Pupils needing support

Should start the activity as the ‘robot’ so they can see how the task works before writing their own instructions; should use the Resource: Pre-planned robot commands (support) to give them examples to copy or adapt when it’s their turn to be the programmer.

Pupils working at greater depth

Should write a longer sequence of commands to solve a challenge, such as guiding their partner around obstacles or to a specific point in the room; could explain how changing or reordering a command would affect what the robot does.