• Designs a simple sequence of instructions/algorithm for programmable device to carry out a task for example, directional instructions: forwards/backwards. • Identifies and corrects errors in a set of instructions. EARLY LEVEL TECHNOLOGIES Experiences and Outcomes Benchmarks Organiser – Computing Science Designing, building and testing computing solutions I can develop a sequence of instructions and run them using programmable devices or equivalentTCH 0-15aLinks to: Numeracy & Maths – Angles, Symmetry & Transformation MTH 0-17a Literacy & English – Listening & Talking – Creating Texts LIT 0-09a, Reading – Understanding, Evaluating & Analysing LIT 0-16a

### Progression

Through a variety of activities & play across my learning I can/am able to Through a variety of activities & play across my learning I can/am able to Through a variety of activities & play across my learning I can/am able to
With support, begin to experiment & have fun trying to input a simple sequence of instructions into a programmable device e.g. to get it to move left, right, backwards & forwards from a chosen starting point to a chosen end point. Begin to create simple sequences of instructions for programmable devices in order to complete a task e.g. from a chosen starting point to a chosen end point via one or two identified positions or obstacles. Begin to program simple sequences of instructions to get a programmable device to move left, right, backwards & forwards from a chosen starting point to a chosen end point via a few identified positions.
From Education Scotland National Improvement Hub “What digital learning might look like”:

“When applying their skills and knowledge about Computing Science learners might:

* guide the Gruffalo’s Mouse (Bee-bot in disguise) find his way back home to the deep dark wood

* help the Code-a-pillar pick a safe route to cross the road while avoiding hazards

* build a bridge with Lego for the Bee-bot to cross

* Learners might work through a process of:
– discuss the problem
– design and test a solution
– identify any errors and possible solutions
– persevere until a solution is reached

Learners can also explore the process parallel to other, real-world activities, such as manoeuvering around an assault course, making a sandwich or building a house with construction blocks.”

Begin to be able to observe & talk about how well different sequences of instructions worked. Begin to observe & talk about mistakes in sequences of instructions & how to correct these Observe, talk about & correct errors in sequences of instructions.
From Education Scotland National Improvement Hub “What digital learning might look like”:

“When learning about instructional language learners might:
Use simple ‘visual programming languages’ with pre-reader coding activities, for example Code.org or Scratch Jr.

Learners might develop their understanding from concrete objects to pictorial representations through solving simple puzzles with simple directional symbols in these games”