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Navigating the Coding & Robotics curriculum

In our ever-changing technological world, the Coding and Robotics curriculum is vital in exposing our learners to new technologies within the schooling environment and building a foundation of knowledge for the Intermediate and Senior Phase.

The Coding and Robotics curriculum aims to guide and prepare learners to solve problems, think critically, work collaboratively and creatively, function in a digital and information-driven world, apply digital and ICT skills and to transfer these skills to solve everyday problems.

What is coding and robotics?

Coding is the way we communicate with a computer to tell it what we want it to do. Coding is also called computer programming. The program or code is a set of instructions, so the computer knows the actions it must take. You can use your computer coding to tell a computer to process data, create websites or apps, create digital games, and many other amazing digital things.

Robots are machines that have been made to do a task. There are many different types of robots. Often, robots are built to copy or imitate human actions. A robot is a programmable machine that combines science, engineering and technology.

What are the different content areas in the Coding and Robotics curriculum for Foundation Phase?

In the Curriculum and Assessment Policy Statement (CAPS) the subject Coding and Robotics in Foundation Phase (Grades R–3) has been organised into five strands or digital skills and knowledge content areas, namely:

Pattern recognition and problem solving
Algorithms and coding
Robotics skills
Internet and E-Communication skills
Application skills

Click here to learn more about the different content areas of the coding and robotics curriculum.

Teaching Methodologies

There are two teaching methodologies to be used when teaching the Coding and Robotics curriculum:

Computational thinking (namely decomposition, pattern recognition, abstraction and algorithm) and
Engineering design process (investigate, design, make, evaluate and communicate).

Computational thinking

Computational thinking involves the expressing of and finding of solutions to problems in a way that a computer can interpret and execute.

Computational thinking is a dynamic process involving the following steps:

Decomposition: A process of thinking about problems and breaking them down into smaller parts to make them easier to understand and solve
Pattern recognition: Recognition of similarities and characteristics in smaller parts of the de-composed problems to solve them more efficiently
Abstraction: A process of filtering characteristics of patterns that we don’t need, in order to concentrate on those that contribute to the solution
Algorithm: A way of defining the steps that we need to solve the problem

Engineering Design Process

The curriculum describes the Design Process as the backbone of the subject and should be used to structure the delivery of all learning aims.

We work through the Design Process to solve problems:

The problem: to begin the process, learners should be exposed to a problem, need or opportunity as a starting point.
Investigate: involves finding out about contexts to the problem, researching existing products in relation to key design aspects, performing practical tests to understand aspects of the content areas or determining a product’s fitness-for-purpose.
Design & make: designing, making and evaluating; these skills should not be separate as they are interrelated. Designs can be drawn, drafted and virtually assembled before they are produced.
Evaluate: evaluation skills are used throughout the process, for example, they are used to choose ideas.
Communicate: communication should be ongoing throughout the entire design process. Learners should be continually recording and presenting their project’s progress in written and graphical forms.

Smart-Kids Coding & Robotics Workbook & Teacher’s Guide

The Smart-Kids Coding & Robotics workbook assists learners in understanding coding and robotics concepts. It consists of write-in worksheets that can be used by teachers to introduce the subject to young learners, or by parents who want their child to learn and practise the skills required for coding and robotics.

9781776103942 Smart-Kids Coding & Robotics Grade 2 Workbook

Workbook features:

One activity per page with clear instructions
Answers and tips to guide parents
Cutout coding blocks for additional practice
Cutout keyboard and screen to make your own laptop
Star chart and certificate

The Smart-Kids Coding & Robotics Teacher’s Guide in eBook format provides the educator with guidelines to help learners with the activities. It includes reference to the Curriculum and Assessment Policy Statement (CAPS) addressed on each page in the Smart-Kids Coding & Robotic workbook and includes the answers to the activities.

Click here to purchase Smart-Kids Coding & Robotics Teacher’s Guide Grade 2.

Learn more about the Smart-Kids Coding & Robotics workbook.

Download Brochure

Different content areas in the Coding & Robotics curriculum

In the Curriculum and Assessment Policy Statement (CAPS) the subject Coding and Robotics in Foundation Phase (Grades R–3) has been organised into five strands or digital skills and knowledge content areas.

Pattern Recognition and Problem Solving
Algorithms and Coding
Robotics Skills
Internet and E-Communication Skills
Application Skills

Strand 1: Pattern Recognition and Problem Solving

This is the first strand. This strand is only found in the Foundation Phase. Learning to identify abstract and geometric patterns is an integral part of the design and computational thinking process which will assist learners in solving problems.

The following skills and concepts are taught in the Pattern Recognition and Problem Solving strand:

Identification and analysis of regularities in patterns
Repetitions and change in patterns, with increases in size and number of physical objects, drawings and symbolic forms
Making predictions and solving problems about patterns
Description of patterns and relationships using symbolic expressions and grids
The identification of code patterns through the sequences of lines, shapes and objects in the world.

Strand 2: Algorithms and Coding

In the Foundation Phase, fundamental programming principles are introduced to Grade R learners through physical, offline or unplugged coding activities. In Grade 1, learners progress to using digital platforms that are engaging, fun and easy-to-learn. The programming platforms introduce learners to computational skills and concepts, such as identifying and analysing solutions to basic problems.

Learners should convert simple physical or offline algorithms to block-based coding. The curriculum introduces the learners to coding in a sequential manner.

Strand 3: Robotics Skills

When completing the robotics tasks, learners are introduced to the fundamental mechanical systems and electrical circuits. The methodology in the Robotics strand primarily uses the engineering design process combined with computational thinking skills.

The concepts and skills in the Foundation Phase include:

Creating logical steps for robots to follow
Using basic mechanical systems such as pulleys, gears and linkages when building model robots
Building basic electrical circuits.

Strand 4: Internet and E-Communication Skills

This strand informs and prepares learners to work and interact safely in a digital environment, both online and offline.

The concepts and skills in the Foundation Phase include:

Each learner’s own digital identity
Personal internet security and safety when using digital platforms
An introduction to various types of E-communication technologies or platforms
An introduction and basic understanding of networks and the Internet
Information about the safe use of Web browsers to search for information.

Strand 5: Application Skills

In this strand, Foundation Phase learners are introduced to different digital platforms and are taught about the various user interfaces and functions of applications on devices.

The concepts and skills in the Foundation Phase include:

Understanding what digital devices are and how to use them
Understanding what a user interface is
Text editing applications
Spreadsheet applications

Smart-Kids Coding & Robotics Workbook & Teacher’s Guide

Workbook features:

One activity per page with clear instructions
Answers and tips to guide parents
Cutout coding blocks for additional practice
Cutout keyboard and screen to make your own laptop
Star chart and certificate

Click here to purchase Smart-Kids Coding & Robotics Teacher’s Guide Grade 2.

Learn more about the Smart-Kids Coding & Robotics workbook.

Download Brochure

Artificial Intelligence: can we codify inclusion?

One of the most important objectives in education is to prepare students for their future careers. Not only does this include skills training, but also developing the ethics and guidelines that will point the way for their careers ahead.

Classroom Solutions Artificial Intelligence inblog image

Over the last two decades, coding and programming have emerged as some of the most desirable skills for the future. In particular, machine learning and artificial intelligence (AI) have become major focus points. The question is, can tomorrow’s programming professionals help us to achieve greater inclusion?

Dr. Benadette Aineamani, Director of Product & Services at global education group Pearson Africa, points out that for Africa to reach its education goals by 2030, around 15 million new teachers will need to be trained. “It is possible that AI could indeed help the continent to achieve its education goals much more efficiently and promote greater inclusion throughout Africa.”

Dr. Aineamani believes that, to start, careful attention needs to be paid to the teaching and learning process. “We should be looking at the aspects of education that we as humans aren’t doing effectively, and how technology can help us to do better on these fronts. We see the best results where there is a clear need for technological interventions. AI can help to give educators a more detailed understanding of where children are struggling, identify trends and patterns, and help to develop better ways of breaking down and presenting educational content.”

She adds that it is also crucial to increase awareness of AI’s potential as a teaching tool among educators. “Simply having technology that solves the problem is not enough. You need teachers who understand what is available and how to use it. There are quite a few ways to ensure that teachers understand how to select and use AI in their classrooms, but I believe that the most effective way is through forming professional communities. Teachers and other professionals should network and communicate about what they are using and how they are achieving success. Teachers can also collaborate with programming professionals, by sharing their experiences and reviewing the content and contexts that are used in the AI tools, so that the tools developed for teaching and learning are inclusive.”

Ultimately, Dr. Aineamani points out that the potential for AI to solve Africa’s educational challenges is massive. “We definitely need more programming professionals who specialise in AI technology. Steps should be taken to ensure that the AI technology developed for teaching and learning is inclusive. Possible bias in the development process can be mitigated through extensive consultations with teachers, learners, parents and all other stakeholders in the education sector across various contexts, in the development process. In addition to that, we also need more people who are skilled at getting exposure for the solutions on offer, and who can help the end-users (educators) to utilise relevant AI to its fullest potential,” she concludes.

ABOUT THE AUTHOR

Dr Benadette Aineamani is the Director: Product and Services Director for Pearson Africa.

Benadette has over 10 years’ experience in teaching Mathematics and Science (In East Africa – Uganda, and Southern Africa – South Africa). She has trained Mathematics and Science teachers in South Africa, having obtained a number of qualifications in the field. Benadette completed her Doctor of Philosophy (PhD) degree in Mathematics and Mathematics Education at the University of the Witwatersrand, South Africa.

She has conducted numerous research in the African classroom, and written and presented research papers at a number of conferences, both locally: Annual Congress of the Association for Mathematics Education of South Africa (AMESA), and Southern Africa Association for Research in Mathematics, Science and Technology Education (SAARMSTE), and internationally: the International Mathematics Congress on Mathematical Education (ICME) held in Hamburg, Germany; International Conference on Interdisciplinary Social Sciences held in Hiroshima, Japan; Comparative and International Education Society (CIES), held in Mexico City amongst others.

Is South African education ready to excel at coding and robotics?

In February, the Department of Basic Education confirmed that it would officially get going with the introduction of Coding and Robotics in South African schools. As it awaits feedback from the regulator on the proposed curriculum, Dr Benadette Aineamani, Director of Product & Services at global education group, Pearson Africa believes that aspects such as the link between Mathematics and Coding and Robotics, and the role of language in teaching and learning, need to be considered before South Africa’s schools are ready for such a technically advanced subject.

Having dedicated her life to understanding how teaching can be most effective, Aineamani says, “there is a need to unpack the pedagogical content knowledge that is required to teach Coding and Robotics at different phases in the schooling system.

Similar to doing Mathematics, Coding and Robotics requires learners to make sense of the challenge that is presented to them and persist to solve the problem. Concepts that are taught in Mathematics an such as algorithmic and computational thinking are also required when doing Coding and Robotics. Therefore, effective pedagogies need to be used when teaching Coding and Robotics to ensure that learners are provided with the opportunities to develop the required concepts and skills that will enable them to progress in the subject.

Part of the challenges in teaching and learning subjects such as Mathematics and Science in South Africa comes down to the language aspect. Language complexities in South African multilingual classrooms have been well researched and various recommendations have been suggested by experts in the field. Famed educationalist, Dr James Cummins is a Professor with the department of Curriculum, Teaching, and Learning at the University of Toronto once said, “To reject a child’s language in school is to reject the child”.

In South Africa, Aineamani says that many children in Grade R-3 come to school with a language that they have already developed at home. “This is the language that they have been using to communicate, this may be not be the same as the language of teaching and learning. The school system should embrace the learner’s language that is already developed and use it as a resource to help the learner understand concepts and skills that are taught in the language of teaching and learning.”

Due to the technical nature of Coding and Robotics, Aineamani says Coding and Robotics should also be taught in a way that allows learners’ mother tongues to be used as a resource to develop the skills and concepts in the subject. “For this to be successful, a conscious effort should be made to develop an effective register for Coding and Robotics in all the official languages. This will then enable teachers and learners to have a vocabulary available to them when using any language as a resource to teach or learn concepts and skills in Coding and Robotics.”

In her role at Pearson, Aineamani believes that the starting point is to create awareness of the complexities of language, and the importance of using language as a resource in teaching and learning. “Through various engagements with teachers, we highlight the complexities of language in multilingual classrooms, and provide some tips on how teachers can use language effectively as a resource rather than a limitation in teaching and learning.”

In developing its materials, Aineamani says Pearson has put measures in place to ensure that the teaching and learning materials are accessible to multilingual learners and teachers through careful use of terms, and drawing on appropriate contexts to illustrate concepts, and developing translations where possible. In cases where translations are not possible, original content is developed within the context of various languages instead of direct copies that become lost in translation.

“As South Africa introduces Coding and Robotics in Schools, there is a need to acknowledge the challenges that have been extensively researched in the teaching and learning of Mathematics and Science. Due to the link between Mathematics, Science and Coding and Robotics, these challenges can be used to inform decisions that need to be taken in order to successfully implement the subject,” concludes Aineamani.