Programming with Beebots — Year 1 Lesson Plan
National Curriculum: Computing KS1 — create and debug simple programs; use logical reasoning to predict the behaviour of simple programs; understand what algorithms are and how they are implemented as programs on digital devices.
Overview
Pupils use Beebot floor robots to explore the concepts of sequencing, direction, and debugging in a concrete, hands-on way. By planning routes on grid mats before entering them into the Beebot, pupils practise writing algorithms on paper and then translating them into instructions a device will follow. The unit builds vocabulary around direction and programming while introducing the idea that errors can be found and corrected systematically.
Learning Objectives
- Understand that a program is a sequence of precise instructions given to a device.
- Plan a route on a grid using directional arrow cards before programming the Beebot.
- Enter a sequence of instructions into the Beebot to move it from a start to a target square.
- Identify and correct errors in a route by tracing through the instructions step by step.
Key Vocabulary
Suggested Lesson Structure
Play 'Robot Teacher': the teacher stands still while pupils give spoken directional instructions one step at a time (forward, turn left, forward). If an instruction is unclear or wrong, the teacher does exactly what was said — even if it leads somewhere unexpected. Discuss: why do instructions need to be exact?
Introduce the Beebot: show pupils the four direction buttons, the go button, and the clear button. Demonstrate pressing a short sequence (e.g. forward, forward, right, forward), predicting aloud where the Beebot will end up, then pressing Go. Count the steps with the class. Introduce the grid mat and explain that each press moves exactly one square.
In small groups, give each group a grid mat with a start square and a target square marked. Ask pupils to first lay out arrow cards to plan the route, then enter the sequence into the Beebot. Circulate and prompt: how many steps forward? When do you need to turn? What does your arrow plan say? After reaching the target, try a different, longer route.
Each group is given a more complex challenge card with a new start and target square. They must complete an arrow card plan independently before touching the Beebot. When the Beebot does not reach the target, they debug by comparing the actual route against the plan, identifying and correcting the error.
Bring the class together. Ask one group to share a route that went wrong and explain how they found the mistake. Introduce the word 'debug'. Ask: did anyone find they needed to change their arrow plan? What does that tell us about algorithms? Reinforce: even programmers make mistakes — debugging is a normal part of programming.
Common Misconceptions
- Pupils often confuse the Beebot left and right from its perspective with their own left and right — practise turning to face the same direction as the Beebot before giving turn instructions.
- Pupils may think that pressing clear erases the whole program permanently and become reluctant to use it — reassure them that clear just removes the current sequence so they can try again.
Prior Knowledge
Pupils should already be able to:
- Ability to give and follow simple verbal directional instructions.
- Understanding from Year 1 algorithm work that instructions need to be in the right order.
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