Teachers Guide
Coding & Robotics
Grade 2 | Term 1 | 2025
Lesson 3:
Pattern Recognition
C1: Apply computational thinking skills to develop a set of logical instructions to
solve aproblem
C2: Present a simple coding solutions using symbolic or written statements
representing sequences of commands
Objectives
Revise coding terms
Revise coding symbols
Apply code
Sequence and convey instructions
Revise reading words
Resources
• Oxford Reading Tree Story: “Come in” (also available on YouTube **LINK**)
• Reading words
• Sentence strips
• Coding cards
• Number names: three, four and five
LESSON ACTIVITY:
CLASS INTRODUCTION : (15min)
• A program is a list of steps that happen in a certain order. It has a beginning, a
middle, and an end, just like a story.
ƒ A fairy tale usually starts with, “Once upon a time...” This is the beginning.
ƒ Then, the story happens. This is the middle.
ƒ It finishes with, “And they all lived happily ever after.”
ƒ This is the end.
Revise the Oxford Reading Tree story: Come in!
Read the story or watch the video on YouTube. Allow learners to order the sentence
strips for the story. Discuss the beginning, middle and end of the story.
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Lesson 3:
GROUP 1
Teacher Guided:
• Place keywords and starting cards on the grid.
ƒ Allow the group to discuss and pack code cards to direct the robot to answer
some questions about the story.
ƕ What happened at the beginning of the story? (Dad painted the door and
Mum went shopping.)
ƕ Who came to visit the children? (Wilf and Wilma)
ƕ How many children came to visit Kipper? (five)
ƕ How many children came before them and who did they visit? (Four came to
visit Chip)
ƕ What happened at the end of the story? (The children went home, but the
dogs stayed!)
• Take turns to direct the robot and pack the code.
• Remind learners to be respectful. Learners can discuss their answers but cannot
change them once the robot starts moving.
Learner guided:
*Round 2:
Group A: Place character names on the grid and choose one of the numbers.
Group B: Instruct the robot to the character with the same number of visitors.
Rotate groups so that all the learners get a chance.
Make sure that all the learners are actively involved. Learners should check that
the robot executes actions as per instruction.
Use the bug to indicate incorrect moves.
GROUP 2
Worksheet with sentences to order.
GROUP 3
Use code to fill in the correct answers.
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Group 3 - Worksheet Group 2 - Worksheet Group 1 - Resources
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Lesson 7:
Algorithm Design and Coding
C3: Interpet and execute a given symbolic or written set of commands. Provide the
missing code.
R5: Design a simple product based on a set of design specifications.
Objectives
• Revise coding terms
• Revise coding symbols
• Apply code
• Plan and design a puzzle set
Resources
• Coding cards
• "bl" and "br" phonic words
Lesson activity:
CLASS INTRODUCTION : (15min)
Revise phonics. Remind learners to break a problem (in this case, the words) into
smaller bits to solve it. Encourage them to break down the words.
Explain that the pupils will instruct a robot to build "bl" and "br-" words and the
second coding group will provide missing code to reach the picture of the word
that was built.
GROUP 1
Teacher Guided:
• Remind learners that the robot can only follow instructions.
• Revise the term debugging
• Place the vowel sound (or rime) and the word picture on the grid
• The robot picks up a consonant blend.
Divide the group in two. One group packs coding cards for the consonant blend
(the Robot) to reach a vowel sound to make a word. Once they completed their
packing. The second group read the code to the robot to find the vowel sound. The
second group then continue with the code to reach the picture that matches the
word.
Words: blade, brain, bread, block, brick, blow
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Lesson 7:
GROUP 2
Word-Building Puzzle
Design and create 3-piece puzzle sets to build words with consonant blends, rimes,
and pictures that match!
Select three words from the following options: black, bread, bring, blow, blank,
brother. Choose the words that you would like to work with.
Make three puzzle pieces.
• One for the consonant blend (e.g. "b")
• One for the rime
• One for the whole word le.g., a picture of black ink.)
Create the Puzzles: Cut out the pictures and words into three separate pieces.
Make sure each piece fits together like a puzzle!
Tips:
• Use colourful pictures and words to make it more engaging.
• Make sure the puzzles fit together correctly.
• You can use glue, scissors, and paper to create your puzzles.
• Fold an A page to make four or five long strips and create puzzles from long
strips.
GROUP 3
English HL DBE book Ps2, Worksheet 26
Assessment:
• Listens to instructions without interrupting, shows respect, and takes turns
• Successfully breaking words into syllables
• Works well in groups
• C3, R5
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GROUP 2 - Worksheet Resources
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Teachers Guide
Coding & Robotics
Grade 3 | Term 1 | 2025
Lesson 4:
Pattern Recognition
C6: Recognise and interpret patterns in symbolic sets of data or visualisations
C1: Apply computational thinking skills to develop a set of logical instructions to
solve a problem
D3: Recognise that he or she is living as a citizen in a digital world.
C3: Interpret and follow instructions
Resources
• Grid
• Starting point cards
• Coding cards
• Checkers mini’s, real household items or pictures of items
• Printed money
• Price tags
Lesson activity:
CLASS INTRODUCTION:
Discuss different shopping methods. You can go to a shop or order online.
How does the shopper know what you want? How do they find the delivery
address?
Let learners share their thoughts.
Learners practice counting in 2, 5 and 10’s by counting money – count R2 in twos,
R5 in fives and R10 in tens.
Group 1:
Teacher guided:
Place money and starting card on the grid.
Pack “Checkers mini” (or a picture of a product) at the top of the grid and put a
price tag on each item. Learners choose items they would like to buy and code the
robot to collect the correct coins or notes to pay for the item.
Example: Bread R18 - learners have to code to collect, R10, R5, R2 and R1.
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Lesson 4:
Time for discussion and planning should be allowed. The action of the robot should
be figured out and if needed the steps should be discussed again.
• Learners take turns giving verbal instructions to the robot. The robot follows one
instruction at a time.
• The robot starts at a specific position and code to collect the full amount.
• For the next round “collect money” by packing coding cards.
• Learners discuss and read coding cards to instruct the robot.
GROUP 2
DBE worksheet 8 (Money)
GROUP 3
DBE worksheet 8 (sorting money) and 9 (patterns)
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1
GROUP 1
GROUP
▶ DBE worksheet 8 (Money)
GROUP 2
▶ DBE worksheet 8 (sorting money) and 9 (patterns)
GROUP 3
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Gr 5 Term 1 Lesson 2
The Unambiguous Recipe
CODING
C.3: Interpret and execute a given symbolic or written set of commands
ENGLISH HL EXTENSION
Writing and Presenting: Instructional texts (Procedures).
LESSON FOCUS:
Focusing on the concept of being "Unambiguous." Learners discover that computers
don't have "common sense"; if an instruction is vague, the code will fail.
YOU’LL NEED:
Paper and pencils.
Props for the "Robot Chef" (an empty bowl, a spoon, some measuring equipment
etc).
LESSON:
Duration: 45 minutes
Introduction (5 min):
Explain that a good algorithm is like a perfect recipe.
Ask: “If I say 'put a little salt' in the pap, how much does a robot put?”
Discuss why "a little" is a "Bug" (Ambiguity) and "5 grams" is "Code" (Clear).
The Coding Phase (25 min):
Learners write a 5-step algorithm for a simple task (e.g., Making Tea or Pap).
Instructions must start with a command verb (e.g., Pour, Stir, Measure).
They must make sure that their instructions are CLEAR.
The Literal Robot (15 min):
Partners trade recipes. One acts as the "Literal Robot." and tries to find unclear
‘bugs’ in the recipe (coded algorithm)
If the code says "put sugar in," the robot pretends to put the whole bag in because
it wasn't told to "use a spoon" or given a specific amount of sugar to use.
The person must then go back and fix the ‘bugs’ in their code.
Conclusion (10 min):
Ask: “What happened when the instructions weren't clear?”
Discuss with the class ways to ensure instructions are clear.
ASSESSMENT:
Task: Write a 5-step unambiguous instructional text for a recipe.
Assessment Criteria:
(C.3): The algorithm must be sequential and contain specific measurements/
details that leave no room for interpretation error.
SUPPORT AND EXTENSION
Support:
Provide a "Word Bank" of command verbs (Pour, Stir, Heat) and units of
measurement (ml, grams, minutes).
Extension:
Challenge learners to write a "Loop" into the recipe (e.g., "Repeat stirring 10
times").
Gr 6 Term 1 Lesson 3
The Agri-Bot (Robotics)
CODING
R.3 Outline the different components of a robot
NATURAL SCIENCE EXTENSION
(Food Processing): Nutrients in food; methods of processing.
LESSON FOCUS:
Learners revise what a robot is, types of robots and mimic the operations of a robot.
They then use this knowledge to develop an idea for a robot that processes food.
YOU’LL NEED:
Robot Sensors poster
Examples or pictures of unprocessed food (e.g., an apple, a mielie, wheat).
LESSON:
Duration: 45 minutes
Introduction: What is a Robot? (15 min):
Ask learners for examples of robots and write them on the board. They will likely
suggest Mars Rovers or humanoid robots.
Explain that robots can be simple, like a washing machine.
The Key Test: Teach learners to ask: “Does this object take input, process it to make
decisions, and then carry out instructions?”
Question: “Is a gas stove a robot? (No, it is mechanical). Is a washing machine a
robot? (Yes, it uses sensors to detect water levels and makes decisions based on
your button inputs).”
Industry & Sensors (15 min):
Discuss how robots are used in factories and farms. Introduce the "senses" of a
machine:
Moisture sensors: To see if plants need water.
Infrared/Color sensors: To see if a fruit is ripe or rotten.
Ultrasonic sensors: To help a robot arm avoid hitting things.
Question: “How would a robot know a tomato is red and ripe without human
eyes?”
Activity: The Agri-Bot Design (20 min):
Divide learners into 4 groups. Give each group an unprocessed food item (e.g., raw
corn).
The Task: Brainstorm and design a robot that turns that raw food into a processed
product (e.g., a robot that husks, cleans, and cans the corn).
Groups must list the robot's main features and at least two specific sensors it would
need.
Question: “Where would you put the sensor on your robot so it doesn't accidentally
crush the food?”
Conclusion: Future Tech (10 min):
Groups briefly share their designs.
Discuss how technology might change how we eat in the next 50 years.
Question: “Will we ever have robots that cook our entire dinner from scratch at
home?”
ASSESSMENT:
Task: Construct a labeled drawing or model of a robot that performs a food-based
task.
Assessment Criteria:
(R.3): Correctly defines the Input-Process-Output loop of their design and
identifies at least two specific sensors and explains their purpose.
SUPPORT AND EXTENSION:
Support:
Provide "Sensor Stickers" with visual icons (e.g., a thermometer icon for a heat
sensor) to help them label their drawings.
Extension:
Ask learners to define the "Actuator"—the part of the robot that physically
moves (like a claw or a blade)—and explain how it carries out the decision made
by the processor.