navigate descriptive filename.  Explain the purpose of a file
the IDE (software/’app’).  Create and name a folder for saving extension.
 Provide real-world examples, e.g., files created in block-based coding  Create and name a simple folder
open and save a program/save a application and write down the file structure for saving files.
friend’s phone number on a mobile path.  Explain file and storage
phone.  Describe and demonstrate the management – basic file
 Apply basic file management to concept of opening a file from within management.
open a file (e.g., block-based an application (e.g., block-based  Save and Open filles from within an
application) and save a file, e.g., coding application) as well as using application as well as following a file
save block-based application file a file path (from folder created). path.
(storage).  Save and Open filles from within an  Fluent use of different input and
 Design a simple sprite, using an application as well as following a file output devices to perform tasks and
application such as Paint use in a path. functions.
block-based application (Link to  Design a simple sprite and a simple  Design a simple sprite and a simple
D.9). backdrop, using an application such backdrop to import and use in a
(Link to C.2 – C.5 and R.5 – R.7) as Paint, to use in a block-based block-based application, using an
application (link to D.9). application such as Paint
(Link to C.2 – C.5 and R.5 – R.7) (link to D.9).
 Design a customised ‘GUI’ for a
block-based application.
(Link to C.2 – C.5 and R.5 – R.7)

Note
Linked competencies can be grouped/done together within one lesson/activity where appropriate.

34 CURRICULUM AND ASSESSMENT POLICY STATEMENT

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
Robotics 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.

35 CURRICULUM AND ASSESSMENT POLICY STATEMENT

2.15 PROGRESSION AND EXIT SKILLS PER GRADE OF FOCUS AREAS
2.15.1 Coding
The following table provides the coding competencies that learners must demonstrate by the end of each Grade in Intermediate Phase:

Table 2-7 Intermediate phase coding concepts, content and skills breakdown and progression

Scratch for Intermediate and Senior phase (content breakdown and concept progression)
Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9

Only 0,0 for middle and to

fixed given starting
coordinates.

CAPS CODING AND ROBOTICS 36

37 CURRICULUM AND ASSESSMENT POLICY STATEMENT
 Broadcast of a single
message

With answer as a left

side value

Single command.

From term 3 onwards a

maximum of two related
commands can be
grouped. E.g., (Move and
Point in direction, Move
If with answer or (key
and stamp, Move and
wait) etc. pressed, e.g., space) Fixed counter loop with a
single If…then…else
allowed

If touching colour to
continue Grade 3
knowledge

If condition + Relational
operators with answer block,
e.g.,

CAPS CODING AND ROBOTICS 38

 Double nested loop with Programs should not
guidance in problem require more than two
Single if with answer statement where one nested structures
block as extended loop is a fixed counter
Double nested loops
opportunity for loop. NO additional
nesting conditions. allowed with guidance in
highflyers (Optional).
the problem statement.

If with answer

Stacking of blocks
Fixed values e.g., 5 + 6 (basic concept
mastered in Grade 5)
- To nest commands.

39 CURRICULUM AND ASSESSMENT POLICY STATEMENT

 Stacking of blocks
(Nesting commands)
Space manually typed
after first word.

Limited to three – four Multiple variables may be

variables in the same problem introduced with some
with some guidance in the guidance in the problem
problem statement statement

Term 2 onwards (Only)

Only two variables per
application (basic) with
guidance

Lists Create a simple list.

Guide the learners with
instructions towards its
implementation in the
solution

** Display random ITEM from

a list

CAPS CODING AND ROBOTICS 40

User
defined
Blocks

Pen

Text to
speech

These blocks and

functions can be used
to illustrate the concept
of AI to the learners

Video Sensing –
Optional for highflyer
learners
Video
sensing

41 CURRICULUM AND ASSESSMENT POLICY STATEMENT

Application Select your own sprite Import a picture as a sprite
skills (IDE) Select your own background Import an animated gif as a
Save your program sprite with costumes
Open an existing program Import a background
(Change a given sprite)

Concepts, constructs and practices

 Simple sequential algorithms  Simple sequential algorithms  Simple sequential algorithms  Sequential algorithms  Sequential algorithms  Sequential algorithms
 Everyday scenarios  Everyday scenarios Everyday scenarios  Everyday scenarios with  Everyday scenarios with  Everyday scenarios with
 Sequences for integration  Sequences for integration Sequences for integration simple problems simple problems and simple problems and
with other subjects (e.g., with other subjects (e.g., with other subjects (e.g.  Sequences for integration integration with other integration with other
Languages) + Songs Languages) + Songs Languages) + Songs + with other subjects (e.g., subjects with strengthening subjects with strengthening
 Iteration on one single  Change the costume of a Modelling a traffic light. Languages) + Songs + of concepts using other of concepts using other
command for a fixed number sprite Change the costume of a Technology + Mathematics, subject domains. E.g. Smart subject domains. E.g., Smart
of times  Forever loops sprite Natural Sciences, Life plant watering system. plant watering system.
 Singular condition (with  Singular condition with else Use of iteration (simple) with orientation.  Double nested loops with  Double nested loops with
answer (input value) as (with answer (input value) as variable condition  Change the costume of a guidance guidance
reference comparison reference comparison Change the backdrop sprite based on a condition or  Sequences for integration  Sequences for integration
 Fixed value calculations  Forever loop + 1 (nested Draw shapes with loops broadcast with other subjects (e.g. with other subjects (e.g.,
conditional structure) Forever loops  Use of iteration (simple) with Languages) + Songs + Languages) + Songs +
Loop + Singular nested variable condition Technology + Mathematics, Technology + Mathematics,
conditional structure  Fixed counter outer loop, with Natural Sciences, Life Natural Sciences, Life
 Stacking (nesting of blocks) nested simple conditions orientation. orientation.
for calculations string output.  Change the backdrop  Change the costume of a  Change the costume of a
 Guide the learners on the  Draw shapes with loops sprite based on a condition or sprite.
use and implementation of  Forever loops broadcast.  Add multiple sprites to a
variables  Loop + Singular nested  Add multiple sprites to a solution including stamping
conditional structure solution including stamping images.
 Stacking (nesting of blocks) images.  Use of iteration (simple) with
for calculations string output.  Use of iteration (simple) with variable condition
 Guide the learners on the variable condition  Fixed counter outer loop, with

CAPS CODING AND ROBOTICS 42

 use and implementation of  Fixed counter outer loop, with nested simple conditions
variables. nested simple conditions  Change the backdrop based
 Introduce the basic concept  Change the backdrop based on a condition or broadcast.
of a list (A list should be on a condition or broadcast.  Draw shapes with loops
given as part of a partial or  Draw more integrate shapes based on user input.
incomplete solution) with loops based on user  Forever loops
 Select and display random input.  Loop + Singular nested
items from a list (Concept of  Forever loops conditional structure
a list to store and use items,  Loop + Singular nested  Stacking (nesting of blocks)
e.g., Values for display) conditional structure for calculations string output.
 Stacking (nesting of blocks)  Guide the learners on the
for calculations string output. use and implementation of
 Guide the learners on the variables.
use and implementation of  Perform basic operations on
variables and the lists.
development of more  Introduce the concept of
complex solutions. procedures through the
 Select and display random implementation of lists.
items from a list (Concept of  Access and modify an
a list to store and use items, individual element in a list.
e.g., Values for display)  Add and delete elements in a
 Create a simple list list.
 Solve more complex
problems with guidance in
the problem statement.
Use of One sprite only. A maximum of two sprites. A maximum of two sprites. Maximum of three sprites As required by the problem As required by the problem
sprites
Example - Simple sequential Example with IF answer Example with a loop and
block block singular nested conditional
structure
NOTE: In this activity the
learners should be instructed
and guided towards the use of
the variables.
The example below can be
presented using scaffolding.
- Program with two fixed
numbers and the answer
is checked.
- Program with two
variables and the answer
is checked.
- Program including a fixed
loop for (e.g., 5
questions)
- Adding a variable to
count the correct
answers.

43 CURRICULUM AND ASSESSMENT POLICY STATEMENT

 Example with repeats
Example – Sequential (Input
Output)

Learners are guided with the use

of variables.

Example - If on Edge Bounce

CAPS CODING AND ROBOTICS 44

 Example – Fly around (Two
events click)

Example – Draw simple

shapes (Pen)

Shapes pen – Symmetry

Learners are provided with a
stage, with a partial
geometrical shape. The
learners must then code how
to draw the corresponding
symmetrical shape.

45 CURRICULUM AND ASSESSMENT POLICY STATEMENT

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 (e.g. write block-based code for a list of symbolic (e.g. arrows)/written instructions))
 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 block-based 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.

CAPS CODING AND ROBOTICS 46

2.15.2 Robotics
The following table provides the robotics competencies that learners must demonstrate by the end of each Grade in Intermediate Phase:

Table 2-8 Intermediate phase robotics concepts, content and skills breakdown and progression

Make Code (Microbit) for Intermediate and Senior phase (content breakdown and concept progression)
Grade Grade 5 Grade 6 Grade 7 Grade 8 Grade 9
4

47 CURRICULUM AND ASSESSMENT POLICY STATEMENT

Shake = sensors describe

Clearly differentiate between the on

(event) and the if as a conditional
construct.

CAPS CODING AND ROBOTICS 48

 Check while

49 CURRICULUM AND ASSESSMENT POLICY STATEMENT

CAPS CODING AND ROBOTICS 50
 Multiple variables may be
introduced with some
guidance in the problem
statement

Extenstions

Application Save your program Download a program to the device

Skills Open an existing program (Hex file)
(IDE) (Change a given application)

51 CURRICULUM AND ASSESSMENT POLICY STATEMENT

2.15.3 Robotics progression Grade 4 – Grade 9

Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9

Virtual robot in a Virtual robot in a Virtual robot in a Virtual robot in a Virtual robot in a code/simulated
Virtual robot in a
code/simulated environment code/simulated environment code/simulated environment code/simulated environment environment
code/simulated environment

Block based coding for robot Block based coding for robot Block based coding for robot Block based coding for robot Block based coding for robot
control control control control control

A A A A A

B B B B B

Block based coding for robot

control 3.3V 1 2 3 4 GND 3.3V 1 2 3 4 GND 3.3V 1 2 3 4 GND 3.3V 1 2 3 4 GND 3.3V 1 2 3 4 GND

Microcontroller Microcontroller Microcontroller ONE Microcontroller (or TWO ONE Microcontroller (or TWO
Optional Educational Robot – Interact with onboard sensors Interact with onboard sensors Microcontrollers for - Radio Microcontrollers for - Radio
Interact with onboard sensors
and onboard output components and onboard output components. and onboard output components. Communication) Communication)
only. Interact with onboard sensors
ONE additional hardware ONE (or TWO additional
and onboard output components.
component e.g. hardware components
(Maximum)) e.g.
LED Servo PiR
LED Servo PiR
A

+
Resistor Resistor 3.3V 1 2 3 4 GND
Push-
Button

CAPS CODING AND ROBOTICS 52

 RGB Moisture Ultrasonic
LED
A
Interact with onboard sensors A

and onboard output components.

B

B
3.3V 1 2 3 4 GND
Connections with crocodile clips
only
(NO soldering and no 3.3V 1 2 3 4 GND
Resistors
DBE Go
breadboards)

Push-
Button
C to M or F C to C
Breakout board & motor driver

(for enrichment with block-based Educational robot (for enrichment

coding) with block-based coding) LED Servo PiR
ONE (or TWO additional
Connections with crocodile clips hardware components
only (Maximum TWO) Connected to
(NO soldering and no MicroController – Or breakout
breadboards) board) e.g.
Resistor
RGB LED Moisture Ultrasonic

A
LED Servo PiR
B
C to M or F C to C

3.3V 1 2 3 4 GND Resistors

Resistor Temp- DC Water Single

RGB LED Moisture Ultrasonic rature and pump chanwel
humidity relay

Resistors
Educational robot (for enrichment
with block-based coding)
A

B
External DC DC Motors IR proximaty
Temp-rature DC Push-Button power sensor
and Water source e.g.
3.3V 1 2 3 4 GND
humidity batteries
pump

Connections with crocodile clips

Push- NeoPixel
and M2F and M2M and/or Button RGB Strip
Educational robot Jumper wires
(NO soldering)

Connections with crocodile clips

and M2F and M2M and/or
Jumper wires
(NO soldering)

53 CURRICULUM AND ASSESSMENT POLICY STATEMENT

 C to M or F C to C

C to M or F C to C

Jumper Wires

3.3V 1 2 3 4 GND

Educational robot + Breakout

board & motor driver (For 3.3V 1 2 3 4 GND

Obstacle avoidance using

Ultrasonic sensor only)

NOTE: Learners are not required to

assemble a collision avoidance
robot. They only need to
understand the principles of its
operation.
Educational robot + Breakout
board & motor driver + Line
following robot with 2 IR
proximity sensors
Simple breadboard circuits

NOTE: Learners are not required to

assemble a line following robot.
They only need to understand the
principles of its operation.

Simple breadboard circuits

CAPS CODING AND ROBOTICS 54

 Optional components – (For
enrichment)

7 8x8 Led LCD 16x2

Segment Display Display
Display

Resistors
Additional components for
enrichment
- Thermistor

Simple Sample Projects Simple Sample Projects Simple Sample Projects Sample Projects Sample Projects
Based on using board only (Single component only + (One or two components + (One or two components + (Four components Max +
Onboard components) Onboard components) Onboard components) Onboard components)
 Soil Moisture with two  Automatic dustbin or opener  Obstacle avoidance robot  Line following robot (Only
conductors (e.g. nails) (railway crossing sensor and (Only conceptual) conceptual)
 Monster Munch (Servo servo)  Self-watering plant  Smart home / Greenhouse
project)  Soil Moisture with sensor  “Smart device” (Combination (2 Sensors + “2 Actions”.
 Own switch with foil (LED  RGB LED Project of sensor and responder E.g., PIR and auto light on &
Project)  Ultrasonic sensor Project device) Temperature and auto fan
 Simple alarm with PIR and  Alarm with PIR or Ultrasonic on)
onboard buzzer sensor and additional  “Smart device” (Combination
component e.g., External of sensors and responder
buzzer, LED. device and output display)
 BASIC robot car with 2 x
360 Servo’s
 Traffic light with 3LED’s

55 CURRICULUM AND ASSESSMENT POLICY STATEMENT

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 Tables 2-1 to 2-11 and Figures 2-7 to 2-10.

In Intermediate Phase, the curriculum is designed to also strengthen the specific concepts and content that link to other subjects such as
Mathematics, Natural Sciences and Technology and Life Skills.

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 exercises and tasks to
ensure deliberate practise, retrieval practice 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 or could be taught in
relation with other skills and competencies.

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, acquisition of competencies and achievement.

It is also important to note that physical and paper-based activities should not be neglected once learners start to work on a computer.

CAPS CODING AND ROBOTICS 56

3.1 GRADE 4
Note:
Teachers must include the following competencies and content in their Annual Teaching Plan (ATP), distributed across the terms and sequenced, organised and grouped
in a manner that will facilitate learning in a manner that will make sense for learning and teaching, maximize the learners' learning outcomes and achievement. and in a
way that will make optimal use of time and resources.

3.1.1 Term 1
Content (Grade 4 / Term 1) Notes/Examples
Coding
C.1 Apply computational thinking (CT) skills to develop a set of logical instructions to solve a problem. Link to C.2
Example activity 1 - What is computational thinking? Learners must understand the following:
Use the videos (links in notes section) on computational thinking and prepare a worksheet with questions based on the videos for learners to complete  What computational thinking is
afterwards.  What abstraction is
Learners watch the videos on CT and make notes or write down questions they  What decomposition is
would like to find answers to using a KWLS chart (Refer to Annexure C).  What pattern recognition is
After watching the videos, divide learners into pairs, and hand out a worksheet to  What an algorithm is
each pair to discuss and answer the questions on the worksheet and complete  What makes a good algorithm
the KWLS chart.  How to use CT to develop a good algorithm that can be
Let some learners report back and discuss the following examples with learners. coded to implemented in a coding environment
Abstraction: Learners must understand that Computational thinking (CT) is an
 Your timetable is an example of abstraction of time and activities. It represents a week in terms of days and periods, helping you to prepare for school attitude and a skill set where one uses specific techniques and
and to attend the correct class at the correct time. strategies (abstraction, decomposition, pattern recognition, algorithm
 A plan of the school grounds is an abstraction. It helps you to find the building or classroom that you want to go to. design) that help one to complete tasks successfully and to solve
Decomposition: problems systematically. It further helps us arriving at a solution that
 Cleaning your room by first making your bed, then packing away your clothes, then dusting and then vacuuming the floor. both humans and a computer can understand.
 You need to fetch 10 l water from the river to your house in the village. You know that you are not strong enough to carry one container with 10l water.
You decide to use a 5l container and doing two trips. Encourage learners to become proficient with computational thinking
Pattern recognition: when engaging in all activities in this curriculum.
 Noticing that all birds have feathers, two wings, a beak and two legs.
 Realising that the difference between terms in a series of even numbers is two, e.g. 10, 12, 14, 16 … Links to CT videos: https://youtu.be/mUXo-S7gzds (intro)
Algorithms:
 Baking a cake following a recipe. The set of rules, steps or instructions to bake a cake is an algorithm. Note:
 Directing someone from your home to the nearest shopping centre. These activities would span about 3 – 4 30-minute lessons and are
 A user manual for assembling something or repairing something. done unplugged (pen-and-paper – no computing device required).
Note:
Before proceeding with the activity in C.2, first do activities in
D.10 (switching on computer, open block-based coding application,
navigate the coding environment (IDE) and ensure learners are
comfortable to implement example activity 4 in the coding
environment.

57 CURRICULUM AND ASSESSMENT POLICY STATEMENT

Content (Grade 4 / Term 1) Notes/Examples
Example activity 2 – What is an algorithm (set of logical instructions) and what makes a good algorithm? Note:
Learners write the steps / instructions for making a peanut butter sandwich. A computer program is a sequence or set of instructions in
Learners then watch the following video: https://www.youtube.com/watch?v=Ct-lOOUqmyY a programming language for a computer to follow to perform a
Learners then work in pairs and write down what they think a good algorithm entails and to improve the algorithm for making a specific task.
peanut butter sandwich.
Now that learners have some idea of what CT entails and what makes a good algorithm, proceed with activity 3. Note
Evidence suggests that learners should be taught – initially at least –
Example activity 3 in small bite-sized chunks. These steps in the learning process should
Divide learners in pairs. Allocate the roles of driver and navigator. be well-thought out and gradual as well as allow plenty of opportunity
Learners use pen-and-paper to create an algorithm to draw a square (do not provide the algorithm) for practise (see, for example, Rosenshine, 2012; Coe et al., 2014;
The driver walk-out the square step-by-step and the navigator write down the instructions step-by-step. Sealy, 2019).
The pair test the steps by asking and acting it out.

C.2 Present a simple coding solution using symbolic or written statements representing sequences of commands, single repetition, and Link to D.10 and D.1
conditional constructs. (Start with D10 before doing C.2)
Example activity 1 – Introduce Go to middle of screen Move and Wait Leaners will first be introduced to the block-based coding
Provide learners with the following code on the computer and the following instructions on a worksheet or the
board: platform (Refer to D.10) – use
For activity 1, guide them on how to add the drawing tools (pen)
 Run the code, then inspect the code and explain what the code does.
 Add instructions to do the following: Click on in the left-hand corner of the IDE – a window will open
 After the sprite moved the first 10 steps and waited 1 second, add an instruction to reduce the size of
the sprite by half.
and click on Pen. The pen extension is added and a in the
 After the sprite moved and waited for the second time, add an instruction for the sprite to think: blocks pallet on the left-hand side.
‘Hmm, I’m getting smaller as I move forward’ for 2 seconds. Also guide them to change the default sprite to a pen or let them look
 Run the changed code and ensure that it works. at the tutorial.

Example activity 2 – Introduce Pen extension with draw and Turn Left/Right 90 degrees (proceed from C.1 activity 4) Introduce the code blocks as they are used in the activities. Refer to
Then learners work in pairs to translate the algorithm done in activity 4 (C.1) into block-based code and run the program in a block-based coding Table 2-7.
environment.
One learner fulfils the role of “driver” and the other “navigator”. If working with computer/device the driver is the one managing the device and typing. The Initially, focus on sequential coding – having instructions in the correct
navigator takes direction from the teacher and consults the teacher and resources. sequence is important in coding and learners sometimes struggle with
Learners will need to add the pen extension and change the default sprite to a pen (reducing the size of the pen is also advisable) this.
The activity requires the drawing tool “turn” several degrees (they need to figure out that ‘turn right’ (in the algorithm) means 90 degrees)) and moving Sequencing is putting events or information in a specific order. It is
forward several pixels/steps. the skill that to plan what steps to take in which order to perform a
Blocks to be introduced with this activity: task successfully.
 When green flag is clicked (event) When sequencing, we learn about patterns in relationships, and we
 Go to a specific position on the backdrop/grid (learner decide) learn to understand the order of things. It also helps to develop the

CAPS CODING AND ROBOTICS 58

Content (Grade 4 / Term 1) Notes/Examples
 Direction in which sprite/object must ‘face’ ability to understand and arrange purposeful patterns of actions,
 Basic pen/draw commands behaviours, ideas, or thoughts.
Other skills to be introduced: Attention to detail is also important as it helps prevent mistakes and
 Change sprite/object ensures successful completion of a task.
 Change size of sprite/object
 Change pen colour Note: Debugging at this stage is therefore incidental learning – it is
 Optional: change line thickness (pen size) only addressed formally in Term 2

Note: Allow learners to tinker and figure this out themselves. Do not merely tell them how to solve it. Saving the program files is done in relation to D.10.
If learners struggle and the navigator requests help/resources, teachers can provide a video for them to Initially, use default folder.
watch, e.g. https://youtu.be/-kKMV-iCpy0

Example Activity 3 – Follow instructions – Introduce Point in direction Note:

Use the following instructions (algorithm) to code a block-based program: These activities are based on discovery learning where learners can
Open the block-based application Grid1.sb.: tinker. (Debugging at this stage is therefore incidental learning – it is
Change the Cat sprite to an arrow and set its size to 50 only addressed formally in Term 2). Start with activity 1 once done
Change the size of the ball sprite to 80 (the background should now look like the one on the right) with D.10 (introduction to app
Write code for the arrow to do the following
1. Go to position (0;0) on the grid
C_4_1_Blokkie.sb3
2. Point in direction 180 Note
3. Move 120 steps Ensure that learners understand all new blocks/cod/concepts
4. Turn right introduced.
5. Move 90 steps (onto the ball)
6. Turn around (point in opposite direction) Note:
7. Now, move (walk) back to original position (0;0) by reversing steps 3 to 5 (do not use the goto instruction)
Activity 3 could be done on a grid outside and learners acting the
algorithm out as first step.
Example activity 4 – follow instructions – Change background and costume
Open the block-based application Note
Change the background to 30 px grid (1 block = 30 steps) Activity 4 can also be linked to C.7
Change the sprite to the balloon
Write code to move the sprite 5 blocks west (to the left) from its current position. Note:
Change to the next costume and wait 2 seconds Ensure that learners understand the basic structure of a block-based
Change to the next costume again and wait 2 seconds program:
Start (when green flag is clicked)
Example Activity 5 – open ended (Link to C.7) Code blocks (sequence of instructions)
Learners work individually and use what they have learned so far and create a block- End (stop all)
based coding app of their choice. They first need to plan their app and write an algorithm
(which they can do at home). Then code the algorithm (in class), execute the code and
make ensure it works.

59 CURRICULUM AND ASSESSMENT POLICY STATEMENT

Content (Grade 4 / Term 1) Notes/Examples
C.3 Interpret and execute a given symbolic or written set of commands Link to C.1, C.2 and R.6 and D.8 -D.10
Example activity 1 Literature suggests that it is important that learners must also read
Provide learners with a set of block-based instructions (from the blocks already covered) on a worksheet (unplugged) and ask them to explain what the and explain in plain language (their own words) what the code does.
code does (what will happen if the code is run). This type of activities should be done unplugged (pen-and-paper) and
Then let them run the code and compare their explanation with what happens. only implemented after learners explained the results. Many of these
types of exercises are necessary to ground concepts, skills and
Example activity 2 understanding of algorithms and coding.
Provide learners with an algorithm which they need to must explain regarding what it does/what output it will give, then translate the instructions to code
and execute to see if they explained it correctly (program with code blocks already encountered and 1 new block/concept) Note:
While learners should be able to describe what each line (block) of
Example activity 3 code does, (describing a code segment line-by-line/block-by-block) it
Provide learners with the following program and let them load (from default folder on their is very important that learners explain the overall purpose of the code,
computers -refer to D.10 and run the program and inspect the code). i.e. what the program does/the purpose of the program is.

Then ask them to write a similar program (e.g. make a cup of coffee). Learners swap Note:
programs and evaluate each other’s algorithms (e.g. make a cup of coffee) against their When interpreting the given commands, reiterate the use of
understanding about features that makes a good algorithm (C.1) decompression and abstraction in the process.

The bug walk activity also links to R.6

(simulate the operations of a virtual robot (the bug can be seen as a
virtual robot))
In Grade 4, keep to simple, basic, small activities teaching one or two
concepts at a time with lots of repetition to ensure that coding
concepts and principles are well grounded and to avoid
misconceptions. However also allow learner who are ready to tinker
Example activity 4 – Introduce FOREVER loop and Next backdrop just beyond their comfort zone but avoid giving them tasks that are
Provide learners with the following code on paper: too complicated as these may impede their self-efficacy.
Blocks introduced:
 When key pressed – event that triggers next backdrop to show. Note:
 Clear graphics effects – reset the appearance of a sprite/object Learners need to be exposed to a wide variety of coding problems.
 Forever loop (instruction inside will keep running as long as program is Typically, at this stage, problems could require learners to
active)  read code and explain what it does.
 Play specific sound  work through (trace) / act out code (physically or simulated) / using
 They can also watch the tutorial Add a backdrop pen-and-paper to determine the output or the correctness.
 provide missing code instructions (code instructions are provided
with some instructions or code elements missing) that learners
C_4_1_Backdrop Change Colour loop_V1.sb3 need to complete.
In pairs, learners figure out what the code does.  translate verbal/written instructions (algorithm) to code (e.g. write
Learners then code the example provided in the block-based environment and run the code, comparing the outcome to their interpretation. block-based code for a list of symbolic (e.g. arrows)/written
Teacher now explains the new blocks/concepts introduced with this activity. instructions)).
Learners are then requested to add an additional functionality (add additional code to do something e) to the program.  Add additional functionality to code provided/and existing program

CAPS CODING AND ROBOTICS 60

Content (Grade 4 / Term 1) Notes/Examples
Example activity 5  debug an algorithm or block-based program (find the bug, describe
Provide the following on a worksheet: The stage and the code (on the right) and ask learners to explain what the code the bug and correct it).
does (without running the code – just by reading and interpreting it):  develop a solution/algorithm (code instructions) based on a given
problem or for an open-ended problem through planning,
implementing, testing and debugging.

When sequencing, one learns to understand the order of things and

about patterns and relationships. 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_4_1_Bug walk.sb3 In terms of problems that provide a partial solution where some code
instructions are missing and learners must fill in the missing code
Discuss their answers, then run the code (for all learners to see) and let them compare their answers to what they see instructions, the concept of Parsons Puzzles could be helpful as it
happens when the code is executed and let them reflect on their own interpretations and discuss what they might have provides scaffolding for learning programming. It helps learners to
interpreted incorrectly and why. Then explain code where necessary. develop logical thinking,
The concept is a type of scaffolded program construction tasks where
Example activity 6 the learner is given a set of code blocks of a single or multiple lines of
When done with activity 5, ask the learners to write an algorithm (using computational thinking) for a similar activity (let code, and the task is to piece together a program from these or to fill
their ‘robot’ move in a specific pattern). They first need to design the activity on a grid, then write down the steps in missing code from these.
(algorithm). When the algorithm is done, let them translate it into block-based code and implement it in a block-based Example 1 – Fill in missing coding instructions using blocks
application. provided
They need to get it to work correctly (though debugging at this stage is therefore incidental learning – it is only addressed Provide a problem description and a partial program to solve the
formally in Term 2). problem in the scripts area (leave gaps where missing code
instructions should be placed).
Example activity 7 Also provide the missing code blocks randomly placed (not in
Let learners design another, similar activity using a grid and translate it into code (unplugged). Now, in pairs let learners sequence) in the scripts area.
swap their code (which is on paper) and explain each other’s code to each other to see if they can interpret it correctly. Learners need to figure out where the missing code blocks fit to
Afterwards they can run each other’s programs to see if they interpreted it correctly (if the code does not work, it must be complete the program and solve the problem.
corrected – incidentally learning re debugging) Example 2 – Complete a program using code blocks provided
Provide a problem description and all the code blocks to solve the
Example activity 8 Open-ended (individual) problem, randomly placed in the scripts area (not in sequence)
Use what you have learned so for and write a program of your choice. Learners then need to fit the blocks of code together in the correct
In groups of 4, let learners demonstrate their programs and discuss them in the groups sequence to solve the problem and ensure it function correctly.
Parsons programming puzzles are an evidence-based teaching
practice that reduces the cognitive load and time spent for learners.

61 CURRICULUM AND ASSESSMENT POLICY STATEMENT

Content (Grade 4 / Term 1) Notes/Examples
C.6 Recognise and interpret patterns in symbolic sets of data or visualisations. Link to C.1, C.2, C.3 and D.8, D.9
Example activity 1 Use both pen-and-paper (unplugged) activities and coding activities to
Bruno has seven kinds of clothes: expose learners to recognise and interpret patterns.

Explain to learners that, one uses computational thinking

subconsciously daily and that with computational thinking, one also
uses previous experience to help one do similar or new tasks or
solve similar or new problems, for example, just think about baking
cupcakes:
One breaks the task of baking cupcakes into smaller tasks such as
Figure 11 https://olympiad.org.za/talent-search/past-papers/pen-and-paper/ preheating the oven, mixing the batter and preparing the icing while
 Bruno’s dad carefully arranges his clothes into four piles the cupcakes are baking – one small task at a time.
 Bruno puts on his clothes in the order that they are in the pile, starting from the top of the pile. One may also use previous experience from baking cupcakes when
 Bruno wants to wear the braces over his shirt. knowing to bake them slightly longer than the recipe calls for. One
With which piles (A B C D) will Bruno be happy with? also knows that chocolate chips are not a vital ingredient in cupcakes,
so one can skip that step if one does not have any available. One
also knows to start preheating the oven before pouring the mix into
the cups and that, when one takes them out of the oven, one needs to
Example activity 2 let them cool down before putting on the icing. As one gets more
Turtles live in small gardens. Each garden is divided into squares, covered with either grass or stones. experienced, one may also realise that one could prepare the icing
The turtles cannot cross stony areas. But they can move from one grass square to the next, as shown in the picture. the day before.
Each turtle needs to take a feeding path in its garden: The above will help learners to understand that they can use their
 It needs to move to all grass squares while visiting each of them only once. experience with activity 2 (C.2) to help them complete activity 3.
 Unfortunately, one turtle cannot take a feeding path in its garden. Which one? Select its garden (A B C or D below.
Learners must be encouraged to use their experience to solve similar
or new problems or complete similar or new tasks

Pattern recognition is the process to identify and extract meaningful

patterns from a dataset. It involves using analysing a set of data to
find regularities or repeating structures that can be used to make
predictions, classify objects, or solve problems.

2022-TS-Elementary-Question-Paper.pdf (olympiad.org.za)
Example activity 3
1. Look at the code for drawing a block (square) in C.2 Activity 2.
2. Now write an algorithm for drawing a rectangle (use your experience from doing activity 2 in C.2), following a similar pattern Ask yourself questions
such as how does a square differ from a rectangle and how are they similar? Use your previous experience about drawing a square.
3. When done, translate the algorithm into block-based code and run the program. Did it work?

CAPS CODING AND ROBOTICS 62

Content (Grade 4 / Term 1) Notes/Examples
Robotics
R.1 Explain what a robot is in simple terms. Link to R.2
Ask learners what they think a robot is and use their descriptions to formulate a simple definition for ‘wat a robot is’. A robot is a machine that can move independently, sense its
(R,1 and R.2 can be done together) environment, make decisions and perform actions.
It can be programmed and controlled by humans or operate
autonomously. Robots can mostly do the following typical things:
sense, compute and act.
What Is a robot? - ROBOTS: Your Guide to the World of Robotics
(robotsguide.com)
R.2 Identify different types of robots. Link to R.1
Explain, at an elementary level, to learners that one gets virtual as well as physical robots: Note: Can be done with R.1 if time allows
Learners need to
Virtual robots  acknowledge that robots are diverse and used for different
These are software programs designed to simulate the actions and behaviours of physical robots, such as the sprite/object in the block-based purposes.
programming app. A sprite operates within a virtual environment.  point out the similarities and differences between virtual and
When working a block-based environment, one can mimic a robot. physical robots.
As learners are working in a block-based coding environment, one
Physical robots can use the sprite/object in this environment to discuss the concept of
These are tangible, mechanical machines that can interact with the physical world. They have a physical presence and can move, manipulate objects, and virtual robots (link toC.1-C.7 (virtual robot))
interact with their surroundings. They are designed to perform specific tasks in real-word environments, such as robot in a factory that assembles cars. The concept of a sprite in a block-based coding environment shares
A physical robot operates in the real world. similarities with a physical robot in that both are programmable
entities that respond to commands and interact with their
Emphasise that both are programmed and respond to instructions – the one in the real-world environment and the one in a software environment. environment.
While a physical robot operates in the real world, a sprite operates
within the virtual environment of a block-based project. Users can
give commands to the sprite to make it perform certain actions, just
like programming a robot to carry out specific tasks
R.6 Mimic the operations of a robot Done in relation to C.1 and C.2 and C.3
Example activity 1 Refer to grid activities in C.3 and C.6 and C.7
Learners design an activity on a grid and place obstacles and write instructions to move a ‘robot’ from one point to another, following rules and/or avoiding Activities can be done unplugged (e.g. physical grid (like foundation
obstacles (like C.6 activity 2), then act out the instructions (learner acts as robot and follow instructions). phase – acting out instructions) on floor or with pen-and-paper) as a
Example activity 2 transition from foundation phase.
Learners now code the activity designed in activity 1 using a block-based coding environment (like C.3 activity 5)
Digital Concepts
D.1 Outline the concept of technology and purpose of information technology (IT) Link to D.3
Example activity: Classification of technological and non-technological artefacts Technology is a broad term for using tools, machines, techniques and
Using pictures and artefacts of technology and non-technology, learners classify these into technology or non-technology and identify the purpose of each. processes with the purpose to accomplish a task or solve a problem.
They must also group the pictures and artefacts as technology only and information technology and describe the difference. Examples are inventions such as the wheel, electricity, computers
The activity/discussion must help them to, at an elementary level, explain what technology is, what information technology is (and by implication the and mobile phones.
difference and purpose of each) and provide examples of both. Information technology is a subset of technology that focuses on the
This can be done as cooperative learning in groups. use of computers as well as hardware and software with the purpose
to store, process, retrieve and manage data and information and
includes various computing devices.
D.2 Recognise that he or she is living as citizens in a digital world. Link to D.1 and D.3
Discuss the concepts of digital world and digital citizenship. (D.2 and D.3 can be done together)

63 CURRICULUM AND ASSESSMENT POLICY STATEMENT

Content (Grade 4 / Term 1) Notes/Examples
As citizens we use computing devices – ask learners what they use computing devices for. Learners need to acknowledge that the digital world is a virtual/online
(Now link to D.3 to learn about the concept of a computing device and how to care for a computing device) environment and is created using digital technologies. It forms part of
a huge, interconnected network that allows us to use devices to
Taking care of devices: communicate, share information and interact with each other in
General care issues such as cleanliness: Keep hands clean and avoid eating or drinking near the device. various ways.
Screen care – cleaning gently with a microfiber cloth. We need to use these technologies responsibly and take care of the
Place the device in a protective case when carrying it around to prevent accidental drops or scratches. devices we use in the classroom.
Digital citizenship refers to the responsible, ethical, and safe use of
Properly shut down the device.
digital technology and the internet. Li
Immediately inform the teacher if you notice any problems with the device, such as malfunctioning keys loose connections, or unexpected behaviour. As digital citizens we need to act responsibly and respectful.
D.3 Demonstrate an understanding of the concept of a computing device. Link to D.1, D.2 and D.7 and C.2 and C.3
The teacher briefly revises the concept of what technological artefacts are, what A computing device is an electronic device that can process data,
their purpose is, and that technology comprises different components. perform calculations, and execute tasks based on instructions
All general-purpose computing devices, generally follow the same basic model of provided by the user or pre-programmed software.
input, processing, and output: They can take input, process the input (data) and then provide output.
Generally, in elementary terms, the computing device receives input though an Computing devices are designed to perform various operations and
input device, processes input received and provide the result as output through an solve problems quickly and efficiently.
output device.
The computing device generally also store data.
General purpose computers - Computers - Edexcel - GCSE Computer Science Revision -
Edexcel - BBC Bitesize

Example activity: Caring for my device.

Focus on the use of the devices at home and the ones they use in the classroom.
In pairs, provide learners with a random list of instructions to care for e.g., pets/devices/something precious.
Learners need to indicate in a second column of the list if the example is related to a technological device and provide feedback on certain aspects on the
list. Based on the feedback, teacher addresses misconceptions and discusses caring about the devices in the classroom.
Consolidate by letting each learner create his/her own list of how to care for the devices and discuss and exchange ideas. Then finalise a list for the class
on how to care for the devices in the classroom/computer lab.
Every time learners enter the class, remind them of the rules they created for caring about the classroom devices and that as digital citizens they need to
be responsible and respect the devices.
D.7 Present a basic understanding of the concept of input processing and output. Link to D.3 and C.1, C.2 and C.3
Introduce the concept of input, processing, and output by explaining that these are the three main steps that occur in a computer or any other device to Input, output and processing are the three main steps that occur in a
perform tasks. computer or any other computing devices to perform tasks.
Example activity: Magical Kitchen – Learners then act out the concept of input, processing, output as follows: All general-purpose computing devices follow the same basic model:
Draw three large, labelled columns on the poster board or whiteboard: "Input," "Processing," and "Output." (link to D.3)
In the activity, learners will be running a magical kitchen, where they must prepare delicious meals using various ingredients. Input is from an input device such as a keyboard, mouse, camera or
Hand out small pieces of paper to each learner and ask them to write down or draw a food item they would like to cook in the magical kitchen. Once touch screen.
everyone has written or drawn their food item, ask the learners to gather around the "Input" column on the poster board or whiteboard. The processor (CPU) receives instructions and data from an input or
Then ask the learners to share their chosen food item and place it in the "Input" column. Explain that this represents the input stage where the ingredients storage device. The instructions and data are processed by the CPU
or information is entered into the magical kitchen. and the results are either sent to an output device such as the monitor
After all the food items are placed in the "Input" column, move to the "Processing" column. Explain that this is where the magical kitchen processes the or speaker or transferred to a storage device.
ingredients to create a delicious meal. Take the food items from the "Input" column and pretend to mix, chop, or cook them in a magical way. When learners create or execute their programs using the block-
Once the processing is complete, move to the "Output" column. Explain that this is where the magical kitchen presents the result. based programming environment, reiterate this process by referring
the program that receives input (click green flag), process/follow the

CAPS CODING AND ROBOTICS 64

Content (Grade 4 / Term 1) Notes/Examples
Ask the learners to draw what the finished dish would look like. Then, place the imaginary finished dishes or pictures representing the cooked meals in the instructions (code) and provide output (actions) based on the
"Output" column. processing (executing the code)
Introduce the concept of "Storage" by asking where the food/leftovers will be kept.
Briefly reiterate the concepts of input, processing, output and storage by referring to the model in D.3 as well as a computer, tablet or mobile phone.
Discuss how the ‘magic kitchen’ activity links to the input, processing and output when working with a computer.
D.10 Demonstrate a basic proficiency in the application of digital skills. Link to C.2 and C.3
When working on the computer in the block-based coding environment, guide learners to become familiar with the environment by being able to switch on Show learners the block-based coding environment and explain what
a device, open and close applications. each section means or let them watch a video:
This must be done in relation to C.2. (When learners start using the block-based coding environment) https://youtu.be/NqMd44Oi2l4 (Intro to coding environment)
Teacher explicitly guides learners through the process of switching on, opening the block-based coding application and to understand that they work in an Show them the sections for the programming palette, where they
integrated development environment (IDE) code (scripts section), the stage, etc.
Teacher shows them. Getting-Started-With-Scratch-3.0.pdf (mit.edu)
 the main parts of the IDE and explain what it is.
o IDE – where one develops programs. Let learners work through the at the top of the
o Stage/backdrop – where your project comes alive (one sees the results of one’s coding) screen. Start with Getting Started tutorial to introduce the green flag
The stage could also have a backdrop (background for your code/story event and adding a backdrop.
o Sprites – objects or ‘characters’ that appear on the screen. Show and explain on a just-in-time basis – what they will need at a
o Script/code area – the collections of blocks that are interlocked. These blocks determine how sprites react on the stage. particular stage or for completing a specific activity.
o Blocks palette – the blocks one uses to create code (the coloured dot indicates the type of blocks) and the blocks displayed will The process of input, processing/storage and output can also be
depend on the type. demonstrated by saving a friend’s phone number on a mobile phone.
 basic file management Teachers could also let learners watch videos introducing the
o Open a block-based coding file from the default location. environment such as https://youtu.be/-kKMV-iCpy0
o Save a block-based coding file in the default location.
 how to navigate the environment and let them start working through the tutorials at the top of the screen. Note: There is a wealth of material, including tutorials and videos that
explains the block-based environment

65 CURRICULUM AND ASSESSMENT POLICY STATEMENT

3.1.2 Term 2
Content (Grade 4 / Term 2) Notes/Examples
Coding
C.1 Apply computational thinking (CT) skills to develop a set of logical instructions to solve a problem. Link to C.2-C.7, R.5-R.7, D.8-D.9
Example activity 1 Building a tower using Lego blocks Both sequence and detail are important when developing an
Revise, from term 1, what computational thinking is and what an algorithm is. Explain that they are going to focus on characteristics of a good algorithm. algorithm
Divide learners into small groups (not more than 4) and provide each group with a set of blocks/bricks (e.g. Lego bricks) and an activity worksheet that Attention to detail is also important as it helps prevent mistakes and
contains a sequence of steps to follow for building a tower. The instructions must include a mixture of specific instructions and some missing details or ensures successful completion of a task.
mistakes in the sequence. The learners must fill in the missing details or correct the errors to build the tower correctly. (missing details could be the exact Detail means considering every aspect or minor part of something. It
placement and orientation of bricks, lack of detail such as size or colour of blocks, and challenges could be incorrect sequence of steps, more than one is to describe or give exact information about something. The steps
way to interpret an instruction (ambiguity) etc.) or instructions to perform a task need to be unambiguous – they
Learners must follow the instructions literally as presented and realise that it does not result in the correct end-product. Example of possible instructions: need to be precise and clear to avoid misinterpretation or different
1. Place a 2x2 brick at the bottom interpretations by different people.
2. Add a yellow brick on to
3. Add two a 2x4 brick on top of the yellow brick An Algorithm is a set of well-defined steps or instructions that are
4. Add another brick on top of the previous one followed to perform a specific task or solve a particular problem. The
5. Finally add a 2x6 brick on the top instruction set can be sequential or can include branching (decision
Groups present their final products and compare with that of other groups and then answer the following questions: structure) or repetition (loops).
Groups then answer the following questions: Key characteristics of a good algorithm: Each step
Why is it essential to follow the instructions in the correct order?  must be clear and unambiguous.
How did you handle the missing details or errors in the algorithm?  must be at the right level of detail and specific.
What happens when steps are missed or out of order?  consists of a single task (be at the most basic level)
Groups now swop instructions and must improve the instructions received by filling in missing details, correcting the sequence, etc. (focusing on detail and  must be in the correct, logical sequence
sequence)  must be correct/solve the problem
Example activity 2 Remember
You need to explain to someone that is using WhatsApp for the first time how to send a WhatsApp message. You found the following instructions to send a One uses CT in all tasks that one wants to complete appropriately, as
WhatsApp message: it helps one to approach problems more systematically and develop
 Type message well-structured solutions. or find an efficient an effective solution for
 Open WhatsApp
 Send message
Rewrite the above instructions to include more detail/steps to make them more precise so that anyone that follows the steps will exactly know what to do
and be able to perform the task successfully. Then hand your instructions to a friend to check your instructions for sequence and detail.
C.2 Present a simple coding solution using symbolic or written statements representing sequences of commands, single repetition, and Link to C.1, C.3 and C.4
conditional constructs.
Example activity 1 – Introduce if on edge, bounce Literature suggests that learners need to read and explain code
Provide learners with a worksheet with the following code (on the right). before they write code.
First, they need to explain what the code does, then run the code to see if they could describe the function of the code correctly.
Now, ensure that learners understand the instruction, if on edge bounce
C42SingleSpriteForever

Example Activity 2 – Random position and next costume

The CAT sprite has two costumes, and. If it switches between the two costumes, it looks like it is walking.

CAPS CODING AND ROBOTICS 66

Write code to do the following: The cat must:
1. Go to the middle of the screen.
2. Switch to costume 1
3. Walk 10 steps
4. Change to the next costume
5. Wait 1 second
6. Add 3 ,4 and 5 another 7 times below.
7. Run the program

Activity 3 – Random position Note

Provide learners with the code on the right. Let them first read the code and explain what it does/predict what it would Programming concepts are mostly abstract and intermediate phase
do, then execute the code and compare the results with what they predicted. learners still didn't reach the formal stage of cognitive development.
Therefore, abstract thinking is still not reached.
Example activity 4 – Introduce IF…THEN It is therefore important to make concepts concrete and ensure that
Provide learners with the following code (on the right) learners understand the concept well.
Let learners study the code and explain what it does and what the output will be.
Let them run the code and compare with their explanation and output prediction
Introduce simple IF…THEN statement formally.
Now, explain to learners how the IF-THEN statement works, showing them the following: Learners need to understand:
 What a condition is
Example activity 5 – IF..THEN with ANSWER block  How program flow is impacted by the outcome of the condition
Provide learners with the code on the right  Compare to where they intuitively used an if, e.g. if on edge
Let learners study the code and explain what it does and what the output will be. bounce
Let them run the code and compare with their explanation and output prediction

The diamond represents a decision based on a condition.

If A = B

Activity 6 – open ended (they do their own thing with what they know – can also
explore something new)
Plan, design and develop a block-based application of your choice, using the Compare two values.
knowledge, skills and experience you have gained so far. Branch based on the outcome:-
Amongst blocks, also need to use the Random block as well as the Ask and Answer yes or no / true of false
block. If outcome is no or false,
instructions after the if-block
are executed
If outcome is yes or true,
instructions within the if-block
are executed, then instructions
after the if-block are executed.

C.3 Interpret and execute a given symbolic or written set of commands Link to C.1, C.2 and C.4 and link to D.10

67 CURRICULUM AND ASSESSMENT POLICY STATEMENT

Example activity 1 (pen-and-paper) On worksheets (pen-and-paper-based activities)
Vuyo needs to walk through the maze from the entrance to the exit.  provide learners with algorithms and let them explain in plain
Below are instructions someone started but did not complete: language what the code does/what the output would be.
Enter the maze (step onto the red dot)  Provide learners with block-based code, let them explain in plain
Turn right, Walk 8 steps, Turn left, Walk 3 steps language what the code does/what the output would be, then
Turn left, Walk 1 step, Turn left, Walk 2 steps implement the code in the block-based app and discuss their initial
Turn left interpretation of the code and where they might have
Complete the instructions (algorithm) that will guide Vuyo through the misinterpreted the code and why.
maze successfully.

Example activity 2 – Link to D.10

Learners are provided with a stage, with a partial geometrical shape (purple line below).
The learners must then plan and write the algorithm and translate the algorithm to code to draw the corresponding Note:
symmetrical shape (red line below) to code, execute and debug until correct. As a first step to scaffold learning, example activity 2 can be done
physically on a grid or using pen-and-paper.

Note:
The role and use of suitable paper-based activities should not be
neglected. In the example below pseudocode is written as simple
instructions to solve a problem. SSB wants to collect all the carrots
jumping over the logs.

Note: The inclusion of e.g., a calculator in a mathematics curriculum

does not exclude the requirement to still do and solve maths
problems on paper. The same principle applies to problem solving
and computational thinking in coding across grades.

C.4 Debug a given symbolic or written set of instructions Link to C.1, C.2 and C.3 as well as R.6 and D.10

CAPS CODING AND ROBOTICS 68

Example activity 1 – Debug Learners need to debug (find the error and fix the code to achieve the
Learners work individually. The teacher presents each learner with the set of code and explains that the robot is supposed to move intended outcome) incorrect code.
100 steps then turn 90’ and then repeat this process four times till the robot has turned all the way around and moved in a Learners can tinker and apply problem solving to “fix” the code
“square”. However, the code provided does not achieve the outcome. Learners need to debug the code:
Trace the code using pen-and-paper, find the bug and correct it. Run the program to test if it is working.

Example activity 2
Provide learners with a problem and incorrect code to solve the problem.
Learners then need to debug the code.

C.6 Recognise and interpret patterns in symbolic sets of data or visualisations. Link to C.1
Example activity 1 Learners use computational thinking to solve the problem
Five boxes have different shapes drawn on them. Compare the weight of the boxes with the aid of a seesaw.
Pattern recognition is part of computational thinking and is used to
identify patterns in coding problems and/or data by identifying
similarities or differences that can help to solve the problem or refine
the algorithm.

The see-saw was used five times, with the following results:

Which box is the heaviest?

2021-TS-Elementary-Question-Paper.pdf
(olympiad.org.za)

Example activity 2

69 CURRICULUM AND ASSESSMENT POLICY STATEMENT

Beaver is heading home from school, but first, he must make an appointment at the dentist. Beaver plays a game where he tries to complete the journey
by only going straight ahead or turning right. He can do these two rules as many times as he wants and, in any combination, but he must NOT go
diagonally.
Is it possible to reach first the dentist and then home if Beaver follows his rules? Figure out and choose the right answer below.
A. It is not possible to reach both places following
these rules.
B. It is possible if he turns right exactly 4 times.
C. It is possible if he turs right exactly 2 times.
D. It is possible if he turs right exactly 6 times.

One of the main tasks of coding is to search for

possible solutions, solutions that follow certain
conditions. The question that is often asked is
whether there is at least one possible solution.

2022-TS-Elementary-Question-Paper.pdf (olympiad.org.za)
Now write the algorithm for beaver heading home following his rules.
Robotics
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. Learners need to acknowledge that robots are diverse and used for
Briefly ask questions for learners to retrieve their knowledge about what a robot is. Then remind them of the two ‘types’ they learned about in term 1 (virtual different purposes. Some use wheels to move, while others walk
and physical). Also remind them that they use a virtual robot when coding (sprites/objects). around on two, four, or even six legs. Underwater robots can swim,
Now, expand on physical robots: and drones can take to the skies.
Example activity
Provide each learner with a KWLS chart and ask them to write down what they know about robots and what they want to know (first two columns). There are robots the size of a coin and robots bigger than
Learners watch a video what a robot is and expand on types of robots https://youtu.be/8wHJjLMnikU and complete the KWLS chart’s columns on what refrigerators. Some robots can make pancakes. Others can land on
they have learned about robots and what they still want to learn about robots. Mars.
Ask learners to report back on what they have written on the KWLS charts and facilitate a class discussion.
Show learners picture examples of different types of robots in different fields and briefly discuss what they do, e.g. Show learners examples for an overview of different types of robots –
Field Robot Use robots used for the following purposes: industrial (e.g. robot hand),
Medical Paro (resemble a baby harp seal) Therapeutic robot (It shows lifelike movements and sounds) service (e.g. vacuum cleaner), education (Lego-we-do), medical (e.g.
Designed to provide emotional support and companionship, therapy (Paro therapeutic tool) and exploration (e.g. drones).
particularly for individuals in need of social interaction or who might Some background on the examples could provide context (no need
benefit from animal-assisted therapy. that they must know all of this – just overview)
It exhibits lifelike movements and sounds.
It has touch-sensitive sensors, that can make the whiskers move Robots play diverse roles in various sectors, leading to increased
and that silently move its limbs and body. It also responds to automation and improved efficiency.
petting by moving its tail and closing its eyes
Learners need to know that
 robots come in various forms shapes and sizes.
 robots are used in various industries.

CAPS CODING AND ROBOTICS 70

 Service Vacuum cleaner Cleaning robot  specific robots perform specific tasks.
(Home) Using brushes to suck up dust and debris and transfer it to their and provide an example for each of the fields
built-in waste bin.
They are object avoidance robots – sensors detect walls and
obstacles and let them turn away. They also use sensors to detect
dust and debris.

Industry Robots assembling cars Assembling robots

(Factory) Could include cameras for sensors to ‘see’
Mechanics like arms that can move

Education Social robots in education Learning assistants

(Social Social robots can act as learning assistants to teach kids skills
robots) such as language, chess, etc.

R.3 Outline the different components of a robot Link to R.1 and R.2
Example activity Learners need to list the following man components of a robot and
Learners in pairs: The one learner is the ‘robot’ (follows instructions), the other learner is the briefly outline the function of each.
‘controller’(processor) and gives the instructions. The ‘robot’ sticks out both hands with fingers up Robots are amazing machines that use sensors, controllers, and
(sensor to feel). The robot can walk in any direction (walk towards a wall) actuators (mechanisms/mechanical actions) to do their jobs. Sensors
The ‘controller’ gives the instruction “start” to start walking and the ‘robot’ starts walking towards a wall. are like their eyes and ears, helping them see and hear what is
When the ‘robot’ touches the wall (with the hands (sensors), the ‘controller’ gives the instruction “stop” happening around them. They can sense things like temperature,
and the ‘robot’ stops. pressure, and can move, grab things, and do their jobs well.
Pretty much like we humans receive inputs from our sensory organs (like when the ‘learner robot’ movement, which gives them vital information. Controllers are like
touched the wall), our brains process the input (our brain tells us that we touched something hard), and their smart brains. They use the information from the sensors to make
we carry out the desired action (we stop) because our brain told us we could not go further); robots too decisions and give commands. And actuators are like their strong
have the same building blocks: arms and legs. They follow the commands from the controllers to do
 Like we receive ‘input’ through our senses (see (eyes), hear (ears), feel (our hands), we tasks and interact with the world. All these parts work together so
smell (our nose), taste (our tongue), robots receive input via sensors. robots.A Simple Explanation of How Do Robots Work - Tech Spirited
 Like our brain processes the input we receive, for robots the processing is done by the
controller (processor) At an elementary level, learners need to know that a robot is made up
 Like we react based on the input received because the brain processes it and tells us how to of the following main components:
react, and we react, e.g. by stopping, the robot’s processor instructs the robot to react  Sensors (for input)
(output) in a certain way such as to stop.  Controller (for processing (processor like a computer))
 Like we need energy (food) to act, the robot needs power to perform.  Mechanical actions (for output) (actuators))
 Like our bodies house our brain, arms and feet, the chassis houses the components of the robot. Adapted from: Anatomy of a Robot | STANFORD magazine  Power source (e.g., battery)
So, we see that a robot has five main components: Sensors, processor (controller), actuators/mechanical mechanisms (for output), a power source and a  Chassis that houses all the above
chassis to keep the first four together. and the basic role of each
Any robot is made up of three parts – Sensors (for input), CPU (processor), and Mechanical Actions (for output).

71 CURRICULUM AND ASSESSMENT POLICY STATEMENT

Now, each pair draws a picture of a robot, showing the parts.
Refer to the types of robots and the types they learned about in Term 1 and discuss.
R.4 Present an understanding of how robots affect the world Link to R.1, R.2, and R.3
Learners have now learned the basics of what a robot is, examples of different types of robots, what the basic components of a robot is and some Robots have a significant impact on the world, touching various
applications (how the affect the world) of robots. aspects of society, economy, and daily life.
Briefly revise the above concepts and extend on how they affect the world from Term 1 and R.2. Industry: Robots have revolutionized industrial processes by taking
over repetitive tasks such as assembling cars.
Use the examples used in R,2 term 2 (types of robots), divide learners in small groups (not more than four), give each group, on a worksheet, one of the
example robots (picture) and let learners discuss and write down what they think the impact of the specific example is (possible positive as well as negative
impact).
Random groups report back, and teacher write the main points on the board.
Teacher concludes by summarising the impact of each.
R.5 Design a simple artefact based on a set of design instructions Link to R.1 – R.5 and R.6
Example activity – End effector - Gripper Learners design and make a robot gripper that will pick up paper and
Concept of end effector: put it in a recycle bin.
 An end effector is an important part of a robot that helps it interact with the world around it. Think of it as the "hand" or "tool" of the robot. Just like The gripper project must enable learners to acknowledge, at an
we use our hands to pick up objects or perform tasks, the end effector is what the robot uses to do its work. elementary level, the mechanism of the gripper and how it is
 The end effector can come in different shapes and sizes depending on the robot's purpose. It can have things like grippers, claws, or specialized controlled - a key concept in robotics.
tools attached to it. For example, a robot in a factory might have a clamp-like end effector to pick up and move objects. Another robot in a
laboratory might have a small arm with a precise tool for conducting delicate experiments. Explain the concept of
 The end effector is usually located at the end of the robot's arm or manipulator. It can be controlled by the robot's computer or by a human
operator. The robot can use its end effector to perform tasks like picking up objects, assembling parts, painting, or even playing games. Explain the concept of an end effector.
In simpler terms, the end effector is like the robot's hand that allows it
Learners first need to design the project, using design thinking and the engineering design process. to interact with its environment and perform different tasks. It's an
essential part of the robot that helps it be useful and perform its
Build 1 Gripper with a paper cup Build 2 – Improvement using masking tape, straws, string and two paper cups. designated job.

The following gripper could also be considered:

(gripper made with ice cream sticks and filing-split pins. Holes
punched using a paper hole-punch).

Example activity 2 – Hydraulic gripper

CAPS CODING AND ROBOTICS 72

 Example 2 illustrates a gripper using a basic hydraulic system with an
action and reaction. The water is displaced from one syringe to another
causing the peg to open.

Expansion on the Grabber – With unplugged activities. Note:

The following is an example of a design-based Coding and Robotics, unplugged activity. The learners are expected to build a grabber based on a design The effectiveness of the grabber can then be tested to see if simple
and then improve on it. objects such as pom-pom’s, cotton wool balls, paper cups etc can be
Thereafter the grabber is used as an educational tool in a coding activity that simulates a lifted and “moved”.
realistic robotic operation. The learners may want to redesign the grabbing portion by including
The basic design of the grabber mechanism is schematically represented on the right: other grabbing pieces such as paper clips, smaller additional sticks,
or carton attachments etc.
Six wide bamboo (or hard carton) ice cream sticks are used with 7 split pins and two small
pieces of off-cut ice cream sticks. As part of the activity the
learners may also be posed
the question: How would you
improve the design of your
grabber? (This open-ended
question allows the learners
to think and any appropriate
answer such as:
“The grabber is made of
The hole markings on each stick are measured to ensure that there is a hole in the middle and equally wood, maybe plastic will be
spaced holes at the end of the stick. The two off cut grabber pieces can also be marked. better?”.
A punch used upside down without the cover, which allows for the easy alignment and punching of holes. “The split pins could be
(Note not all sticks need to be cut with three holes) replaced with a simple bolt
and nut.”
In addition, the learners could
also be shown an alternative
This improved grabber (see Notes in right column) can then be used to mimic the “sorting operations of a robot in a factory”. design of a grabber and do
In the example below a 1 x 4 grid represents a “factory floor”. Pom poms in two different colours are placed on the first part of the factory floor. A robot an evaluation of the two.
with a grabber arm will move to the first block and then needs to sort the pompoms into the correct paper cup bins.
In the alternative design a rubber band is included and the first part of
the grabber, the middle joint is connected with a split-pin to a sturdier
and bigger “ice cream stick”. Pulling on the string created tension and
releasing the string releases the grip as well.

73 CURRICULUM AND ASSESSMENT POLICY STATEMENT

The robot arm will move to the start position above the pom poms.
Learners use coding cards with different commands to design a coding solution to control the grabber to sort the pom-poms into the correct cup.

The following actions are represented in each of the cards where the
 START indicates the start of the code/operation
 D states that the grabber should go down.
 G indicates grab
 U indicates the grabber should go up one position
 R indicates that the grabber should move right one position.
 The diamond card represents a condition (if the pom-pom is white) then
 REL – Release
 Ret S which states return to start position.
The coding cards represent a solution to pick up one pom-pom and place it in the correct cup.
Thus, for three pom poms the learners could recognise (if this activity is done at a later grade e.g. grade 6 that a repetition structure could be included) To
repeat the instructions whist there are still more pompoms left.
R.6 Mimic the operations of a robot Link to R.5 and C.1, C.2, C.3 and C.4
Example activity 1 (link to R.5 – gripper) At an elementary level, learners must be able to acknowledge how
Learners use the gripper to pick up objects and observe how it works in picking up something. the gripper works and is controlled to pick up an object.
Example activity 2
The rectangle on the right shows the map of a park divided into sections. The number in each square tells you how Object/Sprite in block-based coding application is a virtual robot
many pieces of trash visitors left in that section of the park. The park rangers have two robots, Anton and Boris, that Writing instructions for the virtual robot/sprite to move on the grid
collect the trash they find in every section they enter.
Anton was sent first with the following instructions:

Once Anton was done, Boris was sent with the same instructions:

How many pieces of trash will Boris collect?

2019-TS-Elementary-Question-Paper.pdf (olympiad.org.za)
Digital Concepts

CAPS CODING AND ROBOTICS 74

D.1 Outline the concept of technology and purpose of information technology (IT) Link to D.4, D.5 and D.6
Revise the concept of technology by asking the learners if they can remember what "technology" means and write down their answers on a board. Remind Reinforce and extend from Term 1 using different activity.
them that technology refers to any tool or invention created by humans to solve problems and make tasks easier. Revise the concept of information Technology refers to any tool or invention created by humans to solve
technology, reminding them that it specifically deals with the use of computers and software to manage and process data and information and solve problems and make tasks easier.
problems. Information technology specifically deals with the use of computing
Example activity: Distinguishing between Technology and Information Technology devices (hardware) and software to manage and process data and
 Provide a handout with pictures about technology, including its definitions (such as the wheel, computers, smartphones, cars, etc.). information and solve problems.
 Divide the learners into three groups and provide each group with a worksheet with two empty circles that intersects. The one circle is named Discuss similarities and differences.
Technology, and the other circle is named Information Technology.
 Ask the groups to identify which pictures belong to technology, information technology and which intersect.
 Display the learner's visual representations and discuss their similarities and differences.
D.2 Recognise that he or she is living as citizens in a digital world. Link to D.6
Example activity: Design a good digital citizenship "road" sign that digital citizens will obey. Reinforce from Term 1 the concepts of concepts of digital world and
Link digital citizenship to good citizens that obey road signs. Show examples of road signs and ask learners what road signs they see on their way to digital citizenship – what it means.
school and why one needs to obey them. The teacher leads the discussion around signs (instructions) that humans and robots can use. The online world also comes with its own dangers and challenges
The teacher makes learners aware of what good digital citizens do and makes a list of rules, e.g. such as security and privacy issues. We therefore need to use
 Do not share a password/pin (use your head to think about your safety) passwords/pins to protect our access to devices/private information.
 Do not be a bully (use your heart and care for others) Refer to online bullying.
 Do not share private information (use your head to think about your safety) In the online/digital world, we all leave a digital footprint (just as the
 Do not talk to strangers (use your head to think about your safety) one we leave when walking on sand)
 Balance time spent on digital devices (use your arms to balance yourself) The digital footprints may let others know things about us that we do
 Care for your devices (use your heart to care for your devices) not want them to know which could misused by people to bully us.
 Stay safe online (use your head and think about your safety)
Provide a brief overview (to create a basic awareness) of the above
 Beware of what tracks you leave online (use your feet responsibly)
and briefly discuss (overview) the aspects of good digital citizenship
 Be kind and respectful online (use your heart and care for others)
(detail are dealt with in later terms and grades).
 Don't start a fight online (use your heart, head and your feet)
While the teacher discusses the rules, each learner writes a rule on a strip of paper and throws it into a box. Do with D.8 – each digital citizenship "road" sign communicates a
Learners are then divided into pairs, a navigator (gives instructions to the driver) and a driver (carries out all instructions given by the navigator and draws message.
the sign).
Each pair draws a rule from the box and create a good digital citizenship "road" sign.
Pairs take turns, hold up their signs and pledge to obey the rule that appears on their sign.
D.3 Demonstrate an understanding of the concept of a computing device. Link to D.1, D.5, D.7
Briefly explain the basic concepts of hardware and software by asking learners what they remember by the concepts of “hardware” and “software”. Refer to Reinforce and extend from Term 1 using different activities.
D.1. Ensure learners understand the difference between the two and their features. The components of a computer system are made up of:
Example activity: Hardware which are the physical parts of the computer, for example,
Classify the following according to hardware or software by making a cross in the hardware or software row: input devices, output devices, Central Processing Unit (CPU) and
Technology (Hardware and Software) storage devices. Hardware is also the electric, electronic and
mechanical parts of a computer.
Software is the computer programs or applications, used to perform a
specific function.

Hardware Also link the concept of software to the coding app that they use and
the concept of hardware to the device they need to use the coding
Software app.
D.4 Identify the common uses of ICT in the real world Link to D.1 and D.3 and D.5

75 CURRICULUM AND ASSESSMENT POLICY STATEMENT

Linking to what ICTs are and what the different components of an ICT system is, briefly explain to learners that IT mostly deals with computing and data Done in relation to D.5 (first do D.5 then do D.4)
and information management, whilst ICT adds ‘communication’ – being able to exchange data and information over networks. ICT is broader than IT. IT includes ‘communication’.
ICTs are therefore used to communicate with people who all over the world. As computer networks became more prevalent and the internet
Daily, we can use ICT to send WhatsApp messages, emails, and make phone calls. It is also used to store information like pictures, videos, and revolutionised communication and data sharing, the scope of IT
documents. We can use ICT to find information on the internet. We can also use it to learn new things like math, science, and history. expanded to include these communication aspects, leading to the
In schools, teachers use ICT to teach learners by showing them videos or pictures on a computer or whiteboard or digital projector. term ICT.
Ask learners to provide more examples of ICTs in their daily lives and discuss these. Learners need to know:
 What ICT is
 How it differs from IT
 Identify some common uses in their daily lives
D.5 Differentiate between the components of an ICT system Link to D.3, D.7
Computers and Devices: They are the computers, laptops, tablets, and smartphones we use (like team members in the system) Learners need to understand, at a basic level, that:
Internet: Allows all the computers and computing devices to communicate and send information and data (Like a magical road that connects all the team An ICT system is made up of computing devices (e.g. computers),
members (computers and devices together)) programs (the instructions that tells the devices what to do), data and
People: We are the most important part of the ICT system! We use the computers and the internet to do so many exciting things. We can talk to our information and networks (including the internet) that allows the
friends and family, explore fun websites, and learn new things. devices to communicate and send data and information as well as the
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. people that use all of this.
Another part, the card machine reads your banking details and make a payment (use examples that learners understand)
Parts include: Components of an ICT system
 Hardware (input and output devices), e.g., till, barcode reader and the card reader  Hardware (e.g., computers)
 Software (code) – programs that enable the system to work.  Software (e.g., operating systems, applications, programs)
 Data that is processed and stored, e.g., read barcode on items to get prices and calculate amount due  Data (e.g., information)
 The Internet (network) that communicates with the bank to make a payment / communication between till and barcode reader or the card reader.  Networks (e.g., internet)
 People that operate the devices and users that communicate with others using ICT systems.  People (e.g., users)
ICT system is like a big team of computers, devices, the internet, and people working together to make our lives better and more fun!

Example activity: Differentiate and sort the components of an ICT system.

Set up a designated wall space for sorting the components.
Divide the wall into sections for each component of the ICT system. Divide the class into groups. Each group will receive a set of cards with pictures
representing the various components of an ICT system. Ask each group to sort their cards and place them on the designated sections of the poster board
or wall. Explain the correct placement of each component, providing further clarification or examples where needed for learners to have a clear
understanding of the different components. Elaborate on the interactions and relationships between the components within an ICT system.
D.7 Present a basic understanding of the concept of input processing and output. Link to C.2- C.5 and D.10
Examples: Present learners with various examples of input-process-output,
Simple, everyday example: Cooking an egg. starting with an everyday example, then moving to ICT examples and
Egg (input)  boiling in water (processing) cooked egg (output) programming examples
Learners need to acknowledge that, when working with IT or ICT
Using the point of sales ICT system (shopping) systems, there are input (from input devices such as keyboard,
The barcode scanner linked to the cash register (hardware) inputs the item codes, then the processor of the mouse, scanner), processing (processor) and output (from an output
cash register processes the item prices and then provides output in the form of the amount payable (on screen) device such as a screen, printer, speaker)
and a slip (on paper) using a printer (output device). The person that operates the pay point (till – hardware) is
also part of the ICT system; so is the code (software instructions) that calculates the prices.
Also use other examples such as
 A program they write in the block-based application – when they click the green flag (input), the code
is processed (executed) and there is some result (output) such as the sprite/object doing something.
 What they have learned from their understanding of the components of a robot e.g. (sensors (input), controller (processing), movement (output))

CAPS CODING AND ROBOTICS 76

D.8 Interpret a pattern to represent or communicate a message or image Link to C.1, C.2, C.3
Example 1 Interpret messages Note:
Albert is the father of Beatrix and Richard. Albert is a guard on the local beach. Example 2 can be done with D.2
When Beatrix and Richard are playing on the beach, Albert uses flags to send them messages.
Below is a description of what the flags mean:
Top Flag Middle Flag Bottom Flag

Answer the following questions:

 What do the flags on the pole on the right mean?
 Draw a pole with three flags (as indicated above) that will send the following message:
o Beatrix and Richard, drinks available, no need to hurry.
 Now, in pairs, each learner compiles their own message and draw a pole with three flags (as prescribed above), then
show the message to their friend to ‘read’/interpret
2017-TS-ELEMENTARY-Q-paper.pdf (olympiad.org.za)

Example 2
Learners create road signs communicating ‘rules’ for being a good digital citizen (link to D.2)
D.10 Demonstrate a basic proficiency in the application of digital skills. Link to C.2, C.3, C.4 and C.5 and D.3 and D.7
Elementary file management – create their own folder to save their coding programs, using an appropriate name for their folder. Revise and extend from term 1.
Open files from and save files to their own folder. Learners must be able to do elementary file management on the
File names: saving the file using a meaningful file name so that it is easier to identify and retrieve at a later stage. computing device:
Highlight the concept of a file extension – indicates to the computer which program to use to open the file.  Create a folder with their name for saving their block-based
When they need to save the coding programs they created (C.2 and C.3), explain the process of input, processing, output and storage and the computer programs.
parts/ devices involved and link to D.3 and D.7 (initially, saving their work is initially incidental learning as learners will use the default folder to save their  Retrieve and open their saved programs from their folder.
programs.  File naming conventions
Also, when they need to open their saved program files, explain the concepts of input, processing, output and storage again.  Importance of file extension (only .sb3) (or .sb2/1 if earlier versions
ore used)
Learners must also link file management to input-processing-output
concepts

77 CURRICULUM AND ASSESSMENT POLICY STATEMENT

3.1.3 Term 3
Content (Grade 4 / Term 3) Notes/Examples
Coding
C.1 Apply computational thinking (CT) skills to develop a set of logical instructions to solve a problem. Link to C.2 – C.4 and C.6 and R.1-R.6
C.2 Present a simple coding solution using symbolic or written statements representing sequences of commands, single repetition, and Link to C.1 and D.10
conditional constructs. Done with C.1
Example activity 1 Introduce Repeat with fixed number (constant value)
Write a program that does the following:
A sprite moves to a random position forever Learners generally also struggle with loops, therefore, in Grade 4,
If you click on the sprite, it says ‘ouch’ only the repeat with a fixed value is introduced to scaffold the concept
of loops.
Solution on the right. Learners first need to identify the pattern to be repeated
(computational thinking)

Note:
Generally, most learners are comfortable with tasks/problems that
require them to write code that requires them to combine one or two
concepts at a time. Manny learners, however, struggle when they
must combine many coding concepts at a time/in one program as it
Example activity 2 – Introduce Repeat with fixed number increases the difficulty level as well as the complexity of the
Use Example activity from Term 1 (draw square) task/problem. It is therefore advisable that leaners practise coding
Learners must identify the pattern and use a repeat construct to rewrite the code for drawing concepts using small, basic, manageable tasks/problems until they
a square are ready for the next step.
New code using a Repeat 4 times to replace sequential code
Practical paper-based activities can be applied to strengthen the
mastering of the content.
In the example below pseudocode is written as simple instructions to
Note: solve a problem. SSB wants to collect all the carrots jumping over the
logs and equivalent solution is presented using code blocks.

Loops also ask questions, such as how many times?, but ask the question over-and-over again and perform actions over-
How many times and-over until the condition is satisfied

Example activity 4 Open-ended

Using computational thinking, learners design a game with the knowledge, skills and experience gained up to now.
Concepts they could include: random position, repeat, if on edge, bounce, when sprite is clicked, using a grid to find a treasure, etc.

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Content (Grade 4 / Term 3) Notes/Examples

C.3 Interpret and execute a given symbolic or written set of commands Link to C.1, C.2 and C.4
Example activity 1 – Answer block Introduce Answer-block to learners
Provide learners with the code on the right using a worksheet The answer block is a sensing block and a reporter block. It reports
(paper-based) the most recent text/value inputted with the Ask and wait block.
Learners need to study and interpret the code and explain what The main purpose of the answer block is to store the answer (that
it does and predict the output. was typed by the user in the input field) and, if needed, it can also
After explaining, learners now compile the code in the block- display it on the screen.
based environment. Note:
Learners then run the code and compare it to their The answer-block should not be seen as a variable (though it ‘holds’
interpretation and predicted output the most recent text/value inputted) as it reports specific things/most
recent inputted while variables can be changed to whatever you want/
through code)
Variables are only introduced in Grade 6 as, generally, learners
struggle with conceptual understanding of introductory programming
concepts such as variables, expressions, and loops (Grover et al,
2019). Learners, therefore, only need to understand the concept of
keeping a value, e.g. ‘answer’ getting ‘something’ from the user and
Example activity 2 – IF…THEN with Answer ‘keeping’ it to use or display it.
On a worksheet, provide learners with the code on the right.
Learners need to study the code and explain what it does.
Then answer the following questions about the code:
 What will happen if the user enters 4 (the user is in grade 4)? What output would
the program give?
 What will happen if the user enters 5 (the user is in grade 5)? What output would Note:
the program give? It is important to engage in pen-and-paper activities where learners
Learner can now implement the code in the block-based environment, enter 4 and 5 as need to study code, explain what it does / provide the output of the
input and compare their answers with what they expected it to be. code
If their answers differed from the output when the code is implemented, they first need to
check if their code is correct. If correct, they need to ensure that they understand why the output differ and where their reasoning might have been wrong.

Example activity 3 – Open-ended

Using computational thinking, learners design a game with the knowledge, skills and experience gained up to now.
Concepts they could include: repeat, random position, if on edge, bounce, when sprite is clicked, ask & answer using a grid to find a treasure, etc.

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Content (Grade 4 / Term 3) Notes/Examples
Example 4 – Interpret code and fill in the missing code
The girl sprite wants to greet the user by first asking the user’s name, then greet the user using the name as illustrated below using the code on the right

Study the code and fill in the missing code that will result in the above output
C.4 Debug a given symbolic or written set of instructions
Example activity 1 Provide learners with incorrect algorithms (pen-and-paper) as well as
Provide them with incorrect directions from the class to the principal’s office. The need to find the error and correct it and test it to ensure that any person incorrect block-based code (programs) and a description of what it
(even someone that does not know the environment/where the principal’s office is) that follows the corrected directions will be able to reach the principal’s should do/what the outcome should be, which they then need to
office. correct.
C.6 Recognise and interpret patterns in symbolic sets of data or visualisations.
Example activity Also provide coding problems where learners need to identify patterns
Music follows a pattern. Use the information/pattern on the right to complete the names of / code repetition
each music note by writing down the names of each music note as indicated for the Bana
ba Sekole song below (the first six is already done) Note:
It is important that coding activities revise coding concepts learned in
previous terms and grades cumulatively.

By identifying patterns, we can predict what will come next and what
will happen again and again in the same way.
In Computer Science/coding we analyse patterns in data and make
predictions and generalisations based on the pattern analysis.

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Content (Grade 4 / Term 3) Notes/Examples
C.7 Create or complete a pattern to represent a data set
Example activity Also provide coding problems where learners need to use patterns /
A calculator displays numbers using the following pattern: loops for repeated code

For example, the number 2 is displayed switching on the

following segments must be on:
ABGED
1. Complete the table for all the other numbers following the pattern above.
2. Write down the segments for displaying a capital letter C and a lowercase c
3. Using the 0s and 1s that represent the letters, write the word Hallo.
4. See how many letters from the alphabet one would be able to display.

Robotics
R.1 Explain what a robot is in simple terms. Link to R.2, R.3
R.2 Identify different types of robots. Note:
R.3 Outline the different components of a robot R.1, R.2 and R.3 can be done together
Briefly revise what a robot is and let learners identify different types or robots. (from previous grade and terms)
Ask learners to write down what they think the different components of a robot is. A Simple Explanation of How Do Robots Work - Tech Spirited
Hand them a worksheet with questions that they need to answer while/after watching the video. Revise and extend from previous terms.
Now, let them watch the video https://youtu.be/CrQ5atmjSqQ Extend to different types of sensors:
After completing the worksheets, ask random learners to provide their answers to the questions and discuss their answers. Learners need to know (at an elementary level):
Consolidate using the following example:  The sensory inputs that the robot takes can be anything from
If a robot is built to move freely in any direction but to stop once it bumps into any object): smell, touch, visual differences, etc.
 Receive power (from e.g. a battery) to start working/moving  The central processing unit is the microprocessor or
 Input: via a sensor that detects when the robot bumps into an object microcontroller that processes this input, searches for the
 The processor (controller) will process the bump action and ‘instruct’ the robot to perform an action (output) corresponding function to perform from an instruction set, and then
 Output: stop the motor (mechanical action) sends the signal on to the output mechanism.
 Chassis  Upon reception of this signal, the robot will perform the desired
Once the robot bumps into an object, its input sensor (touch) will be activated (turned on). This sensor will send signal to the processor when it turns on. action.
The processor will look up in its list of instructions to find the relevant action to be performed upon the reception of this signal.
R.4 Present an understanding of how robots affect the world Link to R.1 – R.3

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Content (Grade 4 / Term 3) Notes/Examples
Example activity – Class discussion of how robots affect the world we live in. Note:
Aspects to discuss: Can be done with R.1 and R.2 if time allows
Delivering groceries
Robots are amazing machined that can help and make our lives better.
Compare the role of robots and people in the real world doing the same task. Consider aspects such as saving Robots are machines that can do different tasks on their own without
time, making work easier, helping people, exploring new things, entertainment) any help from humans. They can be very helpful and have an impact
Robots make our lives easier: Robots help grown-ups do chores and tasks faster, so they have more time to on our world in many ways.
spend with their families and do things they enjoy.
Healthcare Heroes: Robots can help doctors and nurses take care of sick people. They can even do surgeries and
help find cures for diseases
Discovering New Places: Robots explore places humans can't go, like deep oceans or faraway planets. They
send back pictures and information to help scientists learn more about our world.
Building Things Better: Robots help make things in factories, like cars and toys. This means we can have more
things that are made just right.
Learning and Fun: Robots can be our friends and help us learn new things. They can play games with us and
teach us cool stuff.
R.5 Design a simple artefact based on a set of design instructions Link to R.4 and R.6 and R.7
Example activity – Movable artefact with DC motor - Wigglebot At and elementary level, explain to learners the robotics concepts
Final product Steps used.
Note:
In some instances, depending on the context, one can provide
learners with pre-packaged kits to practise their building skills, e.g.
Project built from a KIT (Adapted)

Learners use design thinking and follow design process to build the robotics
artefact.
With a wigglebot the off-centre placement of a weight on a DC motor shakes
the structure to make it move around.
Explain that motors in robots make them move:
Motors use electricity to spin and create motion. Robots have motors placed in
different parts, like wheels or arms.
 If a robot has wheels, the motor makes them turn.
 If it has an arm, the motor controls its movement. Using a pre-packaged kit also has educational value as it typically
The motors are controlled by signals that tell them how to move, like going includes sets of instructions for the assembly. This requires the
forward or lifting an arm. leaners to apply the steps (i.e., follow an algorithm). In many cases
Note: debugging or corrections are also required. The learners can then be
There is no soldering involved in this project. tasked to add alterations and or improvements to the artefact

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Content (Grade 4 / Term 3) Notes/Examples
R.6 Mimic the operations of a robot Link to R.5 and do in relation to Cs
Example activity 1
 On a grid, act out the algorithm created in Term 2 C.6 in activity 2 (debug if necessary)
 Someone translated the algorithm into a block-based coding language but made a mistake (remember
one can only go forward and turn right).
Correct the error so that the sprite (arrow) can first visit the dentist and go home following the rules (sprite must
end on the block with the home (middle block, top row)

Activity 2 – open ended Note:(Activity 2)

Learners use block-based programming environment to create a robot sprite with instructions that mimics the Object/Sprite in block-based coding application is a virtual robot.
operations of a robot. Writing instructions for the virtual robot/sprite to move on the grid
R.7 Create, test and execute a set of robotic instructions Link to R.5 and R.6 and C.1 – C.7
Use computational thinking, design thinking and the engineering design process to plan, build, test and debug a robotic artefact – the speedster robot (R.5) Done with R.5 and R.6
When learners design and build robotics artefacts, they use
computational thinking and design thinking and follow the engineering
design thinking process which include executing, testing and
debugging.
Digital Concepts
D.1 Outline the concept of technology and purpose of information technology (IT) Link to D.2 – D.7 and D.10
Revise the concept of technology by asking the learners if they can remember what "technology" means and write down their answers on the board. Do with D.6

Remind them that technology refers to any tool or invention created by humans to solve problems and make tasks easier.
 Facilitate a class discussion on:
o how technology have impacted their lives
o how their lives would have been without technology
o what potential impacts technology could have on society?
their ideas and predictions for technology in the future.
D.2 Recognise that he or she is living as citizens in a digital world. Link to D.6
Start a discussion about the dangers they experience in their world and how they should behave to avoid the dangers. The online world also comes with its own dangers and challenges
Continue the discussion to make a list of the potential dangers they may encounter in the online world and create safety tips to make safe and responsible such as security and privacy issues. We need to use passwords/pins
choices while using the internet. to protect your information.
Dangers on the internet: (provide a brief overview)
Example activity: Safety tips for online dangers  Cyberbullying: Mean messages or threats online.
Divide learners into different groups to create a poster about safety tips for online dangers. Each group is assigned one online danger and will be asked to  Stranger Danger: Avoiding communication with unknown people
create safety tips to avoid becoming a victim of the online danger. Ask learners to create a poster with the safety tips they discussed about the online online.
danger assigned to them.  Personal Information: Not sharing private information with strangers.
Group present their safety tips to the rest of the class.  Inappropriate Content: Understanding what content is safe to view
and what to avoid.
 Online Games and Friends: Being cautious about sharing personal
information or meeting online friends in person.

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Content (Grade 4 / Term 3) Notes/Examples
D.6 Explain how the adaptation of technology impacted the world we work and live in Link to D.1 – D.5 from previous terms and R.1 – R.5
Example activity: Differentiate between Technology, Information Technology, ICT Focus on the evolution from technology (T) to information technology
Divide learners in small groups (not more than 4). (IT) to information and communication technology (ICT)
Remind them that technology is all around us (and has been for centuries), and it includes all the tools and machines we use to make our lives easier and Remind learners:
better. It can be something simple, like a pencil or a bicycle, or something more complex, like a computer or a smartphone. Technology helps us do things Technology can be anything that makes our lives easier (e.g.,
faster, communicate with others, and learn new things. electricity)
Use the evolution of the following technology: (technology à information technology à information and communication technology) as basis for discussion in Information Technology (IT) is a special kind of technology that
groups and provide each group with the following pictures: focuses on computers and how we use them to process and manage
Technology Information Technology Information and Communication Technology information. IT includes things like computers, laptops, tablets, and
(Allows communication through networks) the software we use to create documents, play games, and do many
other things. IT helps us store and organize information, like pictures,
videos, and documents, so we can access them whenever we need
them.
Information and Communications Technology (ICT): Now, let's add
one more word to our technology journey: Communications.
Information and Communications Technology, or ICT, is a big idea
that combines Information Technology with how we communicate with
others. It's like bringing together computers and other devices, like
smartphones and the internet, to help us talk to our friends and family,
Teacher gives background on even if they are far away.
 typewriter and how we communicated by typing letters and sending it via post. ICT lets us do exciting things, like sending messages instantly to
 First computers (without internet) people anywhere in the world, making video calls to see and talk to
 Today, with computing devices that communicate via internet. our loved ones, and sharing our ideas and creations with others
Learners need to make a table with 3 columns – one for T, one for IT and one for ICT. In each column they write what people could/can do and could online. It's like having a magic box that connects us to people and
not/cannot do with each. information all around the globe!
In summary, they need to understand that it started with basic
technology, which includes various tools we use (mostly non-digital).
Then we moved to IT, which focuses on computers managing
information. Finally, we reached ICT, which combines computers and
computing devices to help us communicate with others and access
information from faraway places. Technology keeps getting more
amazing, and ICT is one of the coolest parts of it.
D.7 Present a basic understanding of the concept of input processing and output. Link to C.1 – C.4
Example activity: Introduction to an IPO table Explain Input-Processing-Output (IPO) in a block-based coding
Use a simple algorithm that requires input, processing and output. example (C.1 – C.4) using a simple IPO tablet.
Provide each learner with an empty IPO table and a simple algorithm. Learners need to know that.
Learners need to complete the IPO table, by providing the following:  An IPO table is a way to organize information about a program's
 Input: What will be the input for their program (e.g., press the 'space' key). input, process, and output.
 Process: What actions the program will perform based on the input (e.g., move the  Input: The data or information that is provided to the program at the
sprite up by 10 steps). beginning.
 Output: What will be the outcome of the process (e.g., sprite moves up).  Process: The actions or operations that the program performs with
Learners then translate the algorithm into code by looking at what the input is (and how the the input.
program will receive the input, e.g., ask and answer), what processing needs to be done (and  Output: The result or outcome of the process that the program
how) and what the output would be (using e.g. say) produces.

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Content (Grade 4 / Term 3) Notes/Examples
Elementary IPO table
Input Processing Output
What will the input What actions will What will the
for the program be the program outcome of the
(e.g., press the perform based on process provide
'space' key). the input (e.g., (e.g., sprite moves
move the sprite 10 forward and turns).
steps forward and
turns).

D.8 Interpret a pattern to represent or communicate a message or image Link to C.6 and C.7
Example activity Revise the concept of patterns and how they can be used to
Beavers Anna, Bella and Lena made necklaces to spell out their names. represent or communicate messages or images.
Show examples of patterns, such as a repeated sequence of shapes,
They used different patterns of just two beads for each letter. colours, or symbols. Explain that patterns can be used creatively to
convey meaning or create visual representations.
To separate the letters in the necklaces, they used beads. Interpret patterns created in C.6 and extend to display on Scratch.

The finished necklaces looked like the ones on the right:

Which necklace did Lena make?

2022-TS-Junior-Question-Paper.pdf (olympiad.org.za)
D.10 Demonstrate a basic proficiency in the application of digital skills. Link to D.7 and C.1 – C.7
Introduce Paint - Explore the Paint environment. Learners use Paint to design their own sprites to be used with the
Open Paint and give a brief tour of the software's interface. block-based app (coding)
Point out essential elements, such as the drawing canvas, toolbar, colour palette, and different tools available. Demonstrate how to use basic drawing Highlight that with their newfound skills, learners can now create more
tools, such as the pencil, brush, and eraser. Show learners how to change the size and colour of the drawing tools to create different effects. Encourage sprites and add them to their coding projects to make them more
learners to experiment with these tools on their own and draw simple shapes or objects. exciting and interactive.
Example activity: Design a sprite. Reinforce and extend:
Learners design an elementary sprite that they can use as part of their coding, using paint.  open, close and save.
Explain saving their sprite as an image file (PNG or JPEG) on their computers using the folder they created for all their projects.  basic file management – learners save their paint files to their
Remind them to choose a descriptive name for their sprite so they can easily find it later. working folder.
Importing the Sprite into block-based coding app - learners open the block-based coding environment and create a new project. Guide them how to import  file naming conventions and extensions (.png. and .jpeg)
their saved sprite image. Learners now create a program using their sprite. Encourage share to share any challenges they faced during the design and  navigating to a folder to open a file from within an application to open
import process and what they learned from the experience. (or save) a file.

85 CURRICULUM AND ASSESSMENT POLICY STATEMENT

3.1.4 Term 4
Content (Grade 4 / Term 4) Notes/Examples
Coding
C.1 Apply computational thinking (CT) skills to develop a set of logical instructions to solve a problem. Link to C.2 – C.7 and R.5 – R.7
Example activity 1 – Abstraction and decomposition Provide small activities for
Katlego watched a tournament of races and recorded the winners of each stage on the board on the right.  Abstraction
The runners wore the same numbers, from 1 to 8, throughout the tournament.  Decomposition
Katlego used numbered cards to represent each runner.  Pattern recognition (link to C.6 and C.7)
When the tournament was over his younger brother Tumelo mixed up all the cards, except those from the first stage of the tournament.  Algorithms

When solving problems and creating an algorithm, it is important to

notice all the possible conditions (IF construct /branch structures) that
depend on the solution of the task.
In the tournament task, the condition checking procedure must be
repeated (loop construct) until one winner is selected and the problem
is solved.

TS-2018-Solutions-Guide.pdf (olympiad.org.za)
Work out who (which number) the winner of the tournament is.

Example activity 2 Algorithm

The maze shown on the right consists of empty squares and brick walls. John can
move from one empty square to the neighbouring empty square horizontally or
vertically (not diagonally). John needs to get to the diamond in the top right corner.
He has only enough dynamite to remove three (3) walls
Use instructions Forward, Turn Right, Turn Left and Remove Wall to write a set of
instructions (an algorithm) for John to get to the diamond by only removing 3 walls.

C.2 Present a simple coding solution using symbolic or written statements representing sequences of commands, single repetition, and Link to C.1 – C.5
conditional constructs. C.2 and C3 done together
C.3 Interpret and execute a given symbolic or written set of commands

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Content (Grade 4 / Term 4) Notes/Examples
Example activity 1 Learners should write effective code, e.g. use repeat blocks where
The jar must collect as many sweets as possible while walking through the appropriate instead of repeating actions.
cells in the grid, taking it to the party hat in the top right cell. Each cell in
the grid contains 0, 1 2 or 3 sweets. Note:
The jar starts in the bottom left cell and must end in the top right cell (with Provide learners with activities to
the party hat). The jar can only move upwards and to the right.  read code and explain what it does.
 work through (trace) / act out code (physically or simulated) to
Someone wrote the following code and collected x sweets. However, more determine the purpose/output or the correctness.
sweets can be collected. While learners should be able to describe what each line (block) of
Change the code to collect the most sweets possible if the jar only moves code does, (describing a code segment line-by-line) it is very important
upwards and right. that learners explain the overall purpose of the code, i.e. what the
program does/the purpose of the program.
In this activity, learners need to interpret code as well as plan code (new
route) using computational thinking and change (write) code) Note:
Adapted from: TS-2018-Solutions-Guide.pdf (olympiad.org.za) Provide learner with activities enabling them to
 read code and explain what it does or
 work through (trace) / act out code (physically or simulated) to
Example activity 2 Guessing game 1 determine the output or the correctness or
Guess the number I am thinking of – it is between 1 and 5 – you only have one chance to guess.  provide missing code instructions (code instructions are provided
Learners write the code for the above game using the answer block so the player can type in what he/she guesses. (possible solution below) with some instructions or code elements missing) that learners
need to complete or
 translate verbal/written instructions (algorithm) to code (e.g. write
block-based code for a list of symbolic (e.g. arrows)/written
instructions))
 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 block-based 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.
develop a solution/algorithm (code instructions) based on a given
problem or for an open-ended problem through planning,
Example activity 3 Guessing game 2 (possible solution on the right)
implementing, testing and debugging.
Guess the number I am thinking of – it is between 1 and 5 – you only have one chance
Learners improve on the previous activity’s code by providing feedback (lower or higher)

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Content (Grade 4 / Term 4) Notes/Examples
C.4 Debug a given symbolic or written set of instructions Link to C.1 – C.3 and C.5 – C.7 and R.6 and R.7
Example activity 1 Debugging is an essential element of programming.
Provide learners with code that contains an error, e.g. a logical error (incorrect sequence, incorrect use of control structures, etc.) which they need to find One way to debug is to go through your code line by line, reading it
and correct and explaining it out loud as you go.
Also, as errors that require debugging are part and parcel of coding, every piece of code they write/problem they solve requires debugging. This enables you to check the logic in your mind versus what is
Teach learners debugging techniques such as tracing code happening in your code
C.5 Evaluate a given solution towards potential improvement
Example activity 1 Provide learners with
A worm is sitting at the end of the branch (at F) on the tree shown on the right. It wants to eat all the apples by  code which they need to improve, e.g. code that repeat which they
moving through the tree’s branches (The tree is made of 1-meter-long branch sections) can shorten by using a repeat (with fixed value)
All the nodes (end nodes (apples/end of branch) and where branches meet)) are named A, B, C…K.  more than one solution to a problem from which they need to find
 Describe the shortest route using the nodes, e.g. FGGHHIIJJCCJ etc. the shortest/most efficient, etc.
 In meters, how long is the shortest route?
Adapted from 2018-TS-ELEMENTARY-Q-paper.pdf (olympiad.org.za)

Example activity 2
Provide learners with a solution to a problem that can be improved, e.g. shortened by using a repeat
Also provide learners with two different solutions to a problem and discuss the most efficient/better solution.
C.6 Recognise and interpret patterns in symbolic sets of data or visualisations.
Example activity 1 –Forever, Next costume, jumping Provide learners with code where steps are repeated (sequential
Provide learners with the code steps) and they need to identify the pattern and rewrite the code using
Let them study the code and explain what it does a repeat with a fixed value (constant)

Example activity 2
Provide learners with code where steps are repeated (sequential steps)
and they need to identify the pattern and rewrite the code using a repeat
with a fixed value (constant)
C.7 Create or complete a pattern to represent a data set
Example activity 1 Note:
In the illustration on the right, each arrow represents one minute of walking. The beaver must follow the Concrete activities remain important as literature suggests that the
arrows; he cannot go in the direction against the arrows. What is the shortest time (in minutes) for the beaver primary weakness of today’s pedagogy of programming is that it
to reach home. doesn’t provide enough opportunity for the novice to develop concrete
Use instructions: operational skills, via the correct types of exercises…. due to too much
Move up emphasis on writing large amounts of code, and problem solving.
Move down
Turn left
Turn right
to create the set of instructions the beaver must follow to meet the conditions of task.
2018-TS-ELEMENTARY-Q-paper.pdf (olympiad.org.za)

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Content (Grade 4 / Term 4) Notes/Examples
Robotics
R.1 Explain what a robot is in simple terms. Link to R.2, R.3, R.4
R.2 Identify different types of robots. R.1 – R.4 done together
R.3 Outline the different components of a robot Consolidate and revise through retrieval practice.
R.4 Present an understanding of how robots affect the world Learners must not be able to
Example activity  Describe a robot.
Briefly revise robots with the learners. Recap what they have previously learned about robots and remind them of the main concepts: describing robots,  Acknowledge the difference and similarities of a virtual and physical
identifying types of robots, explaining their parts, capabilities, movements, and impact on the world. robot.
Engage learners in a ‘robot explorer’ game. Divide learners into small groups of max 4 learners and explain that they or now ‘Robot Explorers’ on a mission  Identify types of robots (physical).
to share information about robots.  List the various parts that a robot could have.
 Provide each group with a set of flashcards containing questions related to robots (prepared beforehand). This is used to retrieve what the have  State what a robot can do (and cannot do).
learned in previous terms. Learners in each group take turns to pick a flashcard, read the question aloud then the group discuss the answer together.  Describe how robots move.
Encourage learners to use prior knowledge and memory to answer the questions.  Explain how robots impact the world around us.
 After all the groups have answered their flashcard questions, gather the learners back together. Ask each group to take turns sharing their answers Using retrieval practice, this activity encourages learners to actively
to specific questions. Provide positive feedback and additional explanations as needed to reinforce the concepts. engage with the material and reinforce their understanding of the
 Now, have each group draw and label a robot on the whiteboard or paper. They should include the different parts of the robot that they learned concepts related to robots. It also promotes collaboration and critical
about, such as sensors, actuators, arms, wheels, etc. Encourage creativity! thinking as learners work together to explore and describe robots in
 After drawing the robot, each group should take turns describing what their robot can do and cannot do based on the concepts they've learned. For various ways.
example, can it pick up objects, move around, follow commands, etc.
 Now, engage the learners in a group discussion about how robots impact the world around us. Discuss both the positive and negative impacts,
such as increasing efficiency in industries, performing dangerous tasks, and potential job implications.

As a concluding activity, provide learners with a quiz (using apps such as Kahoot!, Google forms, MS Forms, Quizlet, etc.) about what they have learned
about robots during the year.
R.5 Design a simple artefact based on a set of design instructions Link to R.1, R.2, R.3, R.5, R.6, R.7 and C.1 – C.7
R.6 Mimic the operations of a robot Note:
R.7 Create, test and execute a set of robotic instructions R.5, R.6 and R.7 are done together
Example activity 1 – Desing and build a basic wheeled robot
This is an enabling activity before starting with the project – learners will use the knowledge and skills gained with Leaners need to acknowledge the basic principles of wheels and axles
this activity when doing their project. and use this knowledge to design and build a simple wheeled robot
Steps that can move easily on a flat surface

Wheels and Axles: Acknowledge the function and importance of

wheels and axles in facilitating movement.
Robotics: Basic principles of building a robot, including the integration
of wheels and axles.

After building the wheeled project, learners start with their end-of-year
assessment project.

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Content (Grade 4 / Term 4) Notes/Examples
Use computational thinking, design thinking and the engineering
design process to plan, build, test and debug a robotic artefact – the
speedster robot (R.5)

Learners need to know

Example Project (for assessment) Exploring motion with DC motor - example is of a speedster robot connected to a geared DC motor with two  The working basics of DC motors regarding creating moving objects
points. such as a car
 The principles of DC motors and how it is used to drive motion in
Resources required:
objects
 3v DC motor
 2 x AAA cells / 2 x AA batteries Link to learner’s prior knowledge of wheels an axle.
 AAA / AA battery holder with on/off switch
 Battery box This is done with
 Ice cream sticks  R.7 (design, test and execute and debug a set of robotic
 Glue instructions) and
 Double-sided tape  R.6 – when the artefact moves, it illustrates the operations of a
 Kebab stick robot
 Bottle caps
 Paper clip
 Sosatie sticks or dowels and straws
Note: The design of the “speedster” robot was done by a
There is no soldering involved. grade 4 learner under the guidance of an educator. The
The battery box wires are connected to the DC motor by twisting the exposed wire to the connectors. learner suggested the use of cable ties.
In the example two ice cream sticks are glued together to form a sturdy base. Double sided tape was used to attach the motor and the battery box to the As part of the first construction the learner discovered that
base. The front wheel was made by using a kebab stick and two bottle caps glued together. For “wire” a paper clip was bent to form the front fork. the motor was placed “upside-down” having the speedster
(There are various approaches that could have been followed to create a front wheel or set of wheels.) go backwards. As part of the problem solving and
improvement process the learner figured out that he had to
The speedster robot built in R.5 moves, mimicking the operations of a robot. flip the motor. Before the final reassembly the rotation of
the wheels was checked. The final speedster then correctly
Alternative A rubber-band powered car can also be created as drove forward when switched on.
A simpler more toned-down version of a DC car can be shown below.
created using a simple 3V DC motor, and a fan. For axel See: https://www.youtube.com/watch?v=0W9iaB42QDU
casings straws glued and taped to a flat piece of wood
could be used. Plastic wheels from a hobby kit with o-rings was attached with cut toothpicks. The example contains
no soldering, and the wires were twisted together.

CAPS CODING AND ROBOTICS 90

Content (Grade 4 / Term 4) Notes/Examples
Alternative How motors are used to drive robots.
Motors in robots make them move. They use electricity to spin and
create motion. Robots have motors placed in different parts, like
wheels or arms. If a robot has wheels, the motor makes them turn. If it
has an arm, the motor controls its movement. The motors are
controlled by signals that tell them how to move, like going forward or
lifting an arm.

Note
When learners design and build robotics artefacts, they use
computational thinking and design thinking and follow the engineering
design thinking process which include executing, testing and
debugging.

Digital Concepts
D.1 Outline the concept of technology and purpose of information technology (IT) Link to D.3 and D.7
Example activity 1 Retrieval practice
As a concluding activity, provide learners with a quiz that test their knowledge about what they have learned so far. Create a quiz (using apps such as Kahoot! Google forms, MS Forms,
Include pictures, diagrams, etc. as part of the quiz Quizlet, etc.) about what they have learned so far
D.2 Recognise that he or she is living as citizens in a digital world. Link to D.6 and D.7
Digital Footprint – Does what you do online always stay online? In the online/digital world, we all leave a digital footprint (just as the
Learners learn that the information they share online leaves a digital footprint or "trail." Depending on how one we leave when walking on sand). This digital footprint links all
they manage it, this trail can be big or small, and harmful or helpful. Learners compare different trials and online activities on the internet like visiting websites, posting, liking,
think critically about what kinds of information they want to leave behind. Discuss how these footprints can commenting, etc. to a person.
be permanent and visible to others, potentially affecting their reputation, relationships, and future
opportunities.
People can also use this information to harm you, e.g., it can lead to stealing your identity, malicious
individuals stalking you online, tracking your physical location, etc.

Example activity: Collecting information and discussing privacy.

Create a handout with questions that learners should answer. Provide space for three names. E.g., What is
your name? What is your surname? How old are you? What is your birthdate? What is your favourite colour?
How many siblings do you have?
Tell learners to gather data about three other learners.
Have a discussion in class about the data gathered and why certain information should not be shared.
D.3 Demonstrate an understanding of the concept of a computing device. Link to D.1
Reinforce and extend from the previous terms.
The concepts of “hardware” and “software”. Use simple and relatable examples to explain the difference between the two. Show some real hardware
components, such as a keyboard, mouse, and USB drive, and describe their functions. Explain that hardware refers to physical parts of a tech device, while
software consists of programs and instructions that make the hardware work.

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Content (Grade 4 / Term 4) Notes/Examples
D.4 Identify the common uses of ICT in the real world Link to D.5
D.5 Differentiate between the components of an ICT system Link to D.4
Example activity 1 Retrieval practice
As a concluding activity, provide learners with a quiz that test their knowledge about what they have learned so far. Create a quiz (using apps such as Kahoot!, Google forms, MS Forms,
Include pictures, diagrams, etc. as part of the quiz Quizlet, etc..) about what they have learned so far
D.6 Explain how the adaptation of technology impacted the world we work and live in Link to all D.1 to D.5, D.7 and D.10
Example activity: Positive and negative impact of ICT Revise and extend from Term 3 using different activities.
In small groups, learners discuss some positive and negative impacts of ICT and make a list of two positive and two negative impacts. Learners need to acknowledge that ICT impacted our lives / the world
Learners now need to suggest solutions to minimize the negative impacts and to make the best use of technology. we live in, both positively and negatively and have its drawbacks and
For example, answering the following questions: challenges.
 How can we limit our screen time and balance it with other activities that enrich our lives, such as also spending time with family and friends? Positive
 How can use technology mindfully and purposefully, rather than impulsively and compulsively.  Enabled us to communicate, learn, work, and entertain ourselves
 How can we protect our privacy by using strong passwords? more easily and efficiently.
 How can we ensure a positive footprint? Negative
 How can we treat others with respect when online?  Can be addictive, distracting, and isolating which could affect our
Groups create a poster that highlights the positive and negative impacts and provide solutions for minimising negative impacts/ mental and physical well-being, as well as our interpersonal
relationships and social skills.
 Can pose risks to our privacy, security, and environment.
 Can create social inequalities, ethical dilemmas, and cultural
conflicts. Technology can also affect our mental and physical well-
being, as well as our interpersonal relationships and social skills.
D.7 Present a basic understanding of the concept of input processing and output. Link to D.7 and C.2 – C.5
Example activity: Revise and extend the concept of input, processing and output. Reinforce and extend from D.7 Term 3
Teacher demonstrates input (e.g., typing into a search engine such as Google and output (the results (webpages) of the search displayed on the screen) Learners need to acknowledge that:
and explains that the input was processed (looking for the information on the internet) to provide the results.  Input, processing, and output are fundamental concepts in
In pairs, learners need to write down examples of input, and the resultant output, then describe what processing they think took place to provide the output, computing and information processing.
e.g. typing a text message on a keyboard (WhatsApp) to be sent to a friend or clicking on icons or buttons on a GUI to perform certain actions such as  They are essential components of any system that deals with data
opening an application. Processing - when you perform a search on a search engine, the system processes your query to find relevant results from its index. and information.
Output - The search engine displays a list of relevant web pages as search results.  Users provide data as input, which is processed by the computer
system to produce meaningful results as output.
o Input refers to the data or information that is provided to a
computer system for processing.
o This data can come from various sources, such as keyboards,
mice, touchscreens, sensors,
 Processing refers to the manipulation and transformation of the
input data by the computer.
o The processing step involves various operations, such as
calculations.
 Output is the result or information produced by the computer
system after processing the input data.
o Output can be displayed in the form of text, graphics, images,
etc. on a computer screen or a printer or sound through a
speaker
D.8 Interpret a pattern to represent or communicate a message or image Link to D.9 and C.1
D.9 Create a pattern to represent or communicate a message or image Link to D.8 and C.1

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Content (Grade 4 / Term 4) Notes/Examples
Example activity – Create a cipher disc At a basic level, learners need to know that:
Pair the learners. Provide each pair with two paper plates, scissors and a pencil. Encryption is linked to cybersecurity and is a way
Cut the inner disk from the centre of a paper plate. of protecting the confidentiality of messages by making
Write the letters of the alphabet around a whole paper plate. Make sure they are equal distances apart. them unreadable to anyone who does not have the key to decode/
Place the inner disk on top of the whole plate. Randomly write letters of the alphabet on the inner ring. Make sure that each letter lines up with a letter on the decrypt them
whole plate.
Cybersecurity is the act of keeping information, ranging from credit
card numbers to national secrets, private and viewed by only the right
people.

Encryption and decryption go together.

D.9 – Learners encrypt a message using a cipher
D.8 – Learners interpret the cipher and decrypt the message.

Once done, each pair write their own messages and write cryptograms.
Then each pair tries to solve the encrypted message of another pair.
D.10 Demonstrate a basic proficiency in the application of digital skills. Link D.8 and D.9.
Guide learners through the process of creating simple repetitive patterns using Microsoft Paint. Emphasise that duplication is used to form patterns. Done in relation to C.2 – C.7
Encourage learners to experiment with different colours and sizes to create their own unique patterns. Emphasise good
Have learners create their own digital artwork using patterns they have learned or discovered in Paint.  file management
Learners also create sprites and backgrounds to import for their coding apps.  File naming conventions
 File extensions (.sb3 and .png /.jpeg)

93 CURRICULUM AND ASSESSMENT POLICY STATEMENT

3.2 GRADE 5
Note:
Teachers must include the following competencies and content in their Annual Teaching Plan (ATP), distributed across the terms and sequenced, organised and grouped
in a manner that will facilitate learning in a manner that will make sense for learning and teaching, maximize the learners' learning outcomes and achievement. and in a
way that will make optimal use of time and resources. Some competencies could also be combined in bigger/more complex programs.

Also, in Grade 5, it is advisable to complete all the Coding in Term 1 and Term 2 and then complete the Robotics in Term 3 and Term 4. Digital concepts are spread across
the four terms as it supports both Coding and Robotics.

3.2.1 Term 1
Content (Grade 5 / Term 1) Notes/Examples
Coding
C.1 Apply computational thinking (CT) skills to develop a set of logical instructions to solve a problem. Link to C.1 – C.7, R.5 – R.7
Computational thinking is applied in all coding activities Computational thinking is used when solving coding problems
C.2 Present a simple coding solution using symbolic or written statements representing sequences of commands, single repetition, and Link to C1, C.3 – C.7 and R.5 – R.7
conditional constructs.
Example activity 1 – Introduce pick random number Note:
Provide learners with the code on the right. Provide learner with activities enabling them to
Learners run the code several times and each time write down the output (the number displayed)  read code and explain what it does or
Learners then explain what the code does.  work through (trace) / act out code (physically or simulated) to
determine the output or the correctness or
Example activity 3 – Complete code (missing code instructions)
Complete the code on the right as follows:  provide missing code instructions (code instructions are provided
If the number displayed is greater than 5, the sprite must say “greater than 5”. with some instructions or code elements missing) that learners
All the code must be executed 5 times. need to complete or
 translate verbal/written instructions (algorithm) to code (e.g. write
Example activity 4 – Algorithm to code, implement test and debug (introduce glide to random block-based code for a list of symbolic (e.g. arrows)/written
position) instructions))
A robot can only respond if the correct activation code is entered. Possible solution  add some functionality/instructions to an existing program.
Code the following algorithm to implement in a block-based coding environment.  rewrite a set of coding instructions to be more efficient, e.g. using a
1. Robot starts at position x:0;y:0 loop construct for code that is repeated or
2. Ask the user to enter the activation code.
 choose the correct solution from 2-3 options or
3. If the activation code is correct (ABC123) the computer plays a beep sound
4. The robot responds by saying “beep, beep Robot activated!” for 2 seconds.  compare different solutions to evaluate efficiency or
5. The robot then glides to a random position.  debug an algorithm or block-based program (find the bug, describe
the bug and correct it)
Example activity 5 – Debug code  develop a solution/algorithm (code instructions) based on a given
Provide learners with a problem and incorrect code to solve the problem and let them debug the code to problem or for an open-ended problem through planning,
solve the problem. implementing, testing and debugging.
develop a solution/algorithm (code instructions) based on a given
Example activity 6 – Open ended problem or for an open-ended problem through planning,
Learners use their knowledge, skills and experience to design, code, implement, test and debug a implementing, testing and debugging.
program of their choice

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Content (Grade 5 / Term 1) Notes/Examples
C.3 Interpret and execute a given symbolic or written set of commands Link to C.1, C4, and C.6
Example activity The learners must interpret the code and determine where the
In the following example the learners must interpret the code and determine where the aeroplane aeroplane will be once all the code has executed.
will end up on the stage. Each small block in the grid is 30 x 30, implying a move of 30 steps will
move the aeroplane one block forward. Note:
While learners should be able to describe what each line (block) of
code does, (describing a code segment line-by-line) it is very important
that learners explain the overall purpose of the code, i.e. what the
Alternative program does/the purpose of the program.
solution Note
An Algorithm is a set of well-defined steps or instructions that are
followed to perform a specific task or solve a particular problem. The
instruction set can be sequential or can include branching (decision
structure) or repetition (loops).
Key characteristics of a good algorithm: Each step
 must be clear and unambiguous.
 must be at the right level of detail and specific.
 consists of a single task (be at the most basic level)
 must be in the correct, logical sequence
 must be correct/solve the problem

C.4 Debug a given symbolic or written set of instructions C.3 and C.4 done together and C.6
Example activity 1 – Debug C.3 is generally done with all programs that learners write, complete or
Help Smiley get through the arrow maze back to his house. change
When standing in a square with an arrow, Smiley must move to the next square by following the direction of the arrow. Smiley
can choose to start from either shaded square with a start flag. Note:
Now it is impossible for Smiley to reach his house. It is important that coding activities revise coding concepts learned in
By changing the direction of one of the arrows, Smiley will be able to follow the arrow to his home. previous terms and grades cumulatively, using different activities and
Which arrow needs to change direction? combinations of concepts.

Example activity 2
Use the corrected algorithm from the above activity and write the code in a block-based
environment for Smiley, the star to get home.
(The background is customised, imported into a block-based coding environment)
The Ss indicate the starting points

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Content (Grade 5 / Term 1) Notes/Examples
C.6 Recognise and interpret patterns in symbolic sets of data or visualisations. Link to C.1 – C.4 and R.5 and R.6 and D.6 and D.7
Example activity It is important that pen-and-paper coding exercises are not neglected.
On the lake, beavers can go from one lily pad to another but only in the
direction the arrows indicate. By identifying patterns, we can predict what will come next and what
Bob (in a red vest) and Nora (in a yellow vest) would like to meet on one of will happen again and again in the same way.
the lily pads. A pattern may be numerical, visual or behavioural.
They start on different lily pads as you can see below.
In Computer Science/coding one analyses patterns in data and make
Which lily would they meet on?
predictions and generalisations based on the pattern analysis.
Pack out (using the arrows) the path that each must follow to be able to
meet.

Robotics
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 and extend from Grade 4:
A robot is also an artificial agent, meaning it acts as a substitute for a person, doing things it is designed for. Include concept of artificial agent and the origin of the term ‘robot’
The term comes from a Slavic root, robot-, with meanings associated with labour. Discuss types of robots:
Robots are usually machines controlled by a computer program or electronic circuitry. They may be directly controlled by humans. They may be designed to Mobile, Industrial, autonomous, remote controlled
look like humans, in which case their behaviour may suggest intelligence or thought. Most robots do a specific job, and they do not look like humans. They
can come in many forms.
Different types of robots:
Mobile robots are designed to move and navigate in different environments.
 They can have wheels, tracks, or legs to enable mobility.
 Examples include robot vacuums, delivery robots, or rovers used for planetary exploration.
Industrial Robots: used in manufacturing and production processes.
 They are typically large and powerful machines.
 Designed to perform repetitive tasks, such as assembly, welding, or packaging in factories.
Autonomous Robots: Autonomous robots are capable of operating and making decisions without constant human control.
 They have onboard sensors, processors, and algorithms to perceive and navigate their environment.
 Can perform tasks and adapt to changing conditions independently.
Remote Controlled Robots: Operated by a person through a remote-control device
 Remote controlled robots are operated by a person through a remote-control device.
 They require constant human input and control.
 Movements and actions are controlled by a person from a distance, using joysticks or buttons on the remote control.
R.3 Outline the different components of a robot Link to R.5
Example activity Learners need to know that, when a robot uses a power source such
Present the basic concepts and principles of electric circuits and switches and how electricity flows from the energy source, through the conductor and the as batteries, it includes basic electrical components such as circuits
load. and switches.
Basic electrical components: Knowledge of batteries as a source of energy, wires as conductors, and a bulb as a load in the circuit. Therefore, they need to, at a basic level, know the basic concepts and
Basic flow of electricity: Know how electricity flows from the energy source, through the conductor, and to the load. principles of the above.
Basic switches: Know the function of a switch in a circuit, which is to control the flow of electricity. Learners need to know how

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Content (Grade 5 / Term 1) Notes/Examples
 energy can be stored in cells or batteries,
 a circuit transfers electrical energy, and
 how a switch can control the flow of electricity

No switch Switch
R.5 Design a simple artefact based on a set of design instructions Link to R.3
Learners design and build their own basic electric circuit to light a bulb Learners build a simple circuit with a power source, light bulb and
switch
Learners must be able to, at an elementary level, describe a circuit
and how it works.

R.6 Mimic the operations of a robot Link to R.5 and C.1-C.7

Example activity Learners mimic the operations of a robot using a virtual robot in the
Design a grid with obstacles and a virtual robot (sprite). block-based coding environment.
The sprite moves on the grid and when the sprite touches an obstacle, it responds in a specific way. Use a grid background with obstacles placed on the grid.
The sprite/virtual robot performs specific actions when it touches an
object.

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 helpful as it
provides scaffolding for learning programming. It helps learners to
develop logical thinking, Refer to Grade 4 Term 1 C.3.

97 CURRICULUM AND ASSESSMENT POLICY STATEMENT

Content (Grade 5 / Term 1) Notes/Examples
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).

R.7 Create, test and execute a set of robotic instructions Link to R.5 and C.1 – C.7
Example activity Do with R.5
Using computational thinking, design thinking and the engineering design process: Learners need to use computational thinking and design thinking while
 Plan, create a basic electric circuit with a switch to turn on a light bulb. following the steps on the left when they design an artefact based on a
 Execute and test the design and debug/fix if required. set of design instructions (R.5)
Digital Concepts
D.1 Outline the concept of technology and purpose of information technology (IT) Link to D.3, and D.7
Learners should be able to: D.1, D.3 and D.7 can be done together
 explain what a computer in the context of information technology is Learners need to understand that Information Technology (IT)
 relate the concept of computers to that of an IT tool specifically refers to the use of computers, networks, and software to
Example activity: Explain the basic concept of computers in everyday life manage and process data and information.
Explain the basic concept of computers in the context of information technology. Define what a computer is, emphasising that it is an electronic device The purpose of Information Technology (IT) is to use computers,
capable of performing various tasks using instructions. Present examples of IT tools on presentation slides or posters (e.g., laptops, smartphones, tablets, software, networks, and other technology tools to manage, process,
servers, etc.). Discuss how each of these devices is a type of computer that serves different purposes within the field of information technology. Display store, and present information in various contexts.
images of various computers commonly used in everyday life, such as personal computers, smartphones, ATMs, self-checkout machines, etc. A computer is an electronic device that processes data and performs
Ask learners to list the examples they recognise and relate the use and purpose of each computer to their own daily routines and activities. various tasks according to a set of instructions provided through
software or programs.
D.2 Recognise that he or she is living as citizens in a digital world. Link to D.4 and D.6
Give a basic explanation of the digital world all around us. D.2, D.4 and D.6 can be done together
Provide a basic description of a digital world and digital citizenship.

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Content (Grade 5 / Term 1) Notes/Examples
Discuss how digital citizenship contributes to a positive digital world. The digital world is an interconnected realm of information and
Include caring for your device as a good citizen. communication technology that surrounds us in our everyday lives. It
Example activity: Exploring the digital world like a magical playground. encompasses various digital technologies and platforms that facilitate
Explain to learners that the digital world is like a big, magical playground that exists inside computers and the internet. It's a place where you can do so many the creation, processing, storage, and sharing of data and information
cool things, just like in the real world, but even more exciting and full of possibilities! through electronic means. The digital world has transformed the way
Let learners create a diagram in Paint where a magical online playground is simulated. Ask them to include shapes/patterns that represent communicating we live, work, communicate, and access knowledge.
with friends, exploring the world, sharing pictures with family, etc.
Discuss that like any playground, the digital world comes with some rules to keep everyone safe and happy. Being kind to others is essential, just like you Digital citizenship refers to the responsible, ethical, and respectful use
would in the real world. Avoid using mean words or doing things that might hurt someone's feelings. Treat people online the way you'd want them to treat of digital technologies and the internet. It involves understanding the
you. It's also essential to be careful about sharing personal information with people you don't know well. Always check with your parents or teachers before rights, responsibilities, and risks associated with participating in the
giving out any personal details, like your full name, age, address, or school. digital world. Digital citizenship encompasses various aspects,
Continue with the activity and ask learners to include symbols of the good digital citizenship road signs (see Grade 4 Term 2 D.2) created about rules to including online behaviour, information literacy, digital communication,
follow, to be a good digital citizen. privacy, security, and copyright awareness.
Being a responsible digital citizen means using technology
responsibly, treating others with respect online, protecting personal
information, and being mindful of the impact of one’s actions on others
in the digital space.

By embracing the principles of digital citizenship, you become a

positive force in the digital world. You contribute to creating a safe,
respectful, and supportive online environment for everyone to enjoy
and learn. Just like in the real world, being a good digital citizen is a
lifelong journey of learning and growth.
D.3 Demonstrate an understanding of the concept of a computing device. Link to D.1, R.3, R.
Revise and extend the concepts of “hardware” and “software”. Show some real hardware components, such as a keyboard, mouse, and USB drive, and Learners need to:
describe their functions.  Know what a computing device is (electronic machines capable of
Discuss the concept of a computing device, what it is and its importance in our daily lives. processing data and performing tasks according to instructions.)
Choose a device and observe and examine the external components of a specific computing device.  Distinguish between hardware and software,
Ask them to identify and describe each component, such as the screen, keyboard, touchpad/trackpad. Discuss the basic function of each.  Name common computing devices and their uses
Identify the apps found on these devices, e.g., block-based coding app. (Link to D.1. and D.2.)  Name common apps found on these devices,
 Provide a basic description of a computing device, including the concepts of input, processing, output, and storage.  Know that a computing device is made up of hardware and software
 Distinguish between the concepts of hardware and software.  Know that hardware refers to physical parts of a tech device, while
 Provide a list of common computing devices and describe what they are used for. software consists of programs and instructions that make the
 Provide a list of common apps found on devices (e.g., WhatsApp) (Link to D.1 and D.2) hardware work.
 Describe and demonstrate the concept of working in and navigating an application (app). Link to C.2) Note:
 Navigating applications Some aspects covered here can be done while learners work on
 Allow the learners to locate and open the different applications on their devices. computing devices in class, e.g., while busy with Coding and Robotics
 Request the learners to write down the common components in the different user interfaces of the applications they are working with
 Discuss the purpose and functions of common buttons and icons that learners encountered
 Request the learners to write down the different components in the user interface of the applications
 Discuss the purpose and functions of new/unknown buttons and icons that learners encountered
D.6 Explain how the adaptation of technology impacted the world we work and live in Link to D.2 and D.3
Reinforce and extend from the previous grade. Focus on the evolution from technology (T) to information technology
(IT) to information and communication technology (ICT)
Remind learners”

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Content (Grade 5 / Term 1) Notes/Examples
Remind learners that technology is all around us (and has been for centuries), and it includes all the tools and machines we use to make our lives easier and Technology can be anything that makes our lives easier (e.g.,
better. It can be something simple, like a pencil or a bicycle, or something more complex, like a computer or a smartphone. Technology helps us do things electricity).
faster, communicate with others, and learn new things. Information Technology (IT) is a special kind of technology that
If the teacher has access to old technology devices (e.g., old cell phones, a floppy disk, a VCR, typewriter, and telephones), bring the artefacts to the class. focuses on computers and how we use them to process and manage
Allow learners to handle and explore these older devices, comparing them to the current technology they use. Alternative show the learner’s pictures of old information. IT includes things like computers, laptops, tablets, and the
artefacts. software we use to create documents, play games, and do many other
Example activity: Impact of technology – Tech Time Capsule things. IT helps us store and organize information, like pictures,
Explain the concept of a time capsule as a container that holds items representing a specific time for future generations to discover. videos, and documents, so we can access them whenever we need
Discuss with the learners the idea of creating a “Tech Time Capsule” to capture the impact of technology in their lives right now. Distribute worksheets or them.
paper to each student and ask them to reflect on the impact of technology in their lives. (Link with other subjects such as NST, SS, LS). Prompt questions Information and Communication Technology (ICT): Add one more
like: concept. Communication. Information and Communications
 How has technology changed the way you learn or play? Technology, or ICT, is a big idea that combines Information
 What are some of your favourite technological gadgets or apps, and why do you like them? Technology with how we communicate with others. It’s like bringing
 How has technology changed the way your family communicates or spends time together? together computers and other devices, like smartphones and the
 Can you think of any ways technology has helped people in the world, such as in emergencies or healthcare? internet, to help us talk to our friends and family, even if they are far
 Now ask learners to draw a picture of a device and place it in the “Tech Time Capsule”. Let them fold the pictures up and place them in a box. away.
D.7 Present a basic understanding of the concept of input processing and output. Link to C.1 – C.5
Provide a basic description of a computing device, including the concepts of input, processing, output, and storage. Let learners draw a diagram for Elementary IPO table
understanding. Connect the diagram to the IPO table. Input Processing Output
Revise the use of the IPO table. Give some real-life examples of What will the input for What actions will the What will the outcome
the IPO process. the program be (e.g., program perform of the process provide
Connect to the IPO cycle in a computer. press the ‘space’ key). based on the input (e.g., sprite moves
Explain the concept of GIGO to the participants. Tell them that (e.g., move the sprite forward and turns).
GIGO is an important principle in computer science and data 10 steps forward and
analysis, which emphasises that the quality of output is only as turns).
good as the quality of the input data.

Everyday examples

Example activity GIGO story telling.

Divide the learners into small groups of 3-4 people. Each group will create a short fictional
story collaboratively. However, there’s a twist: the story must include some absurd or
ridiculous elements that don’t make logical sense. Emphasise that the story should be
funny and creative but shouldn’t follow any coherent structure. After the groups have
finished creating their stories, have them share their stories with the rest of the class. As
each group shares their story, ask the others in the class to identify the absurd or illogical
elements in the story.
Lead a short discussion about how the concept of GIGO applies to the activity.
Summarise the activity by reinforcing the importance of data quality and how it affects the
results we get from any process and computer algorithm.

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D.8 Interpret a pattern to represent or communicate a message or image Link to D.9 and C.1
Example activity: Plotting a map using patterns.  Guide the learners through the process of creating simple repetitive
 Print out the map and ask learners the following questions. patterns. Link to patterns created in C.6. and C.7.
 Give learners a route e.g., 1, 5, 16, 15, 11, 7, 18, 4, 19, 10, 14 and ask them to trace the  Teacher can include different questions based on the context of the
route with a marker. Give several routes to follow and use different colours. learners. Include map of the area where learners stay. Ask similar
 You are a game ranger at the Kruger National Park, and you must work out a one-day questions.
route that takes tourists to main attractions. Follow the following rules:
 Tourists will start at Orpen and want to make a half-way stop at Satara.
 Tourists may not pass through the same point twice (where possible).
 They must start and end at the same place.
 The tourists would like to visit as many points as possible.
 Write down the route you suggest by giving the number sequence.

D.10 Demonstrate a basic proficiency in the application of digital skills. Link to C.1 – C.7 and R.5 – R.7
Reinforce and extend from the previous year. Revise open, save, close, etc.
Example Activity File and folder management Basic file management – create own folder.
Activity done in relation to prior knowledge and skills in previous grades. Open and save from own folder.
Explain the importance of file and folder management on a computer. File names
Discuss how organizing files and folders helps in easy access to information, reduces clutter, and improves productivity.
Define what files and folders are and explain their relationship (folders can contain files or other folders).
Show examples of common file types (e.g., documents, images, videos) and folders (e.g., My Documents, Pictures, Videos).
Demonstrate how to create a new folder.
Have learners follow along and create their own folders with different names.
Discuss best practices for naming folders (e.g., using clear and descriptive names).

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3.2.2 Term 2
Content (Grade 5 / Term 2) Notes/Examples
Coding
C.1 Apply computational thinking (CT) skills to develop a set of logical instructions to solve a problem. Link to C.1 – C.7
Example activity Computational thinking is the foundation of all programming tasks.
You have two containers – an empty container and a container with milk. You also have a glass filled with orange Provide pen-and-paper computational thinking activities to develop
juice. You want to pour the milk into the glass to drink, but you also want to save the orange juice for later. computational thinking.
Two different people compiled instructions to achieve the task using the available objects only: the two containers
and the one glass filled with orange juice. However, the instructions do not seem to work properly.
Study the different instructions. None of the instructions are working correctly.
Instruction set 1 Instruction set 2
1. Take off the cap from the milk 1. Take off the cap from the empty container
container 2. Pour the orange juice into the empty container
2. Pour the milk into the empty 3. Pour the milk into the glass
container 4. Put the cap back on the now empty container
3. Put the cap back on the container 5. Rinse the glass
4. Pour the orange juice into the milk 6. Rinse the now empty container
container 7. Put the container with the orange juice back in the
5. Put the cap onto the container now fridge
containing the orange juice 8. Put the cap on orange juice container
6. Rinse the glass 9. Drink the milk
7. Pour the milk into the glass
8. Drink the milk
9. Put the container with the orange
juice in the fridge
Use the instructions and write you own set of precise instructions so that the task can be achieved in the most efficient (the shortest and best way without
mixing the milk and orange juice in any way) manner and be understood by anyone following it.
Does one need an extra container?
C.2 Present a simple coding solution using symbolic or written statements representing sequences of commands, single repetition, and Link to C.1 C.3 – C.7
conditional constructs.
Example activity 1 – Introduce join block (two aspects only, e.g. say with text and answer) Provide learners with pen-an-paper activities to practise the Join
Provide learners with the following code which they need to study and explain what it does. instruction.
Let them run the code to check their interpretation and ask them to specifically explain what the join instruction Token based tangible coding applications can also be deployed to
does. Explain the join block if necessary. Then, on a worksheet, provide various instructions that they need to join strengthen the mastery of content and outcomes.
and which they must test in a block-based coding environment.

Example activity 2 – Introduce Point towards mouse pointer

Run the code on the right (keep moving your mouse on the stage)
Explain what the code does.
See if you could have the beetle draw a triangle based on
How you move your mouse.

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Content (Grade 5 / Term 2) Notes/Examples
C.3 Interpret and execute a given symbolic or written set of commands Link toC.4
Example activity 1 – Introduce length block and stacked join blocks.
Provide learners with the code on the right.
Learners study the code and explain what it does.
Learners run the code and compare with what they expected. Do, if condition is true
Let learners explain what the length function does.
Let them come up with ideas where it could be useful when programming. Do, if condition is false
Learners now write their own program using the length function.

Learners must be able to explain

 What a condition is
Explain:  The branching or the flow (based on the condition)
what a condition is  The difference between an if…then… and an If…then…else
branching (flow)  Understand when two separates if…then…statements can be
written as an if…then…else statement

Provide learners with pen-an-paper activities to practise the Join

instruction as learners generally struggle with the layers (stacks) when
using more than two ‘joins’
C.4 Debug a given symbolic or written set of instructions Link to C.3
Example activity 1 Debugging is an integral and important part of coding.
The codes F, P and J, on the right represents the instructions Forward, Pick-up and While learners need to debug all the code the write, learners must also
Jump respectively. be provided with incorrect code which they need to debug.
The numbers indicate how many times an instruction must be executed.
SSB, wants to pick up all the carrots and land on the X block at the end.
The code on the right contains errors, correct the code enable SSB accomplish his Note:
task. It is important that coding activities revise coding concepts learned in
previous terms and grades cumulatively, using different activities and
combinations of concepts and constructs.

Example activity 2
The Twinkledust fairy wants to cast a spell that will duplicate herself 5 times at different places on the screen. The following code has been provided, but it
does not seem to work. Note:
Find the bug and correct it. Literature suggests that the biggest problem of novice programmers
does not seem to be the understanding of basic coding concepts [in
isolation] but rather learning to apply them [and combine them].to
complete a task or solve a problem Therefore, at this level, beware of
giving learners programming tasks that combine too many concepts
(Robins, 2019).

103 CURRICULUM AND ASSESSMENT POLICY STATEMENT

Content (Grade 5 / Term 2) Notes/Examples
Possible Answer

Jimmy your friend noticed that it seems as if after the code has been corrected and the Green flag is clicked again as the
fairy keeps on duplicating. How should this be fixed?

Possible Answer (second part)

Answer
Add an erase all block

C.6 Recognise and interpret patterns in symbolic sets of data or visualisations. Link to C.1, C.2 and D.6 and D.7L
Example activity By identifying patterns, we can predict what will come next and what
In pairs, run the following code (on the right) in a block-based environment: will happen again and again in the same way.
Figure out what it does. In Computer Science/coding we analyse patterns in data and make
Now, learners write similar code that uses keyboard input and changing sprite size, colour and other predictions and generalisations based on the pattern analysis
properties.

Example activity 2
The numbers alongside each column and row in the drawing below
are the sums of the values represented by the symbols within each
column and row. Study the patterns and figure out what number
should replace the question marks.

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Content (Grade 5 / Term 2) Notes/Examples
Robotics
R.1 Explain what a robot is in simple terms. Revise and extend from previous terms and grades
R.2 Identify different types of robots. R.1 – R.3 is done together
R.3 Outline the different components of a robot At a basic level, learners need to acknowledge the following main
components of a robot and what they are used for:
Pretty much like we humans receive inputs from our sensory organs, process them in our brain, and  Sensors (for input) – a device that detects and responds to some type
carry out the desired action; robots too have the same building blocks. The input to the robots is via of input from the physical environment, e.g. light, motion, moisture,
sensors, the processing is done by the CPU unit, and then the desired output is obtained. temperature, pressure, etc.
Any robot is made up of three main parts – Sensors (for input), CPU (processor), and Mechanical  Controller (processor)
Actions (for output). Mechanical actions (actuator) (for output) – s mechanism that converts
The sensory inputs that the robot takes can be anything from smell, touch, visual differences, etc. The an electrical signal into a corresponding physical quantity such as
central processing unit is the microprocessor or microcontroller that processes this input quantity, movement.
searches for the corresponding function to perform from the previously fed or programmed instruction
set, and then sends the signal on to the output port. Actuator
Upon reception of this signal, the robot will perform the desired action. Mechanism that converts an electrical signal into a corresponding
physical quantity such as movement, force, sound
Let us take an example of a robot that will stop once it meets any obstacle. Sensor
Robot: Obstacle Avoider A device that detects and responds to some type of input from the
Input: Touch physical environment, e.g. light, heat, motion, moisture, pressure
Output: Stop the motors
Purpose: In this example, the robot is to move freely in any direction, and stop once it collides with any object.
Once the robot meets any object, its input sensor (touch) will be activated. This sensor will send signal to the processing unit, as soon as it turns on. The
CPU will look up in its instruction set to find the relevant action to be performed upon the reception of this signal.
R.4 Present an understanding of how robots affect the world Link to R.1 – R.3
Robots are fascinating machines that have a big impact on our world. Let's dive a little deeper into how they affect our lives. Revise and extend from Grade 4 using different examples and
Example activity activities.
Provide learners with a KWLS chart / or they draw one in their workbooks.  Making Work Easier.
Learners write down what they already know and what they want to know about the topic  Saving Time
Play a video on how robots affect the world, e.g. https://youtu.be/6_TpuJ3bnL8 and https://youtu.be/rBNzAGlSfnI  Helping People
Learners write down what they have learned and what they still want to know.  Exploring New.
Encourage learners to look for the information that they still want to learn.  Entertainment and Recreation:
Discuss the aspects in the video and supplement with the information on the right.
Note:
Notes It is important to remember that robots are tools created by humans.
 Making Work Easier: Robots are designed to perform tasks that are difficult, dangerous, or repetitive for humans. They can help assemble products in They need humans to program them and give them instructions. While
factories, perform surgeries in hospitals, or even assist in farming by planting and harvesting crops. This makes work more efficient and frees up human robots can be incredibly helpful, they are not meant to replace us.
workers to focus on more creative or complex tasks. Instead, they work alongside us, making our lives easier, safer, and
 Saving Time: Robots are super speedy! They can complete tasks much faster than humans. For example, in warehouses, robots can swiftly move heavy more enjoyable.
boxes from one place to another, making the process quicker and more efficient. Similarly, in our homes, robotic vacuum cleaners can zip around and
clean the floors in no time, giving us more time to do other things we enjoy.
 Helping People: Some robots are designed to assist people with disabilities or special needs. These robots can help individuals with limited mobility by
fetching objects, turning on lights, or even providing companionship. Robotic prosthetic limbs can help people who have lost a hand or a leg to regain their
mobility and independence.

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Content (Grade 5 / Term 2) Notes/Examples
 Exploring New Frontiers: Robots have the amazing ability to go where humans can't easily reach. For example, rovers like NASA's Mars rovers explore
the surface of Mars and send back valuable information about the planet. Underwater robots called ROVs (Remotely Operated Vehicles) can dive deep
into the ocean to study marine life and explore underwater habitats that are too dangerous for humans.
 Entertainment and Recreation: Robots are not only practical but also a lot of fun! You might have seen robot toys that can walk, talk, or even play
soccer. Robots are also used in movies and shows, bringing fantastical characters to life. Additionally, robot competitions, such as robot sumo or robot
races, provide exciting entertainment and encourage learning about robotics and engineering.
R.5 Design a simple artefact based on a set of design instructions Link to R.6 and R.7
Example activity - Exploring Electricity, DC Motors, and Control Through a Fun Game Create a fun and interactive game using a DC motor, a light bulb, and
Design and create a simple electric circuit that powers a fan using a DC motor. a switch.
The fan should be controllable with a switch, allowing it to be turned on and off.
The design should focus on the functionality of the fan, its stability, and the effectiveness of the This activity will help learners to delve into the basics of circuits,
switch in controlling the fan's operation. electricity, and robotics. Instead of coding, we will use a hands-on
activity to engage students and explore the principles of robotics.

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).

R.6 Mimic the operations of a robot Link to R.5 and R.7

Example activity 1 Use virtual robot in block-based coding environment
The fan built in R.5 moves, mimicking the operations of a robot.
Example activity 2
Design a grid activity (in block-based coding environment) with a virtual robot and obstacles. Virtual robot then follows instructions to avoid obstacles and/or
react in specific ways when it touches the obstacles)
(Can also be done physically on the floor where learners act as robots)
R.7 Create, test and execute a set of robotic instructions Link to R.5 and R.6
Example activity Do with R.5
Using computational thinking, design thinking and the engineering design process: Learners need to use computational thinking and design thinking while
 Plan, create a basic fan as described in R.5. following the steps on the left when they design an artefact based on a
 Execute and test the design and debug/fix if required. set of design instructions (R.5)
Digital Concepts
D.2 Recognise that he or she is living as citizens in a digital world.

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Content (Grade 5 / Term 2) Notes/Examples
Reinforce and extend from the previous grades Cyberbullying is use of technology, such as social media, instant
Example activity: Cyberbullying messaging, or email, to harass, intimidate, or humiliate someone
Introduce cyberbullying asking learners if they have heard about it and what it is. repeatedly.
Discuss the seriousness of cyberbullying and how it can lead to emotional distress, anxiety, and
even harm to the victim's mental health. Learners need to understand that cyberbullying includes
Provide examples of cyberbullying and engage learners in a discussion about the consequences of  Sending mean messages or comments online
cyberbullying on the victim, the bully, and the broader community.  Spreading rumours or lies about someone through social media
Now, divide the learners into small groups. Provide each group with a different cyberbullying  Creating fake profiles to mock or embarrass someone
scenario handout.  Sharing embarrassing photos or videos without permission
Instruct the groups to discuss the scenario and come up with an appropriate response and coping  Coping strategies for deal with cyberbullying
strategy for the victim.  The consequences of cyberbullying
After the discussion, have each group present their scenario and share the coping strategy they
developed. Present coping strategies for dealing with cyberbullying. Some
strategies include:
Emphasize that cyberbullying is never acceptable, and everyone has a responsibility to create a safe and respectful online environment.  Do not respond or retaliate to cyberbullying messages; it can
Ask learners to share their thoughts on how cyberbullying might make someone feel and how it can impact their daily life and well-being. escalate the situation.
Reinforce the importance of empathy, respect, and responsible behaviour online
 Block and report the cyberbully on the platform where the bullying is
Encourage learners to be upstanders, not bystanders, and to support anyone facing cyberbullying.
occurring.
Remind learners that they can always seek help from adults if they or someone they know experiences cyberbullying
 Save evidence of cyberbullying, such as screenshots or messages,
Learners now write a short reflection on the lesson, sharing their thoughts on cyberbullying and how they can contribute to a safer digital environment for
for reporting purposes.
themselves and others.
 Reach out for help and support from a trusted adult, parent,
teacher, or school counsellor.
 Encourage open communication and empathy among peers to build
a supportive school community.
 Promote positive online behaviour and remind learners about the
impact their words can have on others.
D.3 Demonstrate an understanding of the concept of a computing device. Link to D.4 and D.5
Link to computing devices as part of an ICT system Done with D.4 and D.5
D.4 Identify the common uses of ICT in the real world Link to D.5
Briefly remind learners that IT mostly deals with computing and data and information management, whilst ICT adds ‘communication’ – being able to Reinforce and extend from previous Grades and terms.
exchange data and information over networks. using different examples and activities.
ICTs are used to communicate with people all over the world. Identify everyday uses of ICTs, e.g., mobile phones (communication). Provide examples of Learners should be able, at a basic level to explain what a network is
how ICT improves communication, e.g., WhatsApp, and social media. In schools, teachers use ICT to teach learners by showing them videos or pictures on and understand that computing devices in a network can communicate
a computer or whiteboard or digital projector. / send data and information over the network.
Ask learners to provide more examples of ICTs in their daily lives and discuss these examples and the difference between ICT and IT. Basic understanding
of a network (e.g., school network / entertainment / shopping as an example) Use examples that learners will understand, e.g., school network or a
Example activity: Basic concept of networks cellphone network.
Using an example such as mobile phones that communicate with each other via cell phone towers (wireless connection), computers can also communicate
via a network (physically connected or wireless).
Draw a simple diagram of a network on the board, showing several devices connected to each other.
Emphasize that networks allow devices to share information, files, and resources, making it easier for people to communicate and work together.
Where do we find networks?
At Home: Explain that this type of network is found in homes and connects devices within a family, allowing them to share internet access and files.
At School: Mention that schools have networks connecting computers, printers, and other devices, making it easier for learners and teachers to share
resources.

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Content (Grade 5 / Term 2) Notes/Examples
Use an analogy of sending letters by passing notes from one learner to the other until the note gets to the intended recipient to explain how data contain
information and are sent from one device to another until they reach their destination.
Emphasize that devices in a network need unique addresses to identify them, like how people have unique addresses for their homes.
D.5 Differentiate between the components of an ICT system Link to D.3, D.4 and D.7
Reinforce and extend from the previous term (Refer to Grade 4 Term 2 D.5.) Learners should recognize the components of technology, such as
Discussion about the differences between components and their functions. hardware (e.g., computers, smartphones, tablets) and software (e.g.,
Learners need to understand that the basic components of an ICT system. applications, operating systems).
 Hardware (e.g., computers) They should understand how these components work together to
 Software (e.g., applications/ programs) deliver technological solutions.
 Data (e.g., files,) An ICT system is made up of computing devices (e.g., computers),
 Networks (e.g., internet) programs (the instructions that tells the devices what to do), data and
 People (e.g., users,) information and networks (including the internet) that allows the
Example activity: Computer components carnival – exploring components. devices to communicate and send data and information as well as the
Introduce the concept of computer components and explain that today, they will embark on an exciting journey through the “Computer Carnival” to learn people that use all of this.
about components. Divide the classroom into several stations, each representing a different computer component. Allow learners to create cards for their
components. Include the description of the component, what the function is and how it works. Allow groups to present their components. End the lesson with
a fun quiz game related to computer components. Create multiple-choice or true/false questions based on the information presented during the “Computer
Carnival.”
For an extended creative project, learners can work in pairs or small groups to design and create their own “Computer Carnival” posters or exhibits. Each
group can focus on one computer component and create an attractive and informative display to showcase.
D.6 Explain how the adaptation of technology impacted the world we work and live in Link to D.2
Ask learners what they think technology is and write down their answers on the whiteboard or flip chart paper.
After collecting their responses, provide a simple definition of technology, such as "Technology refers to tools, machines, and techniques used to solve
problems and improve our lives."
Example activity: Technology in the world we live in
Divide the learners into small groups of 3-4 learners. Assign each group a specific area of technology, such as communication, transportation, or
entertainment. Ask each group to brainstorm and discuss examples of technology in their assigned area. They should also think about how those
technologies have impacted society and improved our lives.
Ask each group to present their findings to the rest of the class. As they present, facilitate a brief discussion on the impact of each technology and how it has
changed the way we live. Indicate that technology has both positive and negative effects. Explain to the learners that information technology (IT) is a branch
of technology that focuses on the use of computers and software to store, retrieve, transmit, and manipulate data or information. Discuss how IT plays a
crucial role in various aspects of our lives, such as communication, education, entertainment, and business.
Depending on the available resources, you can ask learners to work individually or in pairs on the following: Research and create a one-page report on a
specific technology (e.g., smartphones, social media, online learning platforms) and its impact on society.
Gather the learners back together as a whole class. Ask them to share their findings from the application exercise or display their reports. Facilitate a
discussion on the importance of responsible use of technology and its potential benefits and drawbacks.
D.7 Present a basic understanding of the concept of input processing and output. Link to C.2 – C.5
Revise Input-Processing-Output from previous grades and terms. Do with C.2 – C.5
Example activity: IPO table using coding IPO can be done when learners develop algorithms/programs in the
Learners develop an algorithm for a daily activity, indicating, the input, process and output. block-based coding environment (C.2).
IPO can be done when working on devices, emphasising input and
output devices (processing between input and output) and storage for
later use (store their files in their folders for later use)
D.10 Demonstrate a basic proficiency in the application of digital skills. Link to Cs and Ds
Reinforce and extend from the previous grades and terms using different examples and activities. Align to activity in D.3, D.7. Done in relation to & Link to C.1 – 7

CAPS CODING AND ROBOTICS 108

3.2.3 Term 3
Content (Grade 5 / Term 3) Notes/Examples
Coding
C.1 Apply computational thinking (CT) skills to develop a set of logical instructions to solve a problem. Link to all Cs
Example activity Use CT Abstraction helps to focus on the important information in the
Read through the description below, study the picture on the right and then use description of the problem as it helps to reduce complexity.
computational thinking to answer the questions that follow Decomposition helps to break the problem in smaller sub-problems
A river flows from a swamp to a lake. Halfway down the river is a pier with a cafe. Visitors at that makes it easier to understand and approach the problem by
the cafe enjoy a view of branches on the river next to the pier. At the cafe visitors can also solving each induvial part.
book a steamboat trip to the carousel which is located at the mouth of the river. On the Pattern recognition helps to find patterns and relationships among
return trip from the lake to the pier the steamboat will stop at a barbecue near the carousel parts which helps in solving the problem.
for a lunch of smoked fish. As the steamboat returns to the pier, to the left, visitors will enjoy Algorithmic thinking helps us to create a clear and logical pathway
a view of the hundred-year-old oak tree which is in the swamp and a hill which is located to reach a solution
between the pier and a windmill.
Question: Note:
Place the correct letters for each landmark in the correct order to indicate their location Often, in real life or as a programmer, we get information from another
along the riverbank, starting at the swamp and ending at the lake. people’s chaotic description. Then we must change a vaguely
described sequence of actions into an exact and logically ordered
sequence to complete a task or develop a computer program.
People often describe their ideas of what the program should do by
lengthy sentences and descriptions and often do not use a clear order
in which things must happen. Therefore, a programmer must be ready
to transform such descriptions into a more exact form.

Write the letters of the correct answers in the empty circles in the picture above. 2018-TS-JUNIOR-Q-paper.pdf (olympiad.org.za)
C.2 Present a simple coding solution using symbolic or written statements representing sequences of commands, single repetition, and Link to C.1, C.3 – C.7 and R.6 – R.7
conditional constructs.
C.3 Interpret and execute a given symbolic or written set of commands C.2 and C.3 done together
Example activity 1 – Using 2 sprites that interact
Provide learners with the code for both sprites and let Note:
them first inspect the code for both sprites and explain Interaction between two sprites is made possible using the time laps
what it does. between the 2 sprites
They then run the program and compare what is
happening with their interpretation. Note:
You need to click the green flag at the top to execute It is important that coding activities revise coding concepts learned in
both sprites’ code. previous terms and grades cumulatively, using different activities and
combinations of concepts.

Note:
Provide learner with activities enabling them to
 read code and explain what it does or
 work through (trace) / act out code (physically or simulated /pen-
and-paper) to determine the output or the correctness or

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Content (Grade 5 / Term 3) Notes/Examples
Example activity 2 – Introduce Set rotational style  provide missing code instructions (code instructions are provided
Provide learners with the code below with some instructions or code elements missing) that learners
Let them run the code and explain what it does need to complete or
Let them click on the drop-down arrow and experiment with the different  translate verbal/written instructions (algorithm) to code (e.g. write
block-based code for a list of symbolic (e.g. arrows)/written
instructions))
Click to experiment with  add some functionality/instructions to an existing program.
different rotational styles.  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 block-based 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,
Example activity 3 – If touching mouse pointer implementing, testing and debugging.
Provide learners with the code on the right.  develop a solution/algorithm (code instructions) based on a given
Learners study and execute the code, then explain what it does, problem or for an open-ended problem through planning,
implementing, testing and debugging.
Learners now code the following algorithm:
When the user presses any key, then if the mouse pointer touches the sprite, it should greet the user,
else it should say “Bye” to the user and switch costume

Possible solution for activity 3 (algorithm – touch mouse pointer)

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Content (Grade 5 / Term 3) Notes/Examples
Example activity 4 – open-ended
Learners use their knowledge, skills and experience to design, code, implement, test and debug a program of their choice
C.4 Debug a given symbolic or written set of instructions Link to C,1 – C.3 andC.5 – C.7 as well as R.5 – R.7
Example activity Note:
Fatima wants to sing a song for the class. The code written for the popular song: Head’s Shoulders, Learners generally struggle to debug. Teach them to persist.
Knees, and Toes. When the code is executed, the song is not sung correctly. How should the code be
changed to have Fatima sing the song correctly? Note:
Concrete activities remain important as literature suggests that the
primary weakness of today’s pedagogy of programming is that it
doesn’t provide enough opportunity for the novice to develop concrete
operational skills, via the correct types of exercises…due to too much
emphasis on writing large amounts of code, and problem solving.

C.5 Evaluate a given solution towards potential improvement

Example activity 1 – Improve code Learners are provided with code
Learners wrote sequential instructions (code) in Grade 4 (bug walk). which they need to improve.
Learners work in pairs. Refer to the activity in Term1 R.6
Provide learners with the sequential code on a worksheet:
Possible solution

Learners need to compare the

solutions and explain why the
solution using a loop is a better
solution.

It is very important that learners

understand how to look for
Learners need to improve the code by identifying patterns / code that are repeated and could be placed in a loop to reduce the number of instructions using patterns to improve code / write
pen-and-paper. better solutions
Inform learners that they could use the following to improve the above solution:
Repeat (14x) and If touching colour.
After planning the improved solution, learners code the improved solution, execute the code, test, and debug until it works.

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Content (Grade 5 / Term 3) Notes/Examples
C.6 Recognise and interpret patterns in symbolic sets of data or visualisations Link to C.1 = C.5 and C.7 as well as R.5 – R.6
Example activity 1 Learners study code to see what it does and then write a similar
Provide learners with the following program for another situation
code.
Learners change existing code to enable another effect.
Let them work through the code,
line-by-line, explaining each line of
code.
Now, let them explain wat the
program does.
Learners now run the code and
compare with their interpretation.
Now, add another sprite (elephant)
Copy the code to the new sprite (elephant)
For the new sprite, let them change the code so that the sprite walks a rectangle.
(only 2 changes need to be made)
C.7 Create or complete a pattern to represent a data set Link to C.1
A Latin square has two important properties:
 A row or column never contains the same figure/number twice
 Every row and column contain the same figures/numbers
On the right-hand side is an example of a full Latin square

For each of the Latin squares below (A-F), figure out which of the four numbers
belongs in the place of the question mark.

A B C E E F
Robotics Link to R.1 – R.6
R.1 Explain what a robot is in simple terms. R.1-R.3 is done together
R.2 Identify different types of robots.
R.3 Outline the different components of a robot
Briefly revise aspects of R.1 and R.2
Discus and explain the following, linking to R.5, R.6 and R.7:

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Content (Grade 5 / Term 3) Notes/Examples
Sensors: These are like the robot's senses. Sensors help the robot gather information about its
surroundings. They can detect things like light, sound, temperature, and distance. For example, a robot
might use a sensor to "see" if there's an obstacle in front of it or to "hear" a sound.
Communication: Just like we talk to each other using words, robots need a way to communicate too.
They use special devices to send and receive information. It's like how we use a phone to call someone
or send a message. Robots can communicate with their human operators or with other robots to share
important information.
Grippers and Attachments: These are like the robot's hands or tools. Grippers are used to grab and
hold objects, just like we use our hands to pick up things. Robots can have different types of grippers
depending on what they need to do. Some robots might have a claw-like gripper, while others might
have a suction cup or even a magnetic attachment.
Actuators: Actuators are like the muscles of a robot. They help the robot move or perform certain
actions. For example, a motor is a type of actuator that can make a robot's wheels turn or make a robot's arm move up and down. Actuators help the robot
do the tasks it's programmed to do.
Controllers: Controllers are like the brains of a robot. They tell the robot what to do based on the information it receives from sensors and commands from
its human operator. Controllers are like the robot's instructions or rules that guide its actions. They make sure the robot knows how to respond to different
situations.
R.5 Design a simple artefact based on a set of design instructions Link to R.5 and R.7 and D.10
Project Start with D.10 to introduce the environment.
R.6 Mimic the operations of a robot Introduce the micro controller programming environment.
Example activity 1
Introduce the coding environment taking learners through the virtual environment or using a video, e.g. https://youtu.be/46nqNwqVE1w Note:
Example activity 2 Example activity 3 Input, sequence and basic loop Learners need to transfer the programming knowledge and skills
Write code to display the following images using different inputs acquired in the block-based coding environment (use their experience
(Button A pressed, Button B pressed and Button A+B pressed): with another environment) to the new micro controller block-based
coding environment.

It is a good idea to quickly revise the knowledge and skills required for
the new coding environment by linking it to the first coding
environment learned and explain how it works in the new environment.

Note:
In Grade 5, learners do not work with the physical microcontroller, but
only use the virtual one on the screen.

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).

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Content (Grade 5 / Term 3) Notes/Examples
Example activity 4 Example activity 5

R.7 Create, test and execute a set of robotic instructions Link to R.5 and R.6
Basic outline of how a robot is coded to perform tasks. Learners write code in a block-based coding environment using a
 Define the Task: The first step in coding a robot is to decide what task or action you want the robot to perform. For example, you might want the micro controller to play a song.
robot to move forward, turn, or pick up an object with its gripper.
 Plan the Steps: Once you know the task, you need to plan the steps or actions the robot should take to accomplish it. Break down the task into
smaller actions. For example, if the task is to move forward, the steps might be to activate the motors in the robot's wheels.
 Write the Code: Coding is like giving instructions to the robot in a language it can understand. You write the code using a programming language,
which is a set of commands and rules that the robot can follow. Each command tells the robot what action to take. For example, you might write a
line of code that tells the robot to turn on the motors and move the wheels forward.
 Test and Debug: After writing the code, it's time to test it and see if the robot performs the desired task correctly. Sometimes there may be errors
or bugs in the code that cause the robot to behave differently than expected. This is called debugging. If something doesn't work as intended, you
can go back to the code, identify the problem, and make corrections.
 Upload the Code: Once the code is working correctly, you need to upload it to the robot's controller. This is usually done using a computer or a
special device that connects to the robot. The controller will receive the code and start executing the instructions.
 Execute the Task: Once the code is uploaded, the robot's controller will interpret the instructions and send signals to the actuators, such as motors
or grippers, to perform the desired actions. The robot will start executing the task based on the code you wrote.
 Refine and Iterate: Sometimes, the robot may not perform the task perfectly on the first try. That's okay! You can refine and iterate on the code to
improve the robot's performance. You can adjust, add new instructions, or change the sequence of actions to make the robot perform the task
better.

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Content (Grade 5 / Term 3) Notes/Examples
Example activity
Use the steps as outlined above and the information provided, then write the code to produce music for the song, Bana ba Sekolo,
The music for the song must play when Button A is pressed.

This activity allows learners to also interpret symbols and recognise patterns

Digital Concepts
D.1 Outline the concept of technology and purpose of information technology (IT) Link to D.1, D.3, D.4, D.5 and D.7,
Reinforce and extend from the previous grades and terms using different examples and activities. D.1, D.3, D.4, D.5 and D.7 are done together by reinforcing concepts
Using their knowledge skills and experience gained, learners create concept maps to illustrate and summarise the following: learned from previous Grades and terms
Technology  Information technology  Information and Communication Technology (ICT)
Computing devices (including the concept of input, processing and output)
Quiz
As a concluding activity, provide learners with a quiz (using apps such as Kahoot!, Google forms, MS Forms, Quizlet, etc.) about what they have learned
about technology, the purpose of IT.

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Content (Grade 5 / Term 3) Notes/Examples
D.2 Recognise that he or she is living as citizens in a digital world. Link to D.6
Reinforce and extend from the previous grades and terms using different examples and activities.) Reinforce and extend from previous Grades and terms
Review caring applicable to the device in use, e.g., tablet, computer, microcontroller. using different examples and activities.

Example activity 1: Combining choice structures with digital citizenship. We must make choices every day, some with positive consequences
The teacher introduces life choices, e.g. Will I greet my friend? Will I be friendly today? Will I obey the rules? and others with negative consequences
Using think-pair-share, (two learners sitting next to each other) to come up with one rule for good citizenship that they can remember.
The teacher gives an example of a drawing showing a road that splits into a fork and explain that Link to C.2 – C.5: IF…THEN….ELSE coding structure
when one reaches a fork in the road, one needs to decide which way to go e.g., doing homework?
or Watching TV? (Just like the IF…THEN construct when doing coding)

Note: for this activity the one choice must include a positive outcome and the orher a
negative outcome

The small group should now draw their own pathway for a good digital citizenship rule and write
positive outcomes and negative outcomes. One learner writes the positive outcome, and the other
learner writes the negative outcome

One can extend the activity by letting the road split into another fork, with another choice and a
positive outcome and a negative outcome.
Allow learners to share their choices and the possible outcomes they came up with. Either way, teacher is going to
The teacher revises the concepts and adds to the discussion and addresses misconceptions. react after my decision
(something is going to happen)
Example activity 2: Different outcomes game
Play a game by starting to pose critical decisions to players. The main objective is for players to explore the different story paths by making critical decisions
that define their journey through a made-up world. Each path offers unique challenges, experiences, and outcomes, allowing players to replay the game to
discover all the possible storylines.
See game Common Sense:: Digital Compass :: Game.
D.8 Interpret a pattern to represent or communicate a message or image Link to C.1, C.6 and C.7
D.9 Create a pattern to represent or communicate a message or image D.8 and D.9 can be done together
Example activity Learners need to know
Provide learners with a square containing the letters of the alphabet.  Encryption - a process of encoding messages to keep them secret,
Explain to them that this cipher uses lowercase letters and number to encrypt and decrypt so only "authorized" parties can read it.
messages, e.g., the world HELLO is encrypted as b3a5c2c2c5  Decryption - a process that reverses encryption, taking a secret
Note: there can be variations of the grid, e.g., a different way of ‘packing’ the alphabet or both message and reproducing the original plain text.
rows and columns could be numbers or both rows and columns could be letters.  Cipher - the generic term for a technique (or algorithm) that performs
Divide learners into pair. encryption.
Each pair encrypt a message using a grid.
Pairs swop their cipher grids with the and the encrypted message and decrypt the message

D.10 Demonstrate a basic proficiency in the application of digital skills. Link to R.5
When working on the computer in the block-based coding environment, guide learners to become familiar with the environment (Link to R.5 – R.7) Introduce the block-based robotics application environment.
Teacher explicitly guides learners through the process of switching on, opening the new block-based coding application and to understand that they work in This must be done in relation to R.5
a new integrated development environment (IDE) Note:
Open the microcontroller app

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Content (Grade 5 / Term 3) Notes/Examples
Open a new project and give it a name. Do when the robotics coding environment is introduced (move to term
Now study the IDE. You will see the 1 if coding (C.2 – C.5) and robotics (R.5 - R.7) is done in parallel)
 Microcontroller simulator with LED matrix (simulates/outputs the result of your coding on the microcontroller). Teacher guides the learners
 Toolbox (where you find your coding blocks)  the main parts of the IDE
 Workspace (where the coding happens)  the new blocks that will be used
You the Welcome pop-up to guide you through the above main areas of the app  how to navigate the new environment
 tutorials for the new IDE
 Reinforce and extend file extensions and file management to align to
Show and explain on a just-in-time basis – what they will need at a particular stage or for completing a specific activity. the new file type used by the IDE.
Learners can now start developing their first microcontroller app (Refer to R.5)  Basic file management (open and save program files)
Link concepts to the block-based coding IDE that learners already
Note: Learners only work with the microcontroller simulator on the screen. The physical microcontroller is only introduced in Grade 6 know and explain to them that the coding concepts that will be used
here are like what they have learned in coding.

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3.2.4 Term 4
Content (Grade 5 / Term 4) Notes/Examples
Coding
C.1 Apply computational thinking (CT) skills to develop a set of logical instructions to solve a problem. Link to C.2 – C.7 and R.5 – R.7
Provide learners with a quiz (in Google/MS Forms/Kahoot!/ etc.) to test their understanding of computational thinking. People use computational thinking all the time
Example activity
For each of the following, indicate if it refers to Abstraction, Decomposition, Pattern Recognition, Algorithm (or maybe more than one): One can also include pictures as part of the quiz:
1. Your timetable
2. Cleaning your room by packing away your clothes, then making your bed, then dusting and then vacuuming the floor.
3. Baking a cake following a recipe.
4. A plan of the school grounds
5. Noticing that all birds have feathers, two wings, a beak and two legs.
6. Directing someone from your home to the nearest shopping centre
7. You need to fetch 10 l water from the river to your house in the village. You know that you are not strong enough to carry one container with 10l
water. You decide to use a 5l container and doing two trips.
8. Realising that the difference between terms in a series of even numbers is two, e.g. 10, 12, 14, 16 …
C.2 Present a simple coding solution using symbolic or written statements representing sequences of commands, single repetition, and Link to C.3
conditional constructs.
C.3 Interpret and execute a given symbolic or written set of commands C.2 and C.3 are done together
By now, learners need to understand the following:
Sequence Selection Repetition Note:
Note
Sequence –Learners must now be able to write basic code in the
correct logical sequence.
How many times
Learners must now be able to use the following control
structures:

Selection – learners must now be able to do a basic

IF…THEN
IF….THEN….ELSE
Based on a simple condition

A series of actions are performed in a specific There is sometimes more than one path to Loops also ask questions, such as how many Repetition – learners must be able to use a
order, the first action first, then the second action, follow, and we need to ask a question to times? but ask the question over-and-over  Forever loop
then the next action until the last action. decide which path to follow again and perform actions over-and-over until  Repat loop with a fixed number (constant) of iterations
the condition is It is important that coding activities revise coding concepts learned in
satisfied previous terms and grades cumulatively, using different activities and
combinations of concepts.

Also refer to Table 2-7 for other coding concepts that learners must be
able to use.

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Content (Grade 5 / Term 4) Notes/Examples
Example activity 1 – forever spike pattern Note: Provide learner with activities enabling them to
In pairs, provide learners with the code on the right.  read code and explain what it does or
Leaners run the code and observe what it does.  work through (trace) / act out code (physically or simulated) to determine the
Learners then study the code and discuss its working. output or the correctness or
Learners explain to each other to see if they understand how it works.  provide missing code instructions (code instructions are provided with some
Learners then use this example to write their own code to achieve a similar outcome. instructions or code elements missing) that learners need to complete or
 translate verbal/written instructions (algorithm) to code (e.g. write block-
Example activity 2 based code for a list of symbolic (e.g. arrows)/written instructions))
Provie learners with a programming task where they must use some of the coding they have learned so far  add some functionality/instructions to an existing program.
(combining 2 or three concepts, however, keep it manageable)  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
Example activity 3 – open-ended  compare different solutions to evaluate efficiency or
Learners use their knowledge, skills and experience to design, code, implement, test and debug a program of  debug an algorithm or block-based program (find the bug, describe the bug
their choice. 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.
 develop a solution/algorithm (code instructions) based on a given problem or
for an open-ended problem through planning, implementing, testing and
debugging.
C.4 Debug a given symbolic or written set of instructions
Example activity 1
What is wrong with the following code? Explain what is wrong, then correct the code.

C.5 Evaluate a given solution towards potential improvement

Example activity – Improve code Improve code below using IF…THEN…ELSE (show grade 4 code and
The code on the right uses two IF statements. give new code – compare and explain the difference
Change the code to use an IF…ELSE statement instead, but it must still provide the same output/ solve the
same problem.
The program must still have the same outcome.

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Content (Grade 5 / Term 4) Notes/Examples
C.6 Recognise and interpret patterns in symbolic sets of data or visualisations. Link to C.1 – C.5 and C.6 and R.6
Example activity Learners use decomposition.
ASCII is a character encoding standard for electronic communication. ASCII codes represent text in computers. First order the surnames alphabetically (normal alphabet)
A computer sorts characters and strings (words) according to ASCII values. Then separate the surnames starting with uppercase letters from
The ASCII-value of letters are as follows: those with lowercase
Now consider special characters

ASCII values of special characters:

 The ASCII value for the space is 32
 ASCII value of the apostrophe (‘) is 39
 ASCII value of hyphen (-) is 45
Arrange the following surnames alphabetically according to the ASCII-values:
Nel, McCracken, Dada, de Lange, le Clerque, Mudau, van Buuren, De Lange, Vandeventer, Delport, MCDonald, Nell, Van Deventer, O’Niel, Naidoo, Mini,
StBernard, Leclerque, Nel-Pieters, Olwage
C.7 Create or complete a pattern to represent a data set Link to C.1 – C.6 and R.6
Example activity 1 This activity is implemented in a block-based coding environment to
Help the robot to exit the maze. The robot can only act on mimic the operations of a robot (R.6).
the following commands: However, it is important that learners first do it as a pen-and-paper
F = move one block forward (in the direction it is facing) activity in C.7 as it then serves as the planning part for the coding
R = turn right (stay in same block, face in walking direction) activity.
L = Turn right (stay in same block, face in walking direction))

Adapted from: 2017-TS-JUNIOR-Eng-Q-paper.pdf

(olympiad.org.za)

Write a set of instructions to help the robot exit the maze using the above instructions. The robot starts on the left top block, facing in the direction the arrow
is showing and must end on the red block, facing in the same direction as it started.
Identify the pattern for moving through the maze.
How many times does the pattern repeat? Learners need to explain the output based on what they have learned
in C.6 (ASCII codes)
Activity 2 – Which is bigger?
Study the code on the right. What would the output be?
Explain your answer.
Now, run the code and see what the output is.
Explain the output.

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Content (Grade 5 / Term 4) Notes/Examples
Robotics
R.4 Present an understanding of how robots affect the world Link to R.1, R.2 and R.3
Example activity – Robots and its relationship to AI + Basic definition Robots and Artificial Intelligence (AI)
AI, which stands for Artificial Intelligence, is when machines or computers are designed to think and learn like humans. It's like giving them a brain to make Learners need to acknowledge that
decisions and solve problems on their own. AI and robotics work together to create intelligent robots that can do
AI is used in many different things, like computer games, smartphones, and even robots. things on their own and adapt to different situations.!
Relationship between AI and robotics.
Robotics is a field that focuses on building and using robots. And guess what? AI plays a big role in robotics!
Robots with AI can do more than just follow commands. They can learn from their surroundings, make decisions, and even interact with people.
AI helps robots become smarter and more helpful in doing tasks, just like how our brains help us think and learn.
It's really cool to see how technology is advancing and making robots more like us
R.5 Design a simple artefact based on a set of design instructions
Project – Design and create your very own favourite animal prototype.

Use computational thinking, design thinking and the engineering design process to plan and design your animal
prototype as follows:
 Use reusable materials and a microcontroller and bring your animal character to life by programming
its movement and incorporating sound.
 Securely attach a microcontroller to control the movement and incorporate sound.
 Link to R.7 to code the instructions for the animal character

121 CURRICULUM AND ASSESSMENT POLICY STATEMENT

Content (Grade 5 / Term 4) Notes/Examples

Learner code smiley faces using the microcontroller with a block-

based coding environment.
If it is possible to download the code to the physical micro controller,
they can do so and create ‘robots’
Or they can stick a paper robot to the screen around the virtual micro
controller (on screen) to create similar characters.

R.6 Mimic the operations of a robot Link to C.7, R.5 and R.7
Example activity 1 – Solve problem using code blocks provided Example activity 1 is an example of using the concept of Parsons
Refer to the activity in C.7 (moving through the maze). puzzles – Refer to Grade 4 Term 1 C.3
The concept of Parsons puzzles is a type of scaffolded program
Someone coded the activity in a block-based coding application but did not complete the construction tasks where the learner is given a set of code blocks of a
code. Open the activity Maze2.sb3, look at the algorithm in C.7, single or multiple lines of code, and the task is to piece together a
Consider the pattern, study the code provided and complete the code for the robot to move program from these or to fill in missing code from these.
through the maze.
It helps learners to develop logical thinking.
The instructions are provided.
Arrange them in the correct order.
Test your program and debug until it works correctly.

Learners need to refer to the steps outlined for coding a robot to perform a task (R.7 term 2)

Example activity 2 - Flip-a-coin simulator

Write code to do the following:
The microcontroller must simulate flip-a-coin. Decide which picture you want to display for heads and for tails.
Possible solution: Choose a random number between 0 and 1. If 0, display “head” if 1, display “tail”.)

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Content (Grade 5 / Term 4) Notes/Examples
R.7 Create, test and execute a set of robotic instructions Link to R.5 and R.6
Example activity 1 – The purpose of this animation is to let a pet scroll across the screen. Do with R.5 and R.6
Display an image of a “pet” or object that can move (e.g. person, car) on the microcontroller.
When you press button A the image must scroll from left to the right, until the image is not visible anymore.
When you press button B the image must scroll from right to left, until the image is not visible anymore.
(Tip: Display an updated “grid” each time).
Example activity 2
Code the animal character, execute and test the code and debug to fix if required.
Execute the code to mimic the operations of your animal character (robot)
Digital Concepts
D.1 Outline the concept of technology and purpose of information technology (IT) Link to D.3, D.4. and D.5.
Case Study: "Tech Tales - Exploring the World of Information Technology" D.1, D.3, D.4 and D.5 done together
Introduction:
A group of grade 5 learners who embark on a virtual journey to discover the purpose of information technology, the fascinating world of computing devices, Reinforce and extend the following concepts:
and the components of an ICT (Information and Communication Technology) system. Through their exploration, they will learn how technology impacts our Technology  Information Technology (IT) ICT
lives and shapes the way we work and interact with the world. Computing devices
Characters:
Emma: A curious and tech-savvy student who loves exploring new gadgets and learning about technology. Possible discussion questions for case study
Liam: A creative problem solver who enjoys using computers for drawing and designing.  What is the purpose of information technology, and how does it
Olivia: A book lover who is excited to learn how technology helps in research and sharing information. impact different aspects of our lives?
Ethan: A sports enthusiast who wonders how technology is used in sports and fitness.  How do computing devices differ in terms of size, features, and
Scenario: functions, and how do they help us in various tasks?
One day, Emma, Liam, Olivia, and Ethan visit a state-of-the-art technology exhibition held at their school. They encounter various interactive displays and  Can you identify any instances where information technology has
activities that introduce them to the world of information technology and its many wonders. played a role in improving sports performance or health and fitness?
Activities and Discoveries:
The Purpose of Information Technology:
Emma learns about the primary purpose of information technology, which is to process, store, and transmit information efficiently.
Liam discovers how technology empowers individuals to be creative and use computers for various tasks, like graphic design and animation.
Olivia finds out how information technology aids in research, enabling access to vast amounts of information and knowledge.
Ethan learns how technology enhances sports and fitness through wearable devices, training tools, and data analysis.
Exploring Computing Devices:
The learners interact with different computing devices, such as laptops, tablets, and smartphones.
They learn how each device has unique features and functions designed for specific purposes.
The learners discuss the advantages and disadvantages of different computing devices and how they impact daily life and learning.
Components of an ICT System:
At another exhibit, the learners discover the essential components of an ICT system.
They learn about hardware components like the CPU, RAM, storage devices, and input/output devices (keyboard, mouse, monitor).
The learners also explore software components, such as the operating system and applications, and how they work together to perform tasks.
D.2 Recognise that he or she is living as citizens in a digital world. Link to D.6
Example activity: Case study on digital citizenship Possible discussion Questions for case study:
Scenario:  What did Alex do in this situation? Was it a responsible use of
In a 5th-grade classroom, Alex, a tech-savvy student, discovers a funny meme on social media featuring a classmate, Emma. Excited, Alex screenshots it technology? Why or why not?
and shares it in a group chat. Unaware of Emma's feelings, she finds the meme hurtful and embarrassing, as it was shared without her consent.  How do you think Emma felt when she saw the meme? How could
Guiding Principles for Responsible Use of Technology (to be discussed with learners): this have affected her emotionally?
 Care for your device

123 CURRICULUM AND ASSESSMENT POLICY STATEMENT

Content (Grade 5 / Term 4) Notes/Examples
 Respect Others: Always think about how your actions might affect others before sharing or posting anything online. Treat others with kindness and  Can you think of any ways in which Alex could have used
respect in your digital interactions, just as you would in person. technology more responsibly in this situation?
 Think Before You Post: Take a moment to consider the potential consequences of what you are about to share online. Ask yourself if it is appropriate,  What are some potential consequences of sharing inappropriate
kind, and if you have the permission to share it. content or memes without permission?
 Seek Consent: Before using someone else's photos, videos, or personal information, always ask for their permission. Respect their decision, even  How could this situation have been handled differently to ensure a
if they decline. positive online environment for everyone?
 Be Empathetic: Put yourself in others' shoes and try to understand how they might feel about what you're sharing or posting. Avoid anything that
might hurt or embarrass others.
 Report Inappropriate Content: If you come across inappropriate or hurtful content online, report it to a trusted adult or a teacher immediately. Do
your part in helping maintain a safe online environment.
 Report inappropriate behaviour
D.3 Demonstrate an understanding of the concept of a computing device. Refer to D.1
D.4 Identify the common uses of ICT in the real world Done with D.1
D.5 Differentiate between the components of an ICT system
D.6 Explain how the adaptation of technology impacted the world we work and live in Link to D.2
Case Study: "Tech Transformations - How Technology Reshaped Our World" Possible discussion questions for case study:
In this case study, we will explore how the adaptation of technology has significantly impacted the world we work  How has technology transformed Mr. Anderson's shop, and what
and live in. We will follow the journey of a town called Techville and its inhabitants, as they experience various benefits has he experienced from embracing e-commerce?
technological advancements and their effects on their daily lives and work.  How has technology enhanced Mrs. Mbhele’s teaching methods,
Characters: and what role does it play in enriching learners' learning
Sarah: A grade 5 student living in Techville, curious about the changes brought by technology. experiences?
Mr. Khumalo: A shop owner in Techville who has witnessed the evolution of technology in the business world.  What are the advantages of modern agricultural technology, as
Mrs. Mbhele: A teacher who has experienced the transformation of education through technology. demonstrated by Mr. Johnson, and how does it contribute to
Mr. Johnson: A farmer in Techville who embraces modern agricultural technology. sustainable farming practices?
Scenario: Techville was once a small town with limited access to technology. Over the years, technology has
gradually found its way into the lives of its residents, revolutionizing the way they work and live.
Activities and Discoveries:

The Early Days:

Sarah interviews Mr. Khumalo, who has been running a family-owned shop for decades.
Mr. Khumalo shares how he used to manage inventory manually and the challenges he faced in reaching customers.
Sarah learns about the impact of the internet and e-commerce on Mr. Khumalo’s business, allowing him to expand his customer base and streamline
operations.

Education in the Digital Age:

Sarah talks to Mrs. Mbhele, a long-time teacher, about the changes in education due to technology.
Mrs. Mbhele explains how traditional teaching methods have evolved with the introduction of digital tools and online resources.
Sarah discovers how technology has enriched learning experiences and made education more accessible to learners.

Revolutionizing Agriculture:
Sarah visits Mr. Johnson's farm, where she witnesses the use of advanced agricultural technology.
Mr. Johnson demonstrates how modern farming tools, such as tractors with GPS, help optimize crop yield and reduce manual labour.
Sarah learns about the importance of precision agriculture and its positive impact on sustainable farming practices.
D.7 Present a basic understanding of the concept of input processing and output. Link to D.1
Part of case study with D.1. Done with D.1

CAPS CODING AND ROBOTICS 124

Content (Grade 5 / Term 4) Notes/Examples
D. 8 Interpret a pattern to represent or communicate a message or image Link to D.9 and C.2 – C.5 and R.5 – R.7
Provide learners with a ‘pattern’/rules/algorithm for decrypting a message which they need to interpret and figure out. Codes and ciphers are forms of secret communication. A code
Explain to them that the same pattern for encrypting a message is used for decrypting the message. replaces words, phrases, or sentences with groups of letters or
Act like a detective! numbers, while a cipher rearranges letters or uses substitutes to
Example activity 1 disguise the message.
Agent Sipho and Agent Alice send each other encrypted messages using the following algorithm.
Learners need to know, at a basic level, that
Sensitive/confidential information on the internet such as credit card
numbers and passwords are encrypted using various encryption
‘rules’/programs (software)

https://olympiad.org.za/talent-search/past-papers/pen-and-paper/

Study the encryption algorithm and write the algorithm to decrypt the message.
Agent Alice receives the encrypted message “PMGEP" from Agent Sipho. Use your decryption algorithm to decode the message and write down the
decoded message.
D.9 Create a pattern to represent or communicate a message or image Link to D.8 and C.2 and C.5 and R.5- R.7
Learners use block-based coding applications to interpret and communicate messages using text/images/LEDs/interactive stories, etc. D.8 and D.9 can be done together
D.10 Demonstrate a basic proficiency in the application of digital skills. Link to Cs and Rs
Revise and extend from previous grades and terms.
Learners use Paint to create sprites and backgrounds for their block-based coding applications to import into their block-based coding applications
Learners practise file and folder management

125 CURRICULUM AND ASSESSMENT POLICY STATEMENT

3.3 GRADE 6
Note:
Teachers must include the following competencies and content in their Annual Teaching Plan (ATP), distributed across the terms and sequenced, organised and grouped
in a manner that will facilitate learning in a manner that will make sense for learning and teaching, maximize the learners' learning outcomes and achievement. and in a
way that will make optimal use of time and resources. Some competencies could also be combined in bigger/more complex programs.

Also, in Grade 6, it is advisable to complete all the Coding in Term 1 and Term 2 and then complete the Robotics in Term 3 and Term 4. Digital concepts are spread across
the four terms as it supports both Coding and Robotics.

3.3.1 Term 1
Content (Grade 6 / Term 1) Notes/Examples
Coding
C.1 Apply computational thinking (CT) skills to develop a set of logical instructions to solve a problem. Link to C.2 – C.7, R.5 – R.7
Example activity 1 – Follow a set of instructions: Both sequence and detail are important when developing
Provide learners with the instructions below. They must the following instructions exactly to draw a picture. an algorithm
1. Draw a diagonal line. Attention to detail is also important as it helps prevent
2. Draw another diagonal line connected to the top of the first one. This activity illustrates the importance of sequence and detail. mistakes and ensures successful completion of a task.
3. Draw a straight line from the point where the diagonal lines meet. It is important that learners follow the instructions precisely as Detail means considering every aspect or minor part of
4. Draw a horizontal line over the straight line. they interpret. They cannot ask for help, and they may not something. It is to describe or give exact information about
5. At the bottom of the straight line, draw a curvy line. look at a friend’s work (they must do it themselves) something. The steps or instructions to perform a task also
6. Draw a diagonal line from the bottom of the first diagonal to the straight line. need to be unambiguous – they need to be precise and
7. Draw a diagonal line from the bottom of the second diagonal line to the straight line. clear to avoid misinterpretation or different interpretations by
When done, ask some learners to show their drawings and compare the drawings, then ask learners to answer the following questions: different people.
 Are they different?
 Why? An Algorithm is a set of well-defined steps or instructions
 What was difficult about following the instructions? that are followed to perform a specific task or solve a
 What was missing from the instructions? particular problem. The instruction set can be sequential or
Now tell them that the drawing was supposed to be a kite and ask them to write a set of improved instructions that that someone could follow to draw the picture. can include branching (decision structure) or repetition
They must make sure that: (loops).
 There is only one way to interpret each step, that is, all instructions are unambiguous.
Key characteristics of a good algorithm: Each step
 To break down (decompose) instructions where required.
 must be clear and unambiguous.
 To provide enough detail in each step
 must be at the right level of detail and specific.
 That the instructions are in the correct order
 consists of a single task (be at the most basic
Now, in pairs or small groups, let them write down the characteristics of a good algorithm.
level)
 must be in the correct, logical sequence
Example activity 2
You need to explain to someone that is using WhatsApp for the first time how to send a WhatsApp message. You found the following instructions to send a  must be correct/solve the problem
WhatsApp message:
Remember
 Type message
One uses CT in all tasks that one wants to complete
 Open WhatsApp
appropriately.
 Send message

CAPS CODING AND ROBOTICS 126

Content (Grade 6 / Term 1) Notes/Examples
Rewrite the above instructions to include more detail/steps to make them more precise so that anyone that follows the steps will exactly know what to do and be It helps one to approach problems more systematically and
able to perform the task successfully. Then hand your instructions to a friend to check your instructions for sequence and detail. develop well-structured solutions. or find an efficient an
effective solution to a problem.
C.2 Present a simple coding solution using symbolic or written statements representing sequences of commands, single repetition, and conditional Link to C..1 and C.3 – C.7
constructs.
By now learners need to understand the following concepts Note
Sequence Selection Repetition Sequence –Learners must now be able to write basic code
in the correct logical sequence.

Learners must now be able to use the following control

structures when completing simple tasks/solving
How many times
simple problems:

Selection – learners must now be able to do a basic

IF…THEN
IF….THEN….ELSE
Based on a simple condition

Repetition – learners must be able to use a

A series of actions are performed in a specific There is sometimes more than one path to Loops also ask questions, such as how many  Forever loop
order, the first action first, then the second action, follow, and we need to ask a question to times? but ask the question over-and-over again  Repeat loop with a fixed number (constant) of iterations
then the next action until the last action. decide which path to follow and perform actions over-and-over until the
condition is
satisfied Note
Programming concepts are abstract and intermediate phase
learners still didn't reach the formal stage of cognitive
development. Therefore, abstract thinking is still not
reached.

127 CURRICULUM AND ASSESSMENT POLICY STATEMENT

Content (Grade 6 / Term 1) Notes/Examples
Example activity 1 – two sprites, same action Note:
Provide learners with the code on the right (two sprites have the same code) It is important that coding activities revise coding concepts
Let them execute the code and watch what happens. learned in previous terms and grades cumulatively.
Learners now explain the code.
Now, learners write their own code for two sprites to interact, using their knowledge, skills and experience gained thus far

Example activity 2 – Length of word/string and join multiple

words/characters Note:
Learners study the code on the right and write down what the Learners generally struggle to stack an output that uses
output would be.
multiple joins correctly.
Then they explain what the program does.

Example activity 3 – practise multiple joins

Provide learners with activities to practise multiple joins. Note:
While learners should be able to describe what each line
Example activity 4 – Forever touching colour (block) of code does, (describing a code segment line-by-
On a worksheet, provide learners with the code on the right. line/block-by-block) it is important that learners explain the
Let them study the code and describe what the program does. overall purpose of the code, i.e. what the program does/the
Now, let them implement the code in a block-based coding purpose of the program.
environment and compare their description with the outcome
after executing the code.
Remember
An Algorithm is a set of well-defined steps or instructions
that are followed to perform a specific task or solve a
particular problem. The instruction set can be sequential or
can include branching (decision structure) or repetition
Example activity 5 – Open ended
(loops).
Leaners use their knowledge, skills and experience to write a
Key characteristics of a good algorithm: Each step
program of their choice that uses similar code and some other
concepts that they have learned so for  must be clear and unambiguous.
 must be at the right level of detail and specific.
 consists of a single task (be at the most basic level)
 must be in the correct, logical sequence
 must be correct/solve the problem

CAPS CODING AND ROBOTICS 128

Content (Grade 6 / Term 1) Notes/Examples
C.3 Interpret and execute a given symbolic or written set of commands
Example activity 1 Backdrop changes while music plays (graphic effects and brightness) Note: Provide learner with activities enabling them to
Run the code on the left, then study the code and explain what it  read code and explain what it does or
does,  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
(e.g. write block-based code for a list of symbolic (e.g.
arrows)/written instructions))
 add some functionality/instructions to an existing
Example activity 2 program.
Write code to implement effects like that of example activity 1.  rewrite a set of coding instructions to be more efficient,
Combine these effects with code of your choice. 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
Example activity 3 – Introduce IF…THEN..ELSE  debug an algorithm or block-based program (find the bug,
Revise the IF…THEN structure describe the bug and correct it)
Now, demonstrate the program in the right to learners.  develop a solution/algorithm (code instructions) based on
Draw their attention to the IF…THEN…ELSE structure a given problem or for an open-ended problem through
Discuss the structure does planning, implementing, testing and debugging.
Provide learners with the code to study

Example activity 4 - Consolidation Note:

Teacher provides learners with a task/problem that uses Evidence suggests that pupils should be taught – initially at
an IF…THEN…ELSE structure and some other code that least – in small bite-sized chunks. These steps in the
they learned so far, which they need to plan, code, learning process should be well-thought out and gradual as
execute, test and debug. well as allow plenty of opportunity for practice (see, for
example, Rosenshine, 2012; Coe et al., 2014; Sealy, 2019).
Example activity 5 – Open ended
Leaners use their knowledge, skills and experience to
write a program of their choice that uses a variable

129 CURRICULUM AND ASSESSMENT POLICY STATEMENT

Content (Grade 6 / Term 1) Notes/Examples
C.4 Debug a given symbolic or written set of instructions
Provide learners with a program where an error that leads to incorrect output. (Tell them what the output should be) Though debugging is part and parcel of coding, provide
Learners need to study the code and correct the output. learners with code where a deliberate error was made, and
let them find and correct the error.
C.5 Evaluate a given solution towards potential improvement
Example activity Learners also need to evaluate code, e.g. two programs with
Kanthan and Sipo both wrote a program to evaluate the possible correctness of 10 cellphone numbers (a cellphone number is possibly correct if it contains 10 the same outcome but different approaches in code.
digits) They need to understand that there can be more than one
Evaluate their respective programs and determine which code is better. Explain why. solution to a problem, however, some solutions are
better/more efficient than others.

Note:
Literature suggests that the biggest problem of novice
programmers does not seem to be the understanding of
basic coding concepts but rather learning to apply them.
Therefore, at this level, beware of giving learners
programming tasks that combine too many concepts
(Robins, 2019).

Both the programmes only test for one number. Complete and improve the code to achieve the outcome (test 10 numbers).
C.6 Recognise and interpret patterns in symbolic sets of data or visualisations.
Example activity 1 Maps and routes Note:
You are a hotel tour guide. Tourists staying in your hotel expect to be taken on a tour visiting Concrete activities remain important as literature suggests
all the city’s attractions. You have been given an underground map that shows all the that the primary weakness of today’s pedagogy of
locations of the attractions and how you can get from one to another using the underground programming is that it doesn’t provide enough opportunity
network. You must work out a route that starts from the hotel and takes your tour group to for the novice to develop concrete operational skills, via the
every tourist site. The tourists will be unhappy if they pass through the same place twice. correct types of exercises…due to too much emphasis on
They also want to end up back at their hotel that evening writing large amounts of code, and problem solving.
cs4fnpuzzlebook11.pdf (wordpress.com)

By identifying patterns, we can predict what will come next

and what will happen again and again in the same way.
In Computer Science/coding we analyse patterns in data
Example activity 2 – Bouncing ball and make predictions and generalisations based on the
Write code for the following algorithm: Explain to learners that, in the algorithm the pattern analysis.
Turn right in a random direction (degrees) indented instructions below the Forever
Go to the middle of the stage. instruction implies that the indented
Forever instructions are part of the loop.
Move 10 steps
If on edge bounce
Execute the code, test, and debug until the required outcome is achieved.

CAPS CODING AND ROBOTICS 130

Content (Grade 6 / Term 1) Notes/Examples
Example activity 3- Forever circle pattern Possible solution for activity 2:
Learners study the code on the right, execute the code and explain what it does.
Learners then change some of the values and study the effect.

Example activity 4 – Open ended

Leaners use their knowledge, skills and experience to write a program of their choice using what they have
learned.

C.7 Create or complete a pattern to represent a data set

Example activity 1 – Draw triangle Learner now builds on drawing a shape from Grade 4 and
Provide learners with the following drawings: Grade 5 (where they coded a square and rectangle)
Requestion leaners use their knowledge, skills and experience from drawing a square and a rectangle in previous
grades to draw an equilateral (all sides are of equal length and all angles are the same size) triangle.
They need to understand that the sprite turns on right, i.e. on the outside edge (120 degrees).
Let them explain how the instructions for drawing a triangle differ from the instructions for drawing a square?

Content (Grade 6 / Term 1) Notes/Examples

Robotics
R.1 Explain what a robot is in simple terms. Link to R.2 and R.3
R.2 Identify different types of robots. R.1 – R.3 done together
R.3 Outline the different components of a robot Revise and extend to include the following sensors and their
Example activity 1 purpose
Briefly revise what a robot is, different types of robots and the main components of a robot from previous grades.  Vision sensors (cameras) enable the robot to "see" and
recognize objects, colours, and shapes.
Extend by showing learners the picture below an discuss the different sensors that robots could have.  Infrared sensors help the robot detect proximity or
measure temperature, allowing it to navigate and avoid
obstacles.

131 CURRICULUM AND ASSESSMENT POLICY STATEMENT

Content (Grade 6 / Term 1) Notes/Examples
 Sound sensors (microphones) allow the robot to perceive
and interpret audio cues, such as speech or specific
sounds.
 Ultrasonic sensors assist the robot in measuring
distances and detecting obstacles for effective navigation
and obstacle avoidance.
 Motion sensors can trigger specific actions or alert the
robot to the presence of movement in its surroundings.
 Wheel encoders provide precise information about the
robot's movement, speed, and distance travelled, aiding
in accurate navigation and control.
(https://www.researchgate.net/figure/Mobile-robot-sensor-systems_fig1_221909161) By using a combination of these sensors, robots can gather
a comprehensive understanding of their environment, make
informed decisions, and perform tasks more efficiently.
https://www.futurelearn.com/info/courses/robotic-
future/0/steps/29367
R.5 Design a simple artefact based on a set of design instructions Link to R.6 and R.7
Example activity 1 – Introduce the physical microcontroller. R.5, R.6 and R.7 are done together in Term 1, using basic
Explore physical computing using the microcontroller device; discuss and activities
demonstrate out how it can be used to develop understanding of programming
through creative digital projects. exploring the in-built buttons, LEDs, and sensors for Learners are introduced to physical computing.
detecting movement, sound, light and heat. They need to explore the physical microcontroller and link
Show learners how to setup the device. this to the virtual microcontroller that they experienced in
The following video could be used to introduce learners to physical computing: Grade 5.
https://youtu.be/X3zxNSIFsdQ Learners are gradually exposed to the built-in buttons, LEDs
and sensors for movement, sound, light and heat through
various activities

Example activity 2 – Blinking LED

Learners use the microcontroller to control an LED, making it blink in a continuous loop.
Learners need to know
 what an LED is and
 how it can be controlled using digital signals.
 The concepts of digital and analogue input

CAPS CODING AND ROBOTICS 132

Content (Grade 6 / Term 1) Notes/Examples
Example activity 3 – Use light sensor on microcontroller to control and LED Note:
Introduce learners to the concept of analogue inputs, IF-THEN-ELSE statements, and the use of sensors in Coding concepts and principles are learned in the coding
programming section and need to be transferred to the robotics block-
Show how the LED turns on when the room is dark and off when the room is light. Explain that this is done based environment.
using an IF-THEN-ELSE statement in the code.

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
Example activity 4 – LED music visualiser well as allow plenty of opportunity for practice (see, for
Use the microcontroller to play a melody and display a light show on an LED at the same time. example, Rosenshine, 2012; Coe et al., 2014; Sealy, 2019).
This show learners to the concept of random numbers, simultaneous execution of tasks, and the use of
music in programming.

Example activity 5 – LEDs blink in a continuous loop

Use microcontroller to demonstrate a forever-loop with blinking LEDs

R.6 Mimic the operations of a robot Link to R.5 and Cs

R.7 Create, test and execute a set of robotic instructions R. 6 and R.7 are done together with R.5 (once enabling
Project - Design and Create a Pedestrian Crossing using Microcontrollers and LEDs activities in R.5 are completed) to complete the project.

Learners need to demonstrate how

 LEDs work
 to connect them to a microcontroller and
 how to program the LEDs to change colours after a
specific time, simulating the ‘stop’ and ‘go’ signals of a
pedestrian crossing

133 CURRICULUM AND ASSESSMENT POLICY STATEMENT

 Content (Grade 6 / Term 1) Notes/Examples
Use computational thinking, design thinking and the engineering design process plan, develop, execute and test a set of instructions to simulate a pedestrian
crossing

Digital Concepts
D.1 Outline the concept of technology and purpose of information technology (IT) Link to D.3, and D.7 and C.2 and R.5
Learners relate the concept of IT to Done with D.3 and D.7
 ways for processing large amounts of data and information Learners need to understand that
rapidly, e.g., supermarkets need to process tons of sales every  Information Technology (IT) specifically refers to the use of
day such as calculating the total amount of sales using computers and software to manage and process data and
software (spreadsheets, sales programs) that enables one to information.
just click a button to see daily sales and breakdowns of the  The purpose of Information Technology (IT) is to use
sales, etc. computers, software, and other technology tools to manage,
 the application of statistical and mathematical methods to process, store, and present information in various contexts.
decision-making, e.g., if the weather forecast tells us that there  In the context of information technology, a computer is an
is an 80% probability of rain, we decide to take an umbrella electronic device designed to process, store, and retrieve
when we go out. data through various programs and applications.
 the simulation of higher-order thinking through computer What Is Information Technology? ~ 3 Little-known Definitions of IT ~ | Yoshi's IT (yoshi-it.com)
programs such as a racing video game that simulates the
behaviour of a car
using computing devices that enable the above
D.2 Recognise that he or she is living as citizens in a digital world. Link to D.6 and D.3
Provide a simple explanation of the digital world all around us and remind learners what digital citizenship means and Done with D.6
that it can be described as the quality of habits, actions and consumption patterns that impact the ecology of digital The Digital World: The digital world is a vast and
content and communities. interconnected realm of information and communication that
Explain how to use technology and computers in the classroom responsibly Focus on caring for the computing surrounds us in our daily lives. It encompasses all the digital
devices. technologies and networks that enable us to access
Example activity information, communicate with others, and interact with various
Learners engage in an activity that let them understand: digital platforms.
Just like we take care of our precious physical possessions, we also need to take care of the computing devices we Digital Citizenship: Digital citizenship refers to the responsible
use in the classroom to ensure their longevity and to contribute to a safer and more sustainable digital environment. and ethical use of technology, particularly in the online space. It
Focus on aspects such as physical care, secure storage, etc. involves using digital tools, devices, and platforms in a way that
respects the rights and privacy of others.

CAPS CODING AND ROBOTICS 134

 Content (Grade 6 / Term 1) Notes/Examples
D.3 Demonstrate an understanding of the concept of a computing device. Link to D.1, D.4 and D.7, C.1 – C.5 and R.5 – R.7
Example activity 1 – Reinforce and extend concepts previously Learners need to
learned.  Explain what a computing device, is in terms of input,
Provide learners with a diagram of a computing device. processing, output, and storage (in the context of IT).
Learners describe and give examples of  List common input, output, and storage devices.
 Computing device  Explain the purpose and role of hardware (as input,
 Input processing, storage, and output devices) and software as a
 Output list of instructions (apps) that the computer can follow’.
 Processing
 Storage Extend the concept of a computing device to the
microcontroller (See D.7)
A computer is an electronic device that processes data and performs
various tasks according to a set of instructions provided through software Learners need to understand that the microcontroller is a small
or programs. It consists of hardware components that work together to computer that can receive input, do some processing and
enable users to interact with software, access information from the provide output, though, e.g., buttons, pins and sensors. These
internet, create documents, and perform countless other activities. inputs are processed and provide output through e.g., LEDs
Input: Device or component that allows information to be given to a
computer (e.g., keyboard, mouse, touch screen, sensors, etc)
Output: Device or component that receives information from the computer
Processing: Steps that are done with the information, e.g., calculating, sorting, etc.

Introduce the microcontroller as computing device

Example activity 2: The microcontroller as a computing device

Use the microcontroller and let learners describe the input, e.g., sensors, and buttons on the device. Allow them to identify the output from the microcontroller, e.g.,
speaker. Ask them which app can be used with the device and the function of the app.
Learners watch the following videos: https://youtu.be/Y9tk07CzTAA (processor and https://youtu.be/NkoS2JXaBuM (input and output)

Input: the data or signals that a device receives from its surroundings. In the context of the microcontroller, input can come from various sensors and external
components. The microcontroller has built-in sensors and buttons that serve as sources of input
Processing: involves taking the input data, performing calculations or operations on it, and making decisions based on that data.
Output: Refers to the results or actions produced by processing the input data. In the case of the microcontroller output is typically displayed on its LED matrix or
heard through its built-in speaker.
D.6 Explain how the adaptation of technology impacted the world we work and live in Link to D.2
The technological ease of copying, pasting, clicking and sharing content online has given rise to the fast spreading of false/fake Learners need to understand that, however, they have access
news. to information they must be aware that anyone can post
information on the internet of distribute information via social
Example activity: Unravelling False/Incorrect Information/Fake news. media, so they need to be vigilant and able to identify
Learners watch the following videos: incorrect/false information or fake news.
https://youtu.be/D0Cd9-eJ-No and https://youtu.be/xDLohXNgF4o Fake news/False information
Provide learners with a worksheet with the following questions: News or stories on the internet that are not true. They may be
 What is false information? /Fake news? in the form of disinformation or misinformation.
 Why do people spread false information? Disinformation
 Is it a matter-of-fact vs opinion? False information that’s created and shared to deliberately
 Is it sponsored stories disguised as news on social media? cause harm.

135 CURRICULUM AND ASSESSMENT POLICY STATEMENT

 Content (Grade 6 / Term 1) Notes/Examples
 Is it deliberate to achieve some or other goal? Misinformation
 What potential harm could be caused by allowing false information to stand uncorrected? Generally used to refer to misleading information created or
disseminated without a deliberate intent to cause harm.
Learners could also use KWLS chart with the above activity Learners need to know:
 What false information/fake news is
 Why people spread false information/fake news.
 What potential harm it can cause
D.7 Present a basic understanding of the concept of input processing and output. Link to D.1, D.3, and C.1 – C.5 and R.5 – R.7
Example activity 1 Done with D.1, D.3
input, processing and output between a computer and a microcontroller. Learners need to
 Distinguish between input through instructions that are
Example activity 2 executed and results in action and output as a form of
Illustrate the concept of IPO using a simple real-life example like a recipe: communication from the device.
 Input: Ingredients (e.g., flour, sugar, eggs)  Describe the interaction/relationship between input,
 Process: Mixing the ingredients and baking processing, and output. (e.g., using algorithms/black-based
 Output: A delicious cake coding)
Emphasize that just like in cooking, computers follow the same input-process-output approach.  Compare input, processing and output of computer and
Present a scenario where GIGO can cause problems with the recipe, e.g. too much flour or adding replacement ingredients, etc. What will happen with the output? microcontroller
(cake)  An elementary understanding of storage elsewhere (not on
Discuss how bad inputs can lead to inaccurate outputs and highlight the importance of providing accurate data when programming device e.g., cloud storage).
 Know that incorrect input results in incorrect output (GIGO)
D.8 Interpret a pattern to represent or communicate a message or image Link to D.9 and C.1 – C.5 and R.5 – R.7
D.9 Create a pattern to represent or communicate a message or image D.8 and D.9 done together
Communicate a message using encryption and decryption Learners need to understand:
 Use a simple cipher to create (encrypt) and communicate a message or design an image (e.g., text to communicate a message) Encryption and decryption are sides of the same coin - one
 Decrypt an encrypted message using the same cypher that was used to encrypt a message. uses the same ‘rules’ to decrypt as what were used to encrypt
 Communicate a message using images, e.g., LEDs on micro-controller (Do with R.5 – R.7). a message.
D.10 Demonstrate a basic proficiency in the application of digital skills. Link to C.2 – C.5 and R.5 – R.7
Example activity 1: Creating a file structure and naming conventions for Grade 6 work (include purpose of and understanding of file extensions) Revise and extend the following competencies:
Explain the concept of a file structure. Explain that a file structure is like a virtual filing cabinet that helps organize files and folders on a computer.  Load/open, save, and run a block-based coding
Demonstrate how to create a simple file structure using a flowchart or diagram. For example: application.
 Main Folder (e.g., "School Work")  Explain the purpose of a file extension.
 Sub-Folders (e.g., "Math," "English," "Science")  Explain and demonstrate the concept of saving files using a
 Files (e.g., Programming. LED_light_Program.bbb ") descriptive filename and file extension.
Discuss the benefits of using a file structure, such as easy access, efficient searching, and avoiding clutter.  Create and name a simple folder structure for saving files.
 Explain file and storage management – basic file
Emphasise good file and folder naming conventions. management.
 Save and Open filles from within an application as well as
Example activity 2 – File management following a file path.
Distribute worksheets with partially organized file structures and incomplete file names.  Design a simple sprite and a simple backdrop using an
Learners need to application such as Paint to import and use in a block-based
 complete the file structures and rename the files following the naming conventions discussed. application.
 Write down the file path to specific files  Design a customised ‘GUI’ for a block-based application

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3.3.2 Term 2
Content (Grade 6 / Term 2) Notes/Examples
C.1 Apply computational thinking (CT) skills to develop a set of logical instructions to solve a problem. Link to C.2 – C.7 and R.5 – R.7
Example activity CT in real life Using their experience of party planning and abstracting the
Using computational thinking, learners plan their birthday party: important information, identify patterns such as always start with
Break down the most important aspects of a birthday party (main ideas – abstraction + decomposition) in terms of tasks and timeframes, e.g. 1 month before identifying the date, budget, the guest list, theme and venue.
determining final date and time for the party, etc. Break down organising the party into steps, asking questions by first
Develop a programme (algorithm – step-by-step guide) for the day – what will happen when and in which order, etc. look at the pattern such as the order of the tasks and the time frame
and decompose tasks, e.g.
 1 month before:
o When? Budget? Theme? Where?
 3 weeks before
o Book venue
o Who will I invite? (Guest list)
o Design an invitation card
o Distributing the invitations to all names on the guest list
 2 weeks before
o
 1 week before, etc
Etc.
C.2 Present a simple coding solution using symbolic or written statements representing sequences of commands, single repetition, and Link to C.1, C.3-C.7 and R.5 – R.7
conditional constructs.
Example activity 1 – Introduce variables In previous grades learners used ANSWER to keep a value to be
Explain to learners what a variable is and how to create a variable. used later in a program. However, ANSWER is a sensing block and
Like each strawberry can only have ONE size, a variable can only hold one value at a time. a reporter block. It reports the most recent text/value inputted with
the Ask and wait block.
Example activity 1: scoreBafana scoreBrazil
 If Bafana Bafana and Brazil play a soccer game, before the game starts, the scoreboard shows the value of 2 0 0 Introduce variables
variables, i.e., scoreBafana and scoreBrazil as indicated on the right. As none of the teams has scored the values Variables are needed to run all but the simplest computer programs.
for both are 0 As a program runs, it needs to hold information in its memory.
scoreBafana scoreBrazil
 If, after 10 minutes Bafana Bafana scores a goal, the scoreboard changes as indicated on the right Variables allow us to store, change and access this information as
1 0
(The value of the variable scoreBafana now changes to 1, but the value for scoreBrazil remains 0 the program runs or executes.
 After another 15 minutes Bafana Bafana scores another goal, and the scoreboard changes again (The value of the scoreBafana scoreBrazil Imagine you are playing a game. Every time you win, you get a
variable scoreBafana now changes to 2 as indicated on the right (the previous score (1) is overwritten) 2 0 point that is added to your score.
 Just 5 minutes before the final whistle Brazil scores a goal and once more the scoreboard changes to reflect the latest scoreBafana scoreBrazil  A variable is used to store the score (value).
score (The value of the variable scoreBrazil now changes to 1 as indicated on the right: 2 1  A variable can only store ONE value at a time
 The value of a variable can change
Like the values of the variables called scoreBafana and scoreBrazil that change when one of the teams scores a goal and can only contain one value at  We can change the value of a variable through code
any specific time during the game, a variable in a program can change through input by the user (like the Ask and Answer) or writing code to change the  The value of the variable can be accessed throughout the
value of a variable. program (unlike with answer that only provides the most recent
input of the Ask block)
 A variable has a name and a value (we will not deal with type
now)

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Example activity 2 – Create and use a variable Note:
Select the “Variable” Blocks and the following will appear. Consciousness about teaching variables to novices is important as
Click on Make a variable and type the variable name in the window that pops up many novices form misconceptions (incorrect mental models) of
programming concepts, of which misconceptions about variables
On the stage, in the left corner, you will see your variable are common. If learners gain misconceptions about variables, it is
(starting with a 0 – just like the soccer scoreboard) likely that they will also struggle to master other programming
Now write the code on the right, then run the program and watch what happens concepts like branching or repeating (Zanko et al, 2019).
Some misconceptions include, e.g.:
Click on arrow to see all variables.  Assignment (set…to (answer or other value)), e.g.
This example still works pretty much like the Ask and Answer, except for one
difference: Learners may believe that
The name is now stored in the variable, tName iNumber will contain the first
assigned value (10)
Or maybe the sum of the two
(the 0 has been overwritten and the value of the variable is now Vusi) values (15)
 Output (e.g., say…)
Now, let us add to the code on the right, but first make another variable called iAge Learners may believe that the variable name rather than its value
You will now see two variables at the top: will be outputted (say…)

Note:
As many learners tend to struggle with the concept of a variable, it
Can you already explain the differnce between only using Ask and Answer vs using variables? is important that learners initially, practise in writing many small,
Add the folllowing blocks and run the program basic programs using one variable with each program.

What would have happened if you did not use variables (only used Ask and Answer? What Initially learners should be explicitly instructed to declare and
would then have been displayed? include variables as part of their programs. They should not be
required to deduce that a variable is required to solve a problem.
See if your answer is correct by wrrting the following code then run it:
Towards term 4, some elementary problems may be introduced
where the learners are expected to deduce that a variable is
Can you explain the difference between using only Ask required. Variables should not be assessed earlier.
and Answer as opposed to using variables?
Variables should not be over assessed. It should not count more
than 5% in any assessment in term 4.

Scratch is not very strict on variable types or variable names. Other

programming languages are much stricter with variable types and
names.
Now, explain what the Set instruction does
To ensure good programming practices, names of variables are
selected according to certain naming conventions. A naming
convention is mainly used so that programmers understand each
other’s code.

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Content (Grade 6 / Term 2) Notes/Examples
Example activity 3 – Create and change variable each time space bar is pressed Generally, conventions for variables are as follows:
Provide learners with the code on the right.  Variable names describe the data they will contain. For
Let them run the code and execute the code. example: Variable name: “Amount” will contain numbers.
Ask them to pay attention to the value of the variable iScore  Variables names start with a single letter prefix describing
How many times did you press the spacebar? the data type of the variable, e.g. iNumber.
Why is it necessary to set the score to 0 when the program starts (green flag is clicked)?  Variable names use CamelCase. This means the first letter is
Let learners explain what the code does. lowercase and each word thereafter starts with an uppercase,
for example, nameSurname.
 All variable names must be unique. Two variables cannot
have the same name. It will confuse the memory of the
computer. A computer is not as clever as you think it is.
 Variable names may not contain any spaces, for example
Example activity 4 – Create and change a variable “My Name” is an incorrect variable name, but tMyName would
Provide learners with the code on the right be correct.
Let them study the code and predict what the outputt would be  Variable names may not start with numbers but may
Let them run the code and compare the output to their prediction contain numbers, for example “12Names” is incorrect, but
Now, let them explain what the Change instruction does. “Names12” would be correct.
 Variable names may not contain any special characters
(!,@,#,$,%,^ etc.) except for underscore (_), for example
“Name&Surname” will be incorrect, while “Name_Surname”
will be correct.

Example activity 5 - Consolidation

Teacher provides learners with a task/problem that uses a variable which they need to plan, code, execute, test and debug.

Example activity 6 – Open ended

Leaners use their knowledge, skills and experience to write a program of their choice that uses a variable and some other concepts that they have learned.
C.3 Interpret and execute a given symbolic or written set of commands
Example activity 1 – Two variables with IF…THEN…ELSE Note
Translate the following algorithm into code: In Grade 6, learners are not expected to use more than two
 Ask the user what their Name is variables in one program.
 Ask the user their age
 If the age is under 19, greet the user, saying Hello [name], your [age] indicates that you are probably still at school. The concept of Parsons puzzles is a type of scaffolded program
 Else (if age is 19 or more), greet the user saying Hello [name], your [age] indicates that you are probably no longer at school. construction tasks where the learner is given a set of code blocks of
Run the code, test, and debug. a single or multiple lines of code, and the task is to piece together a
program from these or to fill in missing code from these. It helps
Example activity 2 – Open ended learners to develop logical thinking.
Leaners use their knowledge, skills and experience to write a program of their choice that uses a variable and other concepts that they have learned so far.

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Content (Grade 6 / Term 2) Notes/Examples
Example activities – Parsons puzzle concept Parsons programming puzzles are an evidence-based teaching
Example 1 – Fill in missing coding instructions using blocks provided practice that reduces the cognitive load and time spent for learners.
Provide a problem description and a partial program to solve the problem in the scripts area (leave gaps where missing code instructions should be placed).
Also provide the missing code blocks randomly placed (not in sequence) in the scripts area.
Learners need to figure out where the missing code blocks fit to complete the program and solve the problem.
Example 2 – Complete a program using code blocks provided
Provide a problem description and all the code blocks to solve the problem, randomly placed in the scripts area (not in sequence)
Learners then need to fit the blocks of code together in the correct sequence to solve the problem and ensure it function correctly.
C.4 Debug a given symbolic or written set of instructions
Example activity Learners trace code using input values provided.
Provide learners with the code on the right on paper Learners test code and evaluate the output for correctness.
Provide learners with the following input values to test the code: Learners correct the code
Learners run the program and enter their marks.
The program provides incorrect output.
Learners need to figure out what is wrong and correct the code.

C.5 Evaluate a given solution towards potential improvement

Example activity 1 – Improve code Learners improve code to be more efficient.
Mary wrote a program for her little sister to practise her 6x table. Improvement should include an IF…THEN…ELSE and a REPEAT
Evaluate the code and improve the code to include the following: (12x) loop
If her sister gave the wrong answer, the program must tell her it is wrong
Instead of running the program over-and-over again (repeatedly clicking the green
flag) if she wants to continue testing her 6x table, improve the program so that her
sister could test herself 12 times before it is necessary to click the green flag
again.

Test your improved code and debug your code after improving it, if necessary.

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Content (Grade 6 / Term 2) Notes/Examples
C.6 Recognise and interpret patterns in symbolic sets of data or visualisations. Link to and R.5 – R.7
Example activity After completing the activity, ask learners if there could be more
You need to draw a house with a cross on the walls as shown on the right: You must follow the than one starting point to achieve the same outcome.
following ‘rules’ when drawing the house:
 You may not lift your hand/pen.
 You may not draw on a line that has already been drawn.
Someone created two algorithms for drawing the house according to the above rules.
Follow each algorithm to see if it complies with the rules above. If you find that the algorithm does
not comply with the rules, rewrite it so that it is in line with the rules.
The coordinates are in the format (x,y), e.g. (1, 2) refers to x=1 and y=2 on the grid.

C.7 Create or complete a pattern to represent a data set

Example activity 1 – Circle pattern Previous experience also plays a big role when we solve problems
Provide learners with the code on the right
Let them run the code and observe what happens.
Let them explain the code

Example activity 2 Open ended

Leaners use their knowledge, skills and experience to write a program of their choice to create a similar program.

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Content (Grade 6 / Term 2) Notes/Examples
Content (Grade 6 / Term 2) Notes/Examples
Robotics
R.1 Explain what a robot is in simple terms. Link to R.2 and R.3
R.2 Identify different types of robots. R.1 – R.4 can be done together
Briefly revise what a robot is and summarise different types of robots, e.g. providing pictures and discuss briefly.
Extend to how a robot is controlled in terms of input, process
(role of components such as sensors, controller, actuators)
and output
How a robot is controlled
A robot can be controlled to perform specific tasks.
The human operator gives instructions, the sensors provide
information about the environment, the controller processes the
data and makes decisions, and the actuators carry out the actions.
It's like a cycle where the robot takes input, processes it, and
produces an output based on that input.

How a robot is controlled

Input: The first step in controlling a robot is giving it instructions. Just like we use a remote control to tell a toy car what to do, robots receive instructions too.
These instructions can come from a human operator who uses a computer, a tablet, or buttons to give commands to the robot.
Sensors: Robots have sensors that help them understand what's happening around them. Sensors can detect things like obstacles, sounds, or even light.
When the robot receives information from its sensors, it can use that information to make decisions about what actions to take.
Controller: The controller is like the brain of the robot. It's a special computer that receives the instructions from the human operator and processes the
information from the sensors. The controller tells the robot what actions to take based on the instructions and the sensor data.
Actuators: Actuators are the parts of the robot that make it move or perform tasks. They are like the robot's muscles. The controller sends signals to the
actuators, such as motors or hydraulic systems, to tell them how and when to move. For example, if the robot needs to walk forward, the controller will send a
signal to the motors in its legs to start moving.
Output: The output is what the robot does or how it behaves based on the instructions and sensor information. It can be actions like moving, picking up an
object with its gripper, or even speaking if the robot has a voice. The robot's output is a result of the controller sending signals to the actuators.
Feedback: After the robot performs an action, it may use its sensors again to check if the action was successful. This is called feedback. For example, if a
robot is programmed to avoid obstacles, it will use its sensors to detect if there's anything in its path. If it senses an obstacle, it will adjust its movements to
avoid it. Feedback helps the robot adjust and improve its performance.
R.3 Outline the different components of a robot
Robotic interactions with the world Learners need to understand:
Sensing: The robot uses its sensors to gather information about its environment. Sensors can include cameras, microphones, touch sensors, and more. This process of sensing, perception, cognition, and acting enables
Each sensor detects specific aspects of the world, such as detecting light, sound, objects, or even temperature. The robot receives input from these sensors, the robot to interact with and navigate the real world.
which provides data about its surroundings.

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Content (Grade 6 / Term 2) Notes/Examples
Perception: Once the robot has gathered sensory input, it needs to make sense of that information. This is called perception. The robot's perception system By continuously gathering information, interpreting it, making
processes the sensory data and tries to understand what it means. For example, the robot's camera might capture images of objects, and the perception decisions, and executing actions, the robot can adapt to different
system analyses those images to recognize and identify different objects in its surroundings. situations and carry out tasks in its environment.
Cognition: After perceiving the environment, the robot's cognition comes into play. Cognition refers to the This cycle of sensing, perception, cognition, and action helps the
robot's ability to think, reason, and make decisions based on the information it has gathered. The robot's robot learn, adapt, and accomplish a wide range of functions and
cognitive system uses algorithms and programming to analyse and interpret the perceived data. It can use tasks.
pre-defined rules, machine learning, or artificial intelligence techniques to understand the situation and
determine the best course of action.

Taking Action: Once the robot has processed the sensory information and made decisions, it's time to act.
The robot uses its actuators, such as motors or grippers, to physically interact with the real world. For
example, if the robot has determined that it needs to pick up an object, it will activate its gripper to grasp
the object. If it needs to move, it will command its motors to start moving in the desired direction.

Feedback and Iteration: After the robot has acted, it can use its sensors again to gather feedback on the
results of its actions. This feedback is essential for the robot to evaluate whether it has achieved its goal or
if any adjustments are necessary. Based on the feedback, the robot can modify its future actions, refine its
perception or cognition algorithms, and improve its overall performance.
R.5 Design a simple artefact based on a set of design instructions
Example activity 1 – Rock-Paper-Scissors Example activity 2 – Simulating a dice Example activity 3 – Musical Faces Learners are introduced to variables in a very simplistic form. Using
the variable relate the concept of the single variable to that of the
answer block used in other block-based languages.

Learners should be guided in all activities as to which and when

variables are to be declared. The learners should not deduce when
variables are to be used in given problems.

Note
It is very important that variables are introduced correctly to avoid
future misconceptions.
Learners generally struggle with the concept of variables.

Learners generally struggle with conceptual understanding of

introductory programming concepts such as variables, expressions,
and loops (Grover et al, 2019). They suggest that conceptual
exploration support preliminary engagement with and learning of
foundational and often hard-to-grasp programming concepts for
novices (Grade 6 – 8 learners).
Variables in coding are similar but not the same as in Maths. In
coding, variables should be introduced as objects that can be
manipulated rather than just a placeholder for an unknown value.
Leaners need to understand that variables can be set or changed
by code and that some variables affect other variables within the
code.
Variables have a value and a name, but also a type. Certain
operations in coding can only be performed on certain types.

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Content (Grade 6 / Term 2) Notes/Examples
R.6 Mimic the operations of a robot Link to R.5 and C.1 – C.7
Example activity - Musical die Link to R.5 and R.7
Write code to do the following:
Shake a microcontroller to display a random number between 1 and 6 that can be used as a die. Choose a sound for each number and display the number
and make a sound that is associated with that number.
R.7 Create, test and execute a set of robotic instructions R. 6 and R.7 are done together with R.5 (once enabling
activities in R.5 are completed) to complete the project
Project – Exploring servo motors Learners need to demonstrate
Use computational thinking, design thinking and the engineering design process plan, develop, execute and test a set of instructions to program the servo  how to use a microcontroller (e.g. micro:bit) to control a servo
motor to control the opening and closing of the animal's mouth. motor
 Knowledge of the working principles of servo motors,
Servo inside an empty tea box. This tea box was used to create the blue box monster with a  how to connect them to the microcontroller pins, and
moustache.  how to control their movement using code

Other examples of projects to be considered:

Example B - Waving hand
Microbit Waving hand (Servo)
https://www.wonkitz.com/classroom-activities/motion/microbit-how-
to-use-a-servo-to-make-a-waving-hand/

https://www.wonkitz.com/classroom-activities/motion/microbit-how-
to-use-a-servo-to-make-a-waving-hand/
https://learn.adafruit.com/makey-paper-craft/overview

Straw Bot
https://classroom.strawbees.com/resource/make-a-facebot-
microbit#materials

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Content (Grade 6 / Term 2) Notes/Examples

Highlight the concept of an end effector.

An end effector is an important part of a robot that helps it interact

with the world around it. Think of it as the "hand" or "tool" of the
robot. Just like we use our hands to pick up objects or perform
tasks, the end effector is what the robot uses to do its work.

The end effector can come in different shapes and sizes depending
on the robot's purpose. It can have things like grippers, claws, or
specialised tools attached to it. For example, a robot in a factory
might have a clamp-like end effector to pick up and move objects.
Another robot in a laboratory might have a small arm with a precise
tool for conducting delicate experiments.

The end effector is usually located at the end of the robot's arm or
manipulator. It can be controlled by the robot's computer or by a
human operator. The robot can use its end effector to perform tasks
like picking up objects, assembling parts, painting, or even playing
games.

In simpler terms, the end effector is like the robot's hand that allows
it to interact with its environment and perform different tasks. It's an
essential part of the robot that helps it be useful and perform its
designated job.

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Content (Grade 6 / Term 2) Notes/Examples

Digital Concepts
D.2 Recognise that he or she is living as citizens in a digital world.
Reinforce and extend from the previous grades and terms using different examples and activities. Digital citizenship can be defined as the quality of habits, actions and
 Understand ethical issues and dangers associated with the use of information technology, including privacy, security, copyright, false information and consumption patterns that impact the ecology of digital content and
inappropriate content. communities
Example activity: Dangers associated with IT.
Divide the learners into small teams. Provide each team with a set of printed scenario cards describing various IT dangers. Each scenario should outline a
potentially risky situation that users may encounter while using information technology. Instruct the teams to read and discuss the scenarios. Ask them to
identify the potential dangers and suggest safe actions to handle the situations.
D.4 Identify the common uses of ICT in the real world Link to D.5, D, 7 and C.7, R.3 – R.7
D.5 Differentiate between the components of an ICT system Link to D.4, D,7 and C.7, R.3 – R.7
Reinforce and extend from the previous grades and terms using different examples and activities. D.4 and D.5 is done together
A basic ICT system consists of the following basic components: Learners need to
 Hardware (computing devices (computer and microcontroller), USB cable (allowing communication to take place) Know that and ICT system is:
 Software (microcontroller app on the computer to code instructions for the microcontroller)  Diverse set of technology tools and resources used to
 Data (input and output via e.g., input devices/buttons, sensors) communicate, create, disseminate, store and manage information.
 People (the users of the system)  An ICT System is focused on managing data and information, e.g.,
Point of Sale System (POS)
Example activity: Connecting a Microcontroller to a Computer (communication between two computing devices – elementary ICT system)  Name common uses of ICT systems in the real world
Explain to learners that one needs to connect the microcontroller to the computer to allow the code to be executed on the microcontroller. The connection  Know that an ICT system consists of four basic components.
allows us to write instructions and send the instructions and data to the microcontroller. • Hardware
Components Required for Connection • Software
Show the physical microcontroller board to the learners and explain its different parts, such as input/output pins, power connector, and USB port. • Data
Discuss the USB cable and its role in establishing a connection between the microcontroller and the computer. • People
Explain that the USB cable is used for both supply power and data communication between the microcontroller and the computer.
Connecting the Microcontroller Learners need to:
Demonstrate the steps of connecting the microcontroller to the computer using a USB cable. Know that connecting the microcontroller to the computer allows
communication between two computing devices (instructions and

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Content (Grade 6 / Term 2) Notes/Examples
Guide the learners through the process of connecting the LED circuit to the microcontroller and ensuring the USB cable is properly connected to data sent from the computer to the microcontroller), resulting in an
the computer. elementary network.
Software and Programming
Explain that to communicate with the microcontroller, we need software called an Integrated Development Environment (IDE). Input processing and output of an ICT system (link to C.7)
Demonstrate a simple program being downloaded to the microcontroller and that turns the LED on and off using the microcontroller.
Hands-on Activity
Allow the learners to experiment with the microcontroller by changing the program to make the LED blink at different intervals.
Encourage creativity and problem-solving, letting them explore various programming options.
D.6 Explain how the adaptation of technology impacted the world we work and live in
Example activity - False information (extend from Term 1) Learners need to
Divide learners into pairs and provide learners with a worksheet with questions to answer.  understand what fake/false news is
Learners now watch the following videos: https://youtu.be/BIv9054dBBI and https://youtu.be/KX8-BOc7Z0c  Know types of fake news
Learners answer the questions while watching the videos.  How fake/false news is spread
Teacher discusses the questions.  provide examples of fake news
Possible discussion questions  Identify fake news
 What is fake news?  How to respond to fake news
 Types of fake news  how fake news/false information could impact our lives
 Why do people create fake news?
 How do we explain the difference between fake news and facts?
 What roles do social media play in spreading fake news?
 How can fake news be identified?
 Who benefits from fake news?
 Does fake news have any victims?
 What are the consequences of fake news?
 How can fake news be prevented?
 Fake news – humans or bots or both?
 What are social media platforms doing to prevent the spread of fake news?
 What is the right thing to do when you spot fake news?
D.7 Present a basic understanding of the concept of input processing and output. Link to D.4 and D.5
Reinforce and extend from the previous grades and terms using different examples and activities. Done with D.4 and D.5
Discuss input, processing and output of a basic ICT system
D.8 Interpret a pattern to represent or communicate a message or image Link to C.6 and C.7
Reinforce and extend from the previous grades and terms using different examples and activities.
Create patterns using the coding app and microcontroller app
D.9 Create a pattern to represent or communicate a message or image Link to C.6 and C.7
Reinforce and extend from the previous grades and terms using different examples and activities.
Example activity: Transfer a pattern on paper to a program.
Continue with activity in D.8. in Term 1. Learners created a smiley face on paper. Let them convert this to Scratch by:
 Draw the smiley face using familiar tools such as Paint. – smileys should have different costumes
 Import the sprite(s) into the block-based coding app
 Add code blocks to switch between Sprites (costumes can be created for different smiley faces).
 Write a story using the smileys using Add a Forever loop and delays.
D.10 Demonstrate a basic proficiency in the application of digital skills. Link to C.2 – C.5, and R.5 – R.7
Reinforce and extend from the previous grades and terms using different examples and activities. Coding and Robotics activities done on the computer.

147 CURRICULUM AND ASSESSMENT POLICY STATEMENT

Content (Grade 6 / Term 2) Notes/Examples
Basic folder and file management and naming conventions
Example activity
Provide learners with diagram of a folder structure on a worksheet,
e.g.
Learners:
 create the folder structure on their computing device
 write down paths to specific folders
 create files which they save in a specific folder
 Let them add/delete/move folders
Explain what happens when folders (and files) are deleted (concept of
recycle bin)

Example activity 2
Use Paint to create sprites and backgrounds to import to block-based
coding app
Save the files in the correct folder using descriptive names, etc.

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3.3.3 Term 3
Content (Grade 6 / Term 3) Notes/Examples
C.1 Apply computational thinking (CT) skills to develop a set of logical instructions to solve a problem. Link to C.2 – C.7 and R.5 – R.7
Example activity Use computational thinking to develop instructions
Watch the following video and complete the following activity:https://youtu.be/II7tuwpifIM
 In a group of 2-3, write instructions for a 1-minute dance sequence
 Swap your dance instructions with another group and see if you can correctly carry out each other’s moves.
 If your instructions are not specific enough, revise them and test them again.
C.2 Present a simple coding solution using symbolic or written statements representing sequences of commands, single repetition, and
conditional constructs.
Operations in programming Remind learners that when doing calculations, the order of
You have learned about the following calculations: plus, minus multiply and divide (+ - * /): Integer division Round preference (BODMAS) is the same as with mathematics.
One can also do the following: integer division (mod) and round Explain to learners how integer division (mod) works.
Note that the symbol for multiplication (*) and division (/) differ from what we do in maths

Example activity 1 – Calculations Note:

Vusi wrote the following program for his litte brother to practise integer division. Many learners tend to focus on very small parts of the code and lose
sight of the "big picture".
They are also prone to focus on superficial aspects of the
task/problem that are not functionally central to the solution (Lister &
Teague, 2014)

Note: Provide learner with activities enabling them 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 (e.g. write
block-based code for a list of symbolic (e.g. arrows)/written
In pairs, run the code and explain the code line-by-line (instruction block-by instruction block) and write down what the result of each calculation would be. instructions))
 add some functionality/instructions to an existing program.
Example activity 3 – Use and change a variable  rewrite a set of coding instructions to be more efficient, e.g. using
Divide learners into pairs. On a worksheet, provide each pair with the following code: a loop construct for code that is repeated or
Now, learners study the code provided below:  choose the correct solution from 2-3 options or
 compare different solutions to evaluate efficiency or
 debug an algorithm or block-based 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.

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Content (Grade 6 / Term 3) Notes/Examples
You want to interleave practise in problems.
“It is important that problem types must differ, for example, you want
to randomly have a problem of one type and then solve a problem of
another type and then a problem of another type. And in doing that,
Set variable to 1 (must start at 1 for 1 x 12)
it feels difficult, and it doesn’t feel fluent. And the signals to your
brain are, I’m not getting this. I’m not doing very well. But in fact, that
The instructions in the loop will be repeated exactly
effort to try to figure out what kinds of approaches do I need for each
12 times to mimic the 12x table
problem as I encounter a different kind of problem, that’s producing
learning. That’s producing robust skills that stick with you.”
The first time the loop executes it will calculate 1 x 12 Dr Mark A. McDaniel, Harvard University

Increase variable by 1 to get the next number: for 2 x

12, then 3 x 12….12 x 12 (The code now changes the Note:
value of the variable (overwrites the previous value) Coding is not just about writing code; it's about thinking logically and
algorithmically and developing a problem-solving mindset that
transcends specific programming languages and technologies

Learners first describe the code line-by-line (what each line (block) of code does)
Then learners explain what the program does. 1 x 12 = 12
Leaners now need to understand that, if we want to display the 12-times table, we could use a loop that executes 2 x 12 = 24
exactly 12 times. :
We need to use a variable that starts at 1, and increases by one, each time the loop executes to display all the answers :
from 1 x 12 up to 12 x 12. 11 x 12 = 121
Let learners now write a program for the 7 times table using the above example. 12 x 12 - 144
C.3 Interpret and execute a given symbolic or written set of commands
Example activity 1 Possible answer for activity 1
Code the following high-level algorithm:
 A user must type in a number
 The program must determine if the number entered is even or odd
 The program must display the number that the user typed in and tell the user whether the number
is even or odd

Example activity 2
Provide learners with the code on the right.
Learners study the code and explain what it does.

Example activity 2 – Open-ended

Leaners use their knowledge, skills and experience to write a program of their choice that does something similar.

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Content (Grade 6 / Term 3) Notes/Examples
C.4 Debug a given symbolic or written set of instructions Link to C.2, C.3
Example activity – Debug a program using a variable It is important that learners discover the error themselves and
Divide learners into pairs. Each pair has a driver and a navigator correct it themselves.
The driver loads the program, runs it a few times using different values for input (name Teacher can provide the datasets for testing if necessary
and age - use different names and ages each time the program is run) The navigator must
provide the output (write down the input and the corresponding output) each time that the
program is run.
Do they notice the mistake in the output? The navigator points out the mistake in the
output (can draw a red circle on the output that was written down)
Why is there a mistake in the output? (Study the programming code.)
The pair changes roles (swop navigator and driver) and corrects the programming code,
then tests the program again using different data sets (different names and ages) to check
if the problem is solved/error has been corrected.
Each pair now explains what the problem was and how it was corrected.

C.5 Evaluate a given solution towards potential improvement

Provide learners with code which need improvement and ask them to improve the code, e.g. repetitive steps where a loop can be used or multiple if...then
statements which can be replaced by an If…then…else, etc.
C.6 Recognise and interpret patterns in symbolic sets of data or visualisations.
Example activity 1 Pattern recognition is part of computational thinking and is used to
You are provided with four instructions and a pattern: identify patterns in coding problems and/or data by identifying
similarities or differences that can help to solve the problem or refine
the algorithm.

Use the four instructions provided, a repeat structure and select the algorithm below that will draw the pattern provided

151 CURRICULUM AND ASSESSMENT POLICY STATEMENT

Content (Grade 6 / Term 3) Notes/Examples
Robotics
R.4 Present an understanding of how robots affect the world Link to R.5 – R.7
Example activity Focus on benefits and risks and ethical considerations.
Discuss with learners benefits and risks of robots Robots have both benefits and risks associated with their use.
Benefits: Also, extend to focus on ethical considerations when using robots
 Making work easier and faster: Robots can do difficult, dangerous, or repetitive tasks, freeing up humans to focus on more creative or complex
work. Learners need to list and briefly describe
 Saving time: Robots are speedy and efficient, completing tasks faster than humans.  Benefits and risks of using robots
 Helping people: Robots can assist individuals with disabilities, perform surgeries, and provide companionship.  Ethical considerations of using robots
 Exploring new frontiers: Robots can go to places humans can't reach, like Mars or deep oceans, to gather information and expand our knowledge.
 Entertainment and fun: Robots can be toys or appear in movies and shows, providing enjoyment and excitement.
Risks:
 Job displacement: As robots can perform tasks previously done by humans, some jobs may no longer be needed, leading to unemployment for
some workers.
 Dependence on technology: If we rely too much on robots, we may become dependent on them and lose certain skills or abilities.
 Privacy and security: Robots equipped with cameras or sensors can raise concerns about privacy invasion or potential security risks if they are
hacked or misused.
 Ethical considerations: As robots become more advanced, questions arise about their use in areas like warfare or decision-making where human
judgment is important.
 It's essential to strike a balance, using robots in ways that benefit society while considering potential risks and addressing any ethical concerns.
Ethical considerations towards the use and implementation of robots
 Keeping people safe: Robots should be designed to make sure they don't hurt people and to follow safety rules.
 Making good decisions: Some robots can make decisions by themselves. We need to think about how much freedom they should have and who is
responsible if something goes wrong.
 Being honest: Robots should be programmed in a way that we can understand why they do things. They shouldn't keep secrets or do things without
telling us.
 Protecting privacy: Robots can collect personal information, like our names or where we live. We need to make sure that this information is kept
safe and used properly.
 Fairness for everyone: Robots should be available to everyone and not just some people. We need to make sure that everyone has a chance to
use them.
 Thinking about jobs: Sometimes robots can take over jobs that people used to do. We need to find ways to help people find new jobs and make
sure everyone has a fair chance.
 Being good for the environment: We need to think about how robots are made and used. We should make sure they don't harm the environment
and that they are made in a way that is good for the Earth.
R.5 Design a simple artefact based on a set of design instructions Link to R.6 – R.7 and C.1 – C.7 and D.6 and D.7
Example activity 1 – Temperature display Example activity 2 – LED temperature alert u

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Content (Grade 6 / Term 3) Notes/Examples
Use the built-in temperature sensor and display the current
temperature on a LED matrix.

Example activity 3 – PIR Alarm

It is important to double check the PIN

configuration on all electronic components before it is used
in projects. Ensure that ground, is connected to ground and
VCC to voltage and the signal channel to an appropriate pin.
An SR505 is also a good alternative and does not require any fine tuning.

153 CURRICULUM AND ASSESSMENT POLICY STATEMENT

Content (Grade 6 / Term 3) Notes/Examples

(Also see basic cardboard alarm)

https://microbit.org/projects/make-it-code-it/pressure-switch-alarm/

Alternate version: Using large ice cream sticks

CAPS CODING AND ROBOTICS 154

Content (Grade 6 / Term 3) Notes/Examples
R.6 Mimic the operations of a robot Link to R.5 and C.1 – C.7
Example activity 1 - Microcontroller pet mood detector
Write code to do the following:
Shake the microcontroller to generate a random number that will indicate the mood or state of your pet. Display the pet’s mood or state.
Number 0: Pet is hungry
Number 1: Pet is happy.
Number 2: Pet is tired.
Number 3: Pet wants to play.
Number 4: Pet is scared.
Number 5: Pet loves you.
R.7 Create, test and execute a set of robotic instructions R. 6 and R.7 are done together with R.5 (once enabling activities in
R.5 are completed) to complete the project
Project – Sound-Controlled Light Pole
Develop a project to turn on the light and set off the alarm when you clap your hands.

155 CURRICULUM AND ASSESSMENT POLICY STATEMENT

Content (Grade 6 / Term 3) Notes/Examples
Alternative project (3 LED Trafic Light)

GREEN = P0

RED = P1

AMBER = P2
This project shows, A, R, G depending on the state
of the lights.

Digital Concepts
D.2 Recognise that he or she is living as citizens in a digital world. Link to D.6
Example activity: Understand your Digital Footprint Digital Passport™ by Common Sense Education
Provide learners with a worksheet with the following introduction and questions
Everyone who uses the Internet has a digital footprint. It is wise to consider what trail of data you are leaving behind Provide learners with guidelines on how to manage
in the online world. Understanding your digital footprint may prevent you from sending a hurtful email, since the o Cyberbullying
message might remain online forever. It may also guide you to be more sensitive in what you publish on social media o Passwords/pins.
websites. While you can often delete content from social media sites, once digital data has been shared online, there o Sharing of personal information.
is no guarantee you will ever be able to remove it from the Internet. o Digital footprints

Now, watch the following videos: https://youtu.be/RHNLGaVRxyI and https://youtu.be/dmQGq_FNBpE

Answer the following questions about how your digital footprint could impact your live?
1. What is a digital footprint?
2. How is a digital footprint created?
3. How can you find your digital footprint?
4. What are examples of a digital footprint?

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Content (Grade 6 / Term 3) Notes/Examples
5. How is a digital footprint used?
6. Why is it important to understand your digital footprint?
7. What are the consequences of a digital footprint?
8. How can you manage your digital footprint?
9. What advice can you give to people about digital footprints?
10. What are the online activities leading to a digital footprint?
D.3 Demonstrate an understanding of the concept of a computing device. Link with C.3
Reinforce and extend from the previous grades and terms using different examples and activities. Learners need to
Example activity 1: Microcontrollers as Computing Devices  Know what a microcontroller is
 Learners program a microcontroller, which involves giving it a set of instructions to perform specific tasks.  Know what input, processing and output is in the context of a
Example activity 2 microcontroller
 Provide learners with real live examples, e.g., pictures of various everyday devices that contain microcontrollers.  Know the CPU is the brain of the microcontroller, responsible for
 Explain how each device uses a microcontroller and what tasks it performs (e.g., a microwave oven uses a microcontroller to set cooking time and processing instructions
temperature).  Know that I/O ports (e.g., sensors, buttons) allow communication
 Discuss the advantages of using microcontrollers in these devices, such as automation and precise control. with external devices
 list example of every device that use microcontrollers (e.g., as
microwave ovens, remote controls, washing machines, and traffic
lights)
D.6 Explain how the adaptation of technology impacted the world we work and live in Link to R.1 – R.4
Reinforce and extend from the previous grades and terms using different examples and activities.
Example activity: Understanding how Technology
has transformed our lives
Give learners the following as a printout. Hand out a
KWLS chart or let learners draw one in their learner
books.

Technology has transformed our lives in many ways,

both positive and negative. On the one hand,
technology has enabled us to communicate, learn,
work, and entertain ourselves more easily and efficiently. For example, we can use smartphones, laptops, and tablets to access the internet, social media, and
online platforms. We can use online courses, e-books, and podcasts to learn new skills and knowledge. We can use email, video conferencing, and cloud
computing to work remotely and collaboratively. We can use streaming services, gaming consoles, and virtual reality to enjoy various forms of entertainment.
On the other hand, technology also has some drawbacks and challenges. Technology can be addictive, distracting, and isolating. For instance, we can spend
too much time on our devices, neglecting our other responsibilities and interests. We can lose our focus and concentration, as we are constantly bombarded by
notifications and messages. We can feel lonely and depressed, as we lack face-to-face interactions and meaningful connections. Technology can also pose
risks to our privacy, security, and environment. For example, we can expose our personal data and information to hackers, scammers, and advertisers. We can
become victims of cyberattacks, identity theft, and online harassment. We can contribute to the pollution and depletion of natural resources, as we consume
more energy and generate more electronic waste. Technology can create social inequalities, ethical dilemmas, and cultural conflicts. For instance, we can face
digital divide, discrimination, and exclusion based on our access to and use of technology. We can encounter moral and legal issues related to artificial
intelligence, biotechnology, and genetic engineering. We can experience cultural clashes and misunderstandings due to the diversity and complexity of the
online world. Technology can also affect our mental and physical well-being, as well as our interpersonal relationships and social skills. For example, we can
suffer from stress, anxiety, insomnia, and eye strain due to the excessive use of technology. We can develop poor posture, obesity, and chronic diseases due
to the lack of physical activity and healthy habits. We can have conflicts, arguments, and breakups due to miscommunication and misunderstanding caused by
technology.
Let learners use the KWLS chart to identify what they know, what they want to know, what they have learned and what they still need to know.

157 CURRICULUM AND ASSESSMENT POLICY STATEMENT

Content (Grade 6 / Term 3) Notes/Examples
Reinforce and extend from the previous grades and terms using different examples and activities.  Interaction with others
Example activity: Using technology to enhance learning.  Access to information
Ask each learner to take some time to think about their interactions with technology in the classroom and during remote learning experiences. Prompt them to  Entertainment (Movie/Audio streams, music instruments, games)
consider questions such as:
 How has technology been used in their classrooms or learning environments?
 What digital tools or resources have they found helpful?
 Have they encountered any challenges or drawbacks related to technology in their education?
 How has technology impacted their engagement, understanding, and overall learning experience?
D.7 Present a basic understanding of the concept of input processing and output. Link to R.5 – R.7
Reinforce and extend from the previous grades and terms using different examples and activities. Learners need to
 know that computing devices uses input, processing and output
Example activity: Understanding of the concept of input processing and output using a microcontroller  plan input, processing an output when programming a
Scenario: Smart Plant Care System microcontroller
The smart system has sensors for soil moisture, light intensity, and temperature. The desired levels are set for soil moisture (60%), light intensity (800 lux), and
temperature (20°C to 25°C).
The system collects data from the sensors and evaluates the plant's conditions.
Based on the data, the system waters the plants when soil moisture is low, adjusts lighting when intensity drops, and cools the environment if the temperature
exceeds the preferred range. It ensures the plants receive optimal care for healthy growth.

Create an IPO table to decompose the plant care system scenario, e.g.
Input Processing Output
Soil moisture sensor Microprocessor evaluates soil moisture level Activates watering system if soil moisture is below the desired level (60%)
Light intensity sensor Microprocessor analyses light intensity Adjusts lights to maintain the preferred light intensity (around 800 lux)
Temperature sensor Microprocessor checks the temperature Activates cooling system if the temperature exceeds the preferred range
(20°C to 25°C)

The IPO table summarizes the inputs, processing, and corresponding outputs of the Smart Plant Care System. Inputs from various sensors provide data on soil
moisture, light intensity, temperature, occupancy patterns, and potentially other environmental factors. The microprocessor processes this data to determine
the appropriate actions needed to care for the plants optimally. Outputs include activating the watering system, adjusting the artificial grow lights, activating the
cooling system, and customizing plant care actions based on occupancy or specific environmental conditions. This smart system ensures the plants receive
optimal care for their growth and health.
D.8 Interpret a pattern to represent or communicate a message or image Link to D.9, C.1 – C.7, R.5 – R.7
Reinforce and extend from the previous grades and terms using Learners need interpret a pattern that represents or communicates a
different examples and activities. message or an image using
Example activity: Use a logic game to use patterns to convey a  Ciphers (pen-and-paper) – decrypt an encrypted message
message  Microcontroller with microcontroller app, e.g., road signs, morse
The beavers are playing a logic game that involves drinking code, smileys, etc.
orange juice. John can drink from a bottle when both of the  Block-based coding app, e.g., an interactive story
following rules are met:
A) there is a bottle with less juice immediately to the left of this
bottle, and
B) there is a bottle with more juice immediately to the right of this
bottle.
Which bottles can John drink from:

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Content (Grade 6 / Term 3) Notes/Examples
D.9 Create a pattern to represent or communicate a message or image Link to C.2 – C.5, and R.5 – R.7
Example activity: Learners need to represent or communicate a message or an image
Simulate/display a simple message/ game (e.g., scrolling ’billboard message’ or rock, paper, scissors game) on a microcontroller (LEDs on grid). using
 Ciphers (pen-and-paper)
 Microcontroller with microcontroller app, e.g., road signs, morse
code, smileys, etc
 Block-based coding app, e.g., an interactive story
D.10 Demonstrate a basic proficiency in the application of digital skills. Link to C.2 – C.5 and R.5 – R.7
Reinforce and extend from the previous grades and terms using different examples and activities. Integrate with Coding and Robotics activities done on the computer.
Basic folder and file management and naming conventions

159 CURRICULUM AND ASSESSMENT POLICY STATEMENT

3.3.4 Term 4
Content (Grade 6 / Term 4) Notes/Examples
Coding
C.1 Apply computational thinking (CT) skills to develop a set of logical instructions to solve a problem. Link to C.1 – C.7 and R.5 – R.7
Do with C.1 – C.7 Broadcasting is a way to send messages between sprites1
C.2 Present a simple coding solution using symbolic or written statements representing sequences of commands, single repetition, and A broadcast is a message that is sent through the program, activating
conditional constructs. scripts with the matching hat blocks.
Example activity 1 Broadcast and When I receive With broadcast, users can broadcast some messages across the all
Provide learners with the program on the right. the code (program).
Let them run the program and watch what happens. This illustrates the concept of parallelism in coding – when more than
Let them study the code and explain wat it does, one action occurs at the same time/events that happen at the same
Which sprite is broadcasting the message? time.
Which sprite is receiving the message? This is an interesting feature that makes projects more interactive and
creative.
Example activity 2
Provide learners with a task/problem in where they need to use
the Broadcast and When I receive.

Example activity 3 Open-ended

Leaners use their knowledge, skills and experience to write a
program of their choice that uses broadcast and when I receive.
Encourage them to also include a few other concepts learned.
C.3 Interpret and execute a given symbolic or written set of commands Link to C.1, C.2 and C.4, C.5
Example activity 1 – Wait until The wait until uses a condition (like an IF…THEN).
Provide learners with the code on the right.
Let learners run the code and describe what it does. Note;
Now, let learners explain what the wait until command does It is also advisable that learners create IPO tables as part of the
planning to code a solution to a problem (also in coding C1,.1, C.2)
e.g.

Example activity 2– Video motion

Execute the following code and watch what happens.
(Move your hands in front of the PC camera)

CAPS CODING AND ROBOTICS 160

Content (Grade 6 / Term 4) Notes/Examples
Example activity 3
Study the code on the right and explain what it does.
Change the code so that the sprite must only draw when it touches the mouse pointer

C.4 Debug a given symbolic or written set of instructions Link to C.1 – C.3
Example activity Note:
Provide learners with the code on the right. Encourage learners to create a block-based program like the
Let them study the code and explain what the program does. extension activity to teach younger learners something.
Now, let them run the code and provide input as requested.
The program does not provide the correct output. The extension activity also provides an opportunity for learners to
Learners need to find the bug and correct it. exhibit their skills to create sprites using a program such as Paint to
import
Extension activity
The following activity can be used as an extension to the activity on the left (Two sprites The extension activity is used to teach learners about the surface area
are used – Cube and Cube unfolded with broadcast) of a cube (Learners can write Scratch code to ‘teach’ concepts to
This activity teaches learners about the surface area of a cube. tother learners)

161 CURRICULUM AND ASSESSMENT POLICY STATEMENT

Content (Grade 6 / Term 4) Notes/Examples
C.5 Evaluate a given solution towards potential improvement Link to C.1 – C.4
Example activity 1 Learners need to evaluate code to determine which is the better
Provide learners with two programs that achieve the same goal, but in different ways (using different code) code/more efficient code
Let them study the code of both programs and explain the difference in code.
Ask them if they think the one is ‘better’ than the other and why?
C.6 Recognise and interpret patterns in symbolic sets of data or visualisations. Link to D.6 and D.7 and C.1
Example activity 1 Note:
The crane in the port of Durban responds to six different input commands: Learners need to understand that when swopping two items, one
1. Left needs an extra ‘place’ to keep one item temporarily.
2. Right
3. Up This concept is later used in programming when one wants to swop
4. Down two variables.
5. Grab
6. Release
Crate A is in the left position, crate B is in the position on the right
Which is the correct set of instructions to swap the position of the two crates? Write down
the letter of the correct answer.
A (Down, Grab, Up, Right, Down, Release, Up) https://olympiad.org.za/talent-search/past-papers/pen-and-
B (Down, Grab, Up, Right, Down, Release, Up) (Right, Down, Grab, Up, Left, Left. paper/
Down, Release, Up) (Right, Down, Grab, Up, Right, Down, Release)
C (Right, Right, Down, Grab, Up) (Left, Left, Down, Release, Up)
D (Down, Grab, Up, Right, Right, Down, Release, Up) (Down, Grab, Left, Down, Release, Up) (Down, Grab, Up, Right, Down, Release, Up

Example activity 2
Learners write code to implement the algorithm of Term 3 C;6 Activity 1 (write code to draw the pattern)

Example activity 3 Forever circle pattern

Provide learners with the code on the right and let them run the code.
Now learners explain what the code does and discuss the pattern

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Content (Grade 6 / Term 4) Notes/Examples
C.7 Create or complete a pattern to represent a data set Link to D.6 and D.7 and C.1
Example activity 1
Three spotlights are used to light the theatre stage, a red one, a green one and a blue one. The colour of the stage depends on which of the three
spotlights are turned on.
The table below shows the possible combinations of colours.

https://olympiad.org.za/talent-search/past-papers/pen-and-paper/
From the beginning of the show, the lights will be switched on and off in the following pattern:
 The red light repeats the sequence: two minutes off, two minutes on.
 The green light repeats the sequence: one minute off, one minute on.
 The blue light repeats the sequence: four minutes on, four minutes off.
What will the colour of the stage be in the first 4 minutes of the show

Robotics
R.1 Explain what a robot is in simple terms. R.1 – R.4 can be done together
R.2 Identify different types of robots. Revise and extend from previous grades and terms and extend to
R.3 Outline the different components of a robot application of artificial intelligence (AI) in robotics
R.4 Present an understanding of how robots affect the world
Example activity – How AI is applied in robotics The input to the robot will be via sensors and transducers. The various
AI is applied in robotics to make robots smarter and more capable. Here's how AI is used in robotics: sensors used in robotics include:
Perception: AI helps robots understand and perceive the world around them. Sensors, cameras, and other devices provide information to the robot, and AI  Contact/touch sensors
algorithms analyse and interpret that data. This allows robots to recognize objects, understand speech, detect obstacles, and navigate their surroundings.  Temperature sensors
 Light sensors
Learning and Adaptation: AI enables robots to learn from experience and improve their performance over time. Machine learning algorithms, a type of AI,
 Sound sensor
allow robots to gather data, identify patterns, and make predictions. By learning from their interactions, robots can adapt their behaviour, refine their skills,
and become more efficient in completing tasks.  Proximity sensor
 Distance sensor
Decision-Making: With AI, robots can make decisions based on the information they gather and analyse. They can evaluate different options, consider  Pressure sensor, etc.
factors such as safety and efficiency, and choose the best course of action. AI algorithms help robots reason, plan, and make intelligent choices, allowing Input
them to perform complex tasks autonomously. Based on the type of the sensor output, digital or analogue, the further
Human-Robot Interaction: AI enables robots to interact with humans in more natural and intuitive ways. Natural language processing allows robots to circuitry is decided.
understand and respond to voice commands, while computer vision enables them to recognize facial expressions and gestures. This makes it easier for Output
people to communicate and collaborate with robots, opening possibilities for assistance, companionship, and teamwork. The output of the robot will vary according to its driving load. The most
common output units are:

163 CURRICULUM AND ASSESSMENT POLICY STATEMENT

Content (Grade 6 / Term 4) Notes/Examples
Autonomous Operation: AI empowers robots to operate autonomously, meaning they can perform tasks without constant human supervision. Robots  Actuator
equipped with AI can analyse their environment, make decisions, and execute actions independently. This autonomy allows robots to be more efficient,  Relays
work in challenging environments, and carry out tasks that would otherwise be difficult or dangerous for humans.  Speakers
By combining AI with robotics, we can create intelligent machines that can perceive, learn, reason, and interact with the world around them. This  CD screens, etc.
integration enables robots to perform a wide range of tasks, from manufacturing and healthcare to exploration and assistance, making our lives easier and based on the applications the carrier changes. For wired applications,
advancing technology to new frontiers. cables and wires are used while for wireless robots RF, RFID, Wi-Fi,
Example activity 2 DTMF, etc., technologies are used.
Learners create a concept map of a robot that includes what it a robot is with the different components with their functions (See Annexure A) Processing
As far as processing is concerned, a microcontroller or
microprocessor can be used. This choice will depend on the driving
load. A microcontroller is cheap and is easy to program than a
microprocessor. However, a microcontroller has very low output
power, and so cannot drive large loads.
On the other hand, its PC counterpart, the microprocessor can drive
large loads at its output. The complexity of the operations being
performed by the robot will depend on its processing unit.

R.5 Design a simple artefact based on a set of design instructions Link to R.6 – R.7 and C.1 – C.7
Example activity 1 – Servo incremental movement with loop
Use while loops and variables to control a servo motor's incremental movement. Introduction to variables should be done on a very gradual manner. In
Coding to make the servo motor move in increments of 10 degrees from 0 to 180 when button A is pressed and then back to 0 when button B is pressed Grade 6 term 4, only the concept of a single variable relating to the
(answer block in Scratch) should be introduced.

Example activity 2 – Make an LED blink continuously until the room becomes sufficiently bright

The learners should be introduced to variables where the variable has

a similar name than that of the sensor value read. An analogy of the
sensor value being the same as the answer block is then used. The
answer is then assigned to a variable with an equivalent name. One
variable only!

CAPS CODING AND ROBOTICS 164

Content (Grade 6 / Term 4) Notes/Examples

temperature (Co) = answer

Sensor

Variable Temp

Note: Sensor refers to the sensor on the Microcontroller.

Example activity 3 – Basic light-controlled Servo

Move the servo to a position based on the light level, using a variable to store the servo's position.

R.6 Mimic the operations of a robot Link to R.5 and C.1 – C.7
Example 1 Flip-a-coin simulator Learners can create various programs in a block-based programming
The microcontroller must simulate flip-a-coin. Decide which picture you want to display for heads and for tails. environment
Possible solution: Choose a random number between 0 and 1. If 0, display “head” if 1, display “tail”.)

Example 2 Pet mood detector

Shake the microcontroller to generate a random number that will indicate the mood or state of your pet. Display the pet’s mood or state.
Number 0: Pet is hungry
Number 1: Pet is happy.
Number 2: Pet is tired.
Number 3: Pet wants to play.
Number 4: Pet is scared.
Number 5: Pet loves you.

165 CURRICULUM AND ASSESSMENT POLICY STATEMENT

Content (Grade 6 / Term 4) Notes/Examples
R.7 Create, test and execute a set of robotic instructions R. 6 and R.7 are done together with R.5 (once enabling activities
in R.5 are completed) to complete the project
Project – Automated System: Sound-Controlled Friendly Monster
Demonstrate how servos, sensors, and microcontrollers can interact to create automated systems.

Project - Musical Memory Box

Design and assemble a musical memory box using a Microcontroller and a servo motor. Each compartment of the box should play a distinct tune when
revealed.

Digital Concepts
D.2 Recognise that he or she is living as a citizen in a digital world. Link to D.6
Example activity: "Digital Devices Dilemma” Case Study: Aspects addressed
Introduction:  Responsible use of digital devices involves balancing screen time
In this case study, we will explore the story of three friends, Alex, Mia, and Jake, who are in the sixth grade. They each have different with other activities, such as schoolwork, physical activities, and
approaches to using digital devices, and their experiences will help us understand the importance of responsible and balanced use of spending time with family and friends.
technology.  Overusing digital devices, especially late at night, can negatively
Characters: affect sleep patterns and overall well-being.

CAPS CODING AND ROBOTICS 166

Content (Grade 6 / Term 4) Notes/Examples
 Alex: Enjoys spending a lot of time on digital devices, especially playing video games and watching online videos. Alex often stays up late at night  Using digital devices for educational purposes can be beneficial, but
using a smartphone or tablet. it's essential to set time limits and stay focused on the task at hand.
 Mia: Uses digital devices for schoolwork and educational purposes, such as research and online learning. She also likes to connect with friends  A balanced approach to using digital devices can lead to better time
and family through social media. management and improved performance in school and other
 Jake: Tries to limit his screen time and uses digital devices mainly for schoolwork or when necessary. He enjoys spending time outdoors and activities.
engaging in sports and hobbies.  Screentime
Scenario:
One weekend, Alex, Mia, and Jake all have a project to complete for their science class. They need to research different animal species and
create a presentation about their findings. They also want to use their devices to have some fun during their free time.
Actions and Consequences:
Alex's Approach:
Alex spends most of the weekend playing video games and watching YouTube videos. As a result, Alex does not have enough time to work on
the science project until the last minute.
On Monday morning, Alex is stressed and unprepared for the science class presentation, which affects the overall quality of the project.
Mia's Approach:
Mia uses digital devices responsibly and allocates specific time for research, completing her project, and connecting with friends and family.
She finds reliable online sources for her research, which adds depth to her science project and impresses her teacher with well-structured
content.
Jake's Approach:
Jake balances his time between outdoor activities, schoolwork, and digital device use.
He spends some time researching for the science project, but he also makes sure to get enough rest and engage in physical activities during the
weekend. Jake delivers a well-prepared presentation that showcases his knowledge and creativity.
Example Discussion Questions:
 How did Alex's excessive use of digital devices impact his performance on the science project?
 How did Mia's balanced approach benefit her in completing the project effectively?
 What positive habits did Jake demonstrate in his use of digital devices, and how did it contribute to his overall well-being?

Example activity 2: Understanding living as citizens in a digital world (Dangers, screen time, etc.)
Learners watch the following video: Film Mesir "L'altra par" #2 - YouTube
After watching, learners write down one problem identified in this video and how to overcome this problem.
Have a class discussion about what is identified in the video, how society can overcome these problems, which of these problems learners are
experiencing, etc.
D.3 Demonstrate an understanding of the concept of a computing device. Link to D.1, D.4 and D.5
Example activity 1 Done with D.1
Learners complete a concept map of a computing device: What it is, components and functions, etc. (See Annexure A)
D.4 Identify the common uses of ICT in the real world Link to D.1 and D.5
Example activity 1: Embracing the Digital Revolution: The Impact of ICT on Work and Life Reinforce and extend from the previous grades and terms using
Use a case study to revise. different examples and activities.
Introduction:
Information and Communication Technology (ICT) has revolutionised the world we live and work in, transforming various industries and daily
activities. This case study explores the common uses of ICT in the real world and delves into the profound impact it has had on society, both
professionally and personally.
Common Uses of ICT in the Real World:
ICT has found its application across multiple sectors, enhancing productivity, communication, and access to information.
The case study examines how ICT is utilised in various areas, such as:

167 CURRICULUM AND ASSESSMENT POLICY STATEMENT

Content (Grade 6 / Term 4) Notes/Examples
a. Communication: The widespread use of smartphones, email, social media platforms, and video conferencing has revolutionized the way
people communicate globally. `
b. Business and Industry: ICT has streamlined business processes by allowing communication, sharing and collaboration.
c. Education: E-learning platforms, digital libraries, and interactive educational tools have transformed the way learners access and engage
with knowledge.
d. Healthcare: ICT has enabled telemedicine, remote patient monitoring, electronic health records, and medical research advancements.
e. Entertainment: Online streaming services, gaming platforms, and virtual reality experiences have reshaped the entertainment industry.
Questions:
a. How has ICT enhanced communication in personally and in business?
b. In what ways has the integration of ICT improved productivity in businesses?
D.5 Differentiate between the components of an ICT system Link to D.4
Example activity
Provide learners with a picture diagram indicating of a common ICT system (e.g. basic point-of-sales)
Let them label the components and briefly describe the role/function of each within the system
Discuss the picture diagram with the class and let learners correct what they might have misinterpreted or got wrong.
D.6 Explain how the adaptation of technology impacted the world we work and live in Link to D.2
Combine with case study D.1. Done with D.4
D.7 Present a basic understanding of the concept of input processing and output. Link to D.3, C.1-C.5 and R.5-R.7
Link to concept map activity in D.3 Done with D.3
D.10 Demonstrate a basic proficiency in the application of digital skills. Link to C.2 – C.5 and R.5 – R.7
Reinforce and extend from the previous grades and terms using different examples and activities. Do with Coding and Robotics activities done on the computer.
Basic folder and file management and naming conventions.
Use Paint to create sprites and backgrounds to import to block-based coding app.

168 CURRICULUM AND ASSESSMENT POLICY STATEMENT

4 SECTION 4
ASSESSMENT
4.1 ASSESSMENT
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.

Assessment involves activities that are undertaken throughout the year. Assessment comprises two different but
related activities: informal daily assessment (assessment for learning) and formal assessment (assessment of
learning).

Assessment in Coding and Robotics should encourage computational thinking practices, i.e. integrating the
power of human thinking with the capabilities of ICTs and computer programming.

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 involves activities that are undertaken throughout the year. In grades 4 – 6 assessment comprises
two different but related activities: informal daily assessment (assessment for learning) and formal assessment
(assessment of learning).

Assessment in Coding and Robotics should encourage computational thinking practices, i.e. integrating the
power of human thinking with the capabilities of ICTs and computer programming.

4.1.1 Informal or daily assessment

Assessment for learning has the purpose of continuously collecting information on a learner’s achievement that
can be used to improve their learning. Informal assessment is the daily monitoring of learners’ daily progression
and should also focus on how learners learn and retain new information. It should therefore include retrieval
practice (as described by the science of learning –section 2.7.5) as well as deliberate practise (See Section
2.7.4).

Trying to remember something enhances memory, and teachers can use quizzes or self-tests for this purpose.
As learners learn and retain new information by focusing on the meaning of the content, teachers can assign
tasks that require learners to explain or organise the material (e.g. concept maps), which helps them think about
the meaning of content.

In learning Coding and Robotics, practise is also essential, and teachers can focus on regular practise and
retrieval as well as spaced practise and retrieval over time to aid long-term retention. Teachers can also
interleave different types of practice and use multiple modalities to enhance learning

Informal assessment and retrieval practise may be as simple as stopping during the lesson to ask questions or
have learners writing down what they can remember about what was learned in a previous lesson and provide
feedback to the learners. Informal assessment does not need be recorded. It’s part of all learning activities
taking place in the classroom. Learners or teachers can mark these tasks.

Self-assessment and peer assessment actively involves learners in assessment. This is important as it allows
learners to learn from and reflect on their own performance. The results of the informal daily assessment tasks
are not formally recorded unless the teacher wishes to do so. The results of daily assessment tasks are not
used for promotion and certification purposes.

4.1.2 Formal assessment

All assessment tasks that make up a formal programme of assessment for the year are regarded as formal
assessment. Formal assessment tasks are marked and formally recorded by the teacher for progression and

CAPS CODING AND ROBOTICS 169

certification purposes. All formal assessment tasks are subject to moderation for the purpose of quality
assurance, and to ensure that appropriate standards are maintained.

Formal assessment provides teachers with a systematic way of evaluating how well learners are progressing in
a grade and in a particular subject. Examples of formal assessments include tests, examinations, practical
tasks, projects, etc. Formal assessment tasks form part of a year-long formal programme of assessment in each
grade and subject.

The following tables provide the formal assessment requirements for Coding and Robotics:
Table 4-9 Minimum formal assessment requirements for Coding and Robotics

Forms of Minimum requirements per term No of tasks Weighting

assessment Term 1 Term 2 Term 3 Term 4 per year
Tests 1 1
Examination 1 1
SBA Practical Tasks 1 1 1 75%
Project 1
Total 2 2 2 2 8
End-of-year 25%
examination

The forms of assessment used should be age and developmental level appropriate. The design of these tasks
should cover the content of the subject and include a variety of tasks designed to achieve the objectives of the
subject.

4.2 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:

4.2.1 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.

4.2.1.1 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.

4.2.1.2 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).

170 CURRICULUM AND ASSESSMENT POLICY STATEMENT

  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 B for rubric example to assess problem solving.

4.2.2 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 Intermediate Phase Coding and Robotics

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

Refer to Section 2.7.2 for example cooperative learning activity.

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

4.2.3 Pair Programming

Assessing pair programming in Intermediate Phase Coding and Robotics

Example rubric to assess cooperative learning activity:

Identifying, completing and creating patterns.
Refer to Section 2.7.3 for example pair programming learning activity.

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

4.3 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.

CAPS CODING AND ROBOTICS 171

4.4 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

172 CURRICULUM AND ASSESSMENT POLICY STATEMENT

ANNEXURE A: TERMINOLOGY
The following tables provide clarity on some terminology used in the CAPS

A.1 CODING
Table A-10 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 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.

A.i
CAPS CODING AND ROBOTICS 173
A.2 ROBOTICS
Table A-11 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-12 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)

A.ii
174 CURRICULUM AND ASSESSMENT POLICY STATEMENT
 Information IT refers to the use of computer systems to manage, process, protect, and exchange data and
Technology (IT) information.
Input In computing, input refers to the data that is entered into a computer system, such as text, images, or
sound.
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 information In computing, personal information or personal data is any information or data that can identify a
person, from 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.

A.iii
CAPS CODING AND ROBOTICS 175
ANNEXURE B: ASSESSMENT EXAMPLES

B.1 COOPERATIVE LEARNING

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

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)

176 CURRICULUM AND ASSESSMENT POLICY STATEMENT

B.2 PAIR PROGRAMMING /COMPLETING A TASK IN PAIRS
Example rubric to assess pair programming activity: Identifying, completing and creating patterns.

Learner name #Concept1 #Concept2 #Concept2 *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, must be assessed using a rubric:

B.3 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

CAPS CODING AND ROBOTICS 177

ANNEXURE C: TEACHING RESOURCES

C1 KWLS CHART
The KWLS chart is a learning strategy that helps learners engage with a topic in a structured and reflective
manner. The chart helps learners organize their thoughts and track their progress as they explore a particular
topic or concept.
The KWLS chart is a valuable tool for learners of all ages and levels of education. It promotes active
engagement with the learning material, fosters critical thinking and inquiry, and supports metacognitive skills
development. By using the KWLS chart, learners become more self-directed and aware of their learning
process, leading to a more enriched and effective learning experience.

K W L S
• What I know • What I want to • What I have • What I still want
know learned to know

K
- What I Know: In this section, learners write down what they already know about the topic. This step
helps them activate their prior knowledge and make connections with the new information they are
about to encounter. Identifying what they already know also helps learners build a foundation for further
learning and enables them to understand how the new information fits into their existing knowledge framework.

W
- What I Want to Know: In this part, learners jot down questions or areas of interest they have
about the topic. These are the aspects they hope to learn more about or understand better as they
engage with the subject matter. This step encourages curiosity and sets the stage for active
exploration. By noting down their questions, learners become more focused and motivated to seek answers and
engage with the learning materials more critically.

L
- What I Have Learned: As learners progress through their learning journey, they record the new
information, insights, and understanding gained about the topic. This section allows learners to
summarise and consolidate their learning experiences. It reinforces the concepts they have grasped and
helps them reflect on the new knowledge acquired. Reflecting on what has been learned enhances
comprehension and retention of the material.

S
- What I Still Want to Learn: In the last section, learners identify any remaining questions,
uncertainties, or areas they would like to explore further. Even after learning a considerable amount
about the topic, learners may realize that some aspects still require clarification or deeper investigation.
This step encourages a growth mindset, as learners recognize that learning is an ongoing process, and there is
always more to discover.

178 CURRICULUM AND ASSESSMENT POLICY STATEMENT

C2 CONCEPT MAPS
A concept map is a diagram that shows the relationships between different ideas. This helps you understand
how they’re connected. Every concept map — whether it’s simple or complex — is made up of two key
elements:
 CONCEPTS: These are typically represented by circles, ovals, or boxes and are called “nodes.”
 RELATIONSHIPS: These are represented by arrows that connect the concepts, and the arrows often
include a connecting word or verb (but they don’t have to). These arrows are called “cross-links.”
Example of a simple high-level concept map for understanding robots

Other resources to be considered:

https://www.teachwithict.com/
http://code-it.co.uk/gold/
https://sites.google.com/gshare.blackgold.ca/blackgoldmicrobit/microbit
https://www.instructables.com/
https://www.101computing.net/bbc-microbit-counter-using-a-7-segment-display/
https://www.robotique.tech/type/microbit/

CAPS CODING AND ROBOTICS 179