Bee-bots 1,2,3 Programming

Computing

• Understand algorithms, how they are implemented as programs on digital devices and that programs work by following clear, precise instructions
• Create simple programs

Maths
Geometry – position and direction:

• Year 1 pupils should be taught to: describe position, direction and movement, including whole, half, quarter and three-quarter turns
• Year 2 pupils should be taught to: use mathematical vocabulary to describe position, direction and movement, including movement in a straight line and distinguishing between rotation as a turn and in terms of right angles for quarter, half and three-quarter turns (clockwise and anti-clockwise)

Computing Science

• Understanding the world through computational thinking
• Designing, building and testing computing solutions

Numeracy and Mathematics
Shape, position and movement

• Pupils should be able to: describe position, direction and movement, including whole, half, quarter and three-quarter turns
• Pupils should be able to: use mathematical vocabulary to describe position, direction and movement, including movement in a straight line and distinguishing between rotation as a turn and in terms of right angles for quarter, half and three quarter turns (clockwise and anti-clockwise)

Thinking Skills and Personal Capabilities (TSPC)

• Ask focused questions
• Generate possible solutions, try out alternative approaches and evaluate outcomes
• Experiment with ideas and questions
• Make new connections between ideas/information
• Make ideas real by experimenting with different designs, actions and outcomes
• See opportunities in mistakes and failures
• Develop routines of turn taking, sharing and co-operating

UICT - Interactive Design
Level 1

• Explore a digital device using simple commands, e.g. make a Bee-Bot move

Level 2

• Enter commands to create movement or change, for example enter commands to make a Bee-Bot move to a specific location
• Talk about how to improve their work

Mathematics and Numeracy
Shape and space

• Explore movement through space during indoor and outdoor play activities
• Understand and use a range of positional words
• Explore movement using programmable devices
• Follow/give directions from/to a partner for simple movements
• Understand angle as a measure of turn; understand and give instructions for turning through right angles

• Use programmable devices to explore movement and direction

Processes in Mathematics
Mathematical Reasoning - Explain their way of working

Computing

AoLE
Science and Technology

What Matters Statement

• Computation is the foundation for our digital world

Descriptions of learning

Progression Step 1

• I can identify, follow and begin to create sequences.
• I am beginning to follow a sequence of instructions.

AoLE
Mathematics and Numeracy

What Matters Statement

• The number system is used to represent and compare relationships between numbers and quantities.

Descriptions of learning

Progression Step 1

• I can notice, recognise and write numbers in a range of media, through a multisensory approach, from 0 to 10 and beyond.

DCF Strand: Data and Computational Thinking
Element: Problem Solving and Modelling

Y1 Skills

• Follow a sequence of steps to solve a problem, create and record written instructions, change instructions to achieve a different outcome.