Sequencing Instructions — Year 1 Lesson Plan
National Curriculum: Computing KS1 — create and debug simple programs; use logical reasoning to predict the behaviour of simple programs
Overview
Pupils deepen their understanding of sequencing by creating and ordering instructions in programming tools such as ScratchJr or Bee-Bot. They learn that the order of instructions matters, practise arranging steps to achieve a specific outcome, and begin to connect the concept of sequencing to real programs running on devices.
Learning Objectives
- Create a sequence of instructions to achieve a specific goal.
- Understand that changing the order of instructions changes the outcome.
- Use a simple programming environment to sequence commands.
- Predict and test what a sequence of instructions will do.
Key Vocabulary
Suggested Lesson Structure
Human sequencing: give pupils three instruction cards (stand up / clap once / sit down). Arrange them in different orders. What changes? Establish: order matters.
Introduce the programming environment (ScratchJr or Bee-Bot depending on availability). Demonstrate: drag a sequence of movement blocks and press run. Show that moving the blocks changes the path. Narrate your thinking: 'I want the sprite to move right, then down, then right again — so I put the blocks in that order.' Introduce predict → run → observe → adjust cycle.
Pupils use the device/Bee-Bot to sequence a short route from A to B on a printed grid. Teacher calls out a destination; pupils build and test their sequence. Did it work? Why / why not? What will you change?
Pupils choose their own start and end point on a grid and write (or build) a sequence to get there. They record their sequence on a strip of command cards and annotate: what went right, what they had to fix.
One pair shares their sequence. Class predicts the outcome before it runs. Then test. Reinforce: computers run sequences exactly — if the sequence is wrong, the outcome is wrong. That is not the computer's fault!
Common Misconceptions
- Pupils sometimes assume the device will 'know what they mean' — computers execute exactly what they are told, no more.
- Thinking the first attempt should be perfect — sequencing is an iterative process; changing and re-testing is part of programming.
Prior Knowledge
Pupils should already be able to:
- Understanding of what an algorithm is from the previous lesson.
- Experience giving precise instructions unplugged.
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