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FOREWORD BY THE MINISTER
Our national curriculum is the culmination of our efforts over a period of seventeen
years to transform the curriculum bequeathed to us by apartheid. From the start of
democracy, we have built our curriculum on the values that inspired our Constitution
(Act 108 of 1996). The Preamble to the Constitution states that the aims of the
Constitution are to:
• heal the divisions of the past and establish a society based on democratic
• values, social justice and fundamental human rights;
• improve the quality of life of all citizens and free the potential of each person;
• lay the foundations for a democratic and open society in which government is
based on the will of the people and every citizen is equally protected by law; and
• build a united and democratic South Africa able to take its rightful place as a
sovereign state in the family of nations.
Education and the curriculum have an important role to play in realising these aims. In 1997 we introduced
outcomes-based education to overcome the curricular divisions of the past, but the experience of
implementation prompted a review in 2000. This led to the first curriculum revision: the Revised National
Curriculum Statement Grades R-9 and the National Curriculum Statement Grades 10-12 (2002).
Ongoing implementation challenges resulted in another review in 2009 and we revised the Revised National
Curriculum Statement (2002) and the National Curriculum Statement Grades 10-12 to produce this document.
From 2012 the two National Curriculum Statements, for Grades R-9 and Grades 10-12 respectively, are
combined in a single document and will simply be known as the National Curriculum Statement Grades R-12.
The National Curriculum Statement for Grades R-12 builds on the previous curriculum but also updates it and
aims to provide clearer specification of what is to be taught and learnt on a term-by-term basis.
The National Curriculum Statement Grades R-12 represents a policy statement for learning and teaching in
South African schools and comprises of the following:
(a) Curriculum and Assessment Policy Statements (CAPS) for all approved subjects listed in this
document;
(b) National policy pertaining to the programme and promotion requirements of the National Curriculum
Statement Grades R-12; and
(c) National Protocol for Assessment Grades R-12.
MRS ANGIE MOTSHEKGA, MP
MINISTER OF BASIC EDUCATION
i
CONTENTS
1 Section 1 Introduction to the Curriculum and Assessment Policy Statement for Coding and Robotics
Senior Phase (Grade 7 – 9) .................................................................................................................................................. 4
1.1 Background ........................................................................................................................................................... 4
1.2 Overview ................................................................................................................................................................ 4
1.3 General aims of the South African Curriculum ................................................................................................. 5
1.4 Time Allocation ..................................................................................................................................................... 6
2 Section 2: Definition, Aims, Skills and Content .......................................................................................................... 8
2.1 Introduction ............................................................................................................................................................ 8
2.2 What is Coding and Robotics ............................................................................................................................. 9
2.3 Specific Aims ......................................................................................................................................................... 9
2.4 Specific Skills ...................................................................................................................................................... 10
2.5 High-Level Competencies – Coding and Robotics ........................................................................................ 12
2.6 Coding and Robotics Concepts, Practices and Perspectives ...................................................................... 12
2.7 Approach to Teaching Coding and Robotics .................................................................................................. 16
2.8 Linking Coding and Robotics with Other Subjects ......................................................................................... 20
2.9 Time Allocation ................................................................................................................................................... 21
2.10 Resources Required to offer Coding and Robotics in Senior Phase .......................................................... 22
2.11 Overview of Senior Phase Coding and Robotics ........................................................................................... 25
2.12 Focus of Content Areas ..................................................................................................................................... 26
2.13 Envisaged Learner ............................................................................................................................................. 33
2.14 Articulation ........................................................................................................................................................... 33
2.15 Career Opportunities .......................................................................................................................................... 33
2.16 Progression and Exit Skills Per Grade of Focus Areas ................................................................................ 34
3 Section 3 Content Specific Clarification per Grade per Term................................................................................ 59
3.1 Grade 7 ................................................................................................................................................................ 60
3.2 Grade 8 ................................................................................................................................................................ 90
3.3 Grade 9 ..............................................................................................................................................................126
4 Section 4 Assessment ...............................................................................................................................................157
4.1 Assessment .......................................................................................................................................................157
4.2 Problem-based Learning .................................................................................................................................158
4.3 Recording and Reporting ................................................................................................................................159
4.4 General ..............................................................................................................................................................160
Annexure A: Terminology .......................................................................................................................................................... i
A.1 Coding ...................................................................................................................................................................... i
A.2 Robotics ................................................................................................................................................................... ii
A.3 Digital Concepts ...................................................................................................................................................... ii
Annexure B: Assessment Examples ........................................................................................................................................... i
B.1 Cooperative Learning ............................................................................................................................................... i
B.2 Pair Programming /Completing a Task in Pairs ....................................................................................................... ii
B.3 Design Thinking ....................................................................................................................................................... ii
ii
Annexure C: Teaching Resources ............................................................................................................................................... i
C.1 KWLS Chart ............................................................................................................................................................... i
C.2 Concept Maps ......................................................................................................................................................... ii
TABLES AND FIGURES
Tables
Table 2-1 Coding content and skills ........................................................................................................................................ 13
Table 2-2 Robotics content and skills ..................................................................................................................................... 14
Table 2-3: Time allocation for Senior Phase Coding and Robotics ......................................................................................... 21
Table 2-4: Coding content focus and progression .................................................................................................................. 26
Table 2-5: Robotics content focus and progression ............................................................................................................... 28
Table 2-6: Digital Concepts content focus and progression ................................................................................................... 30
Table 2-7 Senior phase coding concepts, content and skills breakdown and progression per grade .................................... 34
Table 2-8 Senior phase robotics coding concepts, content and skills breakdown and progression per grade ...................... 46
Table 2-9 Progression of Robotics and components per grade .............................................................................................. 51
Table 2-10 Logic gates Grade 8 and Grade 9 .......................................................................................................................... 57
Table 2-11 Truth Tables Grade 8 and Grade 9 ........................................................................................................................ 58
Table 4-12 Minimum formal assessment requirements for Coding and Robotics ...............................................................158
Table A-13 Coding - Clarification of concepts and terms........................................................................................................... i
Table A-14 Robotics - Clarification of concepts and terms ....................................................................................................... ii
Table A-15 Digital Concepts - Clarification of concepts and terms ........................................................................................... ii
Figures
Figure 2.1 Coding and Robotics as a STEAM discipline ............................................................................................................. 8
Figure 2.2: Coding and Robotics as a multi-disciplinary subject ............................................................................................... 8
Figure 2.3: Overview of Coding and Robotics as a Subject ....................................................................................................... 9
Figure 2.4: Computational Thinking Pillars ............................................................................................................................. 10
Figure 2 5: Design Thinking and Problem-Solving Process ..................................................................................................... 11
Figure 2 6: High-level Curriculum Competencies .................................................................................................................... 12
Figure 2.7 Coding Concepts, Practices and Perspectives ........................................................................................................ 12
Figure 2.8 Robotics Concepts, Practices and Perspectives ..................................................................................................... 13
Figure 2-9 Digital Citizenship Concepts .................................................................................................................................. 15
Figure 2-10 10 Digital Awareness Concepts ........................................................................................................................... 15
Figure 2-11 Digital Skills Concepts .......................................................................................................................................... 15
Figure 2-12: Programming resources for Coding and Robotics .............................................................................................. 22
Figure 2-13 Coding & Robotics Overview Grade 7 - 9............................................................................................................. 25
Figure 2-14 Articulation .......................................................................................................................................................... 33
iii
1 SECTION 1
INTRODUCTION TO THE CURRICULUM AND
ASSESSMENT POLICY STATEMENT FOR CODING AND
ROBOTICS SENIOR PHASE (GRADE 7 – 9)
1.1 BACKGROUND
The National Curriculum Statement Grades R – 12 (NCS) stipulates policy on curriculum and assessment in the
schooling sector.
To improve implementation, the National Curriculum Statement was amended, with the amendments coming
into effect in January 2012. A single comprehensive Curriculum and Assessment Policy document was
developed for each subject to replace Subject Statements, Learning Programme Guidelines and Subject
Assessment Guidelines in Grades R - 12.
1.2 OVERVIEW
(a) The National Curriculum Statement Grades R – 12 (January 2012) represents a policy statement for
learning and teaching in South African schools and comprises the following:
(i) National Curriculum and Assessment Policy Statements for each approved school subject;
(ii) The policy document, National policy pertaining to the programme and promotion requirements
of the National Curriculum Statement Grades R – 12; and
(iii) The policy document, National Protocol for Assessment Grades R – 12 (January 2012).
(b) The National Curriculum Statement Grades R – 12 (January 2012) replaces the two current national
curricula statements, namely the
(i) Revised National Curriculum Statement Grades R - 9, Government Gazette No. 23406 of 31
May 2002, and
(ii) National Curriculum Statement Grades 10 - 12 Government Gazettes, No. 25545 of 6 October
2003 and No. 27594 of 17 May 2005.
(c) The national curriculum statements contemplated in subparagraphs (a) and (b) comprise the following
policy documents which will be incrementally repealed by the National Curriculum Statement Grades R
– 12 (January 2012) during the period 2012-2014:
(i) The Learning Area/Subject Statements, Learning Programme Guidelines and Subject
Assessment Guidelines for Grades R - 9 and Grades 10 – 12;
(ii) The policy document, National Policy on assessment and qualifications for schools in the
General Education and Training Band d, promulgated in Government Notice No. 124 in
Government Gazette No. 29626 of 12 February 2007;
(iii) The policy document, the National Senior Certificate: A qualification at Level 4 on the National
Qualifications Framework (NQF), promulgated in Government Gazette No.27819 of 20 July
2005;
(iv) The policy document, An addendum to the policy document, the National Senior Certificate: A
qualification at Level 4 on the National Qualifications Framework (NQF), regarding learners with
special needs, published in Government Gazette, No.29466 of 11 December 2006, is
incorporated in the policy document, National policy pertaining to the programme and promotion
requirements of the National Curriculum Statement Grades R – 12; and
(v) The policy document, An addendum to the policy document, the National Senior Certificate: A
qualification at Level 4 on the National Qualifications Framework (NQF), regarding the National
Protocol for Assessment (Grades R – 12), promulgated in Government Notice No.1267 in
Government Gazette No. 29467 of 11 December 2006.
(c) The policy document, National policy pertaining to the programme and promotion requirements of the
National Curriculum Statement Grades R – 12, and the sections on the Curriculum and Assessment Policy
as contemplated in Chapters 2, 3 and 4 of this document, constitute the norms and standards of the
National Curriculum Statement Grades R – 12. It will therefore, in terms of section 6A of the South African
4
Schools Act, 1996 (Act No. 84 of 1996,) form the basis for the Minister of Basic Education to determine
minimum outcomes and standards, as well as the processes and procedures for the assessment of learner
achievement to be applicable to public and independent schools.
1.3 GENERAL AIMS OF THE SOUTH AFRICAN CURRICULUM
• The National Curriculum Statement Grades R - 12 gives expression to the knowledge, skills and values
worth learning in South African schools. This curriculum aims to ensure that children acquire and apply
knowledge and skills in ways that are meaningful to their own lives. In this regard, the curriculum promotes
knowledge in local contexts, while being sensitive to global imperatives.
• The National Curriculum Statement Grades R - 12 serves the purposes of:
▪ equipping learners, irrespective of their socio-economic background, race, gender, physical ability or
intellectual ability, with the knowledge, skills and values necessary for self-fulfilment, and meaningful
participation in society as citizens of a free country;
▪ providing access to higher education;
▪ facilitating the transition of learners from education institutions to the workplace; and
▪ providing employers with a sufficient profile of a learner’s competences.
• The National Curriculum Statement Grades R - 12 is based on the following principles:
▪ Social transformation: ensuring that the educational imbalances of the past are redressed, and that
equal educational opportunities are provided for all sections of the population;
▪ Active and critical learning: encouraging an active and critical approach to learning, rather than rote and
uncritical learning of given truths;
▪ High knowledge and high skills: the minimum standards of knowledge and skills to be achieved at each
grade are specified and set high, achievable standards in all subjects;
▪ Progression: content and context of each grade shows progression from simple to complex;
▪ Human rights, inclusivity, environmental and social justice: infusing the principles and practices of social
and environmental justice and human rights as defined in the Constitution of the Republic of South
Africa. The National Curriculum Statement Grades R – 12 is sensitive to issues of diversity such as
poverty, inequality, race, gender, language, age, disability and other factors;
▪ Valuing indigenous knowledge systems: acknowledging the rich history and heritage of this country as
important contributors to nurturing the values contained in the Constitution; and
▪ Credibility, quality and efficiency: providing an education that is comparable in quality, breadth and
depth to those of other countries.
• The National Curriculum Statement Grades R - 12 aims to produce learners that can:
▪ identify and solve problems and make decisions using critical and creative thinking;
▪ work effectively as individuals and with others as members of a team;
▪ organise and manage themselves and their activities responsibly and effectively;
▪ collect, analyse, organise and critically evaluate information;
▪ communicate effectively using visual, symbolic and/or language skills in various modes;
▪ use science and technology effectively and critically showing responsibility towards the environment
and the health of others; and
▪ demonstrate an understanding of the world as a set of related systems by recognising that problem
solving contexts do not exist in isolation.
• Inclusivity should become a central part of the organisation, planning and teaching at each school. This can
only happen if all teachers have a sound understanding of how to recognise and address barriers to
learning, and how to plan for diversity.
The key to managing inclusivity is ensuring that barriers are identified and addressed by all the relevant support
structures within the school community, including teachers, District-Based Support Teams, Institutional-Level
Support Teams, parents and Special Schools as Resource Centres. To address barriers in the classroom,
teachers should use various curriculum differentiation strategies such as those included in the Department of
Basic Education’s Guidelines for Inclusive Teaching and Learning (2010).
5
1.4 TIME ALLOCATION
1.4.1 Foundation Phase
(a) The instructional time in the Foundation Phase is as follows:
Subject Grade R Grades 1-2 Grade 3
(Hours) (Hours) (Hours)
Home Language 10 7/8 7/8
First Additional Language 2/3 3/4
Mathematics 7 7 7
Life Skills 5 5 5
• Beginning Knowledge (1) (1) (1,5)
• Creative Arts (1,5) (1,5) (1,5)
• Physical Education (1,5) (1,5) (1)
• Personal and Social Well-being (1) (1) (1)
Coding and Robotics (1) (1) (2)
Total 23 23 25
(b) Instructional time for Grades R, 1 and 2 is 23 hours and for Grade 3 is 25 hours.
(c) Ten hours are allocated for languages in Grades R-2 and 11 hours in Grade 3. A maximum of 8 hours and
a minimum of 7 hours are allocated for Home Language and a minimum of 2 hours and a maximum of 3
hours for Additional Language in Grades R – 2. In Grade 3 a maximum of 8 hours and a minimum of 7
hours are allocated for Home Language and a minimum of 3 hours and a maximum of 4 hours for First
Additional Language.
(d) In Life Skills Beginning Knowledge is allocated 1 hour in Grades R – 2 and 2 hours as indicated by the
hours in brackets for Grade 3.
1.4.2 Intermediate Phase
The instructional time in the Intermediate Phase is as follows:
Subject Hours
Home Language 6
First Additional Language 5
Mathematics 6
Natural Sciences 2,5
Social Sciences 3
Life Skills 3
• Creative Arts (1)
• Physical Education (1)
• Personal and Social Well-being (1)
Coding and Robotics 2
Total 27,5
1.4.3 Senior Phase
(a) The instructional time in the Senior Phase is as follows:
Subject Choice: Option 1 Subject Choice: Option 2 Hours
Home Language Home Language 5
First Additional Language First Additional Language 4
Mathematics Mathematics 4,5
Natural Science Natural Science 3
Social Sciences Social Sciences 3
*Technology *Economic Management Sciences 2
Coding and Robotics Coding and Robotics 2
Life Orientation Life Orientation 2
Creative Arts Creative Arts 2
Total 27,5
* Schools/Learners can follow Option 1 (MST Stream) or Option 2 (Business Stream)
6
1.4.4 Grades 10-12
(a) The instructional time in Grades 10-12 is as follows:
Subject Time allocation per week (hours)
I. Home Language 4.5
II. First Additional Language 4.5
III. Mathematics 4.5
IV. Life Orientation 2
V. A minimum of any three subjects selected from Group 12 (3x4h)
B Annexure B, Tables B1-B8 of the policy document,
National policy pertaining to the programme and
promotion requirements of the National Curriculum
Statement Grades R – 12, subject to the provisos
stipulated in paragraph 28 of the said policy
document.
The allocated time per week may be utilised only for the minimum required NCS subjects as specified above
and may not be used for any additional subjects added to the list of minimum subjects. Should a learner wish to
offer additional subjects, additional time must be allocated for the offering of these subjects.
7
2 SECTION 2:
DEFINITION, AIMS, SKILLS AND CONTENT
2.1 INTRODUCTION
Coding and Robotics represents an interdisciplinary and multidisciplinary subject that integrates various
components of STEAM (Science (including Computer Science), Technology, Engineering, Arts, and
Mathematics).
Science Technology Engineering Arts Maths
Coding & Robotics
Figure 2.1 Coding and Robotics as a STEAM discipline
The main driving force behind the uptake and surge of Coding and Robotics as a subject at school level is the
link to the 4th and 5th industrial revolution (4IR, and 5IR). In the context of this curriculum the focus resides in the
grounding concepts of STEAM related subjects.
Arts
Mechanical Computer
Engineering Science
Electrical Engineering
Figure 2.2: Coding and Robotics as a multi-disciplinary subject
8
2.2 WHAT IS CODING AND ROBOTICS
Coding and Robotics combine the principles of programming with the design, construction, and operation of
robots. Programming concepts, practices, and perspectives are applied to control devices to perform specific
tasks. It includes digital concepts that refer to various ideas, principles and processes that are associated with
digital technologies and their use.
The Coding and Robotics curriculum is based on the following pillars as depicted in the figure below.
Coding and Robotics
Communication Collaboration Creativity Perseverance
Coding Robotics Digital
Solution development Concepts
Decomposition Digital Citizenship
Inspiration
Pattern recognition
Abstraction Ideation Digital Awareness
Algorithm Design
Implementation Digital Skills
Debugging
Problem Solving
Design Thinking
Logical and Critical Thinking
Computational Thinking
Figure 2.3: Overview of Coding and Robotics as a Subject
Coding is the process of creating a logical set of instructions that a human or a computing device can
understand and execute, which require a deep understanding of computational thinking and problem solving.
Robotics deals with the design, operation, and use of devices and robots that can be programmed to perform
tasks autonomously or semi-autonomously or by direct control. It presents the learners with the opportunity to
see their thinking, design, and code in action.
Digital concepts encompass a range of digital literacy skills and awareness that enables learners to leverage
digital technologies to their fullest potential and use digital tools responsibly.
2.3 SPECIFIC AIMS
The teaching and learning of Coding and Robotics (C&R) aim to develop the following for the learner to be able
to:
• develop computational thinking skills to solve problems.
• advance design thinking to develop creative and human-centred approaches to solve problems.
9
• become part of a generation of creative, innovative systems thinkers that can use coding, robotics, and
digital competencies to express their ideas.
• foster creativity, critical thinking, collaboration, communication, and innovation.
• function ethically and effectively in a digital and information-driven world.
• develop a critical awareness of how technologies impact society at large.
• instil self-efficacy and confidence to deal with situations requiring computational thinking, design
thinking and problem solving.
• prepare for future careers in STEAM related fields.
• adopt a culture of being self-directed, life-long learners who can apply their skills in a wide range of
contexts and situations (adaptable, flexible and resilient).
2.4 SPECIFIC SKILLS
The following skills are specifically emphasised:
2.4.1 Computational Thinking
Computational thinking is an attitude and a skill set where one uses specific techniques and strategies to
complete tasks successfully and to solve problems systematically. It further helps one in arriving at a solution
that both humans and a computer can understand.
Abstraction Decomposition Pattern Recognition Algorithm
Focusing on the Solving a complex Identifying similarities Defining a precise
relevant and important problem by breaking it and differences. sequence of steps or
information and into small, manageable It helps you to make instructions to perform
ignoring unrelated and parts where each part connections between a task.
irrelevant things. is more similar problems and
experiences. An algorithm is a set of
Helps you to get to the straightforward and rules or instructions
heart of the problem easier to solve Recognising the same
patterns in other that anyone can follow
and to find general to perform a task or
principles that create problems helps you in
solving a new problem solve a problem
patterns
Figure 2.4: Computational Thinking Pillars
In Coding and Robotics, computational thinking helps learners to develop problem-solving strategies which they
can apply when developing coding solutions (algorithms) as well as robotics solutions. It can also be applied to
solve everyday life.
In terms of robotics, learners are demonstrating computational thinking concepts and practices when designing,
constructing, and programming a robot. The robot’s performance demonstrates the result of the learner’s
computational thinking practices as they iteratively test and debug their coding.
10
2.4.2 Design Thinking
In education, design thinking (DT) refers to a human-centred approach that encourages creativity and
innovation when generating user-focused products, services, or experiences. Design Thinking is often
expressed as an activity that involves the three I processes, namely:
▪ Inspiration: where creative thinking is applied to tackle a problem or challenge at hand, by gaining a
deeper understanding of the problem and its context as well as to identify opportunities for innovation.
▪ Ideation: involves the generation of a wide range of ideas and potential solutions using various
approaches such as brainstorming, prototyping and experimentation.
▪ Implementation: where the ideas and potential solutions are put into action. It includes testing, getting
feedback and subsequent improvements of the design or solution.
Related to the three Is, is the notion that Design Thinking is also a problem-solving approach that combines
creativity with structure and human-centred methods to understand and tackle challenges which involves
empathizing with users, defining their needs, ideating possible solutions, prototyping, and testing those
solutions, and iterating based on feedback. The following describes the design process:
▪ Empathise: involves gaining an understanding of who the end user is in a specific context, and how the
envisaged solution will be appropriate towards addressing the problem.
▪ Define: relates to specifying in detail what the users’ needs are, which could include the goals, skills
available, and core principles that will guide the work to be done.
▪ Ideate: pertains to the creation of ideas and solutions using techniques such as brainstorming.
▪ Prototype: concerns the creation of one or several solutions to address the problem at hand.
▪ Test: relates to the process of determining how well the solution solves or address the problem. In this
phase, feedback is important as the feedback could be used towards the improvement and
enhancement and/or redesign of the complete solution or artefact.
Figure 2.6 depicts the relationship between the Design Thinking and Design Problem Solving approach.
Empathize
Inspiration
Test Define
Design
Thinking
Implementation Ideation
Prototype Ideate
Figure 2 5: Design Thinking and Problem-Solving Process
11
2.5 HIGH-LEVEL COMPETENCIES – CODING AND ROBOTICS
The three main topical areas of Coding and Robotics each comprises a set of key learning competencies central
to their area of focus.
The following diagram outlines the three main topical areas and the main learning competencies, associated at
the final stage of curriculum cognition wherein the learner demonstrates competence and proficiency at the
appropriate level.
C.1 – Apply computational thinking skills do develop a set of logical instructions to
solve a problem.
C.2 – Present a simple coding solution using symbolic or written statements
representing sequences of commands, single repetition and conditional
constructs.
C.3 – Interpret and execute a given symbolic or written set of commands
C.4 – Debug a given symbolic or written set of instructions.
Coding C.5 – Evaluate a given solution towards potential improvement.
C.6 – Recognise and interpret patterns in symbolic sets of data or visualisations.
C.7 – Create or complete a pattern to represent a particular data set.
R.1 – Explain what a robot is in simple terms.
R.2 – Identify different types of robots.
R.3 – Outline the different components of a robot
Coding and
Robotics Robotics R.4 – Present an understanding of how robots affect the world.
R.5 – Design a simple product (artefact) based on a set of design specifications.
R.6 – Mimic the operations of a robot.
R.7 – Create, test and execute a set of robotic instructions.
D.1 – Outline the concept of technology and purpose of information technology (IT).
D.2 – Recognise that he or she is living as citizens in a digital world.
D.3 – Demonstrate an understanding of the concept of a computing device.
Digital concepts D.4 – Identify the common uses of ICT in the real world.
D.5 – Differentiate between the components of an ICT system.
D.6 – Explain how the adaption of technology impacted the world we work and live in.
D.7 – Present a basic understanding of the concept of input processing and output.
D.8 – Interpret a pattern to represent or communicate a message or image.
D.9 – Create a pattern to represent or communicate a message or image.
D.10 – Demonstrate a basic proficiency in the application of digital skills.#
Figure 2 6: High-level Curriculum Competencies
A competence is a combination of knowledge skills, attitudes, and values which is reflected in behaviour that
can be observed, measured, and evaluated. It refers to the ability to perform a specific task successfully and
efficiently or in a manner that yields desirable outcomes.
2.6 CODING AND ROBOTICS CONCEPTS, PRACTICES AND PERSPECTIVES
2.6.1 Coding
In coding, the following concepts, practices, and perspectives must be developed and practised repeatedly:
Concepts Practices Perspectives
• Algorithm • Abstraction • Expressing and Creating
• Sequence • Decomposition • Questioning
• Loop (Iteration) • Pattern Recognision • Connecting
• Conditional (Decisions) • Generalisation • Collaboration
• Operator • Algorithm Design • Perserverance
• Logic • Incremental Development • Choice of Conduct
• Data • Testing and Debugging
• Event • Evaluation
• Debug • Modularise
• Representation • Logical thinking
• Parallelism • Creating computational artefacts
• Automation
Figure 2.7 Coding Concepts, Practices and Perspectives
12
The following table describes the coding content to be covered and the skills to be developed. Table 2-1 must
be read in conjunction with Table 2-4 in Section 2.12.1 and Table 2-7 in Section 2.16.1 for competencies and
progression per grade.
Table 2-1 Coding content and skills
Concept Content/Skills
Algorithm • Definition and importance of algorithms in computer programming.
• Characteristics of a good algorithm.
• Examples of algorithms in everyday tasks and programming.
• Algorithm development using computational thinking.
Sequence • Understanding the concept of sequential execution of instructions.
• Introduction to basic programming constructs like statements and expressions.
• Writing simple programs to perform sequential tasks.
Loop (iteration) • Explanation of loops and their purpose in programming.
• Different types of loops (e.g., while loop, for loop) and their syntax.
• Examples demonstrating the use of loops for repetitive tasks.
• Writing simple programs to perform tasks that include repetition
Conditional • Understanding conditional statements (if…then, if…then…else)) and their role in decision-making.
(Decision) • Using comparison operators in conditional statements.
• Writing programs with conditional logic to handle different scenarios.
Operator • Assignment, comparison, and logical operators.
• Precedence and associativity rules for operators.
• Use of operators in expressions and assignments in programs
Logic • Introduction to Boolean logic and truth tables.
• Understanding logical operators (AND, OR, NOT) and their application in programming.
• Writing programs that implement logical operations and evaluate conditions.
Data • Types of data (e.g. numbers, string, Boolean) and their use in programming.
• Variables and data types.
• Input/output and processing operations for data manipulation.
Event • Concept of events and event-driven programming.
• Handling user interactions and system events in programs.
• Implementing event handlers in programs.
Debug • Techniques for identifying and fixing errors in code (debugging).
• Using debugging tools and techniques (e.g., trace tables).
• Debug common programming errors (syntax errors, logic errors).
Representation • Understanding data representations (binary).
• Exploring the concept of abstraction in programming.
Automation • Exploring automation concepts and their significance.
• Writing scripts to automate repetitive tasks.
Parallelism • Concept of parallelism using e.g. two scripts, running concurrently, allowing different actions to
happen simultaneously (e.g. broadcast & receiving, clones, parallel blocks, e.g. "forever" block
can run continuously while other code executes concurrently).
2.6.2 Robotics
In addition to the coding concepts, practices and perspectives, in robotics, the following concepts, practices, and
perspectives must be developed and practised repeatedly:
Concepts Practices Perspectives
• Motion • Computational Thinking • Expressing and Creating
• Sensor • Design Thinking • Innovation
• Actuator • Prototyping • Questioning
• Controller • Design and Construction • Connecting
• Logic • Algorithm Design • Collaboration
• Power Source • Testing and Reconfiguration • Perserverance
• Automation • Reflection and Iteration • Choice of Conduct
• Instruction • Creative Thinking
• Communication • Logical thinking
• Coding (Programming) • Creating robotics artefacts
Figure 2.8 Robotics Concepts, Practices and Perspectives
13
The following table describes the robotics content to be covered and the skills to be developed. Table 2-2 must
be read in conjunction with Table 2-5 in Section 2.12.2 and Table 2-8 in Section 2.16.2 for competencies and
progression per grade
Table 2-2 Robotics content and skills
Concept Content/Skills
Motion • Introduction to different types of robot motion: linear, rotational, and combined.
• Exploring methods of locomotion such as wheels, tracks, legs, and aerial mechanisms.
Sensor • Overview of sensors used in robotics, including proximity sensors, cameras, ultrasonic,
microphone, temperature sensors.
• Explanation of sensor principles and how they gather data from the environment.
• Applications of sensors in navigation, obstacle avoidance, object detection, and environmental
monitoring.
Actuator • Introduction to actuators responsible for converting electrical energy into mechanical motion.
• Types of actuators: electric motors (DC motors, servo motors).
• Understanding the role of actuators in robot manipulation, locomotion, and control.
Controller • Components as part of a robot responsible for controlling the robot, gathering input, and providing
output. (Examples: Arduino, Raspberry Pi, Micro: bit)
Logic • Introduction to logical operations and decision-making in robotics.
• Understanding Boolean logic and its application in robot control.
• Implementing logical operations for conditional behaviour, state transitions, and autonomous
decision-making.
Power Source • Overview of power sources for robotics, including batteries, and external power supplies (e.g.
solar).
• Understanding power requirements and considerations for selecting appropriate power sources.
• Designing power distribution systems and managing power consumption for optimal robot
performance.
Automation • Explanation of automation in robotics as the process of performing tasks with minimal human
intervention.
• Applications of automation in manufacturing, logistics, agriculture, healthcare, and service
industries.
• Designing automated systems using robots for repetitive, dangerous, or labour-intensive tasks.
Instruction • Understanding instructions as commands given to robots to perform specific actions.
• Types of instructions: sequential instructions, conditional instructions, repetitive instructions
(loops).
• Writing clear and precise instructions for programming robots to accomplish desired tasks.
Communication • Basic overview of communication technologies used between two or more devices, e.g. Wi-Fi,
Bluetooth.
Coding • Introduction to a robotics programming environment.
• Basics of robot programming: variables, data types, control structures (sequence, if statements,
loops), functions, and libraries.
• Hands-on coding exercises and projects to develop skills in algorithm development and in robot
programming.
2.6.3 Digital Concepts
Digital concepts are fundamental ideas and principles that underpin and support coding and robotics. They
encompass various aspects of technology and computer science, providing the context and application for these
fields. In Coding and Robotics, digital concepts are divided into the following topics: Digital Citizenship, Digital
Awareness and Digital Skills. The following must be read in conjunction with Table 2-6 in Section 2.12.3.
2.6.3.1 Digital Citizenship
The rights, responsibilities, and behaviours (respect, integrity, and safety) displayed by individuals in the digital
world. It encompasses a spectrum of behaviours, spanning from respecting the privacy of others to protecting
personal data, being mindful of online threats, and ensuring one's safety in the digital sphere.
14
Responsible behaviour Information Assessment Impact and Responsibility
•Implications of digital citizenship •Credibility and reliability of online •Awareness of how technology
•Responsible and ethical behaviour sources and information. adaptation influence our work and
in the digital realm. •Fake news lifestyle
•Cybersecurity awareness such as •Intellectual property and its •Consequences and implications of
protecting personal information implications. online actions.
online, recognising cyber threads •Lasting impact of online content
and practiaing safe online (digital footprint)
behaviour. •Ethical use of computers,
•Privacy & security (strong including software and robotics
passwords, not sharing personal applications.
information), cyberbullying, digital •Dangers of the online world,
footprint and netiquette. computer/cyber crime
•Digital health and welfare.
Figure 2-9 Digital Citizenship Concepts
Digital Citizenship helps to develop an awareness of responsible and ethical behaviour in the digital world as it
provides principles for shaping the digital landscape and influencing individual and collective behaviour online.
In Coding and Robotics, understanding digital citizenship is important when developing software and robotics
applications to ensure they are used in a responsible and ethical manner.
2.6.3.2 Digital Awareness
The recognition of the competencies, expertise, and the mindset needed by individuals effectively to use digital
tools, entail understanding and the applications of technologies in a world that is becoming more
interconnected. This emphasises the essential sense of familiarity, adaptability, and proficiency needed for
utilising fundamental technology.
Networks and
Data and Information Computing devices
Communication
•Data collection, storage (including •Technology vs Information •Networks, basic components, role
cloud storage) and processing Technology (IT) of network devices, media (wired
•Transformation of data into •Basic model of a computing and wireless), data transmission.
information. device (input, processing, output •Internet and the role of the
•Utilisation of data and information and storage). Internet of things (IoT).
for decision-making and •Different types of computing •Information and Communication
innovation. devices in Coding and Robotics. Technology (ICT) - components
•POPIA •Hardware components for input, and real-world uses.
processing and output. •Internet vs World Wide Web
•Computing devices and their (WWW).
purpose (including basic network •Websites, webpages, URL,
devices). hyperlink, browser, search engine
•Hardware vs Software
•Interaction between harware and
software.
Figure 2-10 10 Digital Awareness Concepts
2.6.3.3 Digital Skills
An essential set of a range of abilities that enable individuals to effectively use digital devices, software, and
platforms to perform various tasks.
Application Skills Patterns and Communication Digital Literacy
•Use and manage applications •Patterns in coding and robotics for •Find, evaluate and use informaiion
used in Coding and Robotics communication, including data effectively and ethically
(software environment). analysis, visualisation and
•File and Folder management conveying messages or
•Input, processing and output in information.
computing and robotics •Boolean logic (including truth
•Use an application such as Paint tables and logic gates).
to create backgrounds and sprites
•Use presentation software to
communicate information
Figure 2-11 Digital Skills Concepts
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2.7 APPROACH TO TEACHING CODING AND ROBOTICS
Coding and Robotics, as a subject, is process-driven as it focuses on Coding and Robotics processes, rather
than just exit skills or products. Coding develops cognitive and critical thinking skills as it emphasises the
development of knowledge, skills, strategies, and attitudes that enable learners to become more effective
individuals. Coding and Robotics also supports learners to develop metacognitive skills, which include planning,
developing, testing, evaluation and reflecting.
2.7.1 Problem-based Learning
Teaching and learning will follow a problem-based learning approach. Problem-based learning (PBL) is an
active and learner-centred approach to learning involving certain cognitive processes that aims to develop
critical thinking, problem-solving, and collaboration skills. The goal of PBL is to help learners learn how to apply
knowledge and skills using problems, rather than just memorising information for tests. PBL also encourages
learners to ask questions and seek answers, rather than passively receiving information. It also supports the
development of self-directed learning.
In Senior Phase, learners will be given small, manageable problems which they need to solve using a problem-
solving process. To develop and enhance self-efficacy (the learner’s belief that he/she will be able to complete
the task or solve the problem), the challenge of the task or problem should match the learners’ competencies.
Example of a manageable problem and algorithm development using computational thinking and the problem-
solving process in Senior Phase:
Problem:
Draw a geometric figure for the number of sides provided by the user.
Step 1: Understand the problem.
When the user enters a number (3 – 360), the program must draw a geometric figure with the number of sides entered, e.g. if the user enters 4, the
program must draw a square, if the user enters 6, the program must draw a hexagon, etc.
Step 2: Analyse the problem
Shape Square Pentagon Hexagon Heptagon Octagon
Number of sides 4 5 6 7 8
Number of angles 4 5 6 7 8
Each figure has the same number of angles than the number of sides
Step 3: Break down the problem into smaller, more manageable problems / use experience from similar problems.
Decompose (break down) the problem, into more familiar ones, using abstraction.
From previously drawing a square, we know From previously drawing a triangle Abstraction and decomposition
Repeat 4 times Repeat 3 times Break down the problem into smaller,
Turn right (90 degrees) Turn right 60 degrees more manageable parts and simplify
Move 100 steps Move 100 steps ideas by focusing on essential details.
to understand the underlying structure.
Iterations for drawing each shape are the same as the number of sides (or angles)
Step 4: Look for patterns (Pattern recognition)
Shape Square Pentagon Hexagon Heptagon Octagon Pattern recognition involves
finding the similarities or
patterns among small,
decomposed problems that
can help us solve more
complex problems more
Number of sides 4 5 6 7 8
easily and efficiently.
Number of angles 4 5 6 7 8
Size of turn angle 90° 72° 60° 51,4° 45°
Sum of turn angles 360° 360° 360° 360° 360°
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• As the number of sides increases
• the size of the turn angles decreases Octagon within a circle
• the shape of the figure gets closer to a circle
• The sum of the turn angles of a shape equals 360° and
• A circle is also 360°
• The size of each the turn angle is 360 divided by the number of sides/angles
Step 5: Develop a high-level solution or algorithm (abstraction)
We can now break the problem into four
Draw a geometric shape: rather easy sub-problems or main steps/
Step 1: Get the number of sides. ideas (decomposition, using abstraction).
Step 2: Determine the size of the turn angle. This seems like a good technique.
Abstraction also helps us to realise that we can
Step 3: Determine the length of the sides (number of moves/steps) ignore 3 of the rectangles / only focusing on 3
Step 4: Draw the shape rectangles – one of each size to solve the
problem.
Step 6: Detailed Algorithm (Decomposition)
1. Step 1: Get the number of sides.
1.1. Ask the user to enter the number of sides of the figure to be drawn Each step in the high-level
algorithm was broken down into
2. Step 2: Determine the size of the turn angle
more specific, detailed steps, giving
2.1. Divide 360 by the number of sides/angles. more detailed instructions.
3. Step 3: Determine the length of the sides
3.1. Divide 360 by the number of sides/angle).
4. Step 4: Draw the shape
4.1 Pen instructions for drawing
4.2 Repeat number_of_sides Effective problem decomposition is
Turn 360/number_of_sides a key skill in programming.
Move 360/number_of_sides
Step 7: Write the code
Convert the algorithm to
code, execute and test,
debug if required
Output from
computer
Input from user
Code for drawing the geometric figure
(processing)
Step 8: Execute, Test and Debug the Algorithm.
• Did the program work correctly for different number of sides?
• If the answer is yes, the problem is solved, else you need to identify the error and fix the algorithm (debug).
Generally, problem-based learning
• enables learners to develop problem solving strategies as well as subject knowledge and skills.
• enables learners to be more engaged in learning.
• stimulates critical thinking.
• promotes self-directed learning as learners generate problem-solving strategies.
• promotes metacognition as learners compare and reflect on solutions.
• assesses learning in ways which demonstrate understanding and competency.
See Section 4.2 for problem-based learning assessment guidance.
PBL could incorporate strategies such as cooperative learning where learners work in small groups to solve a
coding or robotics problem or use pair programming where learners work in pairs to solve coding or robotics
problems.
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2.7.2 Cooperative Learning
Cooperative learning is an active teaching-learning strategy where learners work in small groups, they help
each other learn and in doing so, increase their joy and skills in the learning process.
Learning activities and roles are structured and overseen by the teacher, and each member of the group
oversees the academic performance of the others. To successfully implement cooperative learning, leading
authors in the field (David Johnson and Roger Johnson) emphasise the intentional stimulation of five basic
elements (Johnson & Johnson, 2021:55-56) namely:
• Positive interdependence: Learners should feel like they are linked in such a way that one cannot
succeed unless all in the group succeeds. Teachers should thus find ways of stimulating positive
interdependence in their group activities – one possibility is giving learners different roles to fulfil; hence
the group cannot move forward unless all roles are successfully fulfilled.
• Individual accountability: Learners should know that all will be assessed individually as well. “The
purpose of cooperative learning groups is to make each member a stronger individual in his or her
right”. One way of stimulating individual accountability is by giving learners individual marks for how well
they contributed to the group activity – this assessment can occur either via teacher assessment or peer
assessment – by doing this, everyone will know that they cannot get a freeride during the group activity
as their inputs are also individually assessed.
• Promotive interaction: Learners’ successes are increased due to the sharing of resources, support
provided, and praise and encouragement given by their group members. Teachers thus need to
stimulate promotive interaction which can be done by giving different resources to different learners.
Giving learners different roles also stimulate promotive interaction.
• Social skills: Stimulating social skills becomes an intentional endeavour of the teacher. Teachers could
provide learners with resources on how to effectively form part of a team, how to communicate well and
how to resolve conflict, should it arise.
• Group processing: Group processing forms part of reflection during and after the group activity.
Teachers can stimulate group processing by giving learners a reflection sheet or by asking them open-
ended questions to stimulate reflective conversations. Questions such as: “What worked well during
your group activity”? or “Describe the best experiences and worst experiences of the group activity”.
Cooperative learning can improve the learner's performance and teaches the value of teamwork, cooperation,
communication, self-denial, and initiative taking.
2.7.2.1 Implementing cooperative learning in Senior Phase Coding and Robotics
Example of cooperative learning activity for Senior phase learners on the topic of robotics (Grade 7 (C.3)): “A
simple set of commands in relation to R.6, are correctly executed physically, on paper or with an educational
tool.”
Task: Determine where a robot (simulated by one of the learners) will end after executing a set of instructions,
including at most nine steps, provided in an algorithm.
Divide the class into groups of four. Two learners could take on the roles of instructor and interpreter
respectively and the other two learners the roles of robot and debugger.
• Instructor: Reads out the steps from the algorithm
• Interpreter: Puts steps from algorithm into “layman’s English” /Explain steps in plain English
• Robot: Executes the steps from the interpreter
• Debugger: Evaluates the movement of the robot to determine whether it executed steps correctly.
Tools that can be used to develop the algorithm: pen-and-paper, coding cards (e.g. Tanks) for algorithm and
interpretation, then, code algorithm using blocks from block-based coding platform, implement, test and debug
in block-based coding environment.
18
Refer to Annexure B for cooperative learning assessment guidance.
Pair programming could also be used as a cooperative teaching and learning strategy to solve programming
problems.
2.7.3 Pair Programming
Pair programming is a pedagogical approach that involves two learners working together on one computer or
one piece of paper to complete a shared goal/task. It
emanates from the programming industry yet has proven to
be successful even at school level. One of the learners
fulfils the role of the “driver” while the other learner fulfils
the role of the “navigator”.
The driver is the learner who may use the computer and
handles the keyboard, or draws on the paper and handles
the pencil, whereas the navigator is the learner who utilises
the resources, and reviews the driver’s work throughout,
providing feedback and suggestions to the driver, pointing
out errors and asking questions of the teacher. Pair
programming is a collaborative effort that involves a lot of
communication, discussion, and problem-solving.
Although pair programming can be implemented as a collaborative “unstructured” pair activity, it is best to
stimulate the five basic elements of cooperative learning as described above, when implementing pair
programming in the classroom.
It also appears particularly promising in situations where there are not enough computing devices for learners to
work individually, as well as for increasing learning and engagement with technology by learners with limited
device experience. It is also suggested that learners show higher confidence when programming in pairs. It
allows learners to share knowledge and learn from each other, thereby improving the quality of the learning
engagement.
Implementing pair programming in Senior Phase Coding and Robotics
Example of pair programming activity for Senior phase on the topic of Coding (C.1 and C.2):
Apply computational thinking skills to develop a set of logical instructions to solve a problem.
Learners are divided into pairs. Learners should draw a square using a set of instructions. One learner fulfils the
role of “driver” and the other “navigator”.
• Driver – The learner acting as the driver will be the one completing the steps in a block-based program
and/or unplugged on a piece of paper.
• Navigator – The learner acting as the navigator may consult the textbook and/or other resources. They
may also ask the teacher for help.
Learners need to find a way to draw a rectangle using a set of instructions. This implies having the drawing tool
“turn” several degrees and moving forward a certain number of pixels/steps. Learners should be able to first
work this out by “directing” each other and then put these instructions over into algorithm.
Note:
The teacher may swop the learners’ roles as the activity progresses to ensure that both learners have a chance to fulfil each role. You
may also ask any one of the learners to present their work to the class. This ensures that both learners feel a need to engage and gives
more learners an opportunity to practice communication skills.
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2.7.4 Deliberate Practise
A subject such as Coding and Robotics not only requires thinking skills, but also requires focused teaching and
ample practise. This practise should, however, be purposeful, well thought through with gradual increase in
complexity.
The curriculum is designed to encourage deliberate practise, as competencies are repeated within and across
grades. The concept of deliberate practise is particularly focused on skill acquisition and development and is
key in the development of competency and expertise in subjects such as coding.
Deliberate practise is a specific type of practise that involves setting specific goals, receiving feedback, and
making focused efforts to acquire and improve skills and performance. It is not simply repeating skills over-and-
over again, but rather adjusting to improve competencies as well as gradually adding additional competencies
that lead to mastery. It therefore involves purposeful repetition, feedback-driven metacognition, and extension to
improve performance (Ericsson, 2008; Deans for Impact, 2016; Ericsson et. al., 2018).
In terms of extension, deliberate practice involves extending the amount of time spent practising, adding new
features, and increasing the complexity of tasks. The goal is to push beyond one's comfort zone to achieve
growth and improvement.
2.7.5 Science of Learning
Science of Learning, a multidisciplinary field combines research from cognitive psychology, neuroscience,
educational psychology, and other related disciplines to understand how people learn. It also aims to identify the
most effective teaching and learning strategies based on empirical evidence that has been shown to improve
long-term retention of information and enhance learning outcomes.
Learning is an iterative process that requires that one continually revisits what one has learned earlier, update it,
and connect it with new knowledge. Learning always builds on a store of prior knowledge and is the residue of
thought. New learning requires a considerable amount of practise and meaningful connections to existing
knowledge. Learning, therefore, requires learners thinking (Brown et al., 2014; Dereck Bok Center, Harvard
University, 2023).
Science of learning includes the following learning strategies (Weinstein et al., 2018):
• Retrieval practice: Bringing learned information to mind from long-term memory.
• Spaced practice: Spreading learning activities out over time/reviewing previously learned information
at gradually increasing intervals.
• Interleaving: Switching between topics while learning.
• Examples: When learning abstract concepts, illustrating them with various examples or experiences.
• Dual coding: For example, combining words with visuals.
• Elaboration: Classroom discussions that require learners to relate new material to what they already
know and to recall previously learned information, including asking why and how questions with learners
explaining in their own words.
• Interactive activities: Engage actively with learning material using activities that require one to retrieve
(recall) previously learned information.
2.8 LINKING CODING AND ROBOTICS WITH OTHER SUBJECTS
Some Coding and Robotics concepts can be linked to Language, Mathematics, Natural Sciences, Technology
and Life Skills in the Senior Phase. These cross-cutting concepts should therefore be integrated into Coding
and Robotics to enhance the learning experience.
For example, coding often involves mathematical concepts, such as logic, arithmetic, and geometry whilst
Robotics combines coding with principles of physics, engineering, and materials science, highlighting the
interdisciplinary nature of digital concepts and skills. Other examples are:
20
Algorithms involve sequencing and summarising in literacy and breaking down complex problems into simpler
steps in mathematics.
Modularity: Involves breaking down tasks into manageable units in computer science, while in mathematics, it
involves breaking down a complex problem into smaller, manageable parts.
Control structures in coding determine how a set of instructions are executed within a program, while heuristic
thinking in mathematics involves using logical thinking and trial and error to solve problems.
Coding and natural language: The process of learning to code is also often likened to language acquisition, as
learners progress through six distinct stages of understanding. These stages bear close resemblance to the
stages of literacy development.
Design: Designing robotics artefacts links to aspects of Creative Arts.
Digital concepts: Aspects such as the impact of technology and being a digital citizen, links to Life Orientation.
By developing these skills in Coding and Robotics, learners can develop habits of mind that will be valuable in
all other subjects.
As some concepts and content can be linked to other subjects, these content areas can be used as context for
solving coding and robotics problems to strengthen subjects and to enhance the learning experience. However,
subject specific content and skills can only be developed in Coding and Robotics as a separate subject.
2.9 TIME ALLOCATION
In Senior Phase, 2 hour per week (20 hours per term) is allocated for Coding and Robotics.
The following table provides the time allocation as a percentage of the total available time per term:
Table 2-3: Time allocation for Senior Phase Coding and Robotics
Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9
Coding 50 50 50 50 45 45
Robotics 25 25 30 30 35 35
Digital Concepts 25 25 20 20 20 20
Available time should be allocated as indicated by the percentages in the table above. However, due to the
integrated nature of concepts across the topical areas, content and skills from different topical areas could be
integrated where appropriate, making exact delineation of time challenging.
Note:
Sections 2.12.1 (coding content) 2.12.2 (robotics content) and 2.12.3 (digital concepts content) are linked and
support each other. Various competencies across the three strands can therefore be linked and dealt with in an
integrated fashion. Section 3 (unpacking of the content) provides examples and notes and suggests
pedagogical approaches.
21
2.10 RESOURCES REQUIRED TO OFFER CODING AND ROBOTICS IN SENIOR PHASE
Program code
Simple Pseudocode
Sentence
Algorithms
Cognitive load (Level of abstraction)
Visual code
symbols and
constructs
(Flowcharts)
Written
instructions
Simple visual code
symbols and
constructs (Tangible
or on paper)
Simple character
instructions
Coding cards or
Symbols
Foundation Phase
Tangible coding Intermediate Phase
with objects and
verbal instructions Senior Phase
FET Phase
Physical coding and
play activities
Regression and Progression
More concrete to less concrete
Figure 2-12: Programming resources for Coding and Robotics
22
2.10.1 Coding Resources
Refer to Figure 2.12:
In the Senior phase, learners will follow a block-based coding approach. It allows users, especially novices and kids, to create programs using visual elements like
blocks and symbols instead of text. In this type of environment, users can drag and drop various blocks representing commands and snap them together like puzzle
pieces to create their programs. It helps learners to the learn the foundational concepts and
“Computer programming is a highly cognitive skill, which requires mastery of
principals of coding without getting overwhelmed by the intricacies of text-based syntax and it multiple domains, and is acknowledged as being difficult to learn, making it
minimises errors (such a formatting, punctuation, or spelling mistakes, semantics that could essential to take into account the cognitive loads (CLs) imposed on learners,
as well as their abilities to absorb this knowledge during the teaching and
discourage learners) associated with the complex syntax of text-based environments. By
learning process”. Berssanette & de Francisco (2022).
abstracting away the textual complexities, it therefore reduces cognitive load and allows
learners to focus on the problem and the foundational coding concepts as well as the underlying logic of their programs, rather than spending too much mental effort on
getting the code syntax right. It therefore serves as an effective steppingstone for beginners to develop their problem-solving and programming skills before transitioning
to more advanced coding languages and environments.
Research also suggests that teaching computational thinking with block-based coding, learners (1) achieved substantial learning gains in algorithmic thinking skills, (2)
were able to transfer their learning from Scratch to a text-based programming context, and (3) achieved significant growth toward a more mature understanding of
computing as a discipline (Grover, Pea & Cooper, 2015).
Examples include:
Scratch Snap mBlock
Note
A program is a sequence of symbols that specifies a computation.
A programming language is a set of rules that specify which sequences of symbols constitute a program, and what computation the program describes.
A programming language is an abstraction mechanism. It enables a programmer to specify a computation abstractly, and to let a program (usually called an assembler, compiler or interpreter)
implement the specification in the detailed form needed for execution on a computer (Ben-Ari, 2006)
Where learners struggle, physical coding or coding cards could be used as support and remediation.
23
2.10.2 Robotics resources
Refer to Figure 2.9 and Table 2-5, Table 2-8 and Table 2-9 for Robotics components
Plastic gears, fans, base plates (Lego plates) Simple switches PIR Motion Sensor (E.g., HC-SR501) Crocodile to Male pin
Rubber bands Wire connectors
Fans Straws Crocodile to Female pin connectors
Pully’s String Cable ties Crocodile clips (Clips at both ends)
Connectors Double sided tape Batteries
Pipe cleaners Small pieces of wood blocks (available from arts and craft shops) LEDs
Googley eyes Plastic bottle caps (for wheels) Connection wire with pins
Plastic wheels Servo Motor (E.g., SG90) Foil
Screws and nuts Microcontroller
Pipe cleaners
DC Motors Battery packs (9V maximum) Motor driver board
DC Water pumps Breadboard LEGO/Building Blocks for rapid prototyping
Servos 180 degrees and Continuous 360 degree Microcontroller breakout board
Different electronic components
Sensors (PIR, Moisture, Water Level, IR, Ultrasonic sensors)
2.10.3 Digital Concepts Resources
• Sample technologies and components (e.g., mobile phone, tablet, laptop (with screen, keyboard and mouse), etc.)
• Pictures of computing devices, input devices, output devices, networks, etc.
24
2.11 OVERVIEW OF SENIOR PHASE CODING AND ROBOTICS
Figure 2-13 Coding & Robotics Overview Grade 7 - 9
25
2.12 FOCUS OF CONTENT AREAS
2.12.1 Coding
Table 2-4: Coding content focus and progression
Competency Grade 7 Grade 8 Grade 9
(intermediate level) (competent level) (proficient level)
C.1 Progression in problem-solving mostly lies in gradually increasing the scope and complexity of problems.
Apply Using simple to moderate problems: Using moderate to intermediate Using intermediate to little more involved
computational • Develop a set of logical instructions to problems: problems:
thinking skills to solve a moderate problem that • Develop a set of logical instructions to • Develop a set of logical instructions to
develop a set of includes (where appropriate): solve a problem that includes (where solve a problem that includes (where
logical - sequences of commands appropriate): appropriate):
instructions to - repetition - sequences of commands - sequences of commands
solve a problem. - repetition - repetition
- conditional constructs
Refer to Table 2-7 - conditional constructs - conditional constructs
• Trace, evaluate, correct or complete a Refer to Table 2-7 Refer to Table 2-7
set of logical instructions (algorithm) • Trace, evaluate, correct or complete a • Trace, evaluate, correct or complete a
(link to C.2, C.3, C.4, C.5, C.6 and C.7) set of logical instructions (algorithm) set of logical instructions (algorithm)
(link to C.2, C.3, C.4, C.5, C.6 and C.7) (link to C.2, C.3, C.4, C.5, C.6 and C.7))
Computational thinking is infused and used in all aspects of coding/problem solving activities as follows:
Use abstraction to simplify complex problems by reducing it to its most essential components. It helps to gain a deeper
understanding of their underlying structure and develop more effective solutions. It allows you to focus on the essential aspects
while minimizing distractions from irrelevant details. Abstraction is also used to make a visual representation of solution.
Use decomposition to help to simplify complex problems by breaking them down into manageable parts, that allows one to
address each component individually. It enables a systematic approach to problem-solving and enhances ones understanding of
the problem's structure and relationships.
Use pattern recognition to leverage existing knowledge and experiences to identify meaningful regularities in data or situations.
Recognising patterns, helps to gain insights, make predictions, apply them to new problems, and develop more effective
problem-solving strategies.
Use algorithmic thinking to develop a series of precise, logical steps or instructions (algorithm) to accomplish a task or solve a
problem in an organised and methodical manner.
C.2 Working with a coding solution (set of Working with a coding solution (set of Working with a coding solution (set of
Present a logical instructions) for simple to logical instructions) for moderate to logical instructions) for intermediate to
competent coding moderate problems: intermediate problems: little more involved problems:
solution using • Translate a coding solution (set of • Translate a coding solution (set of (Done in relation to C.1)
symbolic or instructions/algorithm) into instructions/algorithm) into • Translate a coding solution (set of
written statements programming code (e.g. block-based programming code (e.g. block-based instructions/algorithm) into
representing coding instructions /Tanks cards, etc.). coding instructions /Tanks cards, etc.). programming code (e.g. block-based
sequences of • Use code (symbols/ blocks/written • Use code (symbols/ blocks/written coding instructions/Tanks cards, etc.).
commands, single statements to represent actions and statements to represent actions and • Use code (symbols/ blocks/written
repetition, and operations to accomplish a particular operations to accomplish a particular statements to represent actions and
conditional task/solve a programming problem. task/solve a programming problem. operations to accomplish a particular
constructs. • Group instructions/code blocks to • Group instructions/code blocks to task/solve a programming problem.
represent repetition (or a statement represent repetition (or a statement • Group instructions/code blocks to
indicating repetition) indicating repetition) represent repetition (or a statement
(Done in relation to C.1, C.4 and C.5) (Done in relation to C.1, C.4 and C.5) indicating repetition)
(Done in relation to C.1, C.4 and C.5)
C.3 Using simple to moderate problems: Using moderate to intermediate Using intermediate to little more involved
Interpret and • Execute a set of commands using problems: problems:
execute a given unplugged activities (physically, on • Execute a set of commands using • Execute a set of commands using
symbolic or paper, coding cards) or an unplugged activities (physically, on unplugged activities (physically, on
written set of educational tool (e.g. block-based paper, coding cards) or an paper, coding cards) or an
commands coding software). educational tool (e.g. block-based educational tool (e.g. block-based
Done in relation to C.1 and C.2 coding software). coding software).
• Determine the output of a given Done in relation to C.1 and C.2 Done in relation to C.1, C.2 and C.3
algorithm (set of commands) or of • Determine the output of a given • Determine the output of a given
given program code (e.g. trace block- algorithm (set of commands) or of algorithm (set of commands) or of
based commands) to determine the given program code (e.g. trace block- given program code (e.g. trace block-
output or explain what the based commands) to determine the based commands) to determine the
code/program does). output or explain what the output or explain what the
code/program does). code/program does).
C.4 • Reinforce reading and understanding • Reinforce reading and understanding • Reinforce reading and understanding
Debug a given a simple to moderate problem. a moderate to intermediate problem. an intermediate to little more involved
26
symbolic or • Interpret/execute/trace a given set of • Interpret/execute/trace a given set of problem.
written set of commands to determine correctness commands to determine correctness • Interpret/execute/trace a given set of
instructions. of the solution/if the correct output is of the solution/if the correct output is commands to determine correctness
achieved. achieved. of the solution/if the correct output is
• Complete an incomplete a set of • Complete an incomplete a set of achieved.
commands provided to solve a given commands provided to solve a given • Complete an incomplete a set of
moderate problem. moderate problem. commands provided to solve a given
• Inspect/trace a coding solution (set of • Inspect/trace a coding solution (set of moderate problem.
commands) for an error or errors and commands) for an error or errors and • Inspect/trace a coding solution (set of
correct if necessary. (Unplugged and correct if necessary. (Unplugged and commands) for an error or errors and
Plugged). Plugged). correct if necessary. (Unplugged and
Done in relation to C.1, C.2, C.3 and C.4 Done in relation to C.1, C.2, C.3 and C.4 Plugged).
Done in relation to C.1, C.2, C.3 and C.4
C.5 Using simple to moderate problems: Using moderate to intermediate Using intermediate to little more involved
Evaluate a given • Reflect and report on a given solution problems: problems:
solution towards by asking the following questions • Reflect and report on a given • Reflect and report on a given
potential (critical thinking): solution by asking the following solution by asking the following
improvement. - What happened? questions (critical thinking): questions (critical thinking):
- Why has it happened? - What happened? - What happened?
- What can be learnt? - Why has it happened? - Why has it happened?
- How can the solution be - What can be learnt? - What can be learnt?
improved? - How can the solution be - How can the solution be
• Inspect a set of commands improved? improved?
(algorithm/program) and reflect to • Inspect a set of commands • Inspect a set of commands
improve it or provide a better (algorithm/program) and reflect to (algorithm/program) and reflect to
alternative (e.g. reducing the number improve it or provide a better improve it or provide a better
of steps/instructions using a loop for alternative (e.g. reducing the alternative (e.g. reducing the
repetitive steps/patterns Link to C.6 number of steps/instructions using number of steps/instructions using
and C.7. a loop for repetitive steps/patterns a loop for repetitive steps/patterns
Link to C.6 and C.7 Link to C.6 and C.7
C.6 • Identify a pattern (e.g. a pattern in • Identify a pattern (e.g. a pattern in • Identify a pattern (e.g. a pattern in
Recognise and coding instructions, numbers, coding instructions, numbers, coding instructions, numbers,
interpret patterns symbols, blocks, characters, symbols, blocks, characters, symbols, blocks, characters,
in symbolic sets of sequences, etc) sequences, etc) sequences, etc)
data or • Interpret, explain and complete/ • Interpret, explain and complete/ • Interpret, explain and complete/
visualisations. extend a pattern (describe the pattern extend a pattern (describe the pattern extend a pattern (describe the pattern
rule, use the pattern rule to rule, use the pattern rule to rule, use the pattern rule to
complete/extend the pattern or make complete/extend the pattern or make complete/extend the pattern or make
predictions) predictions) predictions)
Link to C.1 and C.2 Link to C.1 and C.2 Link to C.1 and C.2
C.7 • Complete a simple to moderate • Complete a moderate to intermediate • Complete an intermediate to little
Create or complete pattern that is part of a data set or pattern that is part of a data set or more involved pattern that is part of a
a pattern to programming solution. programming solution. data set or programming solution.
represent a data • Create a simple to moderate pattern to • Create a simple to moderate pattern to • Create an intermediate to little more
set. form part of a data set or a form part of a data set or a involved pattern to form part of a data
programming solution. programming solution. set or a programming solution.
• Generalise a basic pattern based on • Generalise a simple pattern based on • Generalise a moderate to intermediate
the pattern rule the pattern rule. pattern based on the pattern rule.
Done in relation to C.6 • Incorporate the generalised pattern as • Incorporate the generalised pattern as
Link to C.1 and C.2 part of a programming solution. part of a programming solution.
Done in relation to C.6 Done in relation to C.6
Link to C.1 and C.2 Link to C.1 and C.2
Note
Linked competencies can be grouped/done together within one lesson/activity where appropriate.
27
2.12.2 Robotics
Table 2-5: Robotics content focus and progression
Outcome Grade 7 Grade 8 Grade 9
(intermediate level) (competent) (proficient level)
R.1 Provide a basic description of a robot in Provide a definition and basic Provide a definition and basic
Explain what a terms of (extend from Grade 6): description of a robot that is used in the description of a robot (e.g. drone) that is
robot is in • definition (what it is) security and protection industry with used for rescue or in unsafe and
competent terms. • purpose reference to: inaccessible places to operate with
• the contexts that they operate in. • Various components reference to:
• concepts regarding the relationship • Contexts that they operate in • Various components
between the composition of a robot - • Potential application of AI • Contexts that they operate in
basic parts (sensors, controllers, • Ethical and legal implications. • Potential application of AI
actuators, power source) Link to R.2 and R.3 • Ethical and legal implications.
• evolution of robots / advancements of Link to R.2 and R.3
robots (also link to the concept of AI –
elementary reference to automatic
decisions)
Link to R.2 and R.3
R.2 Learners can outline different types of Learners can outline different types of Learners can outline different types of
Identify different robots in terms of their use and robots in terms of their use and robots in terms of their use, composition,
types of robots. application, i.e. application, i.e., and application, i.e.,
• Simple Task-Oriented Robots • Medical Robots • Artificial Intelligence (AI) Robots
• Chatbots (in relation to automation • Agricultural Robots • Exoskeleton Robots
and virtual robots used in the • Virtual Customer Service Agents (in • Industrial Robots
information systems space) relation to automation and virtual (in relation to automation and virtual
robots used in the information systems robots used in the information systems
space) space)
• AI-Powered Virtual Assistants
• Virtual IT Support Bots
R.3 Provide a moderate reference to the Provide a moderate to intermediate Provide an intermediate reference to the
Outline the components of a robot or physical reference to the components of a robot components of a robot or physical
different computing artefact and their purpose or physical computing artefact and their computing artefact and their purpose
components of a (refer to section 2.16.3)) purpose (refer to section 2.16.3)) (refer to section 2.16.3))
robot Link to R.1, R.2 and R.4 – R.7 Link to R.1, R.2 and R.4 – R.7 Link to R.1, R.2 and R.4 – R.7
R.4 • Differentiate between various robots, • Present a basic understanding and • Explain the possibilities of advanced
Present an such as industrial robots, service consider the potential ethical robots with artificial intelligence,
understanding of robots, and educational robots dilemmas related to robotic considering their impact on
how robots affect • Describe the positive and negative technologies, such as privacy employment, social structures, and
the world. impacts of robots on human lives. concerns, AI bias, and the human interaction.
• Discuss the advantages and responsibility for actions performed by • Discuss the advantages and
disadvantages of using robots, autonomous robots. disadvantages of utilizing robots in
including increased productivity, • Compare and contrast the impact of dangerous situations and space
convenience, and potential job robots on the economy in different exploration.
displacement. countries. • Outline the concerns and potential
• Design a simple task for a hypothetical • Present a basic discussion on how issues related to address concerns
robot and present it to the class. different nations are adapting to the related to robot-human interactions,
Link to R.1 – R3 and R.5 - R.7 robotic revolution, considering employment shifts, and privacy
economic implications automation. concerns, promoting responsible and
Link to R.1 – R3 and R.5 - R.7 ethical implementation in the 4IR+
society.
Link to R.1 – R3 and R.5 - R.7
R.5 • Design simple to moderate robot • Design moderate to intermediate robot • Design intermediate to little more
Design a artefacts using the design thinking artefacts using the design thinking involved robot artefacts using the
competent artefact process. process/ design thinking process.
based on a set of Refer to 2.16.1, 2.16.1 and 2.16.3 Refer to 2.16.1, 2/16.1 and 2.16.3 Refer to 2.16.1, 2/16.1 and 2.16.3
design for content and progression. for content and progression for content and progression
specifications. Link to R.1 – R.4 and R.6, R.7 Link to R.1 – R.4 and R.6, R.7 Link to R.1 – R.4 and R.6, R.7
Design thinking is infused and used when creating robotic artifacts as follows:
Empathise: Ask questions to find out what the problem is and to identify challenges related to the problem as well as to identify
ways to solve the challenges
Define: Specify the detail of the problem
Ideate: Imagine and brainstorm different ideas for solving the problem and choose the best idea
Prototype (Plan and design): Draw a competent picture (abstraction) and write down the material you will need. Then write
down step-by-step instructions (algorithm) for implementing the idea.
Test (Create/implement, test, reflect and improve): Follow the design (picture) and plan (algorithm) and build the artefact.
Then test it to see if it works and correct/improve where necessary.
The progression mostly lies in the gradual increase in scope and complexity of artefacts.
28
R.6 Use a simulated block-based Use a simulated block-based Use a simulated block-based
Mimic the environment with a microcontroller to environment with a microcontroller or to environment with a microcontroller to
operations of a mimic the operations of a robot: mimic the operations of a robot: mimic the operations of a robot:
robot • Align coding concepts to be used with • Align coding concepts to be used with • Align coding concepts to be used with
the coding concepts covered and the coding concepts covered and the coding concepts covered and
mastered in the coding section. mastered in the coding section. mastered in the coding section.
• Includes role play (acting out), and • Includes role play (acting out), and • Includes role play (acting out), and
tangible activities. tangible activities. tangible activities.
• Includes the use of appropriate paper- • Includes the use of appropriate paper- • Includes the use of appropriate paper-
based exercises. based exercises. based exercises.
Link to R.3, R.5 and R.7 Link to R.3, R.5 and R.7 Link to R.3, R.5 and R.7
In addition, schools can also opt to use In addition, schools can also opt to use In addition, schools can also opt to use
tangible tools and educational robots tangible tools and educational robots tangible tools and educational robots
(OPTIONAL) for reinforcement. (OPTIONAL) for reinforcement. (OPTIONAL) for reinforcement.
The scope and complexity are gradually increased in relation to the coding features, operations and structures (code
blocks/coding constructs – coding knowledge and skills) as well as the physical features and components introduced per term
per year as well as in terms of the complexity of the problem.
Refer to Section 2.16.1, 2.16.1.2 and 2.16.3 for content/skill per grade and for progression
R.7 Using simple to moderate problems: Using moderate to intermediate Using intermediate to little more involved
Create, test, and • Develop solutions to solve specific problems: problems:
execute a set of problems • Develop solutions to solve a specific • Develop solutions to solve a specific
robotic • Translate solution instructions problem. problem.
instructions. (algorithms) into code (using virtual • Translate solution instructions • Translate solution instructions
robots with instructions in a tangible or (algorithms) into code (using virtual (algorithms) into code (using virtual
non-tangible coding environment robots with instructions in a tangible or robots with instructions in a tangible or
(software) or using physical non-tangible coding environment non-tangible coding environment
educational robotic tools or both). (software) or using physical (software) or using physical
• Implement, test, modify and/or educational robotic tools or both). educational robotic tools or both).
improve solutions. • Implement, test, modify and/or • Implement, test, modify and/or
(Link to C.1 to C.5 as well as R.5 to R.6) improve solutions. improve solutions.
(Link to C.1 to C.5 as well as R.5 to R.6) (Link to C.1 to C.5 as well as R.5 to R.6)
The scope and complexity are gradually increased in relation to the coding features, operations and structures (code
blocks/coding constructs) as well as physical features and components introduced per term per year as well as in terms of the
complexity of the problem. Refer to Section 2.16 for content/skill per grade and for progression
Note
Linked competencies can be grouped/done together within one lesson/activity where appropriate.
Note
Processes such as computational thinking and design thinking, is like riding a bicycle/driving a car. With repeated practise and experience, they
become intrinsic. It means that the thinking process or skills required to perform the activity become so well-practiced and internalised that they become
automatic and almost second nature.
As with driving a car repeatedly, you gain experience, become able to recognise patterns on the road, formulating driving “algorithms” (decomposing
driving tasks, breaking distance calculations, etc.). With enough practise, decision-making when driving becomes automated (e.g. using your turn
indicators). Over time you become more skilled at abstracting relevant information when driving, and as you encounter different driving scenarios, you
learn from your mistakes and “debug” your driving skills. Also, with experience, you become skilled at processing multiple factors simultaneously (e.g.,
consider traffic signals, the behaviour of other drivers, while maintaining your focus on the road ahead). Eventually, you go into unconscious
competence mode – performing these actions almost involuntarily.
These thinking processes therefore become intrinsic, and the problem-solving approaches and mental processes involved become an integral part of
your behaviour. At first though, they must be consciously learned and repeatedly practised.
29
2.12.3 Digital Concepts
Table 2-6: Digital Concepts content focus and progression
Competency Grade 7 Grade 8 Grade 6
D.1 • Explain what technology and • Explain what a computer/computing • Explain what a computer/computing
Outline the information technology is. device in the context of information device in the context of information
concept of • Distinguish between technology and technology is. technology is.
technology and information technology. • Relate the concept of technology and • Relate the concept of computers and
purpose of • Relate the concept information information technology to that of a tool microcontrollers to that of an ICT tool.
information technology to that of a tool such as the such as the use of computers and • Describe examples of computers and
technology (IT). use of computers and software or software (applications and concept of microcontrollers and relate their use
other computing devices and tools operating system) to manage and and purpose to everyday life.
such as smart watches, etc. to process data into information to • Describe networks as a key
process large amounts of data rapidly, enable informed decisions. component of technology,
to provide information that enables • Understand Know the role of IT and IT representing interconnected systems
informed decisions. professionals (programmers) as well that facilitate the transmission of data
• Know the role of IT and IT as the role mathematics, statistics and and communication between devices
professionals (programmers) as well simulations play to analyse data and or users.
as the role mathematics, statistics and information, make predictions, and • Relate technology and IT to the
simulations play to analyse data and guide decisions. Internet of Things (IoT) that uses
information, make predictions, and • List examples of computers and technologies, IT and networks to
guide decisions. computing devices and relate their use collect and exchange data over the
• Identify the use of information and purpose to everyday life. internet or other communication
technology in a specific real-world • Understand the purpose of information networks.
scenario and explain the purpose. technology and its role in general. • Compare and evaluate the role of
• Identify examples of information • Identify the information technology information technology in two different
technology and relate their use and used in a specific real-world scenario contexts (e.g. education, shopping,
purpose to everyday life. (e.g. entertainment, shopping) and and entertainment) and discuss
Link to D.3, D.4 and D.5 explain the purpose. advantages and disadvantages.
Link to D.3, D.4 and D.5 Link to D.3, D.4 and D.5 and Rs
D.2 • Provide an explanation of the digital • Provide an explanation of the digital • Explain what the digital world and a
Recognise that he world and a digital citizen world and a digital citizen digital citizen is.
or she is living as • Explain and demonstrate the • Understand how to use technology • Explain how to use technology and
citizens in a digital responsible use of technology and and computers in the classroom computers in the classroom
world. computers in the classroom. responsibly and when to report responsibly and when to report
• Recognise the dangers of the online unsuitable use, unauthorised access unsuitable use, unauthorised access
environment (online predators, of content and/or contact. of content and/or contact.
addiction, and distraction). • Understand the dangers of the online • Explain ethical issues and dangers
• Provide an understanding of environment (online predators, associated with the use of information
- Evaluating information (false/fake addiction, false information) technology, including privacy, security,
news), sources. • Understand the impact in terms off copyright, false information and
- Cyberbullying and how to deal with - Cyberbullying and how to deal with inappropriate content.
it. it. • Provide guidelines on how to manage:
- Reason for using passwords/ pins - Reason for using passwords/ pins - Cybersecurity, including phishing
(security). (security). and ransomware
- The concept and dangers of - The concept and dangers of - Cyberbullying
sharing information like personal sharing information like personal - Passwords/pins (security).
information, usernames, and information, usernames, and - Sharing of personal information.
passwords. passwords/pins. - Digital footprints
- A digital footprint - A digital footprint Link to D.6
- Social responsibility Link to D.6
Link to D.6
D.3 • Know what a computing device in • Know the definition and function of a • Explain what a computing device, in
Demonstrate an general is. microprocessor and microcontroller. general, is.
understanding of • Know the parts and function of a • Distinguish between a microprocessor • Describe the microcontroller as a
the concept of a computing device, including concepts and a microcontroller in terms of computing device and it use as a
computing device. of input, processing, output, storage purpose, input/output, memory, component in the IoT.
and software. examples and common applications. • Explain the purpose and role of
• Provide examples of computing • Describe examples of common hardware (as input, processing,
devices and their main purpose computing devices used in a network storage, and output) and software as a
• Understand the concepts of hardware (including modem and router) and list of instructions (apps and operating
and software (“apps”). describe what they are used for/their system) that the computer can follow.
• Distinguish between computers and main purpose. • Describe common computing devices
robots. (When is a robot a computer? (Link to D.1 and D.2) such as a computer and a
When is a computer a robot?) microcontroller and describe their
• Provide a definition and function of a input, output, processing and storage
modem and router as network devices devices.
30
• Describe the purpose and role of basic
network devices (modem, router,
firewall, IoT gateway)
• Identify the instructions/software
(‘apps’) one can use on the devices
and the function/purpose of those
(e.g., block-based coding app to write
computer programs).
D.4 • Define ICT (inclusion of the concept of • Describe ICT (inclusion of • Explain ICT as an umbrella term that
Identify the ‘communication’ in ‘IT’ that allows ‘communication’ in ‘IT’ that allows includes communication devices and
common uses of people to interact in the digital world). people to interact in the digital world). systems.
ICT in the real • Identify everyday uses of ICTs, e.g., • Describe everyday uses of ICTs, in • Explain everyday uses of ICTs in
world. the Internet and the World Wide Web terms of a basic home network terms of a basic home network
(WWW) connected to the Internet and connected to the Internet; (basic
• Understand what the Internet is devices/technology required (modem, devices/technology required (modem
• Understand what the World Wide Web router, firewall, ISP) and examples of and router, firewall, ISP) and
(WWW) is different connectivity methods connectivity methods
• Distinguish between the Internet and (Bluetooth, Wi-Fi, cellular, cabled). (Bluetooth, Wi-Fi, cellular, cabled).
the WWW • Understand what a network is, the • Describe the Internet of Things (IoT)
• Understand what is required to purpose of a network and list basic as a network of interconnected
establish a basic connection to the advantages of a network physical devices or "things" that are
internet (modem, examples of different • List different uses of ICTs e.g. school embedded with sensors, software, and
connectivity methods in a real-world network / entertainment / shopping) other technologies to collect and
scenario (Wi-Fi, cellular, cabled)) (Link to D.1, D.2, D.3 and D.4) exchange data over the internet or
• Know that data is processed to other communication networks.
provide information that informs (Link to D.1, D.2, D.3 and D.4)
decisions
(Link to D.1, D.2, D.3 and D.4)
D.5 • Know what an ICT system is (includes • Describe an ICT system (basic • Explain an ICT system (includes
Differentiate hardware (including computing home/school network and hardware & software (computing
between the devices such as modem router), components) in terms of hardware devices with software such as
components of an software, data, communication (various computing devices), software computers, modem, router, firewall),
ICT system. (connectivity such as Wi-Fi, cellular, and data, communication (modem, data, communication (network and
cabled), networks and people, (e.g. router) connectivity such as Wi-Fi, Internet), connectivity (Wi-Fi,
users)). cellular, cabled) – including security Bluetooth, cellular, cabled) and
• Provide an example of a basic ICT (firewall), ISP, cloud storage service). people) (modem, router, firewall),
system. • Provide common examples of ICT peripherals, e.g. printer, ISP)
(Link to D.1, D.2, D.3 and D.4) systems with basic descriptions • Identify the key components of an IoT
(education, agriculture, media and system including microcontroller
entertainment) sensors, actuators, physical objects.
(Link to D.1, D.2, D.3 and D.4) • Cloud service (storage, software)
(Link to D.1, D.2, D.3 and D.4)
D.6 • Understand how technology impacts • Understand the impact of networks, • Understand and explain of how
Explain how the how we manage data and information their role in communication, society. technology impacts the following:
adaptation of and interact with others. • Understand what cybercrime is and - Interaction with others (global
technology • Understand what cloud storage is and what it includes connectivity)
impacted the that it is a service that allows one to - Steal or alter data - Communication and collaboration
world we work and store one’s files online, - Steal personal data/information such - Access to information (including
live in. • Relate the concept of cloud storage to as passwords False information/Fake news)
a network (internet) - Gain unlawful use of computers or - Entertainment and media
(Link to D.2, D3, D.4 and D.5). services or access to networks (movie/audio streams, music
- Create and distribute malware instruments, games)
• Describe how cybercrime impact on - Education and e-Learning
the world we live in - Smart technologies
• Understand and describe how - Healthcare
technology impacts the following: - Agriculture
- Communication - Transportation
- Transportation - Cybersecurity challenges
- Education - Privacy concerns
- Information and information sources • Understand how the IoT impacts our
(False information/Fake news) lives and provide examples
• Evaluate information and information • Evaluate information and information
sources sources (including fact checking – link
• Describe the role of the WWW and to fake news))
networks in facilitating communication, (Link to D.2, D3, D.4 and D.5).
collaboration, and information sharing
(Link to D.2, D3, D.4 and D.5).
31
D.7 • Understand that input results in a form • Describe the concept of input that • Explain how different forms of input
Present a basic of output through processing – also results in a form of output because of result in different forms of output
understanding of link to IPO table in coding. processing using examples. because of processing.
the concept of • Understand that different forms of • Describe different forms of input and • Explain input, processing and output
input processing input result in different output because of processing with regards to microcontrollers.
and output. actions/outputs. (e.g., use of sensors • Identify output as a form of • Explain the interaction/relationship
and actuators or user input and communication from the device. between input, processing, and output
related output) • Describe the information processing (e.g. when coding and using a
• Distinguish between input through cycle regarding a given real-life microcontroller with sensors and
instructions that are executed and scenario (input, processing, output, actuators).
results in action and output as a form storage, communication) • Differentiate between local and cloud
of communication from the device. • Describe the concept of cloud storage. storage.
• Relate the concept of input, • Describe the concept of GIGO (that • Understand that incorrect input results
processing and output to a network. the incorrect input will result in in incorrect output (GIGO)
• Understand the concept of cloud incorrect output). (Link to D.3, D.4, D.10, C.2, R.6, R.7)
storage. (Link to D.3, D.4, D.10, C.2, R.6, R.7)
(Link to D.3, D.4, D.10, C.2, R.6, R.7)
D.8 • Interpret a simple pattern (e.g., • Interpret a simple pattern (e.g., • Interpret a simple pattern (e.g.,
Interpret a pattern representations such as morse code, representations such as morse code, representations such as morse code,
to represent or binary code, a simple cipher to binary code, a simple cipher) to binary code, a simple cipher) to
communicate a communicate (encode) a message. communicate (encode) a message. communicate (encode) a message.
message or image. • Interpret an image (e.g. a ‘road sign’ • Interpret an image (e.g. a ‘road sign’ • Interpret an image (e.g. a ‘road sign’
or symbolic representations such as or symbolic representations such as or symbolic representations such as
smileys) smileys) smileys)
• Decrypt a message. • Decrypt a message. • Decrypt at messages.
(Link to D.9 and C.1, C.2) (Link to D.9 and C.1, C.2) (Link to D.9 and C.1, C.2)
D.9 • Create a pattern to communicate a • Create a pattern to communicate a • Create a pattern to communicate a
Create a pattern to message (e.g., use a simple cipher to message (e.g., use a simple cipher to message (e.g., use a simple cipher to
represent or encrypt/decrypt and communicate a encrypt/decrypt and communicate a create (encrypt) and communicate a
communicate a message) or design an image (e.g., message) or design an image (e.g., message or design an image (e.g.,
message or image. text or LEDs to communicate a text or LEDs to communicate a text or LEDs to communicate a
message). message). message)
• Use binary code to communicate a • Use binary code to communicate • Convert ASCII code to binary to
message. message. communicate a message.
• Simulate/display a message/ game • Simulate/display the message (e.g., • Simulate/display a message/ game
(e.g., scrolling ’billboard message’ or symbols such as a smiley or heart) on (e.g., scrolling ’billboard message’ or
rock, paper, scissors game) on a a microcontroller (LEDs on grid). rock, paper, scissors game) on a
microcontroller (LEDs on grid). (Link to D.8, C.1, C.2 R.5, R.6, R.7) microcontroller (LEDs on grid).
(Link to D.8, C.1, C.2 R.5, R.6, R.7) (Link to D.8, C.1, C.2 R.5, R.6, R.7)
D.10 • Use a block-based application. • Use a block-based application. • Explain and demonstrate the concept
Demonstrate a • Explain and demonstrate file and • Explain and demonstrate file and of working in and navigating an
basic proficiency folder management using an folder management using an application (app) (Link to C.2)
in the application appropriate folder hierarchy, file appropriate folder hierarchy, file • Explain and competently demonstrate
of digital skills. naming conventions and extensions. naming conventions and extensions. file and older management using an
• Explain the purpose of a file name and • Explain the purpose of a file name and appropriate folder hierarchy, file
extension. extension. naming conventions and extensions.
• Save and Open filles from within an • Save and Open filles from within an • Explain the purpose of a file
application as well as following a file application as well as following a file extension.
path. path. • Save and Open filles from within an
• Fluent use of different input and output • Fluent use of different input and output application as well as following a file
devices to perform tasks and devices to perform tasks and path.
functions. functions. • Fluent use of different input and output
• Design a sprite and a backdrop to • Find suitable images saved on the devices to perform tasks and
import and use in a block-based computer to customise and import as functions.
application, using an application such a sprite or a backdrop for use in a • Find suitable images on the internet
as Paint block-based application (link to D.9). to import and customise as a sprite or
(link to D.9). • Introduction to, and elementary use of a backdrop to import and use in a
• Design a customised ‘GUI’ and sprites a presentation application such as block-based application.
for a block-based application. PowerPoint. (link to D.9).
(Link to C.2 – C.5 and R.5 – R.7) (Link to C.2 – C.5 and R.5 – R.7) • Basic use of a presentation application
such as PowerPoint.
(Link to C.2 – C.5 and R.5 – R.7)
Note
Linked competencies can be grouped/done together within one lesson/activity where appropriate.
32
2.13 ENVISAGED LEARNER
The Coding and Robotics learner shows an interest in technology and its application in the world. The learner can
think logically and critically and is able to solve problems. Furthermore, the learner is creative and innovative as
well as disciplined, focused, and persistent. The learner can also work well with others to achieve a common goal.
2.14 ARTICULATION
Figure 2-14 Articulation
2.15 CAREER OPPORTUNITIES
Today, digital technologies are integrated in all aspects of our lives. Digital competencies such as Coding and
Robotics skills make one more employable and effective in any job and support further studies.
The growing ubiquity of digital technologies and the developments around the Internet of Things (IoT), automation
and artificial intelligence (AI) have seen the inclusion of skills such a computational thinking, design thinking,
software development (coding) and robotics in every sector of employment and entrepreneurship. Therefore,
Coding and Robotics aims to equip learners with knowledge and skills that will allow them to thrive in any career
and specifically in careers such as software development, robotics engineering, artificial intelligence, etc.
33
2.16 PROGRESSION AND EXIT SKILLS PER GRADE OF FOCUS AREAS
2.16.1 Coding
The following table provides the coding competencies that learners must demonstrate by the end of each Grade from Intermediate to Senior Phase:
Table 2-7 Senior phase coding concepts, content and skills breakdown and progression per grade
Scratch for Intermediate and Senior phase (content breakdown and concept progression)
Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9
*Turn number of degrees other
than 15 degrees
Only 0,0 for middle and to
fixed given starting
coordinates.
34
Looks
0
i
a
next costume
costume2 ¥
switch costume to
change size by 10)
set size to
switch backdrop to backdrop1
next backdrop
lor + effect by
color
fisheye
whirl
pixelate
mosaic
brightness
ghost
Clear graphic effects
costume number +
backdrop number +
goto front» layer
go forward ~ C1) layers
Sound
play sound Meow * untildone
change volume by t-10)
stop all sounds
startsound Meow +
clear sound effects
i
i
=)
£
E
set volume to
#
Events
d
clicked
i
space ~ key pressed
when this sprite clicked
when backdrop switches to backdropt
when loudness ~ > @
broadcast message1 +
If
broadcast message1 ¥ _ and wait
With answer as a left
side value
Single command.
From term 3 onwards a
maximum of two related
commands can be
grouped.
If with answer or (key
pressed, e.g., space)
Fixed counter loop with a
single If…then…else
If condition + relational
operators with answer block,
e.g.,
If touching colour to
continue Grade 3
knowledge
Double nested loop with Programs should not
guidance in problem require more than two
statement where one nested structures
loop is a fixed counter
Single if with answer Double nested loops
loop. NO additional
block as extended with guidance in the
nesting conditions.
opportunity for problem statement.
highflyers (Optional).
If with answer
36
Stacking of blocks
Fixed values e.g., 5 + 6 (basic concept
mastered in Grade 5)
- To nest commands.
Stacking of blocks
(Nesting commands)
Space manually typed
after first word.
37
Limited to three – four Multiple variables may be
variables in the same problem introduced with some
with some guidance in the guidance in the problem
problem statement statement
Term 2 onwards (Only)
Only two variables per
application (basic) with
guidance
Lists Create a simple list.
Guide the learners with
instructions towards its
implementation in the
solution
** Display random ITEM from
a list
38
User
defined
Blocks
Pen
Text to
speech
These blocks and
functions can be used
to illustrate the concept
of AI to the learners
39
Video
sensing
Video Sensing –
Optional for highflyer
Application Select your own sprite Import a picture as a sprite learners
skills (IDE) Select your own background Import an animated gif as a
Save your program sprite with costumes
Open an existing program Import a background
(Change a given sprite)
Concepts, constructs and practices
▪ Simple sequential algorithms ▪ Simple sequential algorithms ▪ Simple sequential algorithms ▪ Sequential algorithms ▪ Sequential algorithms ▪ Sequential algorithms
▪ Everyday scenarios ▪ Everyday scenarios ▪ Everyday scenarios ▪ Everyday scenarios with ▪ Everyday scenarios with ▪ Everyday scenarios with
▪ Sequences for integration ▪ Sequences for integration ▪ Sequences for integration simple problems simple problems and simple problems and
with other subjects (e.g., with other subjects (e.g., with other subjects (e.g. ▪ Sequences for integration integration with other integration with other
Languages) + Songs Languages) + Songs Languages) + Songs + with other subjects (e.g., subjects with strengthening subjects with strengthening
▪ Iteration on one single ▪ Change the costume of a Modelling a traffic light. Languages) + Songs + of concepts using other of concepts using other
command for a fixed number sprite ▪ Change the costume of a Technology + Mathematics, subject domains. E.g. Smart subject domains. E.g., Smart
of times ▪ Forever loops sprite Natural Sciences, Life plant watering system. plant watering system.
▪ Singular condition (with ▪ Singular condition with else ▪ Use of iteration (simple) with orientation. ▪ Double nested loops with ▪ Double nested loops with
answer (input value) as (with answer (input value) as variable condition ▪ Change the costume of a guidance guidance
reference comparison reference comparison ▪ Change the backdrop sprite based on a condition or ▪ Sequences for integration ▪ Sequences for integration
▪ Fixed value calculations ▪ Forever loop + 1 (nested ▪ Draw shapes with loops broadcast with other subjects (e.g. with other subjects (e.g.,
conditional structure) ▪ Forever loops ▪ Use of iteration (simple) with Languages) + Songs + Languages) + Songs +
▪ Loop + Singular nested variable condition Technology + Mathematics, Technology + Mathematics,
conditional structure ▪ Fixed counter outer loop, with Natural Sciences, Life Natural Sciences, Life
▪ Stacking (nesting of blocks) nested simple conditions orientation. orientation.
for calculations string output. ▪ Change the backdrop ▪ Change the costume of a ▪ Change the costume of a
▪ Guide the learners on the ▪ Draw shapes with loops sprite based on a condition or sprite.
use and implementation of ▪ Forever loops broadcast. ▪ Add multiple sprites to a
variables ▪ Loop + Singular nested ▪ Add multiple sprites to a solution including stamping
conditional structure solution including stamping images.
▪ Stacking (nesting of blocks) images. ▪ Use of iteration (simple) with
40
for calculations string output. ▪ Use of iteration (simple) with variable condition
▪ Guide the learners on the variable condition ▪ Fixed counter outer loop, with
use and implementation of ▪ Fixed counter outer loop, with nested simple conditions
variables. nested simple conditions ▪ Change the backdrop based
▪ Introduce the basic concept ▪ Change the backdrop based on a condition or broadcast.
of a list (A list should be on a condition or broadcast. ▪ Draw shapes with loops
given as part of a partial or ▪ Draw more integrate shapes based on user input.
incomplete solution) with loops based on user ▪ Forever loops
▪ Select and display random input. ▪ Loop + Singular nested
items from a list (Concept of ▪ Forever loops conditional structure
a list to store and use items, ▪ Loop + Singular nested ▪ Stacking (nesting of blocks)
e.g., Values for display) conditional structure for calculations string output.
▪ Stacking (nesting of blocks) ▪ Guide the learners on the
for calculations string output. use and implementation of
▪ Guide the learners on the variables.
use and implementation of ▪ Perform basic operations on
variables and the lists.
development of more ▪ Introduce the concept of
complex solutions. procedures through the
▪ Select and display random implementation of lists.
items from a list (Concept of ▪ Access and modify an
a list to store and use items, individual element in a list.
e.g., Values for display) ▪ Add and delete elements in a
▪ Create a simple list list.
▪ Solve more complex
problems with guidance in
the problem statement.
Use of One sprite only. A maximum of two sprites. A maximum of two sprites. Maximum of three sprites As required by the problem As required by the problem
sprites
Example - Simple sequential Example with IF answer Example with a loop and
block block singular nested conditional
structure
NOTE: In this activity the
learners should be instructed
and guided towards the use of
the variables.
The example below can be
presented using scaffolding.
- Program with two fixed
numbers and the answer
is checked.
- Program with two
variables and the answer
is checked.
- Program including a fixed
loop for (e.g., 5
questions)
- Adding a variable to
count the correct
answers.
41
Example with repeats
Example – Sequential (Input
Output)
Learners are guided with the use
of variables.
Example - If on Edge Bounce
42
Example – Fly around (Two
events click)
Example – Draw simple
shapes (Pen)
43
Shapes pen – Symmetry
Learners are provided with a
stage, with a partial
geometrical shape. The
learners must then code how
to draw the corresponding
symmetrical shape.
In terms of coding, typically, problems could require learners to
44
• read code and explain what it does
• work through (trace) / act out code (physically or simulated) to determine the output or the correctness
• complete code instructions (code instructions are provided with some instructions or code elements missing) that learners need to complete
• translate verbal/written instructions (algorithm) to code (e.g. write block-based code for a list of symbolic (e.g. arrows)/written instructions))
• add functionality/instructions to an existing program
• rewrite a set of coding instructions to be more efficient, e.g. using a loop construct for code that is repeated
• choose the correct solution from 2-3 options
• compare different solutions to evaluate efficiency
• debug an algorithm or block-based program (find the bug, describe the bug, and correct it)
• develop a solution/algorithm (code instructions) based on a given problem or for an open-ended problem through planning, implementing, testing, and
debugging.
depending on the competency/(ies) the learner needs to demonstrate.
45
2.16.2 Robotics
The following table provides the robotics competencies that learners must demonstrate by the end of each Grade from Intermediate to Senior Phase:
Table 2-8 Senior phase robotics coding concepts, content and skills breakdown and progression per grade
MakeCode (Micro: bit) for Intermediate and Senior phase (content breakdown and concept progression)
Grade Grade 5 Grade 6 Grade 7 Grade 8 Grade 9
4
46
Shake = sensors describe
Clearly differentiate between the on
(event) and the if as a conditional
construct.
47
Led
for index from @ to oe
do
while false v
do
Check while
rt: @O
cae @@
met @@
for element value of list ¥
do
continue
Po QQ ven
point x QD y & brightness
brightness
led enable | false ¥
stop animation
set display mode black and white +
48
if
®
if
true v
true v
then
then
S)
radio
Receive
earen(:)
-o ie 9 -@
on radio received receivedNumber
on radio received value
on radio received receivedString
received packet signal strength +
49
Multiple variables may be
introduced with some
guidance in the problem
statement
Extenstions
Application Save your program Download a program to the device
Skills Open an existing program (Hex file)
(IDE) (Change a given application)
50
2.16.3 Robotics progression Grade 4 – Grade 9
Table 2-9 Progression of Robotics and components per grade
Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9
Virtual robot in a Virtual robot in a Virtual robot in a Virtual robot in a Virtual robot in a code/simulated
Virtual robot in a
code/simulated environment code/simulated environment code/simulated environment code/simulated environment environment
code/simulated environment
Block based coding for robot Block based coding for robot Block based coding for robot Block based coding for robot Block based coding for robot
control control control control control
A A A A A
B B B B B
Block based coding for robot
control 3.3V 1 2 3 4 GND 3.3V 1 2 3 4 GND 3.3V 1 2 3 4 GND 3.3V 1 2 3 4 GND 3.3V 1 2 3 4 GND
Microcontroller Microcontroller Microcontroller (or TWO ONE Microcontroller (or TWO ONE Microcontroller (or TWO
Optional Educational Robot – Microcontrollers for – BASIC Microcontrollers for - Radio Microcontrollers for - Radio
Interact with onboard sensors Interact with onboard sensors
and onboard output components. Radio Communication) [Simple Communication) Communication)
and onboard output components
send and receive App] Interact with onboard sensors
only.
ONE additional hardware and onboard output components.
component e.g.
LED Servo PiR
+
51
Resistor
A Push-
B Button A A A
B
3 GND
B B
3.3V 1 2 4
DBE Go Connections with crocodile clips 3.3V 1 2 3 4 GND 3.3V 1 2 3 4 GND
3.3V 1 2 3 4 GND
only
(NO soldering and no
Interact with onboard sensors Interact with onboard sensors
breadboards)
and onboard output components. and onboard output components. Breakout board & motor driver
(for enrichment with block-based Educational robot (for enrichment
ONE (or TWO additional ONE, to FOUR additional
coding) with block-based coding) C to M or F C to C hardware components hardware components (Maximum
(Maximum)) e.g. FOUR) Connected to
Microcontroller – Or breakout
LED Servo PiR board) e.g.
LED Servo PiR
Resistor ONE, TWO OR TRHEE
RGB Moisture Ultrasonic additional hardware components
LED
A
B
(Maximum THREE) Connected Resistor
to Microcontroller – Or breakout RGB LED Moisture Ultrasonic
3.3V 1 2 3 4 GND
board) e.g.
Resistors
The following icon indicates that
the component is covered in the Resistors
Push- technology curriculum. Electronic
Button components should be described and
implemented in an elementary level. Temp- DC Water Single
rature and pump chanwel
Servo PiR humidity relay
Educational robot (for enrichment LED
with block-based coding)
Connections with crocodile clips
only
(NO soldering and no External DC DC Motors IR proximaty
Resistor
breadboards) RGB LED Moisture Ultrasonic power sensor
source e.g.
batteries
C to M or F C to C
Resistors
Temp-rature DC Push-Button
and Water
humidity
pump Push- NeoPixel Buzzer
RGB Strip
Button
52
A
B
3.3V 1 2 3 4 GND LDR Sound Two position
DC Motors Buzzer detection slide switch
LDR sensor
Transistors Polarised Potentio-
Educational robot Capacitor meter
NPN
Transistors Polarised Two position
Capacitor slide switch
NPN
Potentio- External
meter DC power
source Electronic components should be
e.g. described and implemented in an
batteries elementary level.
Connections with crocodile clips
and M2F and M2M and/or
Jumper wires and/or breadboard
C to M or F C to C
Electronic components should be
described and implemented in an
elementary level.
Connections with crocodile clips
and/or simple breadboard circuits Jumper Wires
C to M or F C to C
53
A
B
3.3V 1 2 3 4 GND
A
B
3.3V 1 2 3 4 GND
Educational robot + Breakout
board & motor driver + Line
Educational robot + Breakout following robot with 2 IR
board & motor driver (For proximity sensors
Obstacle avoidance using
Ultrasonic sensor only)
Simple breadboard circuits
Simple breadboard circuits
Optional components – (For
enrichment)
7 8x8 Led LCD 16x2
Segment Display Display
Display
Resistors
Simple Sample Projects Simple Sample Projects Simple Sample Projects Sample Projects Sample Projects
Based on using board only (Single component only + (One or two components + (One or two components + (Four components Max +
Onboard components) Onboard components) Onboard components) + Onboard components) +
▪ Soil Moisture with two ▪ Soil Moisture with nails and Breadboard (if required) Breadboard (if required)
conductors (e.g., nails) (sensor)
▪ RGB LED Project
54
▪ Monster Munch (Servo ▪ Ultrasonic sensor Project ▪ “Smart device” (Combination ▪ Soil moisture with simple DC
project) ▪ Alarm with PIR or Ultrasonic of sensor and responder water pump + Relay + (Self-
▪ Own switch with foil (LED sensor and additional device) watering plant)
Project) component e.g., External ▪ Automatic dustbin or opener ▪ Smart home / Greenhouse
▪ Simple alarm with PIR and buzzer, LED. (railway crossing sensor and (2 Sensors + “2 Actions”.
onboard buzzer servo) E.g., PIR and auto light on &
▪ Traffic light with 3LED’s ▪ Motor boom gate + Breakout Temperature and auto fan
board. on and Relay where
▪ Obstacle avoidance robot required)
▪ “Smart device” (Combination
of sensors and responder
device and output display)
▪ Line following robot
Obstacle avoidance robot Line following robot (LFR)
(OAR) using an ultrasonic using IR sensors
sensor.
The inclusion of the LFR is to
The inclusion of the OAR is to introduce the learners to the
introduce the learners to the practical principles behind the
practical principles behind the operation of the robot. It is not
operation of the robot. It is not expected of the learners to
expected of the learners to construct the robot, only to
construct the robot, only to describe its basic principles of
describe its basic principles of operation and the code logic
operation and the code logic behind it.
behind it.
The basic principles behind
The basic principles behind the operation of a line following robot
the operation of an obstacle using IR sensors.
avoidance robot using an ultrasonic
sensor. IR sensors detect the presence of a line
by measuring the amount of infrared
An ultrasonic sensor emits a sound light reflected from the surface.
wave and measures the time it takes for The robot uses this information to follow
the wave to return, which is used to the line by adjusting the speed and
calculate the distance to an obstacle. direction of its motors.
The robot uses this information to avoid In more detail, the IR sensors emit
obstacles by changing its direction of infrared light and measure the amount
travel when too close. of light that is reflected. When the
sensor is over a black line, the light is
Any applicable kit could be mostly absorbed and very little is
reflected. When the sensor is over a
used to illustrate the operation white line, more light is reflected.
of the robot.
55
The robot uses this information to follow
the line by adjusting the speed and
direction of its motors
Any applicable kit could be
used to illustrate the operation
of the robot.
Elementary circuits and
projects
Circuits and elementary
breadboard projects
56
2.16.4 Truth Tables and Logical Gates
In Grade 8 and 9, learners are exposed to the following logical gates:
Table 2-10 Logic gates Grade 8 and Grade 9
57
Learners will be exposed to the following truth tables:
Table 2-11 Truth Tables Grade 8 and Grade 9
Grade 8 Grade 9
Two inputs only combined with a maximum of three gates Three inputs on/y combined with a circuit with a maximum of four gates
58
3 SECTION 3
CONTENT SPECIFIC CLARIFICATION PER GRADE PER TERM
The following tables provide the content clarification per term and per grade.
This section should be read in conjunction with Tables 2-1 to 2-11 and Figures 2-7 to 2-11
In Senior Phase, the curriculum is designed to also strengthen the specific concepts and content that link to other subjects such as
Mathematics, Natural Sciences, Technology, Design and Life Skills.
Content clarification is done with examples as Coding and Robotics is a new subject.
Note:
This section contains examples that clarify the content and competencies. These examples serve as illustrations to better understand
the topics and the competencies learners are expected to develop.
However, teachers should see these examples as a starting point for teaching the content and competencies. While the examples are
beneficial, teachers should not limit themselves to just those activities. They are encouraged to include other exercises and tasks to
ensure deliberate practise, retrieval practice and a deeper understanding of the concepts and skills being taught. Examples should
also be checked against in sections 2.6.1 – 2.6.3, 2.12.1 – 2.12.3 and tables 2.16.1, 2.16.2 and 2.16.3, which list the concepts,
practices and perspectives competencies and progression per grade.
The content and competencies are also grouped based on the main topic areas. This organisation helps teachers understand which
skills and knowledge are related and how they are connected. The content and competencies are therefore not necessarily listed in
the order they must be taught. Teachers have flexibility in how they sequence the topics based on the context of their teaching
environment and the needs of their leaners. However, there is an indication of how different competencies relate to each other. This
linkage could help teachers understand the progression of skills and how they support or build upon one another or could be taught in
relation with other skills and competencies.
Teachers should therefore develop their Annual Teaching Plans (ATPs) sequencing content and competencies in a manner that will
make sense for their learners and their teaching and learning environment to foster a positive learning experience. The goal of
developing the ATPs is to maximize the learners' learning outcomes, acquisition of competencies and achievement.
It is also important to note that physical and paper-based activities should not be neglected once learners start to work on a computer,
59
3.1 GRADE 7
Note:
Teachers must include the following competencies and content in their Annual Teaching Plan (ATP), distributed across the terms and sequenced, organised and grouped
in a manner that will facilitate learning in a manner that will make sense for learning and teaching, maximize the learners' learning outcomes and achievement. and in a
way that will make optimal use of time and resources. Certain competencies could also be combined in bigger/more complex activities.
3.1.1 Term 1
Content (Grade 7 / Term 1) Notes/Examples
Coding
C.1 Apply computational thinking (CT) skills to develop a set of logical instructions to solve a problem. Link to C.2
Example Activity 1 – Solve a problem in pairs Remind learner about the guidelines for developing an
The stationery shop at school is marketing a specific product and encourages learners to write a review on the product and send their review via email. The school algorithm
has received many emails containing reviews on the product and the principal wants to analyse these to see how many learners seem to be happy with the product • Understand the problem
and whether they need help. To be able to do so, you need to determine how many times the word ‘happy’ or any synonym/word that indicates learner satisfaction o Read the problem statement carefully to understand
occurs in all the mails. what the problem is that you need to solve
The synonyms that you will be looking for are excellent, satisfied, good, pleased, delighted, superb, great, and nice. • Analyse the problem
To be able to find a solution, the following questions will help: o What should the output (result) be?
• What are the main aspects to focus on? o What are the inputs needed to produce the output?
• What are the main sub-problems that you need to solve in solving the overall problem? o What processing (if any) needs to be done to get to
• What patterns can you see in the solution, i.e., what steps/processes need to be repeated? Can the patterns be generalised? the output?
• What is the algorithm that you would use to solve this problem? o Can the problem be broken down into smaller
You should only focus on the general problem of counting the number of occurrences of the word and its synonyms in a stack of printed email documents. problems? (Decomposition)
In pairs, work through the following steps (the driver simulating/acting out the steps and the navigator instructing the driver on which steps to follow and checking if o Are there any patterns? (Pattern recognition)
the correct steps are followed) and test them to see if they will solve the problem. If not, change them to solve the problem. The table below will provide a guide on • Develop a high-level algorithm
the steps you can follow to solve the given problem: o Determine the main steps, ignoring the detail
• Refine the algorithm by decomposing steps (breaking
steps down into smaller tasks) or instructions and adding
more detail
• Test the algorithm – follow the instructions to see if it
delivers the desired output
Does the solution or output make sense?
Is the sequence logical?
Is the algorithm efficient?
Are all parts of the problem or task covered?
Are some instructions or tasks repeated unnecessarily?
• Evaluate the algorithm and update or correct (debug) the
algorithm if necessary.
• Translate the algorithm into code.
60
Content (Grade 7 / Term 1) Notes/Examples
C.2 Present a simple coding solution using symbolic or written statements representing sequences of commands, single repetition, and conditional Link to D.10 and D.1
constructs. (Start with D10 before doing C.2)
Example activity 1 – Division and remainder calculator Revise input, processing and output in coding
Sfiso bought a box of apples and must divide the apples between the learners in a class. Revise. numeric operators and Revise coding concepts from previous grades to match
Write a block-based program that will help him to divide the box of apples fairly between his classmates by doing the calculations done for example activity. activities given.
following: Learners need to apply
Determine how many apples each learner in the class will receive if a box of apples is divided between the learners in the class and how many apples will remain • numeric operators in writing programs with various
(enforce the concepts of division and remainder (mod). calculations
• The program must input the number of apples in the box and the number of learners in a class. • relational and Boolean operators to enable comparison
• The program must display how many apples each learner will get and the number of apples that will be left in the box. • basic string (character) operator, e.g. join to provide output
C.3 Interpret and execute a given symbolic or written set of commands Link to C.1, C.2 and R.6 and D.8 -D.8 and D.9
Example activity – Multiplication Game Revise variables
(Revise IF with FOREVER loop and calculations)
Study the code on the right Revise control structures done in previous grades
Explain what the program does Learners need to apply
Run the program and see if you predicted correctly • Sequential statements (execution of code line by line, from
top to bottom, in the order it appears)
Note:
• Conditional statements (branching) and conditions (allow
Ensure learner understand variables correctly as many learners tend to struggle with the concept of a
the program to make decisions based on specific
variable and tend to form misconceptions about variables. If learners gain misconceptions about variables,
conditions (true or false))
it is likely that they will also struggle to master other programming concepts like branching or repeating
(Zanko et al, 2019). Some misconceptions include, e.g.: • Loop statements (iteration) (to repeatedly execute a block
• Assignment (set…to (answer or other value)), e.g. of code based on a constant value or a simple condition).
Learners may belief that iNumber will contain the first assigned value (10)
Or maybe the sum of the two values (15)
• Output (e.g., say…): Learners may believe that the variable name rather than its value will be outputted
(say…)
C.4 Debug a given symbolic or written set of instructions.
Example activity – Find and correct the bug Simple trace table for the problem Note:
The program on the right must display the There is more than one way to correct the code, e.g.
first five natural numbers (1 – 5). set iNumber to 1 or
However, it does not work correctly. swop the two statements within the loop (first change
Work through the program (use a trace table) to find and iNumber then say iNumber
correct the error. Discuss both ways of correcting with learners. It is important
that learners understand why both corrections can work.
Show learners how to do a simple trace table to trace code to
determine the output.
61
Content (Grade 7 / Term 1) Notes/Examples
C.5 Evaluate a given solution towards potential improvement.
Example activity Evaluate different ways of achieving an outcome.
Discuss the two ways of correcting the program in C.4 (display the first 5 natural numbers).
Evaluate both ways of correcting. Is one way of correcting better than the other?
C.6 Recognise and interpret patterns in symbolic sets of data or visualisations. Link to C.1, C.2, C.3 and D.8, D.9
Example activity Pattern recognition is based on the five key steps:
You have done the algorithm for a square (4 corners, 4 sides) and a triangle (3 corners, 3 sides) in previous grades. • Identifying common elements in problems or tasks
Now look at other geometrical figures: pentagon, hexagon, heptagon and octagon. Could there be a pattern that indicates a relationship between all these figures? • Identifying and interpreting common differences in
Complete the following table to determine a possible relationship problems or tasks
Figure Square Pentagon Hexagon Heptagon Octagon • Identifying individual elements within problems or tasks
• Identifying relationships within/between
• Describing patterns that have been identified
Pattern – The way in which something is arranged (usually
Number of sides 4 5 6 7 8 with repetition) or the way in which it happens or is done.
Number of angles 4 5 6 7 8 Predictions are the connecting links between what you
Size of turn angle 90° 72° 60° 51,4° 45° already know, with new information or knowledge
Sum of turn angles 360° 360° 360° 360° 360° Pattern recognition is therefore the process of recognising
Answer the following questions: patterns, e.g. in data or behaviour.
1. What do you notice about the form of the shapes when the number of sides increases? One makes predictions based on identified patterns.
2. What happens with the size of the turn angles when the number of sides of the figures increases?
3. What do you notice about the sum of the turn angles?
4. Describe and explain the pattern/relationship.
Robotics
R.1 Explain what a robot is in simple terms. Link to R.2 and R.3
Example activity – What is a robot? Learners must be able to
Divide learners into pairs and provide each pair with printed material of videos on robots as well as a worksheet with questions (see notes column) they need to • define a robot (what it is)
discuss and answer, • describe the purpose of a robot
Each pair present their answer to the class when done. • describe the contexts they operate in.
Teacher consolidates answers, • understand concepts regarding the relationship between
the composition of a robot - basic parts (sensors,
controllers, actuators, power source)
• understand the evolution of robots / advancements of
robots (also link to the concept of AI –elementary reference
to automatic decisions)
R.2 Identify different types of robots. Link to R.1
Discuss the types of robots with learners (simple ta-oriented robots, chatbot (in relations to automation and virtual robots used in the information system space)) R.1 and R.1 can be done together
Example activity – Investigate a robot used in the hospitality industry Learners must outline different types of robots in terms of
Divide learners into pairs. Learners: their use and application, i.e.
• investigate a robot used in the hospitality industry • Simple Task-Oriented Robots
• outline the main components of the selected robot. • Chatbots (in relation to automation and virtual robots
• describe how the robot is used to achieve its goals. used in the information systems space)
• create a diagrammatical outline of the robot, and its various components.
• create a concise presentation regarding how robots are used in the hospitality industry that could also be used in a hospital (medical environment).
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Content (Grade 7 / Term 1) Notes/Examples
R.3 Outline the different components of a robot Link to R.1, R.2 and R.5
Example activity – Tell and show Review the following electronic components in terms
Discuss the following components in terms of basic definition, purpose and practical application: • Basic definition
Component Basic definition Purpose Practical application example – • Purpose, and
May be used to: • how it could be used in simple physical computing and
Push-Button A simple mechanical switch that is Used as an input device to trigger specific Functions as a user interface element for
robotics projects.
pressed to complete an electrical circuit. actions or functions in a robot. manual control or emergency stop in a robot.
Resistor: A passive electrical component that Utilized to control current, voltage, and Adjusts current levels in various parts of the
limits the flow of electric current. protect other components from excessive robot's circuitry, maintaining proper operation.
current in a circuit. in GRADE 7 all robotics / physical
Two-Position Slide A switch with two positions (on/off) that Provides a manual way to control power or Employed to toggle power sources, modes, or computing projects are con onboard structed to interact with
Switch can be physically slid between the two functionality in a robot by toggling between operation states in a robot. sensors and onboard output components of the
states. two settings. microcontroller plus ONE (or TWO additional hardware
Buzzer An electronic sound-producing Used to generate audible alerts, Provides auditory feedback to users or alerts in components that may include sensors and actuators
component. notifications, or feedback in a robot. response to specific events or conditions. (Maximum)). All connections with crocodile clips (or
LED (Light-Emitting Diode) A semiconductor device that emits light Used for visual indicators, status lights, and Indicates the status of various robot systems, derivatives) only (NO soldering and no breadboards)
when current flows through it. displays in robots. such as power, connectivity, or task progress. Learners are guided on the use and configuration of the
DC Motors Electric motors that operate on direct Provide motion to various parts of a robot, Powers robot movement, including wheel
components (including the sensors and actuators)
current (DC) power. such as wheels, arms, or grippers. propulsion, arm articulation, and conveyor
systems. Note:
In grade 7 the learners should know the basic purpose of a
External DC An independent source of electrical Provides the primary source of energy to Provides the necessary energy to operate the resistor. The correct resistor/s for a project should be
Power Source power, typically in the form of batteries. drive all robot components and systems. robot's components and systems. supplied. The learners need not know how to interpret the
(e.g. batteries) colour codes.
R.5 Design a simple product (artefact) based on a set of design specifications. Link to R.3
Example activity (project) – Steady hand game (No breadboard)
This game involves the use of simple electronic components (Buzzer, Battery, Wire, and Crocodile clips)
Divide the learners into pairs.
The learners design their own maze and connect the buzzer and the battery. (The Maze wire may be bend in different ways).
Code is written on a micro: bit (which is not connected to the board) to keep score.
When Button A and B is pressed the game starts and all scores reset. The player then moves the wire, and the second player keeps score using the micro: bit by
pressing the A button if the buzzer sounds. When Button A is pressed the micro: bit should also buzz indicating that the penalty was captured.
When Player A is done, it is Player B’s turn. After the game, the Logo is pressed on the micro: bit, and the winner is indicated.
Steady hand wire game - Example 1 Steady hand wire game - Example 2 Operation game (Derivative)
https://learn.adafruit.com/low-tech-operation-
See: https://www.instructables.com/Buzz-Wire-Kit/ game/overview
R.7 Create, test, and execute a set of robotic instructions.
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Content (Grade 7 / Term 1) Notes/Examples
Example activity 1 - Rock-papers-scissor game artefact (level 1) You want to interleave practise in problems.
In pairs, design a rock-paper-scissors game artefact “It is important that problem types must differ, for example,
When the microcontroller is shaken, it must randomly display a “rock”, “paper” or “scissors” icon. you want to randomly have a problem of one type and then
Tip: Select a random number between 0 and 2. Based on the random number, display rock, paper or scissors. solve a problem of another type and then a problem of
Pairs play against each other. One learner in each pair keeps score. The pair who first gets three points, wins. another type. And in doing that, it feels difficult, and it doesn’t
https://microbit.org/projects/make-it-code-it/rock-paper-scissors/ feel fluent. And the signals to your brain are, I am not getting
Example activity 2 - Rock-papers-scissor game artefact (level 2) (extend from activity 1) this. I am not doing very well. But in fact, that effort to try to
Add two variables to keep count of each player’s points and to display a message when a team has won. When figure out what kinds of approaches do I need for each
Team A scores, button A will be pressed to increase the score. When Team B scores, button B will be pressed problem as I encounter a different kind of problem, that is
to increase their score. producing learning. That is producing robust skills that stick
Tips for solution: with you.”
• When Button A is pressed, Team A’s points must increase. Dr Mark A. McDaniel, Harvard University
• When Button B is pressed, Team B’s points must increase.
If a team has reached 3 points, make a “beep” sound and display a message to say which team has won.
Digital Concepts
D.1 Outline the concept of technology and purpose of information technology (IT) Link to D.3 and D.7
Briefly revise from previous grades. Learners need to understand
IT is all about using computers (and other computing devices and tools) such as smart watches, etc. to process large amounts of data rapidly, to provide • What data is
information. For example, the school processes learners’ marks (data) to provide information (report with averages per subject and grade to provide context and • What information is
enable comparison) • Difference between data and information
Extend to data, information, decisions and simulations: • How data result in information that leads to decision
Data and Information making and simulations
In our world today, there's a lot of data and information around us – from text and pictures to videos and sounds. IT helps people manage, organize, and make
sense of this information. It's like sorting your toys into different boxes to keep them neat and easy to find. Data is raw facts without context or meaning
In the world of IT, data is like raw material – it's a bunch of facts, numbers, and details that may not make much sense on its own. IT helps one in using various Information is processed or organised data (data turned into
techniques to process and transform this data into meaningful information. This process involves cleaning, organizing, and analysing the data to uncover something useful or meaningful)
patterns, trends, and insights. Programming is used to perform these tasks. For example, imagine you have a list of sales numbers – IT can help turn that list into a Decision can be based on the information one has, e.g.
graph that shows which products are selling the most, making it easier for business decisions, e.g. which products to get in high quantities. making a choice or picking a course of action.
Done with D.3 and D.7
Learners need to understand that
• Information Technology (IT) specifically refers to the use of
computers and software to manage, process and represent
Processing data and information.
• The purpose of Information Technology (IT) is to use
computers, software, and other technology tools to
manage, process, store, and present information in various
contexts.
Mathematics and statistics are also crucial tools in IT. Once data is processed into meaningful information, these tools help make sense of it. By applying
mathematical and statistical techniques (e.g. calculating averages), one can identify trends, predict future outcomes, and make informed decisions. For instance, a
company might analyse customer purchase history to predict which products will be in high demand during certain seasons. This information guides their decisions
about production, marketing, and inventory management.
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Content (Grade 7 / Term 1) Notes/Examples
Simulations are like digital experiments that model real-world situations. They are widely used in IT for testing, analysis, and decision-making. Programming allows
one to create computer-based simulations that mimic how systems or processes behave in different scenarios. For example, in the field of healthcare,
simulations can help doctors and researchers study the effects of certain treatments on a virtual patient before applying them in real life. Simulations provide insights
into how changes might impact a complex system without implementing those changes.
Example activity – Entrepreneur’s Day
In pairs, for your entrepreneur’s day at school, your friend and you will have a stall where you could sell something or provide a service for money.
• Gather data to determine what you will sell (e.g., ask friends what they want/would like to buy/what were the best sellers the previous time/is it winter or
summer (e.g. selling soup vs ice cream)
• Decide and plan (you can simulate your plan on paper or using information technology)
• Explain how the data you gathered led to information that helped you to come to a decision
D.3 Demonstrate an understanding of the concept of a computing device. Link to D.1, D.2 and D.7 and C.2 and C.3
Example activity 1 – An exploration of what a computer is and what it can do Done with D.7
Distinguish between computers and robots. (When is a robot a computer? When is a computer a robot?) Learners need to understand
A computer is primarily used for data processing and information storage, while a robot is designed for physical action and interaction with its • In the context of information technology, a computer is an
environment 3. Computers are more general-purpose machines, whereas robots are often designed to carry out specific tasks or functions 3. electronic device designed to process, store, and retrieve
A robot is a machine capable of manipulating or navigating its environment, and a computer is not. For example, a robot at a car assembly plant assists in building data through various programs and applications.
a car by grabbing parts and welding them onto a car frame. A computer helps track and control the assembly but cannot make physical changes to a car. • A computer accepts input, processes a set of instructions
A computer becomes a robot when it controls physical actions or movements in the real world, while a robot is considered a computer when its primary function is (block-based program), provides output and stores data
computation or data processing, even if it doesn't have a physical body or actions. The distinction depends on the focus and application of the technology involved. and programs.
Identify computing devices in real-world scenarios and explain why these can be named computing devices. • A computing device can receive data, follow and interpret
Understand the concepts of input, output, and storage and how computing devices process data and produce results. instructions and produce output/result or render an
Provide some appropriate examples of input and output devices and storage (keyboard, mouse, remote control for TV, screen, touchscreen, hard disk). outcome
Extend on the concepts of processing, and memory, and incorporate the concept of storage and RAM. • Distinguish between computers and robots (When is a
CPU (Central Processing Unit) is the main component that controls most of the operations in computer. It fetches data and program instructions from RAM (input), computer a robot, when is a robot a computer
processes it (execution) and then sends back the results.
RAM (Random Access Memory) is form of data storage that stores data Learner needs to have a simple understanding of the role of
temporarily. • the CPU and RAM in terms of processing
Data that the CPU requires are generally fetched from the hard disk • the hard disk/SSD in terms of storage
(permanent storage) and placed in RAM to be fetched by the CPU if • input and output devices
required.
The content of RAM is changed regularly to hold the data that is most likely
needed by
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Content (Grade 7 / Term 1) Notes/Examples
D.7 Present a basic understanding of the concept of input processing and output. Link to D.3 and C.1, C.2 and C.3
A computer is a programmable device that stores, retrieves and processes data D.3 and D.7 are done together
Revise and extend from previous grades
Input →Processing → Output Learners need to understand what a computer is – general
Storage model
RAM for temporary (primary) storage • Types of computers (PCs (desktop, All-in-one, laptop,
SSD /SD card/ flash drive for secondary/permanent storage hybrid), tablet, smart phone, wearable, server, embedded)
• Concept of input → processing → output
• Name input and output devices
• Name storage devices
• Name components involved in processing (CPU and RAM)
and their function (simple explanation)
D.10 Demonstrate a basic proficiency in the application of digital skills. Link to C.2 and C.3
Revise and extend from previous grades Revise simple file management from previous grades
File management https://www.youtube.com/watch?v=k-EID5_2D9U
Filing is arranging and storing documents in an ordered manner so that they could be found
easily when needed. Learners need to understand
• What a file is
• What a folder is
• The difference between a folder and a file
• File naming conventions
• Purpose of the file extension
• File path
• Common types of files (those they are working with)
https://www.youtube.com/watch?v=k-EID5_2D9U • Folder hierarchy
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3.1.2 Term 2
Content (Grade 7 / Term 2) Notes/Examples
Coding
C.1 Apply computational thinking (CT) skills to develop a set of logical instructions to solve a problem. Link to C.2-C.7, R.5-R.7, D.8-D.9
Example activity Done with C.6 and C.7
Study the pattern in the following diagram: Learners need to understand that, in terms of programming,
Identifying the number of rows and columns in the sequence helps to see the pattern: computational thinking is an approach to solving
1 row/column → 1 small square blocks problems using concepts and ideas from computer
2 rows/columns → 4 small square blocks science and expressing solutions to those problems so that
5 rows/columns → 25 small square blocks they can be executed by a computer.
The pattern then helps us to make predictions, that is to predict that the next item Computational thinking involves:
(after 5 rows/columns) would be: • abstraction (focusing on the main ideas)
6 rows/columns with 36 small square blocks followed by 7 rows columns • breaking down a problem into smaller parts
with 49 small square blocks, etc. (decomposition),
The pattern also helps us to generalise, that is to see a relationship that enables us to • looking for patterns (pattern recognition and
devise a symbolic representation of the pattern that will always be true. In this instance generalisation),
there is a relationship between the number of rows/columns and the number of small • developing a step-by-step solution (algorithm).
square blocks in the figure that one can represent in symbolic format as: When one uses computational thinking to solve a problem,
n rows/columns → n2 number of small square blocks it helps one in developing an algorithm – a step-by-step
If one therefore wants to know how many small square blocks the 20th item would have, series of instructions. Whether it is a small task like
one could simply use the generalised formula: scheduling meetings or a large task like mapping the planet,
20 rows/columns → 202 small blocks, that is 400 small square blocks. the ability to develop and describe algorithms is crucial to
the problem-solving process based on computational
Learners now write an algorithm that will request the user to enter the number of rows, then display the number of square blocks/tiles. thinking.
To generalise is to look at specific cases; identify a pattern
or relationship that will always be true; then represent the
pattern in symbolic format.
C.2 Present a simple coding solution using symbolic or written statements representing sequences of commands, single repetition, and conditional Link to C.1, C.3, C.4 and C.5
constructs.
Example activity 1 – Create a pattern Leaners use experience from activities done previously, e.g.
Use your experience of drawing a square in earlier grades to develop code that will draw the pattern on the drawing a square, to draw patterns.
right:
Hint:
The number of moves must increase with each layer
For this pattern, the loop executed 50 times
Example activity 2 – Draw a similar pattern
See if you can change your code from example activity 1 to draw triangle pattern instead of a square
(If your program in activity 1 worked correctly, you only need to make one change to draw the same pattern
using a triangle)
Example activity 3 – Draw more patterns
Play around with the code and see how many patterns you can draw.
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Content (Grade 7 / Term 2) Notes/Examples
C.3 Interpret and execute a given symbolic or written set of commands Link to C.1, C.2 and C.4 and link to D.10
Example activity 1 – Revise loop with IF…ELSE and stamp Incorporates C1, C2, C3, C4, C5, C6 and C7
Study the code on the right
Explain what the program does Note:
Run the program and see if you predicted correctly Literature suggests that it is important that learners must also
read and explain in plain language (their own words) what
the code does.
This type of activities should be done unplugged (pen-and-
paper) and only implemented after learners explained the
results. Many of these types of exercises are necessary to
ground concepts, skills and understanding of algorithms and
coding.
Note:
While learners should be able to describe what each line
(block) of code does, (describing a code segment line-by-
line/block-by-block) it is very important that learners explain
the overall purpose of the code (what program does), i.e.
what the program does/the purpose of the program is.
C.4 Debug a given symbolic or written set of instructions Link to C.1, C.2 and C.3 as well as R.6 and D.10
Example activity – Test if a number is odd or even Note:
The following code is supposed to determine if a number entered is odd or even. However, it Learners need to be exposed to a wide variety of coding
does not work problems. Typically, at this stage, problems could require
Find the error and correct the code learners to
• read code and explain what it does.
• work through (trace) / act out code (physically or
simulated) / using pen-and-paper to determine the output
or the correctness.
• provide missing code instructions (code instructions are
Note provided with some instructions or code elements missing)
that learners need to complete.
When sequencing, one learns to understand the order of • translate verbal/written instructions (algorithm) to code
things and about patterns and relationships. By learning (e.g. write block-based code for a list of symbolic (e.g.
to sequence, we develop the ability to understand and arrows)/written instructions)).
arrange purposeful patterns of actions, behaviours, ideas, • Add additional functionality to code provided/and existing
or thoughts that supports the logical sequencing of coding program
instructions. • debug an algorithm or block-based program (find the bug,
describe the bug and correct it).
• develop a solution/algorithm (code instructions) based on
a given problem or for an open-ended problem through
planning, implementing, testing and debugging.
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Content (Grade 7 / Term 2) Notes/Examples
C.5 Evaluate a given solution towards potential improvement.
Example activity 1 – Evaluate code and improve code Leaners need to distinguish between different correct
The snowman wrote a program to multiply two numbers. solutions in terms of efficiency.
It works well; however, it seems cumbersome.
Work through the code and explain how it works. Note:
Evaluate the code and improve the code to be more efficient. Cognisance about teaching variables to novices is important
as many novices form misconceptions (incorrect mental
models) of programming concepts, of which misconceptions
about variables are common.
C.6 Recognise and interpret patterns in symbolic sets of data or visualisations. Link to C.1 and C.2 and C.7
Example activity
Read the following story and answer the question that follows:
From: 2020 Beaver Computing Challenge (Grade 7 & 8), University of Waterloo,
The Center for Education in Mathematics and Computing 2020BCCContest7_8.pdf
(uwaterloo.ca)
69
Content (Grade 7 / Term 2) Notes/Examples
C.7 Create or complete a pattern to represent a data set Link to C.1, C.2 and C.6
Done with C.1 C.1, C.6 and C.7 done together
Robotics
R.3 Outline the different components of a robot Link to R.5 – R.7
The learners are introduced to the concept of a microcontroller as a processor. Done in relation to R.5 – R.7 (can be done with R.5 when
Component Basic definition Purpose Practical application example – required).
May be used to:
Processor (Microcontroller) A compact integrated circuit that The primary purpose of a processor is to Microcontrollers are at the hearts of many robotics Extend components of a robot to what is required to build
contains a processor, memory, and execute instructions and perform calculations, projects. They receive data from sensors, perform robotic artefacts in Grade 7.
A input/output peripherals, designed to making it capable of processing data and calculations, and send commands to motors,
execute specific tasks or control controlling the overall operation of the device. actuators, and other components to coordinate the
B
various components within an robot's behaviour. They also often provide The learners should describe the processor conceptually in
electronic system. Used as the "brain" of a robot to process connectivity options for programming and remote terms of a
3.3V 1 2 3 4 GND
information from sensors, make decisions, and control, making them essential for creating • Basic definition
control the robot's actions. intelligent and interactive robots. • Purpose, and
Processor concepts – basic outline of definition and purpose Sensor Trigger Processing Output Action • how it could be used in simple physical computing
- Definition of a Processor: Definition: A processor, also known as a central processing unit (CPU), is A
and robotics projects.
the brain of a computer or electronic device. B
- Purpose: The primary purpose of a processor is to execute instructions and perform calculations, Robotics concepts are applied in designing and building
3.3V 1 2 3 4 GND
making it capable of processing data and controlling the overall operation of the device. robots.
Outline the basic operations and function of a sensor Learners need present a simple definition of a processor
Outline the basic purpose of a sensor as an input mechanism, which could be processed to trigger an action. (microcontroller)
Also reemphasise that the processor will be used to control the overall mechanism and operation of the
device. The learners need to understand that the code is uploaded and that the device execute the
instructions. The processor can control various components such as sensors and actuators through code.
R.4 – Present an understanding of how robots affect the world.
Example activity - Design a simple task for a hypothetical robot and present it to the class. The learners understanding and be able to:
The learners will use their design thinking skills and creativity to develop a basic task suitable for a robot to perform, explain its purpose, and demonstrate how it • differentiate between various types of robots,
could positively impact people's lives, including ethic • describe the impact of robots on human lives.
• briefly discuss the advantages and disadvantages of using
robots, including increased productivity, convenience, and
potential job displacement.
R.5 Design a simple product (artefact) based on a set of design specifications. R.5 and R.6 are done together
R.6 Mimic the operations of a robot Links with Technology Grade 7
Example activity - Soil moisture sensor artefact
The learners design a simple soil moisture sensor artefact using a plant and two simple probes (e.g., nails, screws) and an LED + MicroBit. The LED lights up when
the soil moisture is low, and a message icon is displayed on the Micro: bit.
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Content (Grade 7 / Term 2) Notes/Examples
Soil moisture with simple probes Stage 2 (Version with LED)
Stage 1 (Initial version without LED)
R.7 Create, test, and execute a set of robotic instructions. Link to R.6
Example activity 1 - Blind roll-a-dice Code the microcontroller to achieve a specific outcome.
The purpose of this program is to create a dice that can be used by visually impaired people. The microcontroller must display a random number between 1 and 6
when shaken and must make a number of beep sounds according to the number that was is displayed. For example: If the dice lands on 3, make 3 beeps.
• Shake the microcontroller to display a random number between 1 and 6 that can be used as a dice.
• Use a loop to play the number of beep sounds that correspond with the number.
Example activity 2 - Compatible-group-calculator
Divide learners into pairs (pair programming). Each pair creates a program for the microcontroller to “read” each group member's personality to decide if learner A
and learner B will be able to work well together. (This is just a game, and it cannot be done in reality). Learners play the game with each other until they all end up
in compatible pairs.
The compatible group calculator must work as follows:
• Learner A presses Button A for a while (long press) and the microcontroller generates a random number between 0 and 9 and displays it on the screen.
• Learner B presses Button B for a while (long press) and the microcontroller generates a random number between 0 and 9 and displays it on the screen.
• If the difference between the two numbers is less than 10, display a smiley face to indicate that the pair is “compatible”, else display a “X” to indicate that the
pair is not compatible.
If the pair is not compatible, the learners play the game with other learners to find a peer that will be compatible to work with, according to the compatible group
calculator.
Digital Concepts
D.2 Recognise that he or she is living as citizens in a digital world. Link to D.4
Learners present an understanding that the digital world is all around us. Can be integrated with other aspects of digital concepts, e.g.
Identify the ethical issues associated with the use of technology, including privacy, security, and social responsibility. Internet
Present an understanding of the dangers of the online environment. Learners need to understand the concept of
71
Content (Grade 7 / Term 2) Notes/Examples
Example activity 1: • Digital citizenship (ethical issues and social responsibility)
Make a list of ten differences and similarities between your online and offline identity. • Privacy and security when online
Example activity 2:
Have a class discussion about safety measures to consider when being/working/engaging online.
D.3 Demonstrate an understanding of the concept of a computing device. Link to D.1, D.5, D.7
Extend to how devices in a network (using a modem, router) connect to each other to communicate. Basic understanding (Refer to D.5 and D.7) Do with D,5 and D.7
A modem connects your home to the internet by translating data into a format that can travel over the internet, while a router manages and directs the traffic Learners need to understand (basic) what a
between devices in your home network and connects them to the internet. Together, they ensure that your devices can communicate with each other and with the • Modem is and what it does
vast world of the internet. • Router is and what it does
D.4 Identify the common uses of ICT in the real world Link to D.1 and D.3 and D.5
Briefly revise what an ICT system is and its basic components Do with D.1, D.2 and D.6 as well as D.3 and D.7
Example activity – How ICT provides a fantastic way to stay connected and feel close even when you're physically far apart Learners need to understand:
Divide learners into small groups and provide the following example of ICT. • What IT is and the purpose of IT
Example of ICT: Imagine you have a friend or a family member who lives far away, and you want to see and talk to them. Instead of traveling a long distance to • What ICT is and the purpose of ICT
meet them in person, you can use ICT to connect with them through an online video call. Here's how it works. • Basic components of an ICT system
Devices: You and your friend each need a device with a camera and microphone, like a smartphone, tablet, or computer. These devices are part of the • Provide example of both IT and ICT
"information" aspect of ICT While IT focuses on the technical aspects of technology, ICT
Internet Connection: Both of you need to be connected to the internet. The internet allows you to send and receive information quickly, including video and looks at how technology can be used for both information
audio processing and communication
Application (Software): You use a special application (app) for video calling. These apps are designed to handle video and audio communication over the One can think of IT as the field that deals with all things
internet. You and your friend need to use of the same app. related to computers and technology, while ICT expands that
Initiating the Call: You open the app, find your friend's contact, and start the video call. The app uses your device's camera to capture your video and to include technology's role in communication as well. ICT is
microphone to capture your voice a more comprehensive term that goes beyond just
Transmission: The app converts your video and audio into digital data (binary) and sends the data over the internet to your friend's device information processing and includes communication aspects.
Receiving the Call: Your friend's app receives the data, decodes it, and displays your video on their screen. Similarly, they can talk, and their voice gets sent While ICT includes everything under IT, it also encompasses
back to you. the use of technology for communication purposes.
Real-Time Interaction: Now you and your friend can see and hear each other in real time, almost as if you're in the same room. You can chat, share stories,
and even show each other things using your cameras
Each group discusses the example and come up with their own example of ICT, then report back on their example.
The example must show, like the one above how ICT combines information processing (using the app and devices) with communication (network, video and audio)
to bridge the distance gap between, e.g. people.
D.5 Differentiate between the components of an ICT system Link to D.3, D.5 and D.7
Reinforce and extend from the previous grades and terms D.3 and D.7 are done together
Remind learners that ICT is an umbrella term that includes communication devices and systems (devices connected in a point-of-sales (POS) system, cellular Learners need to
network). such as a cellphone network using towers and point-of-sales (POS) using tills, barcode readers, card machines • relate a computing device to that of an ICT tool
Relate the concept of computers to that of an ICT tool. • know (at a basic level) what a network is
In modern computing, computing devices interact with each other using different methods. • know that a network enables devices to communicate with
Networks allow computing devices to communicate with each other and share data and information. each other using different methods (wired and wireless)
• name examples of daily life situations where devices need
Example activity – PC communicating to the Internet to communicate, like sending a message from a phone to
Explain to learners that to connect a computer to the internet, one needs a modem a friend's phone or printing a document from a computer
• Connecting one computer to the Internet, only requires a modem to a printer
• Computer linked directly to modem • additional computing devices are required to enable
• Modem allows internet connection using a wired or wireless connection. communication (modem and router)
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Content (Grade 7 / Term 2) Notes/Examples
• Connecting more than one computer to the Internet also requires a router, e.g. Wi-Fi router / modem-router Modem – a computing device that allows other computing
• Devices connect to modem-router via wired (cables) or wireless (Wi-Fi, cellular) devices access to the internet using cables, e.g. fibre (wired
Modems and routers are computing devices that allow computers to connect to the internet to communicate with other connection)
computers worldwide.
https://youtu.be/mYXuCeawhm8 Router – a computing device that allows multiple computers
to connect to the same network and routes the data between
the devices
Routers generally also includes modems, which means the
computers connected to the router can also access the
internet.
D.7 Present a basic understanding of the concept of input processing and output. Link to C.2- C.5 and D.10
Example activity – Networks and communication Learners must
Explain what a network is (could use an analogy such as roads with cars connecting homes), the importance of networks such as the internet, social media and • Distinguish between input through instructions that are
communication executed and results in action and output as a form of
communication from the device.
• Suggest appropriate input, output and communication
devices for different applications, based on their
specifications and features.
• Understand the concept of sharing data using a network.
• Identify connectivity in devices (Bluetooth, Wi-Fi, cellular,
wire (cables)).
D.8 Interpret a pattern to represent or communicate a message or image Link to C.1, D.2 and R.5 – R.7
We use the decimal number system that can be described as ones, tens, hundreds, thousands, etc. and which can be represented as follows: Introduce the binary number system (link to decimal number
One Tens Hundreds Thousands Ten thousand Hundred thousand system)
1 10 100 1000 10000 100000 Learners need to be able to
1 10 x 1 10 x 10 10 x 10 x 10 10 x 10 x 10 x 10 10 x 10 x 10 x 10 x 10 • Know what the binary number system is
100 101 102 103 104 105 • Know what the binary number system is used for
• do simple conversions between decimal numbers and
The number 4567 can be written as 4000 + 500 + 60 + 7 which can be represented as 4x103 + 5x102 + 6x101 + 7x100 binary code
The decimal number system works in groups of 10
Introduction to binary numbers.
Binary is a coding system using the binary digits 0 and 1 to represent a letter, digit, or other character in a computer or other electronic device.
Explain that all data (text, music, and images) are represented using only two digits: 0 and 1.
Example activity 1: Use cards to introduce the binary system.
The decimal number system works in groups of 10s, but the binary number system works in groups of 2s
With the decimal system one uses: ten symbols (0, 1, 2, 3, 4, 5, 6, 7, 8, 9), but with the binary system one only uses two symbols, 0 and 1
Link to squares/power of decimal numbers: 20, 21, 22, 23, 24, 25
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Content (Grade 7 / Term 2) Notes/Examples
Write the numbers 0, 1, 2, 3 on the left side of the board underneath a horizontal line. See the example on the right. Ask the learners if they own a computer or a smartphone.
Ask the learners some questions to get a further three numbers between 0 and 64 and add these to the number column. Ask for example: How do these machines store and share information?
• How many learners are in the classroom? Learners need to understand that:
• How many learners have siblings? • Binary is a numbering system that uses only two digits: 0
• How many learners have a name starting with a particular letter? and 1. This contrasts with our familiar decimal system,
Ask the learners if they think we can write these numbers using just zeros and ones. which uses ten digits (0-9).
Give a volunteer (person 1) a card with one dot on one side and a black background on the other and • Representation of Information: In the binary system, each
write 1 on the far right of the board above the horizontal line. digit (0 or 1) is called a "bit" (short for binary digit). Bits are
Explain that 1 means on and 0 means off, so the black side represents 0. This way, we can represent the basic units of information storage and processing in
the numbers 0 and 1. computers. They can represent two distinct states, often
Give another volunteer (person 2) a card with two dots. Place this learner on the left of the first one and write 2 to the left of 1 on the board. referred to as "off" (0) and "on" (1), or "false" and "true’.
Ask them how they can, together, represent the number two. What about three? Ask the class for their ideas. Ask them to flip the cards to the on/off positions to
help the discussion. Note:
Extend the game by giving 6 learners a card to represent different number. Some will be showing, some will not be showing. When a binary number card is not Binary is a fundamental aspect of digital systems such as
showing, it is represented by a zero. When it is showing, it is represented by a one. computers and microcontrollers.
Extend to larger numbers. In most digital systems, information is ultimately represented
and processed using binary digits (0 and 1). It's the simplest
Example activity 2: Crack the secret code and most common way to represent information digitally
Give learners a secret code to crack. because it's easy for electronic circuits to work with two
Each letter is represented by a number. distinct states.
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 23 23 24 25 26
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z Let them think of a digital system as a series of tiny switches
Convert the binary representation below to determine the decimal number and look up the letter. Find the secret code. that can be either on or off, like a light switch.
16 8 4 2 1 Letter In the digital world, everything is represented using these on-
off switches. Each switch is like a tiny piece of information,
called a "bit." When you put many bits together, you can
represent more complex things, like numbers, letters,
pictures, and sounds.
Let learners create their own secret code and let their friends crack that.
Example activity 3:
Let learners create a clock showing the current time using binary code.
Example on the right
D.10 Demonstrate a basic proficiency in the application of digital skills. Link to C.2, C.3, C.4 and C.5 and D.3 and D.7
Example activity - Paint Revise Paint
Learners use software such as Paint to create sprites and backgrounds for importing into their block-based programs File management
Filing is arranging and storing documents in an ordered
Files and folders - File and folder operations manner so that they could be found easily when needed.
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Content (Grade 7 / Term 2) Notes/Examples
What one can do with files What can one do with folders?
Learners need to
• Create and name a folder and file
• Rename a folder and file
• Delete, copy and move a folder (difference between copy
and move)
• Save and Save a copy (and the difference)
• Move a folder and file (difference between copy and
move)
• Delete a folder and file
• Concept of recycle bin
Example activity – File and Folder Management
When learners work on the computer (coding), they engage in file and folders operations
75
3.1.3 Term 3
Content (Grade 7 / Term 3) Notes/Examples
Coding
C.1 Apply computational thinking (CT) skills to develop a set of logical instructions to solve a problem. Link to C.2 – C.4 and C.6 and R.1-R.6
Example activity – Use computational thinking to develop an algorithm for the following task Learners need to:
If you need to find a picture of a computer that you want to import into a block-based coding app, you will break down the task into several smaller tasks, that can Identify the important details needed to solve this problem
be completed individually. (abstraction)
The first step is to break the problem into two distinct sub-tasks: A high-level algorithm includes only the main steps/ideas or Break the problem down into smaller logical steps
• Find a picture of a computer on your computing device; and instructions of the solution and leaves the details until later (decomposition)
• Import the picture into the block-based coding app. (Abstraction to Decomposition) Explain to learners:
Now, break down each of the above tasks into even smaller tasks: Refinement is a process for developing a clear, unambiguous and When they need to complete a task and feel overwhelmed, it
• Find a picture of a computer on the Internet detailed algorithm by breaking the high-level steps down into detailed is important to break it down into sub-tasks. Then solve each
o Complete these steps steps (gradually adding detail to a high-level ideas), finding patterns, sub-task.
• Insert the picture into the word processing document etc. (Decompose)
o Complete these steps.
C.2 Present a simple coding solution using symbolic or written statements representing sequences of commands, single repetition, and conditional Link to C.1 – C.7 and D.8
constructs.
Example activity 1 – Convert a 3-digit binary number to a decimal number Possible solution for activity 1
Learners must write code to do the following:
• The user must enter a 3-digit binary number
• The program must convert the 3-digit binary number to the corresponding decimal number.
• The program must display the binary number and the corresponding decimal number.
Example activity 2 – Create an expense list
You will be playing hockey.
Create a list called rExpence_List (under variables)
Write the code on the right, run the code, enter the prices and add the prices to the list.
The list will store the prices entered.
After the list is created, you need to
calculate the total cost when pressing the Note:
spacebar Lists are data structures that allow programmers to store
• use the prices in the list to multiple pieces of information in a single variable.
calculate how much money you
will need Ensure that learners understand that the item number refer
• then calculate VAT and to a specific item in the list, e.g. 1 refers to the first item, 2 to
• add the VAT to the total: the second, etc. Therefore, one needs a list counter variable
Add the following code: that must change by 1 each time to work through the list.
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Content (Grade 7 / Term 3) Notes/Examples
C.3 Interpret and execute a given symbolic or written set of commands Link to C.1, C.2 and C.4
Example activity 1 – Revise loops
Work through the code below. Explain what the code does. Run the code and check if you predicted correctly
C.4 Debug a given symbolic or written set of instructions
Example activity – Calculate multiples of a number Note:
The program on the right asks the user to enter a number, then ask the When writing code, learners must be encouraged to use
user how many multiples of that number it must display. trace tables for finding bugs in their programs.
They must also be encouraged to persist with debugging
If the user enters 12 and ask for 9 multiples of 12 to be displayed, the until the program works (very few programs run perfectly the
output must display 12, 24, 36, 48, 60, 72 first time and generally needs a couple of iterations in terms
of debugging)
Hower, the program contains a bug.
Use a trace table to find the bug, correct it and test the code. (Repeat until (Solution: iCounter remains 1 – it should be changed by 1 as
the program works correctly). the last instruction in the loop)
C.5 Evaluate a given solution towards potential improvement.
Example activity – Calculate competition score Note:
A robotics competition has five judges that judge learner’s robotic artefacts. Each judge assigns a score out of 10. The learner’s final mark is the average of the five Learners need to understand that most problems have more
scores. than one solution. However, some solutions are better than
The following two prob=grams were written to receive the scores from the five judges and calculate the average. Study the programs (use a trace table to work others.
through each program) and explain how each one works.
Evaluate both programs and explain which program is the most efficient,
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Content (Grade 7 / Term 3) Notes/Examples
Program 1 Program 2
C.6 Recognise and interpret patterns in symbolic sets of data or visualisations. Link to C.7
C.7 Create or complete a pattern to represent a data set C.6 and C.7 are done together
Example activity – Moving balls following specific rules
Let us play a game. The aim of the game is to move balls from one tube to another so that balls of the same colour are in the same tube, e.g.
The following rules for playing the game apply:
• Rule 1: A ball can be moved to an empty tube.
• Rule 2: When there is a space in a tube, a ball can only be moved on top of a ball of the same colour.
• Rule 3: Only one ball at the top of a tube can be moved at a time.
Given that the balls are moved from tube to tube following the rules of the game: what is the minimum number of moves
needed to get the same colour balls in the same tubes for the problem on the right?
2022-TS-Intermediate-Question-Paper.pdf (olympiad.org.za)
78
Content (Grade 7 / Term 3) Notes/Examples
Robotics
R.3 Outline the different components of a robot
Components to cover The learners are introduced to the concept of a
Component Basic definition Purpose Practical application example – May be used to: microcontroller as a processor.
Servo A type of motor that can precisely Used for precise movement and positioning in robotics, Enables precise movement of robot limbs, grippers, Learners need to provide a basic definition and purpose of
control angular position. often for tasks such as limb control and object and other mechanical components such as cameras, the following basic electronic components of a robot:
manipulation. or gripping mechanisms.
• Servo
• PR Sensor
PIR A sensor that detects changes in Used for detecting the presence of moving objects or In robotics, PiR sensors are used to detect motion,
infrared radiation, typically individuals in the robot's surroundings. (They help presence, and create interactive robot behaviour, such
associated with motion. robots see if there is something moving nearby. It can as obstacle avoidance. It can also be used to detect
The learners should describe the processor conceptually in
detect people or animals and let the robot know if motion in the robot's vicinity, enabling security or
someone is there) interactive features. terms of
• Basic definition
Basic introduction to Radio Communication (2 Devices) • Purpose, and
The learners are introduced to the concept of message passing between two devices. For grade 7 this is done on a very elementary level just to illustrate the concept. • How it could be used in simple physical computing and
robotics projects.
In grade 8 the learners will be required to present a deeper
A A
B
Sender Receiver B
Both the devices are on the
understanding of the operations of the components.
3.3V 1 2 3 4 GND 3.3V 1 2 3 4 GND
same channel (i.e., 1).
So, it means they
communicate with each other
on the same channel. If the
Sender devices Button A is
pressed, then the number 1 is
broadcast. If the receiver
receives the message, it
checks the value received and
in the case of 1 an A will be
shown. Note: The same
devices can also be a Sender
and a Receiver.
Also see: https://microbit.org/projects/make-it-code-it/send-a-smile/
R.4 Present an understanding of how robots affect the world Learners must be able to
Example activity – Types of robots and how they affect the world • differentiate between various robots, such as industrial
Provide learners with videos to watch, e.g. https://youtu.be/t0br-rADDYw and https://youtu.be/b2GvuPCNhs0 and a KWLS chart. robots, service robots, and educational robots
Learners watch videos and complete the KWLS chart • describe the positive and negative impacts of robots on
Now, divide learner into pairs. Each pair identify a field/type of robots, e.g. autonomous robot in the hospitality industry, discuss advantages/disadvantages and human lives.
design a simple task for the robot to do. • discuss the advantages and disadvantages of using
robots, including increased productivity, convenience, and
potential job displacement.
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Content (Grade 7 / Term 3) Notes/Examples
• design a simple task for a hypothetical robot and present it
to the class.
R.5 Design a simple artefact based on a set of design instructions R.5 and R.6 are done together
R.6 Mimic the operations of a robot Link to R.5 and R.6 and C.1 – C.7
Example projects
Example project 1 - Automatic Door opener using a Servo + Loud sound trigger (Clapping hands opens and closes the door) Note:
Project The learners must be able to apply
the principles of design thinking to
develop an artefact with a sensor
and actuator, and one additional
component. Sensors on the
microcontroller may also be used.
E.g., Alarm with PIR or Ultrasonic
sensor and additional component
e.g., External buzzer, LED.
Example project 2 - Alternate - Automatic Boom Gate using a PIR + Servo
R.7 Create, test and execute a set of robotic instructions Link to R.5 and R.6 and C.1 – C.7
Example activity 1- Pick-a-letter to play “Names, Places, Objects and Animals” Learners develop a program for the microcontroller to
Divide learners into groups with 4 learners each. Each group writes code for a game is to let the microcontroller pick a random letter to play the game “names, perform a specific task such as playing a game and keeping
places, objects and animals”. When a letter is picked a group has 30 seconds to name a person’s name, a place, an object and an animal’s name that starts with score
80
Content (Grade 7 / Term 3) Notes/Examples
that letter. If the group gets all four answers right, they get four points. If they get three answers right, they get three points. If they get two answers right, they get
two points. If they get one answer right, they get one point.
After writing the game, learners in the group play in groups of two (2 groups of 2). (Swop group roles below for each round).
Group A: Shake the microcontroller to choose a random letter and to start the countdown of 30 seconds.
Group B: Must the come up with a person’s name, a place, an object and an animal that starts with the letter displayed, within 30 seconds.
If they get all four answers right, they get 4 points. If they get three answers right, they get 3 points. If they get two answers right, they get 2 right. If The group gets
1 point if they have one right, 2 points, if they have 2 right, etc.
Program the microcontroller to keep the total score (each time add the points that a group got to their previous score).
Button A must be pressed to keep the score of group A. Button B must be pressed to keep the score of group B.
(Tip: Press a button three times if three points were scored).
Press both buttons A and B together to display each group’s points and to say who the winner is.
Digital Concepts
D.1 Outline the concept of technology and purpose of information technology (IT) Link to D.2, D.3 and D.4
Example activity – Data →Information→Decisions Do with D.2, D.3 and D.4
Discuss the following with learners: Learners need to understand the role of information
Data collection – Learners imagine data as raw materials, like puzzle pieces spread all over the place - on computers, phones, and the internet. IT professionals technology (IT) and IT professionals (programmers) in
help collect these puzzle pieces and put them in one place enabling transformation of data to meaningful information
Organising data - Raw data is often messy and unorganized, like a jumble of puzzle pieces. IT professionals, especially programmers, write special instructions and decision making.
(code) to organize these pieces. It's like putting similar pieces together to form a picture
Storing data - Once the data is organized, it needs a safe place to stay, like a storage room. IT experts build and manage these digital storage rooms, which are IT professionals and programmers are like digital architects
called databases and builders. They collect, organize, and transform data into
Processing data - To make sense of data, one needs to do things with it. IT professionals create programs (like computer apps) to process data. For example, valuable information that helps people and businesses make
they can add, subtract, or compare data to find patterns. decisions. They also make sure this data is safe and use
Turning data into information - Data alone is like having puzzle pieces without knowing what they make. IT professionals use their programs to turn this data into technology to create exciting new things. So, when you see a
useful information. It's like solving the puzzle and seeing the whole picture cool app or a helpful website, remember that IT professionals
Visualising information - Sometimes, it's easier to understand information when it's shown in pictures or graphs. IT experts create charts and graphs to help and programmers are the ones behind the scenes making it
people see and understand the data better. all work.
Decision making - Now that we have meaningful information, people (like business owners or doctors) can use it to make decisions. For example, a store owner IT professionals, therefore, play a crucial role in transforming
might use data to decide what products to stock. raw data into meaningful information through data
Security - IT professionals also play a vital role in keeping data safe. They “build locks and walls” (security measures) to protect data from hackers and other processing. They use mathematics and statistics to analyse
threats the information, make predictions, and guide decisions.
Problem solving - When something goes wrong with data or information systems, IT professionals, including programmers, are like detectives. They figure out Simulations allow them to test different scenarios and
what's wrong and fix it. understand how various factors interact without real-world
Innovation - IT experts are always inventing new ways to do things with data. They create new apps, software, and technology that make our lives easier and more consequences. These aspects of IT contribute to better
fun. understanding, efficient decision-making, and advancements
across various fields and industries.
D.2 Recognise that he or she is living as citizens in a digital world. Link to D.4 and D.6
Revise the concepts of good password management. Revise and extend concepts of
Revise the concept and dangers of sharing information like personal information, pins, usernames and passwords are recognised. • privacy and security using good passwords
Reference the use of passwords in class when logging and working in the current school environment. • digital footprint
Understand that we leave a digital footprint when working with digital devices/computers/cell phones and present digital footprint concepts.
D.3 Demonstrate an understanding of the concept of a computing device. Link to D.1, D.2 and D.7 and C.2 and C.3
Example activity – Computing devices Learners need to
Provide learners into small groups. Each group get one computing device to explore and report on: • Understand that, generally, a computing device, in
Personal Computers (PCs): Desktops, laptops, and workstations are common computing devices used for a wide range of tasks, from word processing and general, is an electronic machine or system designed to
gaming to programming and data analysis
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Content (Grade 7 / Term 3) Notes/Examples
Smartphones and Tablets: These mobile devices are powerful computing devices that allow users to make calls, send messages, browse the internet, run process and manipulate data using a set of instructions or
applications, and more programs
Servers: Servers are specialized computing devices used to provide services, store data, and host websites or applications. They often operate 24/7 and are • Provide examples of computing devices and their main
optimized for reliability and performance purpose
Embedded Systems: These are specialized computing devices designed for specific functions and often built into other products. Examples include the computer
inside a car for engine control or the microcontrollers in household appliances
IoT Devices: Internet of Things (IoT) devices, such as smart thermostats, security cameras, and wearable fitness trackers, have computing capabilities to collect
data and perform tasks related to their specific functions
Gaming Consoles: Devices like gaming consoles (e.g., Xbox, PlayStation) are specialized computing devices designed for playing video game
Routers and Modems: These devices are used to manage network connections and enable internet access
D.4 Identify the common uses of ICT in the real world Link to D.1
Differentiate between the WWW (software related) and Internet (hardware related). Learners need to
Internet and WWW • Understand what the Internet is
Internet • Understand what the World Wide Web (WWW) is
• Internet itself is a global, interconnected network of devices (computing devices, e.g. computer, network devices, e.g. • Distinguish between the Internet and the WWW
router, etc.) • Understand what is required to connect to the internet
• Supports a wide variety of interactions and communications between its devices (refer to Term 2 D.5)
https://youtu.be/x3c1ih2NJEg
WWW
• WWW is one set of software services running on the Internet
• Subset of these interactions and supports websites and URLs
Example activity:
Watch the videos https://youtu.be/J8hzJxb0rpc and https://youtu.be/r9Qw1iu3q6M
Make notes while watching. Provide questions beforehand e.g. What is the difference between www and
internet? Are webpages static or dynamic? What do webpages consist of?
Use a KWLS chart and complete the columns.
D.6 Explain how the adaptation of technology impacted the world we work and live in Link to D.1 – D.5 from previous terms
We live in a connected world! - Introduction to the simplified concept of networks, e.g., network sharing and storage on the cloud. Learners need to
The cloud is like a virtual storage and processing space on the internet. It's where data can be stored and accessed from anywhere. • understand that cloud storage (network of servers (big
Example activity 1: computers) connected to the internet) is a service that
Explain that cloud storage is a service that allows users to store and access their data (such as documents, allows one to store one’s files and photos online, instead
photos, videos, and more) over the internet instead of on their physical devices (computers or smartphones). of on one’s device (on a hard disk).
Discuss importance of cloud storage, such as backing up important files, sharing documents with others, • understand that one can access these files from any
and accessing files from any device with an internet connection. device, anywhere, if one has an internet connection
Connecting Cloud Storage to Networks: • provide an example of a cloud storage service
Review concept of networks, devices connected to one another using a network, including the internet and • list the benefits and risk of cloud storage
can be wired (cables) or wireless (Bluetooth, Wi-Fi, cellular).
Draw a simple diagram showing a cloud symbol connected to various devices using lines representing
network connections.
Discuss how devices connect to the internet and access cloud storage services through network
connections.
Cloud Storage services:
Explain that there are various cloud storage services available, such as Google Drive and OneDrive.
Mention that each service may offer different features and storage capacities.
Provide a brief overview of a popular cloud storage service.
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Content (Grade 7 / Term 3) Notes/Examples
Benefits and Risks:
Discuss the benefits of using cloud storage, such as data backup, easy sharing, remote access, and collaboration.
Highlight potential risks, include data privacy and importance of strong passwords.
Hands-On Activity:
If possible, give learners access to devices (laptops or tablets) with internet access.
Learners create a simple document or upload a picture to a cloud storage service like Google Drive. Guide them through the process
Discussion:
After the hands-on activity, ask learners about their experiences using cloud storage. What did they find easy or challenging? Did they notice any immediate
benefits?
D.7 Present a basic understanding of the concept of input processing and output. Link to C.1 – C.4
Input, processing, output, communication (networks) Learners need to know that, in the context of a network
The concepts of input, output, and processing take on specific meanings related to the flow of data and information within the network Input-output-processing describes how data is received,
Input: processed, and transmitted to enable communication,
In a network, input refers to the data or information that is received by the network from various sources such as other devices, users, sensors, or external data resource sharing, and information exchange among devices
streams. and users connected to the network.
Input data can take the form of text, files, multimedia, sensor readings, requests for resources or services, and more.
Examples of input in a network include a user typing a web address into a browser (requesting a webpage), a sensor sending temperature readings to a server, or
an email being received by a mail server.
Processing
Processing in a network involves the actions taken to handle and manipulate the input data. This can include routing data to its destination, filtering out unwanted or
malicious data, performing calculations or transformations, and managing network resources.
Network devices play a crucial role in processing data as they determine how data are transmitted
Processing also includes tasks like data encryption for security, error correction.
Output
Output in a network refers to the data or information that is transmitted or sent out from the network to its intended recipients. This output can be directed to specific
devices, users,
Examples of output in a network include the delivery of a requested webpage to a user's device, sending an email to its recipient's inbox, or transmitting sensor data
to a central monitoring system.
Output may also include status updates, error messages, or acknowledgments to inform users or devices about the success or failure of data transmission.
D.8 Interpret a pattern to represent or communicate a message or image Link to C.6 and C.7
Continue by giving learners more examples of decimals to convert to binary and from binary to convert to decimal. Revise binary code from Term 1
Example activity 1:
Use the concept of binary and determine the following:
Example activity 2:
Hold up one hand and let learners convert to binary. If a finger is up, it is a one, and if it is down, it is a zero. Ask
learners what is the biggest number that can be represented if both hands and all 10 fingers are used.
D.10 Demonstrate a basic proficiency in the application of digital skills. Link to D.7 and C.1 – C.7
Strengthen file management proficiency (create folders, save files, give appropriate filenames, file organising). File and Folder management
Learners use an application such as Paint to create sprites and backgrounds to be imported into the block-based apps. Use paint
83
3.1.4 Term 4
Content (Grade 7 / Term 4) Notes/Examples
Coding
C.1 Apply computational thinking (CT) skills to develop a set of logical instructions to solve a problem. Link to C.2 – C.7 and R.5 – R.7
Example activity – Use computational thinking to develop an algorithm to solve a problem Learners apply computational thinking to develop an
Divide learners into pairs. Each pair choose a game (e.g. a board game or a sport such as cricket, soccer, tennis, etc.). The pair must compile an algorithm using one algorithm
sheet of paper to explain how the game works and how points are scored. Pairs explain their algorithms to other pairs who must evaluate if the algorithm explains the
game and scoring correctly. Pairs explain how they used computational thinking to solve the problem.
C.2 Present a simple coding solution using symbolic or written statements representing sequences of commands, single repetition, and conditional Link to C.1 – C.5
constructs.
Example activity – Display random list contents Note:
A list stores the names of 10 animals. When the green flag is clicked, the program picks a random Common mistakes with lists:
animal from the list and displays the name of the animal as well as a picture of the animal (the • Not initialising the list
costume number links to the. List number of the animal. • Using the wrong index (counter)
• Not checking for empty lists or not clearing lists when
needed
• Not using descriptive names
• Not checking for out-of-bound errors (e.g. referring to list
index 5 if the list only contains 4 items)
Study the code and create a similar program, e.g. display treasures,
etc.
C.3 Interpret and execute a given symbolic or written set of commands Link to C.1, C.2, C.4 and C.5
C.4 Debug a given symbolic or written set of instructions C.3, C.4 and C.5 done together
C.5 Evaluate a given solution towards potential improvement
Example activity – Game with two sprites When learners write their own programs, the need to debug
Sprite 1 (Hammer) code Sprite 2 (Troll) code and evaluate the code for potential improvement.
Implement the code on the left in a
block-based coding app. Explain what Remember:
the code does. Effective problem decomposition is a key skill in programming
Now, write a similar game of your
choice. Note
As programs get bigger and more complex, it is important
that learners learn plan a program. If code is not planned well
before writing it, it can lead to difficulties when they need
combining structures, as they may not have a clear roadmap
for how different structures should work together.
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Content (Grade 7 / Term 4) Notes/Examples
C.6 Recognise and interpret patterns in symbolic sets of data or visualisations.
Example activity - Secret Digits
Beavers use symbols instead of house numbers. They use the table on the right to translate the symbols to numbers
Example
Five is written as
What is the house number of this beaver house?
2021-TS-Junior-Question-Paper.pdf (olympiad.org.za)
C.7 Create or complete a pattern to represent a data set
Example activity – Tree Sudoku Note:
Beavers planted 9 trees in a 3 x 3 field. The trees had three different heights. No line (horizontal Concrete activities remain important as literature suggests
or vertical) had two trees of the same height. that the primary weakness of today’s pedagogy of
The beavers observed how many trees they could see from every position where there was a programming is that it does not provide enough opportunity
sign. They then wrote this number on the sign to indicate how many trees they can see in the line for the novice to develop concrete operational skills, via the
(horizontally or vertically from that point. However, when looking along a line of trees, the correct types of exercises…due to too much emphasis on
beavers could not see trees that were planted behind taller trees! Unfortunately, the rain has writing large amounts of code, and problem solving.
washed some of the numbers off some signs
Use the remaining numbers on the signs as an indication to show them which trees were planted where. By identifying patterns, we can predict what will come next
Write down the height of trees (S (small), M (medium), T (tall) in the in the block on the grid. and what will happen again and again in the same way.
In Computer Science/coding we analyse patterns in data and
make predictions and generalisations based on the pattern
analysis.
2021-TS-Junior-Question-Paper.pdf (olympiad.org.za)
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Content (Grade 7 / Term 4) Notes/Examples
Robotics
R.3 Outline the different components of a robot
Learners need to provide a basic definition and purpose of the following basic electronic components of a robot: Learners must describe the ultrasonic sensor in term of
• basic definition and
Component Basic definition Purpose Practical application example – • purpose:
May be used to:
Ultrasonic Sensor: A sensor that emits and receives ultrasonic Used for obstacle detection, navigation, Provides distance measurements for obstacle
waves to measure distances. and proximity sensing in robotics. avoidance, navigation, and object detection.
R.5 Design a simple artefact based on a set of design instructions Done with R.6
R.6 Mimic the operations of a robot R.5 and R.6 done together
Example Project – Ultrasonic Sensor Distance Example with microcontroller
Note:
It is important that learners plan their projects.
Planning should include identifying resources required as well
as planning the code.
If a project is not planned well before building it and writing
code to realise the artefact, it can lead to difficulties when
they need combining components and structures, as they
may not have a clear roadmap for how different components
and structures should work together.
R.7 Create, test and execute a set of robotic instructions Link to R.6
Example activity 1 - Timer and score keeper for thirty-seconds game. Learners create an alarm with PIR or Ultrasonic sensor and
Create a microcontroller program that can act as a timer for the game of 30-seconds and to keep score for two teams. additional component e.g., External buzzer, LED.
The game is played with two groups, group A and group B.
Shake the microcontroller to start counting down, Display the seconds starting from 30 and counting down.
“Draw” a card from a bowl/box with a question to answer.
When the timer reaches 0, make a sound.
If group A gets an answer right, press Button A to keep the score (add 1 point) and display their score.
If group B gets an answer right, press Button B to keep the score (add 1 point) and display their score.
Press both buttons A and B together to determine which group has won and display a message to say which group is the winner.
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Content (Grade 7 / Term 4) Notes/Examples
Digital Concepts
D.1 Outline the concept of technology and purpose of information technology (IT) Link to D.3, D.4 and D.7
Case Study: The Stolen Artefacts – Solving a mystery using IPO tables Learners apply the concepts of input, processing, and output
Instructions: to solve the mystery of stolen historical artefacts.
1. Introduction: Revise the concept of input, processing, and output. Explain that these steps are crucial for solving problems effectively.
2. The Mystery: Present the mystery scenario to the students: "The Stolen Artefacts." Explain that during a school trip to a local museum, several valuable
historical artefacts have gone missing. Present the problem to the learners and mention that they will play the role of detectives to solve this mystery.
3. Input Phase: Discuss with the learners what information or clues they need to gather to solve the mystery. Write these on the whiteboard. For example, they
might need information about when the artefacts were last seen, who had access to the museum, and if there were any security breaches.
Encourage learners to think critically and ask questions about what information is essential to solve the case.
4. Processing Phase: Discuss how they will process the information they've gathered. Encourage them to brainstorm ideas and analyse the data they have
collected. Guide the learners to think about possible scenarios and motives for the theft. They should consider who might have stolen the artefacts and why.
5. Output Phase: Discuss how they will present their findings or conclusions to solve the mystery. This might include creating a detective report, sharing their
theories, or identifying the possible thief and motive. Encourage learners to communicate their theories and reasoning effectively.
6. Mystery-Solving Time: Divide the learners into small groups and provide them with the mystery scenario and any clues (if you choose to use envelopes or
containers). In their groups, learners should follow the input, processing, and output steps to solve the mystery by creating an IPO table. They can record their
findings and reasoning on a sheet of paper.
7. Conclusion: Discuss how input, processing, and output were used in solving the mystery. Ask learners to reflect on what they learned about problem-solving
through this activity.
D.2 Recognise that he or she is living as citizens in a digital world. Link to D.6
Case Study Scenarios:
Scenario 1: Social Media Dilemma Mpho discovers that her best friend, Sam, has been posting hurtful and misleading information about her on a social media
platform. Mpho is torn between confronting Sam publicly or privately. What should she do, and what are the potential consequences of her decision?
Scenario 2: Online Bullying Alex witnesses a classmate being cyberbullied on a chat platform. Should Alex intervene, report the incident, or ignore it? What
ethical considerations come into play when deciding how to respond?
Scenario 3: Privacy vs. Convenience Emily is tempted to download a popular app that requests access to her personal information and location. She finds the
app incredibly useful but worries about her privacy. How can Emily balance convenience with protecting her personal data?
Scenario 4: Digital Addiction Chris spends hours every day playing video games and scrolling through social media, neglecting his responsibilities and health.
How can Chris recognise and address his digital addiction, and what strategies can he implement to regain control of his life?
Answer the following questions:
Scenario 1: Social Media Dilemma
1. What are the immediate emotions and reactions that Mpho might be experiencing upon discovering Sam’s hurtful posts?
2. What are the potential consequences of Mpho confronting Sam’s publicly on social media? How might this impact their friendship and others who see the
exchange?
3. What are the potential consequences of Mpho addressing the issue privately with Sam? How might this approach affect their relationship and resolution of the
problem?
4. What ethical principles should guide Mpho in deciding whether to confront Sam publicly or privately?
Scenario 2: Online Bullying
1. What responsibilities do individuals like Alex have when witnessing cyberbullying on an online platform?
2. What are the potential consequences of Alex intervening and acting against the cyberbully?
3. What are the potential consequences of Alex reporting the cyberbullying incident to the platform administrators?
4. What ethical considerations should Alex consider when deciding how to respond to the situation?
Scenario 3: Privacy vs. Convenience
1. What are the benefits and drawbacks of Emily's decision to download the app that requests access to her personal information and location?
2. What privacy risks does Emily face if she proceeds with downloading the app?
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Content (Grade 7 / Term 4) Notes/Examples
3. How can Emily balance her desire for convenience with protecting her personal data and privacy?
4. What steps can Emily take to make an informed decision about using the app?
Scenario 4: Digital Addiction
1. What signs of digital addiction are evident in Chris's behaviour?
2. How might Chris's digital addiction impact his responsibilities, relationships, and overall well-being?
3. What strategies can Chris implement to recognize and address his digital addiction?
4. How can Chris regain control of his life and find a healthier balance between digital activities and other aspects of his life?
D.3 Demonstrate an understanding of the concept of a computing device. Link to D.1
D.4 Identify the common uses of ICT in the real world Link to D.5
Education, Entertainment chatbots
D.5 Differentiate between the components of an ICT system Link to D.4
D.6 Explain how the adaptation of technology impacted the world we work and live in Link to all D.1 to D.5, D.7 and D.10
Example activity:
Let learners answer the following questions:
1. How has technology changed the way people work and live over the past few decades?
2. Indicate how technology has affected the types of jobs people have and how they do those jobs?
3. How has technology made it easier for people to communicate and connect with others around the world?
4. How do you think technology has influenced the things we watch, play, and enjoy for entertainment?
5. Indicate how technology has improved our access to information and learning?
6. Can you think of examples where technology has helped improve our health or the way we receive medical care?
7. How has technology changed the way people interact socially and the kinds of activities they do together?
8. What concerns do people have about privacy and safety in our digital world, and how can we address them?
9. Do you think technology has made our lives better overall? How?
10. What new technologies do you think will be important in the future, and how might they change our lives?
D.7 Present a basic understanding of the concept of input processing and output. Link to D.7 and C.2 – C.5
Explain different types of input, processing Link to robotics (e.g. sensors, etc.) and robotics apps
and output Link to coding apps and problems.
Example activity:
Create an IPO table to calculate the area of a
rectangle. The user will provide the length and
width of the rectangle as inputs, and the
program will process this information to output
the calculated area. Execution can be applied
in a coding activity (Link to D.10).
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Content (Grade 7 / Term 4) Notes/Examples
D.8 Interpret a pattern to represent or communicate a message or image Link to D.9, D.10 and C.1
Example activity – "Binary Bingo" Binary number system – revise and extend
Objective: Reinforce understanding of binary through a competitive Bingo
game.
Materials Needed: Bingo cards with binary numbers. Binary Bingo Card
(bingobaker.com), E.g.
Instructions:
Create Bingo cards with binary numbers, prepare a list of corresponding
decimal numbers, and provide each learner with a card.
Revise converting from decimal to binary.
Call out decimal numbers, learners cover corresponding binary numbers on
their cards.
After a Bingo, review binary numbers called and their decimal equivalents.
Offer prizes to Bingo winners.
Optional: Play more rounds with different Bingo patterns. / Reverse the
came by supplying cards with decimal numbers and write binary number on
the board
Summarise key points about binary and its role in computers.
D.9 Create a pattern to represent or communicate a message or image Link to D.8 and C.1
Link to D.8. and D.10. Learners create their own Bingo cards and corresponding decimal numbers. Do with D.8
D.10 Demonstrate a basic proficiency in the application of digital skills. Link D.8 and D.9.
Link to D.8. and let learners create their own Binary Bingo cards in Paint. Do with D,8 and Cs
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3.2 GRADE 8
Note:
Teachers must include the following competencies and content in their Annual Teaching Plan (ATP), distributed across the terms and sequenced, organised and grouped
in a manner that will facilitate learning in a manner that will make sense for learning and teaching, maximize the learners' learning outcomes and achievement. and in a
way that will make optimal use of time and resources. Some competencies could also be combined in bigger/more complex activities/programs.
3.2.1 Term 1
Content (Grade 8 / Term 1) Notes/Examples
Coding
C.1 Apply computational thinking (CT) skills to develop a set of logical instructions to solve a problem. Link to C.1 – C.7, R.5 – R.7
Example activity Done with C.2 and C.5, C.6 and C.7
In Grade 7, you have looked at different geometrical shapes: (square, pentagon, hexagon, heptagon and octagon) and the pattern/ relationship between these. Show learners an
Square Pentagon Hexagon Heptagon Octagon Circle octagon within a circle
You have noticed the to see that a shape
following/identified Example activity Shape gets closer to
the following resemble a circle as
the number of sides
Number of sides 4 5 6 7 8 (360) increases and the size
Number of angles 4 5 6 7 8 (360) of the turn angles
decreases
Size of the turn angle 90° 72° 60° 51,4° 45° 1°
Sum of turn angles 360° 360° 360° 360° 360° 360° Octagon within a circle
patterns/trends/relationships: Learners use computational thinking (and specifically pattern
• As the number of sides increases recognition) to reason about a generalised formula for
o the size of the turn angles decreases drawing a shape.
o the form of the shape gets closer to a circle Recognising patterns helps you to identify similarities, shared
• The sum of the turn angles of a shape equals 360° and a circle is also 360° characteristics and/or differences within or between
This information helped you to make more observations: problems. This helps to make predictions or to generalise
• The size of the turn angles for each shape can be calculated by dividing 360° by the number of sides, e.g. for the pentagon the turn angles can be solutions. If one can identify a pattern, one is generally able
calculated as 360/5 = 72. to predict, for example, the next item in a series or the next
There is a relationship between the of sides, the size of the turn angles and a circle (360°). step in completing a task.
• These patterns and relationships help to generalise the solution/algorithm for drawing shapes by finding general principles that create patterns. Look at How are patterns and pattern recognition helpful?
the following: • Identifying patterns can point you to an existing solution
Square (4 sides) Pentagon (5 sides) Circle (360 ‘sides’) N sides that you can use to solve a new problem.
Repeat 4x Repeat 5 times Repeat 360 times Repeat n times • Patterns help us to make predictions
Turn 360/4 (90°) Turn 360/5 degrees Turn 360/360 degrees Turn 360/n degrees • Pattern recognition helps us to generalise
Move 360/4 steps Move 360/5 steps Move 360/360 steps Move 360/n steps To generalise is to look at specific cases; identify a pattern
or relationship that will always be true; then represent the
The generalised algorithm for drawing shapes allows us to draw any shape – from a triangle to a circle! – by understanding the relationship between the steps; pattern in symbolic format.
the size of the angles and a circle (a circle as 360 “sides” that forms the round shape).
C.2 Present a simple coding solution using symbolic or written statements representing sequences of commands, single repetition, and conditional Link to C1, C.3 – C.7 and R.5 – R.7
constructs.
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Content (Grade 8 / Term 1) Notes/Examples
Example activity 1 The purpose of activity 1 is for learners to see how the shape
Provide learners with the code on the right. changes when the number of sides is changed withing the
Learners need to study the code and follow the instructions below: ‘formula’.
1. Run the code Ensure that learners understand that by only changing the
2. Change the number of sides and steps (all the 4’s) to 5. See what happens. number of sides, we can use the code to draw different
3. Now change the number of sides and steps to 6 and 8 respectively and watch what happens. shapes.
4. Finally, change the number of sides and steps to 360 and watch what happens.
C.3 Interpret and execute a given symbolic or written set of commands Link to C.1, C4, and C.6
Example activity – Introduce: When I start as a clone Note:
The following game lets balloons burst when one clicks on them and use a timer to show the time Literature suggests that it is important that learners must also
it takes you to burst the balloons. read and explain in plain language (their own words) what
Run the code and explain how the program works. the code does.
This type of activities should be done unplugged (pen-and-
Now write a similar game, paper) and only implemented after learners explained the
results. Many of these types of exercises are necessary to
ground concepts, skills and understanding of algorithms and
coding.
Note:
While learners should be able to describe what each line
(block) of code does, (describing a code segment line-by-
line/block-by-block) it is very important that learners explain
the overall purpose of the code (program), i.e. what the
program does/the purpose of the program is (not a line-by-
line description).
C.4 Debug a given symbolic or written set of instructions C.3 and C.4 done together and C.6
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Content (Grade 8 / Term 1) Notes/Examples
Example activity - Determine if a number is a prime number Note:
A prime number has only two factors: Then number itself and 1. Initialisation is the assignment of an initial value to a variable
The following program was written to determine if a number is prime or not, However, it does not work and is an important concept in coding as it allows the
correctly. Use a trace table to find the error and correct the program program to start with predefined values and avoid undefined
behaviour of programs such as garbage in and garbage out
(GIGO).
Generally, mistakes with initialisation are common.
C.5 Evaluate a given solution towards potential improvement
Example activity - Improve code Possible solution Previously, learners drew a square using fixed values.
Provide learners with the code from C.2 Learners will now be able to develop code that uses the
Request learners to improve the code using a variable so that the program could ask the user how many sides generalised formula, using a variable, to draw any shape the
their shape must have (giving them the following options 3, 4, 5, 6, 7, 8 or 360) user wishes to draw. (Refer to C.2)
Note: To generalise is to look at specific cases; identify a pattern
or relationship that will always be true; then represent the
Calibrate the pen (sprite) to ensure precise
pattern in symbolic format.
drawing.
The algorithm in C.2 will now be improved using a variable to
be able to draw the shape a user requests (using input from
Go to costumes and ensure that pen the user)
point is aligned with the bottom left dot.
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Content (Grade 8 / Term 1) Notes/Examples
C.6 Recognise and interpret patterns in symbolic sets of data or visualisations. Link to C.1 – C.4 and R.5 and R.6 and D.6 and D.7
Refer to C.1 – interpret and describe patterns for geometric figures and make conclusions based on the pattern provided Done with C.1 C.2 and C.5
C.7 Create or complete a pattern to represent a data set Link to C.1 – C.4 and R.5 and R.6 and D.6 and D.7
Refer to C.1 – complete pattern for geometric figures and abstract a generalised algorithm by identifying the general principles that create the pattern. Done with C.1 C.2 and C.5
Robotics
R.1 Explain what a robot is in simple terms. Link to R.2
R.2 Identify different types of robots. Link to R.1
Revise concept of a robot R.1 and R.2 done together
Learners need to investigate a robot in the security/ protection industry Learners can outline different types of robots in terms of their
use and application, i.e.,
Example activity- A robot/drone in the medical or agricultural industry • Medical Robots
Learners investigate a robot/drone used in medical or agricultural industry. They need to outline • Agricultural Robots
• The main components of the selected robot and
Virtual Customer Service Agents (in relation to automation
• Describe how the robot is used to achieve its goals.
and virtual robots used in the information systems space)
• Create a diagrammatical outline of the robot and its various components and extension capabilities.
• Present a short report on how robots that are used in the security and protection industry could be used on public transport or on farms
R.3 Outline the different components of a robot Link to R.5
Example activity – Introduce learners to a breadboard as a prototyping board/tool Review the following electronic components in terms of
providing a:
• Basic definition
Note: A breadboard consists of a rectangular or square-shaped plastic base with multiple • Purpose, and
rows and columns of interconnected metal terminals. These terminals are organized in a • how it could be used in simple physical computing and
grid pattern and are typically made of metal strips or spring clips. The key components of robotics projects.
a breadboard include:
Base: The plastic base provides structural support for the breadboard and houses the Learners must
grid of electrical terminals. It's often color-coded, with white or beige being common Build and prototype elementary circuits based on a GIVEN
colors. breadboard design (NOT circuit diagram) using simple
Rows: Rows of metal terminals run horizontally along the breadboard. Each row typically components.
Source www.pngegg.com contains five interconnected terminals. These rows are labeled with numbers or letters
for easy reference. Introduce the learners to the concept of a breakout
Columns: Columns of metal terminals run vertically along the breadboard. Each column board / expansion board.
typically contains multiple interconnected terminals. These columns are often used for
Outline the purpose of an expansion board and how it is
connecting components like integrated circuits (ICs) or sensors.
used in robotics and physical computing projects.
Power Rails: Many breadboards have two long rows of terminals on the sides, often
Outline the concept of GPIO pins and connectors.
labeled as "+ (positive)" and "- (negative)." These are the power rails and are used for The learners should be able to differentiate between the
providing voltage and ground connections to the circuit. following types of pins:
Terminal Holes: Small holes in the plastic base accommodate the insertion of • Voltage supply
component leads or wires. These holes connect to the underlying metal terminals. • GND
• Digital pins
• Analogue pins
Examples:
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Content (Grade 8 / Term 1) Notes/Examples
Component Basic definition Purpose Practical application example – May be used to: Example: Line following robot NOTE:
prototyped using a breadboard For all projects and experiments in grade 8, the learners
Breadboard A prototyping board with a Facilitates the quick Breadboards are valuable in robotics projects for creating must be instructed/guided in terms of which pins to use for
grid of interconnected and temporary and testing circuitry configurations, allowing for rapid
electrical terminals, used assembly of electronic iteration and customization of the electrical systems
the applicable projects.
for building and testing circuits, making it within a robot. They enable the connection of various
electronic circuits without easier to prototype and components, sensors, and microcontrollers without the
soldering. experiment with need for permanent soldering, making them ideal for the
various component development and debugging phases of robot
connections. construction. Components can be inserted into the
terminal holes, and the interconnected rows and columns
simplify the process of creating complex circuit
connections for prototyping and experimentation.
Expansion board An expansion board, also The primary purpose In robotics, expansion boards are commonly used to
known as a shield or of an expansion board simplify the connection of specific components or
daughterboard, is a is to extend the subsystems to the main robot control system. For
separate circuit board capabilities of the main example, a robotics expansion board might include motor
designed to attach to a platform, adding drivers, sensors, communication interfaces, or
primary electronic platform, specialized features or specialized processors tailored for robotic applications.
such as a microcontroller or components to These expansion boards streamline the integration of
a breadboard, to provide enhance its essential hardware components, making it easier for
additional functionality, functionality. engineers and enthusiasts to build, customize, and
components, or connectivity control robotic systems efficiently. Example: Microcontroller
options for specific connected to an expansion board
applications.
Components for use in elementary projects include all previous components (excluding sensors and servos (for breadboard prototyping)) PLUS
Component Basic definition Purpose Practical application example – May be used to:
DC Motors Electric motors that operate on direct Provide motion to various parts Powers robot movement, including wheel propulsion, arm articulation,
current (DC) power. of a robot, such as wheels, and conveyor systems.
arms, or grippers.
Polarized Capacitor An electrical component that stores and Used to filter, stabilize, or store Stabilizes voltage levels, reduces noise, and stores energy in various
releases electrical energy. electrical energy in various robot robot circuits.
circuits.
Potentiometer A potentiometer is a three-terminal Potentiometers are used to In robotics, potentiometers find application in control systems,
variable resistor that allows manual control and vary electrical especially for mechanisms where precise adjustments are required.
adjustment of its resistance, typically by resistance in a circuit. They For instance, potentiometers can be used in robotic arms to
rotating a knob or slider. It produces a enable users to adjust and fine- determine the angle or position of a joint, allowing the robot to
varying voltage output between its tune parameters like volume, accurately control the movement of its limbs. Potentiometers can also
terminals as the knob is turned, which is brightness, speed, or position in be employed in user interfaces, enabling manual input for tasks like
proportional to the physical position of the various electronic devices. robot arm positioning, gripper control, or setting operating
knob. parameters.
External DC Power An independent source of electrical power, Provides the primary source of Provides the necessary energy to operate the robot's components
Source (e.g., Batteries) typically in the form of batteries. energy to drive all robot and systems.
components and systems.
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Content (Grade 8 / Term 1) Notes/Examples
Example 1: Simple electronic circuit to show the functioning of a PiR sensor.
Example 2: Simple electronic circuit built from given breadboard circuit diagram. The speed of the DC motor and brightness of the LED is regulated with
the potentiometer.
Breadboard design (given to learners)
Equivalent build by learner (In this example the learner decided to add a
switch)
Expansion board with breadboard Example of expansion board with
Sample Expansion board
sensors connected. T-Type expansion board
Also see: https://tinkercademy.com/tutorials/microbit-breakout-board/
95
Content (Grade 8 / Term 1) Notes/Examples
Notes:
Breakout/Expansion boards are hardware components that enhance the capabilities of a microcontroller or single-board computer like the micro:bit. They are widely used in robotics and physical
computing projects to simplify hardware connections, extend functionality, and enable more complex projects.
The main purposes of an expansion board for microcontrollers are:
▪ Hardware compatibility: Breakout boards make it easy to connect various hardware components such as sensors, motors, displays, and more to the microcontrollers.
▪ Ease of use: Breakout boards simplify the process of connecting and disconnecting hardware components.
▪ Protection: Many expansion boards provide protection for the microcontrollers by offering voltage regulation and current limiting.
▪ Signal conditioning: Some breakout boards include signal conditioning circuitry that can filter or amplify sensor inputs.
▪ I/O expansion: microcontrollers have a limited number of I/O pins. Expansion boards often provide additional GPIO pins, allowing you to connect more components simultaneously.
▪ Specialized functions: Expansion boards can include specialized functions like motor drivers, audio amplifiers, or communication interfaces to extend the microcontrollers capabilities for specific
applications.
Breakout boards are particularly valuable in robotics and physical computing projects for the following reasons:
▪ Sensor integration: Robotics projects often require a wide array of sensors. Expansion boards simplify the connection and usage of these sensors.
▪ Motor control: Many robots require motor control to move and perform tasks. Expansion boards with motor drivers can control various types of motors.
▪ Display and feedback: Expansion boards may include LED displays or small screens that can convey information or feedback to users.
▪ Communication: Some expansion boards come equipped with communication interfaces to enable remote control and data exchange between the microcontrollers and other devices.
▪ Audio output: In robotics and interactive projects, audio feedback or speech synthesis is sometimes needed. Expansion boards can include audio amplifiers and speakers for this purpose.
R.5 Design a simple artefact based on a set of design instructions Link to R.5 and R.6 are done together
R.6 The learners need to be able to outline the difference in the
Ultrasonic and PIR functional operation functioning and operation of a PIR sensor as opposed to an
PIR Sensor Ultrasonic sensor ultrasonic sensor.
PIR sensors work based on detecting changes in Ultrasonic sensors use sound waves (ultrasonic The learners also need to understand how the various pins
infrared radiation emitted by objects. pulses) to detect the presence of objects. on each of the sensors are used.
They contain a passive sensor that detects heat These sensors emit high-frequency sound waves and
(infrared radiation) emitted by objects in their field of measure the time it takes for the waves to bounce
view. back after hitting an object.
When a warm object moves across the sensor's By calculating the time taken for the sound waves to
detection zone, it generates a change in the detected return, the sensor can determine the distance to the
infrared radiation, triggering the sensor. object and detect motion based on changes in this
distance.
Typical pins on a PIR
- VCC (Power Supply): This pin is used to connect Typical pins on an Ultrasonic Sensor
the PIR sensor to the power supply. It typically Source:
operates at a voltage of 3.3V or 5V, depending on https://howtomechatronics.com/tutorial - VCC (Power Supply): Like PIR sensors, the VCC
the sensor's specifications. s pin is used to connect the ultrasonic sensor to
Source: /Arduino/ultrasonic-sensor-hc-sr04/
- OUT (Output): The OUT pin is where the sensor the power supply. It typically operates at a
https://osoyoo.com/2019/01/23/graphical-
programming-tutorial-for-arduino-pir-motion- sends its output signal. When motion is detected, voltage of 3.3V or 5V.
sensor/ this pin typically goes high (logic level HIGH) or low - Trigger (or TRIG): The Trigger pin is used to
(logic level LOW), depending on the sensor's initiate the ultrasonic measurement. When you
configuration. send a brief high-level pulse (typically 10
- GND (Ground): This pin is connected to the ground microseconds) to this pin, the sensor emits an
or 0V reference of the power supply. ultrasonic sound pulse.
- Echo: The Echo pin is where the sensor sends a
signal back after it has received the ultrasonic
Source: https://www.circuits-
Source: https://datasheethub.com/hc-sr501- diy.com/hc-sr04-ultrasonic-distance- pulse and detected the reflection from an object.
pir-motion-sensor-module/ sensor/ The duration of the pulse on this pin is
proportional to the distance to the object.
- GND (Ground): The GND pin is connected to the
ground or 0V reference of the power supply.
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Content (Grade 8 / Term 1) Notes/Examples
Example 1 – Automatic dustbin
In the following example an expansion board is used which allows one to connect more components to the microcontroller. A dustbin lid is controlled to open and Note:
close based on the movement of a servo motor, which is triggered by an ultrasonic sensor. It is important that learners plan their projects.
Planning should include identifying resources required as
well as planning the code.
If a project is not planned well before building it and writing
code to realise the artefact, it can lead to difficulties when
they need combining components and structures, as they
may not have a clear roadmap for how different components
and structures should work together.
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Content (Grade 8 / Term 1) Notes/Examples
Example 2 – Boom gate
In the following example an expansion board is used which allows one to connect more components to the microcontroller.
In the example an Ultrasonic sensor, LED and Servo is used in a boom gate application. The gate opens if the ultrasonic sensor picks up a “car” in proximity and
the LED is switched on. The LED switches OFF and the gate closes if there is nothing close to the proximity of the sensor.
NOTE: The learners should be guided on which pins to use.
R.7 Create, test and execute a set of robotic instructions Link to R.6 and C.1 – C.7
Example activity Microcontroller Dice Simulation Activity Note:
Objective: Learners need to transfer the programming knowledge and
skills acquired in the block-based coding environment (use
• Simulate the roll of four dice using a microcontroller. After displaying each die value, calculate and display the total value. their experience with another environment) to the new micro
controller block-based coding environment.
Microcontroller, Display (LED matrix, LCD screen, or serial monitor)
It is a good idea to quickly revise the knowledge and skills
• Set up your microcontroller with the necessary components (dice and display). required for the new coding environment by linking it to the
• Generate a random number between 1 and 6 for each die (simulating a roll). first coding environment learned and explain how it works in
• Display the value of each die on the chosen display (e.g., LED matrix or serial monitor). the new environment.
• Calculate Total:
• Display the total value.
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Digital Concepts
D.1 Outline the concept of technology and purpose of information technology (IT) Link to D.2, D.3, and D.7
Example activity – Why do we need computing devices Revise and extend from previous grades
In small groups learners watch the video https://youtu.be/qfUZBKDh9BY and use a KWLS chart. Learners should be able to:
Learners discuss what computing devices are, the need for computing devices and how it helps them • •Explain what a computing device in the context of
Computing devices are super helpful because they can do so many jobs fast and accurately. They help us with schoolwork, entertainment, communication (like information technology is
sending messages or making video calls), and even controlling other devices like smart lights or thermostats in our homes. • •Relate the concept of a computing device to that of an
IT/ICT tool
• The role of hardware and software (apps and operating
system)
• The role of IT professionals in transforming data into
information for making informed decisions
D.2 Recognise that he or she is living as citizens in a digital world. Link to D.4 and D.6 and D.10
Finding information online. Evaluating information (false/fake news, evaluate information). Learners need to
Check the source – is it a reputable website/source> • Develop strong information evaluation skills to become
Verify the author – who crated/wrote the information? Is the person/organisation an authority on the topic? critical consumers of online information and news
Check for citations – reliable sites usually cite their sources and provide references/links to other sites to check information • Fact-check online information to identify false/fake news
Check the publication date – ensure that information is up-to-date and relevant, especially in technology fields that evolve rapidly and to fact-check before accepting that it is true
• Demonstrate knowledge of types of false information/fake
Example activity news
Divide learners in small groups. Provide each group with printouts from two websites (one reputable and one scaly). False news or Fake news is news or stories created to
Groups to evaluate both websites and prepare a short presentation based on their evaluation. deliberately misinform or mislead readers and includes.
Randomly selected groups present their evaluation and teacher leads discussion on the presentations. o Disinformation - Deliberately false information
o Misinformation - Erroneous or incorrect information.
Not always be deliberate; it is just wrong or mistaken.
o Propaganda - Information, ideas, or rumors
deliberately spread widely to help or harm a person,
group, movement, institution, nation, etc.
D.3 Demonstrate an understanding of the concept of a computing device. Link to D.1, R.3, R.
Components of a simple home network Learners need to
• Group of two or more connected computers or devices (e.g. printer) that Identify the components (computing devices, network
• are confined to small geographical area, e.g. home or small office devices and communication (wired and wireless) of a basic
• Share common communication medium such as wired or wireless connections home network
• are connected to a central connecting device such as a router
• uses a modem to connect to the internet A Network is
• two or more computers and other hardware devices linked
together through communication channels
Identify and give examples of different connectivity methods in a real-world scenario (Bluetooth, (wired/wireless).
Wi-Fi, cellular, cabled). • The connection allows devices to share data.
• It is used to share electronic communications and
resources, such as printers with various users and files
printers with various users
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D.4 Identify the common uses of ICT in the real world.
Examples to be discussed in small groups Learners need to demonstrate knowledge of ICTs in
Divide learners into small groups. Each group draw a topic and a sub-topic, discuss uses and impact and prepare a presentation to present their discussions and everyday life.
findings to the class.
Entertainment and media
Streaming Services: ICT supports the delivery of music, movies, TV shows, and video games over the internet
Digital Publishing: Newspapers, magazines, and books are available in digital formats, accessible on various devices
Social Networking: Platforms like TikTok and Snapchat provide avenues for user-generated content and social interaction
Education
E-Learning: ICT enables online courses, virtual classrooms, and distance education, making learning accessible to people worldwide
Digital Resources: Students and teachers use digital textbooks, educational websites, and multimedia tools for research and learning
Agriculture
Precision Farming: ICT tools like GPS, drones, and sensors help farmers monitor crops, optimize irrigation, and manage resources efficiently
Weather Forecasting: Advanced weather prediction systems assist farmers in planning and risk management
D.5 Differentiate between the components of an ICT system.
Discuss the specifications of hardware for a given computing device (Reference from advertisements). Revise and extend
Learners differentiate between the different types of hardware components, such as input/output devices, storage devices, processors and network/connection
devices, and explain their functions in a computing system.
Expand on the concept of networks and introducing controlling devices remotely (e.g. cell phone as controlling device (Bluetooth speakers) or hotspot for
connecting to the Internet
D.6 Explain how the adaptation of technology impacted the world we work and live in Link to D.2 and D.3
• Computers and networks can be used to commit crime → computer/cybercrime Cybercrime includes
• Cyber/computer crime is any criminal activity that involves a computer, networked device or a network • Steal or alter data
• Done against computers or computing devices directly to damage or disable them • Steal personal data/information such as passwords
• Spread misinformation or malware using computers or networks • To gain unlawful use of computers or services or access
• Some cybercrimes do both → target computers to infect them with malware which is then spread to other machines and, sometimes, entire networks. to networks
https://youtu.be/dRKMlG0KTkY • Create and distribute malware
D.7 Present a basic understanding of the concept of input processing and output. Link to C.1 – C.5
Discuss the information processing cycle regarding a given real-life scenario (input,
processing, output, storage, communication).
Data as input
Processed data results in information that can be simulated using graphs and
impact decisions
D.8 Interpret a pattern to represent or communicate a message or image D.8 and D.9 done together and Link to C.1
D.9 Create a pattern to represent or communicate a message or image.
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Example activity – Use binary representation to create a table to Note
represent the following: Example: Learners will need guidance from the teacher on this activity
Red (R) Green (G) Blue (B) Colour
Note:
0 0 0 Black
Ensure that learners understand that binary only have two
0 0 1 Blue
states:
0 1 0 Green off (0) and on (1) or true and false
0 1 1 Cyan
1 0 1 Magenta Let them think of a digital system as a series of tiny switches
1 1 0 Yellow that can be either on or off, like a light switch.
1 1 1 White In the digital world, everything is represented using these on-
off switches. Each switch is like a tiny piece of information,
Extend for different patterns, e.g. words, sentences etc.
called a "bit." When you put many bits together, you can
represent more complex things, like numbers, letters,
pictures, and sounds.
D.10 Demonstrate a basic proficiency in the application of digital skills. Link to C.1 – C.7 and R.5 – R.7
Introduce learners to a presentation application such as PowerPoint. (PP) – elementary level only Revise file and Folder management: This PC
Learners explore the PP environment and create a simple PP about themselves. Introduce presentation software (elementary level)
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3.2.2 Term 2
Content (Grade 8 / Term 2) Notes/Examples
Coding
C.1 Apply computational thinking (CT) skills to develop a set of logical instructions to solve a problem. Link to C.1 – C.7
Example activity Remember
Remember:
Divide learners into pairs. Sequence and detail
Each pair solves the following problem using computational thinking. An algorithm is an ordered list of well-defined steps or Sequencing is putting events or information in a specific
Problem: instructions that you can follow to perform a task or order. It is the skill that helps you to plan what steps to take
You need to find a picture on the Internet which you want to use as a sprite in your block-based solve a problem. to perform a task successfully.
application. These instructions are often expressed as something Detail means considering every aspect or minor part of
Use computational thinking to describe the steps you will follow (develop an algorithm) to realise that humans can understand. Eventually, these something. It is to describe or give exact information about
this. Take note of the characteristics of a good algorithm when designing your instructions. instructions must be translated into a sequence of something. The steps or instructions to perform a task need
computer instructions using enough detail so the to be unambiguous – they need to be precise and clear to
Pairs swop instructions/algorithms and test to see if the other pair’s instructions work correctly. They computer can execute the instructions. avoid misinterpretation or different interpretations by different
now act a s the computer and follows the instructions to the letter. Each pair adds comments for the people.
other pair, if necessary, to fix or improve their instructions. Developing an algorithm How are sequence and detail helpful?
To develop an algorithm, you must identify what needs In sequencing, we learn about patterns in relationships. We
Pairs return turn the instructions with comments to the original pair to fix or improve if necessary. to be done (the instructions) and the order in which also learn to understand the order of things. By learning to
they must be done. sequence, we develop the ability to understand and arrange
When developing an algorithm, each instruction is purposeful patterns of actions, behaviours, ideas, or
identified and the sequence in which the instructions thoughts.
are carried out, is planned and must be logical. Attention to detail is important because it helps prevent
mistakes and ensures the successful completion of a task.
C.2 Present a simple coding solution using symbolic or written statements representing sequences of commands, single repetition, and conditional Link to C.1 C.3 – C.7
constructs.
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Content (Grade 8 / Term 2) Notes/Examples
Example activity 1 Note:
You want to explain to your younger brother how to determine whether you pass a test. You wrote down the following main steps: Explain the symbols in the table below to the learners.
1. Get the test mark (mark obtained for test)
2. Get the test total (Total marks for test)
3. Calculate the percentage
4. If percentage is more than 30, you have passed, else you have failed
Study the following IPO table and determine if the algorithm is correct
You can represent the above instructions/algorithm using a flowchart:
Example activity 2
Convert the flowchart into block-based code.
Run the program, test and debug
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Content (Grade 8 / Term 2) Notes/Examples
C.3 Interpret and execute a given symbolic or written set of commands Link toC.4
Example activity – Trace code to explain what it does Note:
Use a trace table to work through the following program and It is important that coding activities revise coding concepts
explain what it does learned in previous terms and grades cumulatively, using
different activities and combinations of concepts.
Note:
Literature suggests that the biggest problem of novice
programmers does not seem to be the understanding of
basic coding concepts but rather learning to apply them.
Therefore, at this level, beware of giving learners
programming tasks that combine too many concepts
(Robins, 2019).
C.4 Debug a given symbolic or written set of instructions Link to C.3
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Content (Grade 8 / Term 2) Notes/Examples
Example activity – BMI calculator Note:
To determine if one is overweight, on can calculate one’s Body Mass Index (BMI) Learners must understand the difference in the use of AND
BMI is calculated through the following formula: 𝐵𝑀𝐼 =
𝑊𝑒𝑖𝑔𝑡ℎ (𝑘𝑔) OR (link to truth tables done with Rs)
[𝐻𝑒𝑖𝑔ℎ𝑡 (𝑚)] 2
The BMI is interpreted as follows: Debugging is an integrated and important part of coding.
• Underweight = <18.5 While learners need to debug all the code the write, learners
• Normal weight = 18.5–24.9 must also be provided with incorrect code which they need to
• Overweight = 25–29.9 debug.
• Obesity = BMI of 30 or greater
Get a person’s weight (in kg) and height (in m), then determine if the person is overweight or not.
Display a message to that will inform a person if he/she is underweight, normal weight, overweight or obese.
Someone wrote a program to determine a person’s BMI, but it does not work correctly.
Use a trace table to work through the program and determine what the problem is. Correct the code and
execute the code to test it.
If it works correctly, WELL DONE, else repeat the process to find the problem until the program works
correctly.
C.5 Evaluate a given solution towards potential improvement.
Example activity – Multiplication table Note:
The following two programs are provided. Both programs can display the 12-times table Many learners tend to focus on very small parts of the code
Study both algorithms and describe how each works. Evaluate each. Which algorithm is the best? Explain why. and lose sight of the "big picture".
They are also prone to focus on superficial aspects of the
task/problem that are not functionally central to the solution
Program 1 Program 2 (Lister & Teague, 2014)
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Content (Grade 8 / Term 2) Notes/Examples
C.6 Recognise and interpret patterns in symbolic sets of data or visualisations. Link to C.1, C.2 and D.6 and D.7L
Example activity – Interpret a pattern You want to interleave practise in problems.
Divide learners into pairs. “It is important that problem types must differ, for example,
The driver receives the code on the right on paper you want to randomly have a problem of one type and then
The navigator receives a blank page and a pen/pencil. solve a problem of another type and then a problem of
The driver reads the code, calls out the code and acts out the instructions (the driver may ignore acting out the pen another type. And in doing that, it feels difficult, and it doesn’t
instructions but still calls out the pen instructions for the navigator who holds the pen/pencil) feel fluent. And the signals to your brain are, I am not getting
As the driver calls out and acts out an instruction, the navigator draws the instruction on paper. this. I am not doing very well. But in fact, that effort to try to
The navigator must also hold count of the number of times a loop is executed and must tell the driver when to exit the loop. figure out what kinds of approaches do I need for each
Both the driver and the navigator must also hold count of the variable (length) contents to ensure the instructions are carried problem as I encounter a different kind of problem, that is
out correctly. producing learning. That is producing robust skills that stick
When done, the driver copies the code to a block-based coding app, runs the code on the computer and the navigator with you.”
compares the result with the drawing made during acting out process. Dr Mark A. McDaniel, Harvard University
If the navigator’s drawing is incorrect, the pair need to determine where they misinterpreted the code, or they can switch
roles and repeat the exercise to determine where they went wrong.
The pair then change the code as follows:
Replace the no 4 with no 3 in both loops
Replace the 90 degrees with 120 degrees in both instances.
Run the code and watch what happens
Refer to the activity in Term 1 C.5 and play with different number of repeats and degrees.
C.7 Create or complete a pattern to represent a data set
Example activity - Create a pattern Note:
An embroidery machine uses the following commands for creating patterns: This task is an example of how an algorithm can be used to
OUT (cc)-IN (dd), where cc and dd indicate the position of the needle in the grid. create a pattern by an embroidery machine.
Example: An algorithm describes the steps we follow to complete a
OUT(E6)-IN(G8) moves the needle to the E6 position and pulls the cotton thread through the fabric from behind. The needle then task. Algorithms are common in computer science, but
moves to the G8 position and pushes the thread from the front through to the back. The following two commands create a pattern outside computer science algorithms may play a role in
like the one below: OUT(E6)-IN(G8); OUT(E2)-IN (E4 solving everyday life problems.
Create an embroidery pattern by programming instructions for his embroidery machine.
By identifying patterns, we can predict what will come next
and what will happen again and again in the same way.
Write down the set of commands that will complete the following pattern In Computer Science/coding we analyse patterns in data and
2020-Talent-Search-Solutions-book.pdf (olympiad.org.za) make predictions and generalisations based on the pattern
analysis.
Robotics
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Content (Grade 8 / Term 2) Notes/Examples
R.3 Outline the different components of a robot
Introduce the RGB LED in detail. Introduce Boolean logic and logical gates.
Component Basic definition Purpose Practical application example – May be used to:
RGB LED (Red, An LED capable of emitting Used for colour indication, lighting Used to display colours or convey information through Learners understand the principles of
Green, Blue LED): different colours by varying the effects, and display purposes in robots. different colour combinations. • Boolean logic
intensity of its red, green, and blue • Logical gates (AND, OR and NOT)
components. • How it relates to the design, programming and functioning
of robotic systems
Boolean Logic: Logical Gates:
Boolean logic is a fundamental branch of mathematics and logic developed by Logical gates are electronic circuits that implement Boolean logic operations. Learners can
George Boole in the mid-19th century. It deals with true and false values, They take one or more binary inputs and produce an output based on the • Represent a simple truth table for the AND, OR and NOT
represented as 1 and 0, respectively. In Boolean logic, statements are predefined logical function. The three most basic logical gates are AND, OR, gates
evaluated based on these binary values, and operations are performed using and NOT gates. Complex logical operations can be constructed by combining • Interpret a simple logical gate diagram provided and
logical operators such as AND, OR, NOT, etc. These logical operations are these basic gates. comprising of no more than 3 inputs and a maximum of
fundamental building blocks in decision-making and control processes four gates to determine a single outcome
The learners are introduced to the 3 ANSI symbols for the three logical gates.
NOT AND OR
Also see (https://en.m.wikipedia.org/wiki/Logic_gate
https://www.computerscience.gcse.guru/theory/logic-gates
R.5 Design a simple artefact based on a set of design instructions Done with R.6 and R.7
R.6 Mimic the operations of a robot R.5 and R.6 done together
Breadboard project – RGB LED
Outline how an RGB LED works and have the learners understand how the various colours are displayed. Links to truth tables. Reinforce concepts pertaining to components.
Equivalent build by learner (In
this example two position
slide switches was not
available and simple push
Note: Breadboard design (given to learners) buttons were used)
The mixing of colours and the truth table
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Content (Grade 8 / Term 2) Notes/Examples
R G B Result
0 0 0 0
0 0 1
0 1 0
0 1 1
1 0 0
1 0 1
1 1 0
1 1 1
Project 2 (Micro: bit + RGB)
Digital and analogue pin output
Introduce the learners to the concept of digital pin vs analogue pin output.
Differentiate between digital and analogue pin output and how it is used in robotics or physical computing applications.
Basic Definition Purpose Usage in Robotics, in respect of a (Microcontroller)
Digital pin output Digital pins on a microcontroller are Digital pins are primarily used for In robotics projects with a microcontroller, digital pins can
used for sending digital signals, tasks that involve binary on/off be used to control various components such as LEDs,
0 which can have only two possible
states: HIGH (1) or LOW (0).
control, like turning an LED on or
off, controlling a motor's direction,
servos, motors, and relays. For instance, you can use a
digital pin to turn on or off an LED to indicate the robot's
or sending digital signals to other status or activate a motor for a specific robotic movement.
1 digital devices.
Analogue pin output Analog pins on a microcontroller can Analog pins are typically used for In robotics, analogue pins on a microcontroller can be
output analogue signals, which tasks that require variable or used to control the speed of a motor, adjust the position of
0 1023 provide a range of values between 0 smooth control, such as dimming a servo, or read values from analogue sensors like light-
and 1023, representing different the brightness of an LED, dependent resistors (LDRs) or potentiometers. For
levels of voltage or intensity. controlling the speed of a motor, example, you can use an analogue pin to read the output
or reading analogue sensor from a distance sensor and adjust the robot's speed or
values. behaviour based on the detected distance.
In the following simulated example random values are chosen to be passed as analogue values to each of the pins to an RGB LED resulting in a different random
colour being displayed by the LED.
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Content (Grade 8 / Term 2) Notes/Examples
Physical build of the RGB project (The R
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Content (Grade 8 / Term 2) Notes/Examples
R.4 – Present an understanding of how robots affect the world. Link to R.1, R.2 and R.3
Example activity –How they affect the world The learners should be able to:
Provide learners with videos to watch, e.g. https://youtu.be/_Lad2u931Cw and https://youtu.be/I4iW-L5J7dg and a KWLS chart. • present a basic understanding and consider the potential
Learners watch videos and complete the KWLS chart ethical dilemmas related to robotic technologies, such as
Now, divide learner into pairs. Each pair identify a field/type of robots, e.g. the hospitality industry, discuss advantages/disadvantages and what ethical dilemmas privacy concerns, AI bias, jobs, and the responsibility for
might occur actions performed by autonomous robots.
• present a basic description and understanding of robot
programming and its role in automation and how it plays a
significant role in robot functionality and their integration
into various industries.
R.7 Create, test and execute a set of robotic instructions Link to R.5 and R.6
Example activity 1 – Wave illusion Note:
Display any picture or pattern and create the illusion of a wave moving through the pattern. Learners need to transfer the programming knowledge and
When Button A is pressed, a “wave” must move through the pattern from left to right. skills acquired in the block-based coding environment (use
Tip: Change the intensity of the first column of LED lights for 500 ms, then for the second column, until it is done for all columns. their experience with another environment) to the new micro
When Button B is pressed, a “wave” must move through the pattern from right to left. controller block-based coding environment.
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Content (Grade 8 / Term 2) Notes/Examples
Example activity 2 “catch the dot” game. It is a good idea to quickly revise the knowledge and skills
The purpose of this game is to navigate a basket (LED bar) to “catch” other LED lights. required for the new coding environment by linking it to the
Press both buttons to start the game. first coding environment learned and explain how it works in
Create a “basket” or “bar” that is 3 LED lights long. The basket displays at the bottom of the screen when the game starts. the new environment.
Display a random dot on the microcontroller for a random number of seconds. Move the basket with up-, down-, left- and right arrows to “catch” the dot.
Repeat the game 10 times (or as many times as you want to).
When Button A is pressed, display the number of dots that you caught with the basket.
Example activity 3 “reveal the picture”
The purpose of this program is to create a continuously flashing picture by revealing a pattern or picture starting from left to right.
The learner must use loops to switch on the lights and not design different grids manually.
Reveal the LED lights starting from the first column until the whole pattern is displayed.
Use a loop to display (switch on) the LED lights from the first column to the last column.
Repeat the process to make a “flashing” pattern.
See an example of a pattern on the right. You can also design your own pattern.
Digital Concepts
D.2 Recognise that he or she is living as citizens in a digital world.
Example activity – Discuss the POPI Act and copyright issues Learners need to understand what copyright and plagiarism
Discuss what the POPI Act does: is (about software, information, intellectual property),
Keep information safe - The POPI Act makes sure that companies and organizations, like schools, banks, and websites, must keep your personal information including
safe. They can't just share it with anyone • Awareness of POPIA (POPI Act)
Ask for permission - Before a company can use your personal information, they must ask for your permission. It's like asking for your permission to read your • What copyright is
secret diary • How to protect personal information
Tell you what they are doing - Companies must explain to you why they need your information and what they'll do with it. It's like them telling you why they want to • What the Public Domain is
read your diary • Awareness that sources should be referenced
Let you control your information - The POPI Act gives you the power to say "no" if you don't want a company to use your information. It's like you can decide • Understand the significance of network security and the
who can or cannot read your diary importance of protecting personal and sensitive
Say what happens if they do not follow rules - If a company doesn't follow the rules in the POPI Act and doesn't keep your information safe, they can get into information.
trouble and must pay a fine.
Examples:
• Say you sign up for a game app on your phone. The app company must ask your mom or dad for permission because you're a Grade 7 learner, and they need to
explain why they want your information (like your name and age) and how they'll use it (to create your game account). If they don't ask for permission or share
your information without permission, they can get in trouble
• At school, your teacher keeps a list of your names and marks. They can't just show that list to everyone. They must keep it safe and only share it with people
who need to see it, like your parents
The POPI Act is like a protector of your personal information. It makes sure that your information is treated carefully and respectfully by companies and
organizations. Just like you want your secret diary to be safe and private, the POPI Act helps keep your personal information safe and private tool
Now, divide learners into small groups.
Provide each group with information on POPIA as well as copyright with questions they need to answer.
Groups report on the following:
• What the POPI act is
• What copyright is
• Why sources should be referenced
• How to protect personal information
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Content (Grade 8 / Term 2) Notes/Examples
D.4 Identify the common uses of ICT in the real world Link to D.5
• Website – collection of web pages with related information Discuss WWW concepts
• Webpage is a document that have text, images, videos, animations, etc. (a page in a website) Learners need to demonstrate knowledge (what it is) of
• URL (Uniform Resource Locator) – A web address that is unique to each resource on the web. It could be the address of a webpage or an image file WWW concepts:
• Hyperlink – links to other webpages • Website
• Web server – A computer where files are stored which can be accessed via the internet using HTTP • Webpage
• Browser – used to access websites and web pages. It allows you to • Web server
see HTML document as a beautiful document e.g. Edge, Chrome. It • Browser
interprets HTML code to display images, etc. • Search engine
• Search engine – used to search for specific information on the web • URL
within the browser, e.g. Google, Bing • Hyperlink
Example activity – Explore Web concepts Learners need to provide an example of
Provide learners with a KWLS table on a worksheet • URL
Learners watch the following videos and complete the columns in the • Browser
KWLS chart • Search engine
https://youtu.be/X6DIH7b82Qw • Website
https://youtu.be/AGGWCbMvOxA Learners need to distinguish between a website and a
https://youtu.be/-U-j88slQUk or https://youtu.be/d15SBe3diu4 webpage
D.6 Explain how the adaptation of technology impacted the world we work and live in Link to D.2
Example activity - Importance of the WWW Learners need to understand
• Define the concept of the World Wide Web (WWW) and its role in the broader context of the internet. • what the WWW is
• Explain how the WWW facilitates communication, collaboration, and information sharing among individuals and organisations. • how it facilitates communication, information sharing and
• The world wide web opened the internet to everyone, not just scientists. collaboration
• It connected the world in a way that was not possible before and made it much easier for people to get information, share and communicate.
• It allowed people to share their work and thoughts through social networking sites, blogs and video sharing.
D.7 Present a basic understanding of the concept of input processing and output. Link to C.2 – C.5
Understand how the Information Processing Cycle relates to networks in terms of Input, output, processing, storage and communication (link to coding & robotics) Revise information processing cycle
D.8 Interpret a pattern to represent or communicate a message or image. D.8 and D.9 done together
D.9 Create a pattern to represent or communicate a message or image. Link to C.5 – C.7
Use algorithms and transfer to block-based coding Red (R) Green (G) Blue (B) Colour Possible
Example activity: 0 0 0 Black solution:
Use the following algorithm to ask for a binary number and display the corresponding button in the colour 0 0 1 Blue
as shown in the table below.
0 1 0 Green
Use the table to determine the outcome.
1. Create costumes for each colour in the table above. Number the costumes from 1. 0 1 1 Cyan
2. Ask for a Binary number. 1 0 1 Magenta
3. Read and store the input binary code. 1 1 0 Yellow
4. If the first letter of the binary code entered is equal to 1, add 4 to the variable. 1 1 1 White
5. If the second letter of the binary code entered is equal to 1, add 2 to the variable.
6. If the third letter of the binary code entered is equal to 1, add 1 to the variable.
7. Switch to the corresponding costume.
D.10 Demonstrate a basic proficiency in the application of digital skills. Link to Cs and Ds
Revise file and folder management.
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3.2.3 Term 3
Content (Grade 8 / Term 3) Notes/Examples
Coding
C.1 Apply computational thinking (CT) skills to develop a set of logical instructions to solve a problem. Link to all Cs
Example activity 1 – Solve a scrambled algorithm Snakes and ladders algorithm. You want to interleave practise in problems.
Divide learners into pairs and provide each pair with a worksheet with the Place the icon on the first block on the bottom left of the board “It is important that problem types must differ, for example, you
algorithm on the right that explains how the game snakes and ladders must be Repeat want to randomly have a problem of one type and then solve a
played. Player throws a die problem of another type and then a problem of another type.
Each pair studies the algorithm and read and explain the algorithm to each other. Repeat And in doing that, it feels difficult, and it does not feel fluent.
(Do pair reading. One learner starts and read the first instruction, and the pair Move the icon forward And the signals to your brain are, I am not getting this. I am not
decides on the meaning. The other learner in the pair then reads the next line and Until the number of moves is the same as the number on the dice doing very well. But in fact, that effort to try to figure out what
the pair decides on the meaning, etc.) If the icon lands on a snake’s head, then kinds of approaches do I need for each problem as I encounter
One learner in the pair cuts out the algorithm (on the lines) and the other learner in move down and place the icon on the snake’s tail a different kind of problem, that is producing learning. That is
else if the icon lands on the lower part of a ladder, then
the pair scrambles the algorithm. producing robust skills that stick with you.”
move up and place the icon up to the top of the ladder
Pairs swop their seats with other pairs to unscramble their algorithms. Dr Mark A. McDaniel, Harvard University
else
Each pair must put the algorithm back in the original order. leave the icon where it is
The pair with whom they swopped initially must check each other’s solutions. EndIf
Until icon lands on the top right block
Say “You are the winner!”
C.2 Present a simple coding solution using symbolic or written statements representing sequences of commands, single repetition, and conditional Link to C.1, C.3 – C.7 and R.6 – R.7
constructs.
Example activity 1– Funny name generator
The purpose of the program is to swap the first letters of a name and a surname.
Example: I the name and surname are “Susan Duncan” then the name “Dusan Suncan” must be displayed.
Input: A name and a surname.
Output: A string that displays the name and surname in which the first letters were swopped around.
C.3 Interpret and execute a given symbolic or written set of commands
Example activity – Evaluate code, explain what it does and change to achieve a different outcome Note:
Divide learners into pairs. Generally, most learners are comfortable with tasks/problems
The driver receives the code on the right on paper that require them to write code that requires them to combine
The navigator receives a blank page and a pen/pencil. one or two concepts at a time. Manny learners, however,
Refer to the activity
The driver reads the code, calls out the code and acts out the instructions (the driver may ignore acting out struggle when they must combine coding concepts at a time/in
the pen instructions but still calls out the pen instructions for the navigator who holds the pen/pencil) in Term 1 C.5 and
play with different one program as it increases the difficulty level as well as the
As the driver calls out and acts out an instruction, the navigator draws the instruction on paper. The
number of repeats complexity of the task/problem. It is therefore advisable that
navigator must also hold count of the number of times a loop is executed and must tell the driver when to
and degrees. leaners practise coding concepts using small, basic,
exit the loop.
When done, the driver copies the code to a block-based coding app, runs the code on the computer and manageable tasks/problems until they are ready for the next
the navigator compares the result with the drawing made during acting out process. step.
If the navigator’s drawing is incorrect, the pair need to determine where they misinterpreted the code, or
they can switch roles and repeat the exercise to determine where they went wrong. Some learners may require guidance when the task requires
The pair then change the code as follows: several coding concepts to be combined.
Replace the no 4 with no 3 in both loops
Replace the 90 degrees with 120 degrees in both instances.
Run the code and watch what happens
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Content (Grade 8 / Term 3) Notes/Examples
C.4 Debug a given symbolic or written set of instructions Link to C,1 – C.3 andC.5 – C.7 as well as R.5 – R.7
Example activity – Swop values Note:
The code on the right simulates two people throwing a die to determine who should start when Learners need to understand that when swopping two
playing a game. The player that gets the largest number, starts the game. They use the Random variables, they need an extra variable to temporary store a
instruction to simulate the throw of a dice. A random value from 1 – 6 is assigned to each player. variable to be swopped.
If the players are assigned the same number, the program tells them that it is a tie and that they
must run the program again to determine who starts the game. One can explain it through the following analogy
To make the game a little more interesting, they decide that after the random values are assigned to
each player, they will first swop values (the random value assigned for Player 1 and the random
value for Player 2 must be swopped), then the player with the biggest number will start the game.
The code, however, does not work correctly.
Run the code and determine what is wrong, Then, debug the code and test again.
Note:
If you struggle work through the
following activity that you have done in
the previous grade to guide you
towards a solution
The crane in the port of Durban
responds to six different input
commands:
1. Left
2. Right
3. Up https://olympiad.org.za/talent-search/past-papers/pen-and-paper/
4. Down
5. Grab
6. Release
Crate A is in the left position, crate B is in the position on the right
Which is the correct set of instructions to swap the position of the two crates? Write down the letter of the correct answer.
A (Down, Grab, Up, Right, Down, Release, Up)
B (Down, Grab, Up, Right, Down, Release, Up) (Right, Down, Grab, Up, Left, Left. Down, Release, Up) (Right, Down, Grab, Up, Right, Down, Release)
C (Right, Right, Down, Grab, Up) (Left, Left, Down, Release, Up)
D (Down, Grab, Up, Right, Right, Down, Release, Up) (Down, Grab, Left, Down, Release, Up) (Down, Grab, Up, Right, Down, Release, Up
C.5 Evaluate a given solution towards potential improvement
Example activity
A customer is awarded points when using a loyalty card. The store decides double all its customers’ points.
Those customers who have points greater than 2500 before the points are doubled will be awarded an
additional 500 points.
Study the flowchart and evaluate the outcome of the program by answering the questions that follow:
• If Box 4 is moved immediately below Box 1, will the algorithm still produce the same result if the
points entered are 1000? Explain your answer.
• If Box 4 is moved immediately above Box 1, will the algorithm still produce the same result if the
points entered is 3000? Explain your answer.
• What will happen if Box 3 and Box 4 are interchanged.
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Content (Grade 8 / Term 3) Notes/Examples
C.6 Recognise and interpret patterns in symbolic sets of data or visualisations Link to C.1 - C.5 and C.7 as well as R.5 – R.6
Example activity
The bird must catch the worm, but there is a mistake in the code that the
bird must follow
Which part of the block code contains a mistake?,
A, B, C or D?
2020-TS-Intermediate-Question-Paper.pdf (olympiad.org.za)
C.7 Create or complete a pattern to represent a data set Link to C.6
Example activity Link to C.3
Refer to the activity in C.3 above.
In pairs, learners design, create and code their own patterns
Robotics Link to R.1 – R.6
R.3 Outline the different components of a robot
Revise the electronic components and sensors and actuators covered thus far. Learners must
• differentiate between a 180-degree servo and a 360-degree
Servo Motors (continuous rotation servo), in terms of its mechanical
Learners must explain what the following segments of code will do when executed on a 180-degree servo as opposed to a 360-degree continuous servo, and operation and how its coded.
apply it in an application as required • present a basic understanding of the concept of pulse width
modulation (PWM)
• distinguish between a 180 degree and a 360 degree servo
motor and apply both where appropriate
The learners should be able to explain what the following segments of code will do when executed on a 360-degree continuous servo and apply it in an
application as required.
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Content (Grade 8 / Term 3) Notes/Examples
180 Degree Micro Servo 360-Degree Continuous Servo
Mechanical Operation Mechanical Operation
A 180-degree micro servo is a type of A 360-degree continuous servo, on the other
servo motor that can rotate precisely hand, can rotate continuously in either
within a 180-degree range. direction without any physical stops.
It has a limited range of motion, typically It doesn't have a fixed endpoint like a 180-
from 0 degrees (fully counterclockwise) to degree servo; it can rotate indefinitely.
180 degrees (fully clockwise). Continuous servos are commonly used in
It is designed for applications where applications where continuous motion or
precise angular control within this limited speed control is needed, such as robot
range is required, such as steering wheels or conveyor belts.
mechanisms or robot joints that do not It also uses PWM signals for control, but the
need continuous rotation. position is not fixed; instead, the duty cycle
It operates by receiving PWM signals corresponds to the speed and direction of
where the duty cycle of the PWM signal rotation.
corresponds to the desired servo position. For a continuous servo, the centre (neutral)
The servo's shaft position is determined position is usually around 1.5 milliseconds,
by the width of the high (on) pulse in the but you can adjust this to stop the servo
PWM signal, with a typical range of 1 to 2 based on the specific servo's characteristics.
milliseconds, where 1 ms corresponds to
0 degrees, and 2 ms corresponds to 180
degrees.
Also see: https://makecode.microbit.org/reference/servos and https://littlebirdelectronics.com.au/guides/191/servo-with-micro-bit
The learners need to present a conceptual understanding of how different servos could be used to create mechanical actuators and robot arms.
Outline the basic engineering principles behind how servo motors could be used to Outline the basic engineering principles behind how servo motors could be used to
create grippers and actuators in a robotics project. create simple robotic arms to mimic movement.
https://www.instructables.com/How-to-Make-Record-and-Play-Servo-Based-Robotic-
https://www.thingiverse.com/thing:715525 Ar/
R.5 Design a simple artefact based on a set of design instructions Link to R.7
R.6 Mimic the operations of a robot R.5 and R.6 done together
Example activity – Control a continuous servo and LEDs using radio communication\ Revise the concept of communication between two devices
The direction of the servo is changed by tilting the microcontroller and the LEDs by sending signals when buttons A, B and the logo are pressed In Grade 7 simple radiocommunication between two devices
was done using numbers.
In Grade 8 strings are also passed and compared.
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Content (Grade 8 / Term 3) Notes/Examples
Project The learners must be able to apply the
principles of design thinking to develop
an artefact where radiocommunication
are used for control purposes.
For the project, a minimum of ONE
sensor or actuator should be used, as
well as any number of additional
hardware components (LED’s Buzzers,
Buttons etc)
Sender App
Receiver App
117
Content (Grade 8 / Term 3) Notes/Examples
R.7 Create, test and execute a set of robotic instructions Link to R.5 and R.6
Example activity - Pet feeder
The purpose of the game is to make the size of a pet grow or shrink depending on whether the pet is fed or not.
• Start with the smallest circle or smallest square on the microcontroller (your pet). Calculate the area for the initial circle or square. (Assume radius=1 or
length=1).
• When you press button A, the pet must “grow” with 1 unit. Calculate and display the new area and display an image of the larger pet.
• When you press button B, the pet must “shrink” with 1 unit. Calculate and display the new area and an image of the smaller pet.
• If the pet grows beyond the boundaries of the microcontroller, display an “explode” icon.
• If the pet shrinks so that it is smaller than its initial size, display a “disappear” icon.
Digital Concepts
D.1 Outline the concept of technology and purpose of information technology (IT) Link to D.1, D.3, D.4, D.5 and D.7,
D.2 Recognise that he or she is living as citizens in a digital world.
Present an understanding of the dangers of the online environment. Link to D.6
Explain online safety, responsible use of social media (WhatsApp/TikTok/Instagram etc), POPI Act.
Example activity 1:
Define responsible use of social media and its various forms.
Discuss the emotional and psychological impact of social media on individuals.
Share examples of social media incidents.
Example activity 2:
1. Can you come up with a real-life scenario where online safety measures would be crucial to prevent harm or protect personal information?
2. Share an example of a responsible social media post and explain why it demonstrates responsible use.
3. Discuss the potential consequences of sharing personal information online without considering privacy settings.
D.3 Demonstrate an understanding of the concept of a computing device. Link to D.3, D.4 and D.6 and R.3
Example activity – Microprocessors vs Microcontrollers Introduce the cocept of microprocessors or microcontrollers as
Today, both microprocessors and microcontrollers are two essential components of modern electronics. computing devices
Learners need to, at a basic level,
• Understand what a microprocessor is
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Content (Grade 8 / Term 3) Notes/Examples
Content: Definition and Functions: • Understand what a microcontroller is
Microcontroller • Provide an example of each
• A microcontroller is a small, integrated computer that is designed for specific tasks, applications or embedded systems. • Differentiate between a microcontroller and a
• It includes a relatively simple CPU (Central Processing Unit), combined with peripheral devices such as memory, input/output microprocessor
ports, and timers on a single chip.
Microprocessor Example:
• A microprocessor is a general-purpose computer component that executes instructions from a computer program and a Microcontroller is a small computing device that can run
general-purpose computing device. It can perform various functions depending on the program programs and interact with sensors, buttons, LEDs and other
• The microprocessor chip does not typically have built-in memory or input/output capabilities like a microcontroller. components
Differences:
1. microcontrollers are designed for specific tasks or embedded systems, while microprocessors are the central processing
units (CPUs) in computers used in multi-purpose computing devices.
2. Create a table on the board or a slide (if using a projector) to compare microcontrollers and microprocessors:
Aspect Microcontroller Microprocessor (CPU)
Purpose Specific tasks or functions General-purpose computing
Input/Output ports Yes (on chip) No (separate)
Memory Included (on chip) Separate
Examples Arduino, Microcontroller, Intel, AMD processors
Applications:
• Discuss some common applications of microcontrollers:
• Microcontrollers are often used in devices like washing machines, microwave ovens, remote controls, and embedded systems.
• They are excellent for tasks that require real-time control and low power consumption.
• The microcontroller is an example of a microcontroller as it is a small device that can run programs and interact with sensors, buttons, LEDs
and other components
• Discuss common applications of microprocessors:
• Microprocessors power personal computers, laptops, smartphones, and servers.
• They are suitable for tasks that require high computational power and multitasking capabilities.
D.4 Identify the common uses of ICT in the real world Link to D.5 and D.6
D.5. Differentiate between the components of an ICT system Link to D.5
Introduce the following concepts firewall in a network, D.3, D.4 and D.5 are done together
Internet service provider (ISP), internet address.
Revise
Use a firewall to protect network resources from outside • Networks
intruders • Network devices
• Connections (wired and wireless)
Introduce concept of Firewall, Internet Service Provider (ISP),
internet address
119
Content (Grade 8 / Term 3) Notes/Examples
D.6 Explain how the adaptation of technology impacted the world we work and live in Done in relation to C.1 and C.2 and C.3
Discuss the social and global impact of networks, including their role in communication, society. Learners must understand the role of networks and how they
Example activity: impact the world we live in and provide examples to illustrate
How would networks contribute to disaster response? the impact.
Discuss the use of networks in transportation and logistics for tracking vehicles, shipments and improving efficiency.
Discuss how networks are employed in education and online learning platforms.
D.8 Interpret a pattern to represent or communicate a message or image. D.8 and D.9 done together
D.9 Create a pattern to represent or communicate a message or image. D.8 and D.9 done together
Example activity – decrypt and encrypt a message using a cipher
A Caesar cipher (named after the Roman Emperor Julius Caesar) is a simple encryption method in which each letter in a word is replaced by another letter in the Cipher - a method of hiding words or text with encryption by
alphabet, depending on the ‘shift’ key. replacing original letters with other letters, numbers and
The alphabet can be shifted up to 25 places but shifting it 26 places takes it back to its original position and shifting it 27 places is the same as shifting it 1 place. symbols through substitution or transposition. A combination of
For example, if the ‘shift’ key is 7, the letter A will be replaced by the letter H (as shifting 7 positions from position 1 takes one to the 8th letter in the alphabet (H) – substitution and transposition is also often employed.
H therefore becomes the 1st letter of the ‘new’ (shifted) alphabet as shown below: It is therefore any method of transforming a message to
conceal its meaning.
Encryption is to convert information or data into secret code
Decryption is to convert a secret (encrypted) message to an
understandable (decrypted) message
Therefore, the encryption for the word ‘HELLO’, will become ‘OLSSV’.
Do the following:
i) Use the above information to encrypt the following message: EIGHT NOON AT CAGE
ii) Decrypt– the opposite of encrypt (i.e. crack the secret message) the following secret message WHZZDVYK PZ JLHZHY
iii) Use your own key to encrypt the following message:
iv) Give your encrypted message with the key to a friend and ask your friend to decrypt the message.
D.10 Demonstrate a basic proficiency in the application of digital skills. Link to R.5
Learners explore presentation software, e.g. PowerPoint to be used for reporting back after pair or group activities or to present coding solutions, robotics
projects, etc.
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3.2.4 Term 4
Content (Grade 8 / Term 4) Notes/Examples
Coding
C.1 Apply computational thinking (CT) skills to develop a set of logical instructions to solve a problem. Link to C.2 – C.7 and R.5 – R.7
C.2 Present a simple coding solution using symbolic or written statements representing sequences of commands, single repetition, and conditional LC.1 and C.2 and C.4 are done together
constructs.
Example activity – Cat and mouse game Note
In pairs, use your computational thinking skills to develop your own game like the cat and mouse game described below: Learners study the code of the cat and mouse game, use
The cat is chasing the mouse and tries to capture it. It involves constant pursuit, near captures, and repeated escapes. The "cat" is unable to secure a definitive computational thinking and their experience from studying
victory over the "mouse", who, despite not being able to defeat the cat, is able to avoid capture. the code and what they have learned so far in terms of
Step 1: Cat Step 2: coding to develop their own, similar game.
Use Cat sprite and add code Add a time to the Cat sprite
for Cat sprite to continue Remember
moving until the mouse It is important that learners plan a program. If code is not
pointer is reached planned well before writing it, it can lead to difficulties when
they need combining structures, as they may not have a
clear roadmap for how different structures should work
together.
Step 3: Add another sprite Step 4: Add the mouse sprite
Make an empty sprite with two Add the mouse sprite and
costumes: one blank (costume 1) and code for the mouse sprite
one with a "Win" banner (costume 2).
Add code for this sprite to make a For the main cat sprite,
variable timer: change the "touching" and
"point" to "Mouse" instead
of "Mouse-Pointer"
CAT AND MOUSE - SCRATCH
WIKI (SCRATCH-WIKI.INFO)
121
Content (Grade 8 / Term 4) Notes/Examples
C.3 Interpret and execute a given symbolic or written set of commands
Example activity 1 – Code a written set of commands for a number guessing game
Wite code to implement the following game:
You think of a number from 1 to 20. Your classmate must guess which number you are thinking of and tell you. You may only respond with ‘lower’ (if your classmate
must guess a lower number) or ‘higher’ (if your classmate must guess a higher number).
Your classmate has only five guesses to guess the right number.
Your classmate keeps guessing and you keep responding until the number guessed is correct or until the five guesses have been used up.
Write a computer program to simulate the above game using the algorithm below:
• Generate a random number between 1 and 20.
• Ask the user to guess and enter the number ‘you are thinking of’ (the randomly generated number).
• Test if the number the user entered is smaller or larger than the random number or equal to the random number.
• If the user guessed too high, tell the user that the next guess must be lower.
• If the user guessed too low, tell the user that the next guess must be higher.
• If the user guessed the correct number, congratulate the user for guessing the correct number.
• The program must execute until the user guesses the correct number or until the user had five guesses.
• If the user guessed the number correctly, display the number of attempts that the user tried to guess the number.
• If the user didn’t guess the number correctly, display the number that the user had to guess.
C.4 Debug a given symbolic or written set of instructions Link to C.1, C.2
Done with C.1 and C.2
C.5 Evaluate a given solution towards potential improvement
Example activity – Evaluate and improve code You want to interleave practise in problems.
Study the following problem statement, then rearrange the code provided to create a working “It is important that problem types must differ, for example,
program for the problem statement: you want to randomly have a problem of one type and then
Problem statement: solve a problem of another type and then a problem of
The Scratch program needs to determine who the tallest learner in a class of an unknown another type. And in doing that, it feels difficult, and it doesn’t
number of learners is. Each learner is represented by a number, e.g., the first learner is 1 and feel fluent. And the signals to your brain are, I am not getting
the last learner in the class is n, where n represents the size of the class. The code supplied is this. I am not doing very well. But in fact, that effort to try to
incorrect. There are some logical errors in the code and not all blocks are used to obtain the figure out what kinds of approaches do I need for each
correct result. problem as I encounter a different kind of problem, that is
The following represents a high-level algorithm for the problem (you need to refine the producing learning. That is producing robust skills that stick
algorithm and implement the algorithm in Scratch) with you.”
• A random number between 100 and 200 (cm) must be generated each time to Dr Mark A. McDaniel, Harvard University
represent the height of the n learners.
• For each learner’s height generated, check if the learner is taller than the previous
learner.
• If the learner is taller than the previous learner, then
o The variable storing the tallest learner’s height will change.
o A message will be displayed: Learner no? is now the tallest”.
• When the height of all learners was checked, display a message:” Learner no? is the
tallest learner in class”
101 Computing Quiz
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Content (Grade 8 / Term 4) Notes/Examples
C.6 Recognise and interpret patterns in symbolic sets of data or visualisations. Link to C.1 – C.5 and C.6 and R.6
Example activity
Study the flowchart on the right and answer the questions that follow:
a. What will be displayed?
b. Explain in your own words what the purpose of the algorithm is.
c. How many times is the instruction
Number Number +1
executed?
d. If the instruction
Number 0
is changed to
Number - 1
a. what will then be displayed?
b. how many times will the loop then be executed?
C.7 Create or complete a pattern to represent a data set Link to C.1 – C.6 and R.6
Robotics
R.1 Explain what a robot is in simple terms. Link to R.2
R.2 Identify different types of robots. Link to R.1
R.3 Outline the different components of a robot
R.5 Design a simple artefact based on a set of design instructions
R.6 Mimic the operations of a robot Link to C.7, R.5 and R.7
R.7 Create, test and execute a set of robotic instructions Link to R.5 and R.6
Example project – obstacle avoidance robot Note:
Learners investigate and describe the typical composition of an obstacle avoidance robot using an The inclusion of the OAR is to introduce the learners to the
ultrasonic sensor, applying the principles of design thinking. practical principles behind the operation of the robot. It is not
The learners should be able to describe the use and purpose of the following components typically expected of the learners to construct the robot, only to
The leaners do not need to construct
used as part of an obstacle avoidance robot (on a conceptual level only) describe its basic principles of operation, the composition of
the OAR (Obstacle avoidance robot). The teacher may
- Chassis such a robot and the code logic behind it. Schools that do
demonstrate the operation of such a robot, based on a have the resources could include the building, as an
- Wheels
prebuild kit. Schools which the facilities may decide to enrichment activity in groups.
- Power supply
construct the robot and potentially demonstrate the 3-D
- Microcontroller
- Motors and printing process for enrichment purposes. Obstacle avoidance robot (OAR) using an ultrasonic
- Motor driver (On a conceptual level, more detail in grade 9) sensor.
- Breadboard and jumper wires for prototyping
- Ultrasonic sensor Ultrasonic sensor Example of an OAR
The learners should also be able to describe the logical principles guiding the code of an OAR. using an ultrasonic
Example of a chassis with Empty battery back DC Motor with wheel Continuous servo Microcontroller and motor sensor
wheels and motors driver
Nice resource link: https://www.robotique.tech/robotics/obstacle-detection-system-with-microbit/
(Also see: https://www.instructables.com/DIY-Microbit-Educational-Mobile-Robot-V2/ - Dame, A DIY Microcontroller Educational Mobile Robot V2)
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Content (Grade 8 / Term 4) Notes/Examples
Digital Concepts
D.1 Outline the concept of technology and purpose of information technology (IT) D.1, D.3, D.4, D.5, D.7 done together
Case study: Exploring online gaming
Learners work in pairs.
The purpose of this case study is to help learners understand the essential concepts of computer networks, with a specific focus on how these networks impact
online gaming experiences through input, processing, and output.
Instructions: Imagine you and your friends are online gamers. You want to optimise your online gaming experience and minimise lag while playing multiplayer
games. To do this, you decide to explore how computer networks handle data during online gaming sessions.
Prepare a short report summarising your understanding of how computer networks affect online gaming.
Address the role of input devices, network setup, data processing, and server interaction in online gaming.
Make a list of devices needed and a short description of why this is Input Processing Output
necessary.
Draw a possible network setup showing connections and layout.
D.2 Recognise that he or she is living as citizens in a digital world. Done with to D.6
Case Study: Protecting Personal Data in a Public Wi-Fi Scenario Learners need to understand
Learners work in pairs and watch the following video: https://youtu.be/X87MJEsJ91A and https://youtu.be/bdVkkRmJEeM then discuss the following: • what data security and data privacy and data protection
Sarah, a freelance graphic designer, often finds herself working remotely from coffee shops and public places to escape the confines of her home office. She relies are and why it is important
on public Wi-Fi networks to connect to the internet and communicate with clients. One day, while working at a popular coffee shop, she encounters a network • The role of POPI act
security and privacy challenge. Sarah values the convenience of working from various locations, but she's aware of the potential security risks associated with
public Wi-Fi networks. She understands that her sensitive client data and personal information are at risk if not adequately protected. While sipping her coffee and
working on a client's project, Sarah notices that the public Wi-Fi network at the coffee shop is unsecured. She overhears another person discussing the same
concern with a friend - that anyone on the same network could potentially intercept their data. Sarah realises that she might not be taking adequate precautions to
protect her privacy and sensitive client information.
Privacy Concerns: What specific privacy risks does Sarah face while working on an unsecured public Wi-Fi network?
Data Security: What are the potential consequences of her client data being intercepted or compromised?
Safe Practices: What steps can Sarah take to enhance her network safety and privacy while working in public places?
Educating Others: How can Sarah educate fellow coffee shop customers about network security and privacy concerns?
Legal and Ethical Considerations: What legal and ethical responsibilities does Sarah have regarding the protection of her client's data?
Client Communication: How should Sarah communicate with her clients about the steps she takes to safeguard their information when working remotely?
D.3 Demonstrate an understanding of the concept of a computing device. D.1, D.3, D.4, D.5, D.7 done together
D.4 Identify the common uses of ICT in the real world
Imagine you are tasked with helping a family set up a secure home network. The family wants to connect multiple devices such as computers, smartphones, and
smart appliances while ensuring their network is safe from potential threats.
Discuss the steps taken to set up and secure the home network, including any adjustments made based on the family member's concerns, e.g. security, space, etc.
Learners will also participate in a group discussion, sharing their reflections on the importance of network security in the context of home networks.
D.5 Differentiate between the components of an ICT system D.1, D.3, D.4, D.5, D.7 done together
D.6 Explain how the adaptation of technology impacted the world we work and live in Done with to D.2.
D.7 Present a basic understanding of the concept of input processing and output. D.1, D.3, D.4, D.5, D.7 done together
D.8 Interpret a pattern to represent or communicate a message or image Link to D.9 and C.2 – C.5 and R.5 – R.7
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Content (Grade 8 / Term 4) Notes/Examples
Example activity: Communicate/represent an algorithm using steps of how to solve a
problem.
Create steps to solve the following problem.
Start by taking a word, e.g. “Telegram”. Create a password by swapping the first 2 letters
and the last 2 letters. Reverse the order of the joined letters and remove the remaining
letters. Count the number of letters and add the number at the end as symbol on the
keyboard, e.g. 8 will become *.
Telegram will become meaT*.
Steps
1. Take the first two letters of the app or website, e.g. Te for Telegram
2. Take the last two letters of the app or website, e.g. am for Telegram
3. Join the first two and the last two letters, e.g. Team
4. Reverse the order of the joined letters, e.g. meaT
5. Now, count the number of letters in the app or website name, e.g. Telegram = 8
letters, then find the symbol on the keyboard above that number (*) and add the
symbol to the end of the reversed phrase, e.g. meaT*.
D.9 Create a pattern to represent or communicate a message or image Done with D.8.
D.10 Demonstrate a basic proficiency in the application of digital skills. Link to Cs and Rs
Continuously combine application skills with Cs.
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3.3 GRADE 9
Note:
Teachers must include the following competencies and content in their Annual Teaching Plan (ATP), distributed across the terms and sequenced, organised and grouped
in a manner that will facilitate learning in a manner that will make sense for learning and teaching, maximize the learners' learning outcomes and achievement. and in a
way that will make optimal use of time and resources. Some competencies could also be combined in bigger/more complex activities/programs.
3.3.1 Term 1
Content (Grade 9 / Term 1) Notes/Examples
Coding
C.1 Apply computational thinking (CT) skills to develop a set of logical instructions to solve a problem. Link to C.2 – C.7, R.5 – R.7
C.2 Present a simple coding solution using symbolic or written statements representing sequences of commands, single repetition, and conditional Link to C..1 and C.3 – C.7 and D.8
constructs.
Example activity C.1 and C.2 done together
Use computational thinking to develop instructions Learners need to understand:
(algorithm) for drawing the following pattern: Recognising patterns helps one to identify similarities, shared
1) Focus on the main steps – identify the main steps characteristics and/or differences within or between
(develop a high-level algorithm) – abstraction The ball problems. This helps to make predictions or to generalise
moves forward, up, and down solutions. If one can identify a pattern, one is generally able
2) Refine – break the main steps down into small, logical steps (decomposition) to predict, for example, the next item in a series or the next
Movement: step in completing a task.
Forward, up, forward, down forward, up, forward down, forward, up forward down, etc. Pattern – The way in which something is arranged (usually
FW (15 steps) up (15 steps) FW (30 steps), down (15 steps), Forward 30 steps, etc. with repetition) or in which it happens or is done.
One could look at 30 steps as 15 steps + 15 steps to enhance the pattern, e.g. Pattern recognition is therefore the process of recognising
Movement: patterns, e.g. in data or behaviour.
FW 15, UP 15, FW 15, FW 15, DOWN 15, FW 15, FW 15, UP 15, FW 15, FW 15, DOWN 15, FW 15, FW 15, UP 15, FW 15, FW 15, DOWN 15, Pattern recognition is based on the five key steps:
FW 15……. FW 15, UP 15, FW 15, FW 15, DOWN 15, FW 15 • Identifying common elements in problems or tasks
3) Find the pattern • Identifying and interpreting common differences in
FW 15, UP 15, FW 15, FW 15, DOWN 15, FW 15 – repeated 6x problems or tasks
To go up – turn left; to move turn right • Identifying individual elements within problems or tasks
To go down – turn right; to move, turn left • Describing patterns that have been identified
4) Use the steps and pattern to develop the algorithm that solves the problem • Making predictions based on identified patterns
Face east, FW 15, turn left, FW 15, turn right FW 15, FW 15, turn right, forward 15, turn left FW 15 – repeated 6x (Predictions are the connecting links between what you
East = direction 90°; UP = direction 0°; DOWN = direction 180° already know, with new information or knowledge).
5) Code the algorithm (convert to block-based code) How are patterns and pattern recognition helpful?
Repeat 6 • Identifying patterns can point you to an existing solution
Direction 90° that you can use to solve a new problem.
Move 15 steps • Patterns help us to make predictions
Direction 0°
• Pattern recognition helps us to generalise (To generalise
Move 15 steps
is to look at specific cases; identify a pattern or relationship
Direction 90°
that will always be true; then represent the pattern in
Move 15 Steps
symbolic format).
Move 15 Steps
Direction 180°
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Content (Grade 9 / Term 1) Notes/Examples
Move 15 Steps
Direction 90°
Move 15 steps
6) Test and debug the algorithm
o Run the program
o If the above pattern is not displayed, troubleshoot and fix
C.3 Interpret and execute a given symbolic or written set of commands
Example activity 1 Note:
First block Second block
Study the code on the right: Provide learners with activities to
• Work through the first program in the table and • read code and explain what it does.
provide the output. • work through (trace) / act out code (physically or
• Explain what the first block of code does. simulated) to determine the purpose/output or the
• Work through the second Scratch algorithm in correctness.
the table and provide the output. While learners should be able to describe what each line
• Explain what the second block of code does.
(block) of code does, (describing a code segment line-by-line)
• Explain the difference between the two code
it is very important that learners explain the overall purpose of
blocks.
the code (program), i.e. what the program does/the purpose
of the program (not a line-by-line description).
C.4 Debug a given symbolic or written set of instructions
Example activity – Get information from an ID number
An ID number contains 13 digits, e.g. 7901035123082
• The first six digits are a person’s birthday, e.g. 790103
• The next four digits indicates a person’s gender, e.g. 5123
If these four numbers are 5000 or bigger, the person is a male, if
these digits are less than 5000, the person is a female
The program on the right asks for a person’s ID and determine
• whether the person is a male of female
• provides the person’s birthday, e.g. 03 January
The program does not work.
Use a trace table, find the error and correct the code and test the code.
Note:
The months are stored in list sMonths
C.5 Evaluate a given solution towards potential improvement
127
Content (Grade 9 / Term 1) Notes/Examples
What makes a good algorithm? Note: Characteristics of a good algorithm
Some algorithms are better than others. So, what should we consider when we design algorithms that will ensure they are good algorithms, especially if the
algorithm must be understood by non-humans such as a computer or a robot?
Example activity
Teacher provides examples of good and bad algorithms
Learners discuss what makes a good algorithm
C.6 Recognise and interpret patterns in symbolic sets of data or visualisations.
Example activity – Interpret code patterns
The code on the right creates uses a ‘block’ sprite and creates a pattern,
Rewrite and study the code.
Play around with the value of ‘r’ in the Repeat…Until loop and watch how the pattern changes.
Each time the value of r changes, describe and explain the ‘new’ pattern
C.7 Create or complete a pattern to represent a data set
Example activity – Design, Create and Code patterns
Refer to the activity in C.6
Change the code to create the following pattern
See how many different patterns you can create with the ‘block’
Robotics
128
Content (Grade 9 / Term 1) Notes/Examples
R.1 Explain what a robot is in simple terms. Link to R.2 and R.3
R.2 Identify different types of robots. R1 and R.2 done together
Example activity Learners can outline different types of robots in terms of their
Learners investigate a robot (or drone) to rescue and explore dangerous environments, then outline the main components of the selected robot and describe how use, composition, and application, i.e.,
the robot is used to achieve its goals. • Artificial Intelligence (AI) Robots
Learners create and present a diagrammatical outline of the robot and its various components and extension capabilities. • Exoskeleton Robots
Finally, learners create and present a short report on how robots or that are used for rescue and or exploring dangerous environments could be used or deployed in • Industrial Robots
space exploration. (in relation to automation and virtual robots used in the
information systems space)
• AI-Powered Virtual Assistants
Virtual IT Support Bots
R.3 Outline the different components of a robot
Example activity – Introduce the learners to the concepts of switches, transistors, and relays. Introduce concepts of switches, transistors and relays
The learners must present an overview of the operation of the following as part of physical computing artefacts.
Component Basic definition Purpose Practical application example – May be Learners must be able to present an overview
used to: • Relays
Relay: An electromagnetic switch that controls Used to electrically isolate and control high- In robotics, relays can be used to control • Transistors
the flow of current in an electrical circuit power or high-voltage devices or circuits with a larger actuators or devices, such as
by opening or closing its contacts in low-power signal. switching power to high-torque motors or • LDR (light dependent resistor)
response to an external signal. activating heavy-duty electrical equipment • DC water pump
like pumps or solenoids. • Brushless fan
Learners must be able to
• explain why relays are used in physical computing and
robotics projects. Reference should be made to the voltage
Transistors (NPN) A type of bipolar junction transistor (BJT) Used as amplifiers, switches, or signal Acts as switches or amplifiers in motor
with three layers of semiconductor modulators to control electrical current in control, sensors, and signal processing
and current requirements of certain components such as
material. various robot circuits. circuits. DC motors, (DC water pumps, etc)
• differentiate between a normally open and normally closed
relay.
Additional components. • present a basic understanding to the use of a transistor
LDR (Light- A sensor whose resistance changes with Employed to measure ambient light levels or Used for light-sensitive applications like (NPN) in relation to acting as a switch. A TIP120 transistor
Dependent variations in light intensity. detect changes in light conditions for various automatic lighting control or sun tracking in is ideal for this purpose.
Resistor) applications in robotics. solar-powered robots Nice resource link:
DC Water Pump A DC-powered pump designed to move Used in robotics for tasks like fluid circulation or Facilitates fluid transport, such as water https://www.robotique.tech/robotics/control-a-dc-motor-with-
water or other fluids. water-based propulsion. circulation in hydroponic or aquatic robots. microbit/
A 9V/12V brushless fan is an electric It serves to prevent overheating of electronic Used for cooling and to allow and promote
device with a brushless DC motor used components, ensuring reliable and extended air flow in projects, for example smart biltong
to circulate air and manage heat operation in robotics by actively dissipating driers.
efficiently. excess heat.
129
Content (Grade 9 / Term 1) Notes/Examples
Example activity with a relay
In the example below a DC motor is connected to an external power source, a relay is used to switch
on the power source. A signal is sent using pin 16 on the microcontroller to control the relay via the
NC pin. M in GRADE 9 all robotics / physical
computing projects is constructed to interact with onboard
sensors and onboard output components of the
microcontroller. A breakout board/expansion board and a
maximum of FOUR additional hardware components
(Actuators e.g., Servo’s, DC Motors AND Sensors etc. can
be connected to the Microcontroller via a breakout board).
In addition, simple electronic components such as LED’s,
Potentiometers, LDR’s, DC motors or (DC water pumps)
and Buzzers may be added to enhance the project.
A motor driver board can also be introduced conceptually
(NOT for assessment purposes)
All connections with crocodile clips (or derivatives) and
Motor Turning jumper cables only (NO soldering)
NOTE:
The learners need to understand the usage op the pins
Motor NOT Turning Six essential points about the SRD-5VDC-SL-C relay's
pins:
▪ Coil+ (VCC): Positive terminal for energizing the relay coil
(5V DC).
External power ▪ Coil- (GND): Negative terminal for completing the coil
circuit.
▪ Signal/Input (SIG or IN): Optional input for external control,
activating the relay based on applied signals.
▪ Common (COM): Common terminal connecting to either
NO or NC contacts.
▪ Normally Open (NO): One switch terminal, open when the
relay is energized.
▪ Normally Closed (NC): The other switch terminal, closed
when the relay is energized.
130
Content (Grade 9 / Term 1) Notes/Examples
Example with a transistor
In the example below a DC motor is connected to a 9 V battery and a TIP120 Darlington NPN transistor. A general purpose 1N4001 diode and a 1 Kilo Ω resistor.
The diode is there to prohibit any damage and feedback from the DC motor. When pin 16 is passed a current, the transistor allows for current to flow through the
collector emitter junction. The emitter is connected to GND and the motor to the collector. The learners need to understand that
transistors act as switches.
(In the picture below a small little current of water
opens a valve to allow a large stream of water
through.)
Physical build
Motor NOT Turning
In a transistor the base acts as input switch, only a
small amount of current is requited to which on the
transistor to allow current to flow through the
collector emitter junction.
Motor Turning
Schools that do have computer
laboratories may deploy the use of simulation environments
(or software for reinforcement)
External power
131
Content (Grade 9 / Term 1) Notes/Examples
Extra simple transistor circuit
In the example below an NPN transistor is used in a circuit to switch on an LED based on the light intensity from an LDR
Sample build
R.5 Design a simple artefact based on a set of design instructions
R.6 Mimic the operations of a robot Link to R.5 and Cs
R.7 Create, test and execute a set of robotic instructions R.5, R.6 and R.7 done together
Example activity – project Link to R.6 and R.7
Experiment / Project The learners must be able to apply the principles of design thinking to develop an artefact where a relay or transistor is used as a
switch to allow a component such as a fan, DC water pump etc., to operate based on input from a signal.
One such example is an automatic water dispenser, triggered by an ultrasonic sensor, or a sound triggered ball kicker.
Automatic water dispensor Sound triggered ball kicker
Inform the learners about the final term project. The
learners should be able to work and plan their project,
throughout the duration of the year.
132
Content (Grade 9 / Term 1) Notes/Examples
Digital Concepts
D.1 Outline the concept of technology and purpose of information technology (IT) Link to D.3, and D.7 and C.2 and R.5
Reinforce from the previous grades using different examples and activities. Learners need to understand
Learners should be able to: • the role of technology and information technology relating
• explain which devices are used in the context of information technology to networks
• relate the concept of computing devices to that of an IT tool, e.g. computer, microcontroller • purpose of networks
Technology and Networks:
o Technology: Technology refers to the application of scientific knowledge, tools, and techniques to create solutions, products, and systems that enhance
human capabilities and improve the quality of life.
o Networks: Networks are a key component of technology, representing interconnected systems that facilitate the transmission of data and communication
between devices or users.
o Purpose of Information Technology (IT) and Networks:
o Information Technology (IT): IT encompasses the use of computers, software, networks, and other digital technologies to manage and process
information efficiently.
Why IT and Networks Matter:
• They help people and organisations communicate, share data, and work together.
• They store and protect information.
• They enable online shopping, banking, and more.
• They come with challenges like security and privacy.
Future Trends: IT keeps evolving with enhancements like cloud computing and faster internet, making our lives and work even more connected.
D.2 Recognise that he or she is living as citizens in a digital world. Done with D.4.
Reinforce from the previous grades using different examples and activities. Learners need to understand
Address the challenges related to network reliability, cybersecurity, and ethical considerations, including privacy and safety issues • what cybersecurity is
Example activity – Cyber security • how to prevent threats / protect themselves
Learners work in pairs. Each pair watch the following videos https://youtu.be/vvsfM5Dixow https://youtu.be/inWWhr5tnEA
https://youtu.be/Q2W_nNdReXM and complete a KWLS chart. Learners report back on what they have learned.
D.3 Demonstrate an understanding of the concept of a computing device. Link to D.1, D.4 and D.7, C.1 – C.5 and R.5 – R.7
Reinforce from the previous grades using different examples and activities. Learners need to understand that a microcontroller also
A microcontroller is often used in Internet of Things (IoT) applications because it is inexpensive, has low power consumption, and can easily integrate into various serves as a computing device as part of the Internet of Things
devices. (IoT)
A microcontroller is a single chip that contains a processor, memory, and input/output parts. The processor runs instructions, the memory stores data and programs,
and the I/O parts let the microcontroller communicate with the environment using sensors and tools. Internet of Things (IoT) devices, such as smart home
A microcontroller is therefore a small computer typically also used in embedded systems, such as home appliances to control electronic devices. systems, wearables, and environmental sensors, use
An IoT device would most likely use a microcontroller as its brain microcontrollers to connect to the internet and perform
various functions.
Simple microcontroller Anatomy of a Thing (a globe with microcontroller)
An IoT device would most likely use a microcontroller as its
brain
133
Content (Grade 9 / Term 1) Notes/Examples
D.4 Identify the common uses of ICT in the real world Done with D.1, D.2.
D.5 Differentiate between the components of an ICT system Link to D.4, D,7 and C.7, R.3 – R.7
Reinforce from the previous grades using different examples and activities. NOTE:
Revision of basic network components. No need to explain protocols, learners only need to
Networks consist of various connected (wired or wireless connections) components that work together to enable data communication and resource sharing. understand at a high level that a gateway allows
Computing devices in a network include: communication.
• Computers (suing microprocessors) /IoT devices (using e.g. microcontrollers) Explain the simple concept of a gateway e.g. a bridge to
• Server connect two countries.
• Router
• Modem
• Gateway
D.6 Explain how the adaptation of technology impacted the world we work and live in Link to D.2
Revise important impact of networks and Internet.
• Global connectivity
• Communication and Collaboration
• Information Access
• Education and E-Learning
• Entertainment and Media
• Smart Technologies
• Cybersecurity Challenges
• Privacy Concerns
Revise how networks provide access to a vast amount of information and resources available on the internet, benefiting education, research, and entertainment.
D.8 Interpret a pattern to represent or communicate a message or image Link to D.9 and C.1 – C.5 and R.5 – R.7
Reinforce from the previous grades using different examples and activities
Revision of binary logic.
Create a quiz using online apps, such as Kahoot, to revise binary logic. This can also be done as a worksheet.
Example activity:
Create a few binary logic puzzles on a separate sheet of paper. These puzzles could involve completing patterns or sequences with binary digits., e.g.
134
Content (Grade 9 / Term 1) Notes/Examples
D.9 Create a pattern to represent or communicate a message or image Link to D.8.
Continue with the previous activity and allow learners to create their own quizzes and share it.
D.10 Demonstrate a basic proficiency in the application of digital skills. Link to C.2 – C.5 and R.5 – R.7
Example activity:
Begin by discussing the importance of networks and file sharing in today's digital world. Explain that networks enable us to access files and resources on other
computers or devices connected to the same network. Provide a few real-life examples of when we might need to access files or print to a networked printer, such
as in a school, office, or home setting.
Review the Networking Basics: Use the whiteboard to illustrate these concepts with simple diagrams and explanations.
Group activity:
1. You oversee a school project, and you need to access research materials stored on a teacher's computer in the school's network.
2. You have an assignment that needs to be printed, but your home printer is not working. You want to send the document to your neighbour’s networked printer
for printing.
Each group to brainstorm and design an activity plan that addresses their scenario considering:
- What tools or equipment do they need?
- How will they connect to the network (Wi-Fi or Ethernet)?
- What steps will they follow to access files or print to the printer?
- Are there any security considerations to keep in mind?
(Be creative in the solutions while considering the practicality of their plans.)
Presentation: Group presents activity plan to the class with Q&A (provide feedback and suggest improvement.)
Class Discussion: Importance of proper planning when it comes to networked activities. Emphasise respecting privacy and security when accessing files or using
shared resources on a network.
135
3.3.2 Term 2
Content (Grade 9 / Term 2) Notes/Examples
C.1 Apply computational thinking (CT) skills to develop a set of logical instructions to solve a problem. Link to C.2 – C.7 and R.5 – R.7
Example activity – Breakout game Note:
A breakout game consists of one paddle used to return a bouncing ball back and forth across the screen. The aim of the game is to break the bricks of a brick wall Learners use computational, what they have learned in
by getting the ball to hit/bounce on the bricks. breakout game in scratch | 101 computing coding as well as their experience from working through the
In pairs, work through the code below and create your own breakout game like the one below: example game to create their own game.
Step1: Paddle Step 2: This activity includes C..2, (creating code) C.3 (interpreting
code), C.4 (debugging code) and C.5 (evaluating their code
Use paddle sprite for improvement)
Add code to control paddle Add ball sprite Resize to
50
Add code for ball sprite
Step 3: Bouncing off paddle Step 4: Make variable for keeping score
Add code to ball sprite to make it bounce when it hits the paddle.
Make variable
Add code for paddle sprite to initialize score to
0 before game starts
Step 5: Add brick sprite Step 6:
Use button 3 for Create a variable,
brick. Number_of_Lives for paddle sprite
and initialize it to 3 when the game
starts.
Add a line sprite and position it
Duplicate brick to form 10 bricks. below the paddle.
Add code to the ball sprite to see if it hits the lifeline
(if it does, the player will lose a life and the ball will
Add code for brick to disappear when bounce back.
the ball hits it and increment score by 1
when it happens.
Step 7: Add Game Over backdrop
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Content (Grade 9 / Term 2) Notes/Examples
Add Game Over backdrop Load the program
Switch to Game Over backdrop Execute it and ensure that you understand the code.
C.2 Present a simple coding solution using symbolic or written statements representing sequences of commands, single repetition, and conditional Link to C.1, C.3-C.7 and R.5 – R.7
constructs.
Activity 1: Scratch Scrabble score keeper level 1 (String handling, determine length of a string, extract characters in a string)
In the game of Scrabble, you get a score according to the letters in the word that you place on the board.
The purpose of this program is to calculate the total for each word and keep the score by adding the total of all the words. Input a word and calculates the score for a
word. The letters are scored as follows: A = 1; B=2; C=3; D=4; etc.
If a word is longer than 6 letters, the first and last letters must count double points.
Examples:
• The word “computer” will score 132 (c=3x2)+(o=15)+(m=13)+(p=16)+(u=21)+(t=20)+(e=5)+(r=18x2)
• The word “strong” will score 93 (s=19)+(t=20)+(r=18)+(o=15)+(n=14)+(g=7)
Add the points that the player got to the player’s total.
For each word, display the points for the word as well as the player’s total at that stage
The program must allow the user to repeatedly place a word until the user has at least 100 points.
The program must also count how many words it took to reach a total of at least 100 points and display the number of words.
Activity 2: Scratch Scrabble score keeper level 2:
Expand the level 1 Scratch Scrabble score keeper for two Sprites to play against each other.
• The program inputs the name for each player.
• Each player gets a turn to choose a word (input a word).
• The first player who has a score of 100 points, wins the game. (The game will continue until a player has a total of at least 100 points.)
• If a player scores more than 50 for a word, the other player must say “Wow, well done!”
• Each Sprite’s total points must be updated each time.
• The Sprite who has at least 100 points first, wins the game.
Display the total scores for both players as well as the name of the winner.
C.3 Interpret and execute a given symbolic or written set of commands Link to C.1 and C.2
C.4 Debug a given symbolic or written set of instructions C.3 and C.4 are done with C.1 and C.2
Done with C.1 and C.2
C.5 Evaluate a given solution towards potential improvement
Example activity – Evaluate two programs with the same outcome Note:
Two sprites represent a program to break a number up into, e.g. thousands, hundreds, tens and ones, e.g. 6789 is displayed as 6000 + 700 + 80 + 9. However, the Learners may need guidance on this activity.
two programs use different approaches. Let pairs use a traceable for each program to describe and
explain how each program work.
In pairs, study the programs, describe and explain the method followed by each. Use a tractable to work through each program.
• Will this program work for any number (even bigger than 9999)? If yes, what needs to be changed to make it work for any number? There are similarities and differences between the programs.
• Evaluate each of the programs in terms of effectiveness.
• Pairs report back and share their discussions and findings. Pairs should answer the following questions after working
through the two programs:
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Content (Grade 9 / Term 2) Notes/Examples
Program 1 Program 2 • When evaluating the programs, answer the following
questions
• How is the input to both programs different/the same?
• How is the output of both programs different/the same?
• How are the loops (repeat structures) different/the same?
• For the same number, how many times will the loop in
each program execute?
• Which of the two programs will work with any number
(even bigger than 9999)?
Note:
It is important that learners understand that, in many
instances, a problem can be solved using different
approaches and/or tools.
C.6 Recognise and interpret patterns in symbolic sets of data or visualisations. Link to C.2 – C.5 and C.7, D.8 and D.9
C.7 Create or complete a pattern to represent a data set Do with C.6
Example activity – Fibonacci numbers C.6 and C.7 done together
Fibonacci numbers start with two predetermined terms and each term afterwards is the sum of
the preceding two terms.
The first two numbers are 0 and 1 (T1 = 0, T2= 1) and the next number is always the sum of the
previous two numbers
The first few Fibonacci numbers with signature (0,1) are 0, 1, 1, 2, 3, 5, 8, 13, 21, 34, 55, 89,
144…
(Note: The first two terms are the signature. The signature may vary.)
• Work through the program on the right to see if it displays the first 10 Fibonacci numbers
correctly.
• Now, change the signature (the first to numbers to e.g., 1 and 2 and run the program to see
what happens.
138
Content (Grade 9 / Term 2) Notes/Examples
Robotics
R.3 Outline the different components of a robot Link to R.5 – R.7
Learners need to describe and use the following sensors: Introduce learners to sensors that provide analogue input,
Component Basic definition Purpose Practical application example – May be used to: e.g. soil moisture sensor, temperature sensor and humidity
Soil Moisture Sensor A sensor that measures the Employed in agricultural or gardening Monitors soil conditions for automated plant care sensor
moisture content in so robots to monitor soil conditions for systems in agricultural robots.
watering or plant care. Learners need to know the elementary difference between
digital and analogue input and how to process the readings in
block-based code
Temperature and Humidity Sensor: A sensor that measures both Enables climate control, Enables climate control, environmental monitoring,
temperature and humidity levels in environmental monitoring, and and weather reporting in robots.
the environment. weather reporting in robots.
R.5 Design a simple artefact based on a set of design instructions
R.6 Mimic the operations of a robot Link to R.5 and C.1 – C.7
Example activity - Soil moisture artefact with analogue sensor NOTE:
For version 2 (as opposed to the Grade 7 version), the learners are introduced to the concept of Analogue input (values 0 to 1023) vs Digital input (Binary – On and Analogue input pins on a microcontroller allow it to measure
Off / 0 or 1) continuous voltage levels, making it suitable for tasks like
For this version learners substitute the simple probes with a soil moisture sensor. reading sensor data such as light or temperature. Digital input
pins, on the other hand, are used for detecting binary signals
Soil moisture with sensor and analogue input like button presses or switch states, making them ideal for
https://www.tinkercad.com/blog/tinkercads-new-soil-moisture-sensor user interactions and simple on/off sensing.
Analogue input pins on a microcontroller typically have a
range of 0 to 1023, representing the full spectrum of voltage
levels they can measure, which makes them versatile for a
wide range of sensor applications.
Also see: Pins on the Micro: bit
139
Content (Grade 9 / Term 2) Notes/Examples
Also see: (https://makecode.microbit.org/55671-93208-82700-45427) and https://makecode.microbit.org/reference/pins/map
In relation to the code the learners also need to know how to use
the MAP function as part of the block-based language used to map
ranges to single values from readings.
The Map function in MakeCode (mapping analogue data to digital 0 to 1023
data) 0 256 256 256 256 1023
0-255 256-511 512-767 767-1023
Low MAP High
0 1 2 3
140
Content (Grade 9 / Term 2) Notes/Examples
Revisit logical gates and truth tables
The learners should present a basic understanding of the principles of:
• Boolean logic and
• Logical gates (AND, OR and NOT) and how it relates to the design, programming, and functioning of robotic systems.
The learners revisit the 3 ANSI symbols for the three logical gates.
NOT AND OR
The learners should be able to:
• represent a simple truth table for each of the gates.
• interpret a simple logical gate diagram comprising of no more than 3 inputs and a maximum of four gates to determine a single outcome. (Either true or false)
• complete a partially completed truth table.
• present a basic discussion of the operation of the circuit as well and its practical application, with real-world scenarios.
• setup and draw a simple logical gate circuit to present a real-life problem involving sensors (simple circuit with a maximum of three inputs) and a maximum of four gates.
Also see:
https://en.m.wikipedia.org/wiki/Logic_gate
https://learnlearn.uk/gcsecs/logic-gates/
https://www.bbc.co.uk/bitesize/guides/zkkkw6f/revision/1
http://www.bitsofbytes.co/exam-questions---logic-gates.html
Examples of scenarios
Scenario 1
Smart home application that automatically turns on a light bulb (actuator) in a room when it gets dark, but only if there is someone in the room. You have two sensors to accomplish
this: a light sensor and a motion sensor.
Example
An AND gate outputs a high (1) signal only when both of its inputs are high. In this context, we can use an AND gate to combine signals from both sensors, ensuring that the light
turns on only when it's dark (low light sensor reading) and there's motion (motion sensor detects someone).
▪ Light Sensor (LS) -> Input 1
▪ Motion Sensor (MS) -> Input 2
▪ AND Gate Output (Y) -> Actuator (Light Bulb)
LS MS Y (Light Bulb)
0 0 0 (Off)
0 1 0 (Off)
1 0 0 (Off)
1 1 1 (On)
Scenario 2
A parking lot entry gate with a boom gate and a ticket payment system. The gate should only open if two conditions are met: a customer has inserted a valid parking ticket, and a
sensor detects a vehicle waiting to exit.
The ticket payment system (TPS) verifies if a customer has inserted a valid parking ticket. It provides a binary signal (0 for invalid ticket, 1 for valid ticket).
The vehicle sensor (VS) detects the presence of a vehicle waiting to exit and provides a binary signal (0 for no vehicle, 1 for a vehicle detected).
The AND gate combines these signals. It outputs 1 only when both conditions are met (valid ticket and vehicle detected).
The NOT gate inverts the AND gate's output. If the AND gate outputs 1, the NOT gate will output 0 (opening the boom gate); if the AND gate outputs 0, the NOT gate will output 1
(keeping the boom gate closed).
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Content (Grade 9 / Term 2) Notes/Examples
TPS VS Y (Boom Gate)
0 0 0 (Off)
0 1 0 (Off)
1 0 0 (Off)
1 1 1 (On)
A NOT gate inverts its input signal. You can use a NOT gate to ensure the boom gate remains closed when the AND gate's output is 0 (i.e., both conditions are not met).
AND Gate Output (Y) -> Input
NOT Gate Output -> Boom Gate Control
Y (Boom Gate) NOT(Y) (Boom Gate)
0 1 (Open)
1 0 (Closed)
Circuit Operation:
The ticket payment system verifies if a customer has inserted a valid parking ticket. It provides a binary signal (0 for invalid ticket, 1 for valid ticket).
The vehicle sensor detects the presence of a vehicle waiting to exit and provides a binary signal (0 for no vehicle, 1 for a vehicle detected).
The AND gate combines these signals. It outputs 1 only when both conditions are met (valid ticket and vehicle detected).
The NOT gate inverts the AND gate's output. If the AND gate outputs 1, the NOT gate will output 0 (opening the boom gate); if the AND gate outputs 0, the NOT gate will output 1
(keeping the boom gate closed).
Application:
- A customer inserts a valid parking ticket (TPS=1).
- A vehicle is detected by the sensor (VS=1).
- The AND gate receives both inputs as 1 and outputs 1.
- The NOT gate inverts the AND gate's output, resulting in a 0.
- The boom gate is controlled by the NOT gate's output, so it opens.
- This example illustrates how logical gates and circuits can be used to control access to a parking lot by ensuring that customers pay for a ticket before the boom gate opens,
enhancing security and revenue collection.
Scenario 3
Imagine you have a security system for a vault that requires the correct combination of three inputs (A, B, and C) to unlock the vault door. You want to use logical gates to control
whether the vault door V is open or closed.
A B C D (A AND B) V (Vault) (C AND C)
0 0 0 0 0 (Closed)
0 0 1 0 0 (Closed)
0 1 0 0 0 (Closed)
0 1 1 0 0 (Closed)
1 0 0 0 0 (Closed)
1 0 1 0 0 (Closed)
1 1 0 1 0 (Closed)
1 1 1 1 1 (Open)
Example of a truth table and a logic circuit (with 3 inputs and a maximum of 4 gates)
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Content (Grade 9 / Term 2) Notes/Examples
A B C D (NOT A) E (NOT C) F (D OR B) G (F AND E)
0 0 0 1 1 1 1
0 0 1 1 0 1 0
0 1 0 1 1 1 1
0 1 1 1 0 1 0
1 0 0 0 1 0 0
1 0 1 0 0 0 0
1 1 0 0 1 1 1
1 1 1 0 0 1 0
Experiments / The learners must be able to apply the principles of design thinking to develop an artefact where a relay or transistor is used as a
Projects switch and a sensor to activate a device such as a DC water pump. Such an experiment or project could be a self-watering plant or an
automatic biltong drier with humidity sensor.
Source (https://www.instructables.com/Automatic-Plant-Watering-System-Using-a-Microbit/)
Automatic Biltong Drier, where a humidity sensor and temperature sensor regulates the fan.
Image source:
https://preview.redd.it/8uxo4lob0tk41.jpg?width=1080&crop=smart&auto=webp&s=a90c517242dfb64eb14a3756f18cf0a5c7cb9d9e
R.7 Create, test and execute a set of robotic instructions
Example activity 1 – Flappy bird game
The learners need to create a game that is based on the Flappy Bird game. The “object” (bird) must fly through open spaces in a maze.
How the game must work:
• When both buttons A and B are pressed, a maze must be displayed, with the “bird” in the bottom left corner.
• One LED will act as the “bird” and will start in the bottom left corner. The “bird” LED must display with a higher intensity than the other LED lights.
• Generate a random pattern of LED’s displayed on the screen to simulate a maze. These LED’s must display in a lower intensity than the “bird”.
• When button B is pressed the “bird” must navigate through the maze until it reaches the Y-coordinate of 4 (the fifth column).
• When the “bird” hits a wall (or an LED light), an “X” must be displayed to indicate “game over”.
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Content (Grade 9 / Term 2) Notes/Examples
Digital Concepts
D.1 Outline the concept of technology and purpose of information technology (IT) Done with D.2 and D.3.
Introduce the Internet of Things (IoT) Introduction to Internet of Things (IoT)
The Internet of Things (IoT) refers to a network of interconnected physical devices or "things" that are embedded with sensors, software, and other technologies to Link to the concept of networks
collect and exchange data over the internet or other communication networks. These devices can range from everyday objects such as online cameras, security Learners need to understand
devices, vehicles, and wearable gadgets to industrial machines and infrastructure components. • What the IoT is
IoT relies on infrastructure, including networks, servers, and cloud computing, to enable data communication and processing. IT systems provide the backbone for • Basic components of IoT
IoT to function effectively. • Computing devices that enable the IoT
Example activity – Introduction to IoT • Challenges with IoT such as privacy and security
Divide learners into small groups/pairs
Learners watch the following videos https://youtu.be/ps9ucSDH8s4 and https://youtu.be/6mBO2vqLv38
Each leaner completes a KWLS chart and report back
D.2 Recognise that he or she is living as citizens in a digital world. Done with D.4, D.6.
Ethical implications of IoT include security, privacy, and ethical considerations. Link to D.1
Example activity – IoT, cybersecurity and privacy
In pairs learners watch the following video https://youtu.be/4XycTona5qI and https://youtu.be/u1ymmRQ_p3k and complete a KWLS chart
Discuss issues related to IoT:
• Cybersecurity: IoT devices are vulnerable to cyberattacks
• Privacy and data collection: IoT devices collect vast amounts of data, often including personal information. Users may not always have control over the data
generated by IoT devices. Discussion of who collects and owns this data.
D.3 Demonstrate an understanding of the concept of a computing device. Done with D.1.
D.4 Identify the common uses of ICT in the real world.
Describe the concept of the Internet of Things (IoT) and explain how it connects physical devices and data.
Common uses of IoT:
• Smart Homes: IoT helps control lights, thermostats, and security in homes.
• Healthcare: It's used for remote patient monitoring and fitness trackers.
• Agriculture: IoT helps farmers with things like crop health and animal tracking.
• Transportation: IoT is used in cars and trucks for navigation and safety.
• Energy Savings: IoT helps save energy in homes and manages electricity grids.
• Environmental Monitoring: It's used to check air and water quality and protect wildlife.
• Smart Cities: IoT manages traffic and waste in cities.
• Building Control: It helps with things like lighting and heating in offices.
D.5 Differentiate between the components of an ICT system Link to D.4, D,7 and C.7, R.3 – R.7
Identify the key components of an IoT system: Reference to Rs.
• Devices: Physical objects connected to the internet that can be used to collect
and exchange data
• Sensors: These collect data, e.g. temperature sensor, movement
• Actuators: These perform actions based on data, e.g. a thermostat that adjusts
the heat
• Microcontrollers/Microprocessor:
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Content (Grade 9 / Term 2) Notes/Examples
D.6 Explain how the adaptation of technology impacted the world we work and live in Link to D,4, D.5 and R.1 – R.7
Internet of Things link to Rs D.5 and D.8 done together
Example Activity – Use KWLS chart to learn more about IoT Link to Rs
Provide learners with a KWLS chart on paper. Learners compete the first two columns (what I know and what I want to know), then learners watch the following Learners need to
video: https://youtu.be/6mBO2vqLv38?t=36 • Understand what the IoT is
Learners then complete the last two columns of the KWLS chart while watching the video. • Understand what the basic components of IoT is
• Understand how it impacts our lives
Discuss the following example of an IoT device: • Provide an example
Example Impact
For example, let's take a smart fridge. This fridge is part of the Internet of Things because it IoT makes virtually everything "smart". The IoT is gradually
has sensors inside that can detect how cold it is, how full it is, and what items are inside. It becoming one of the most prominent ICT technologies that
can then send this information over the internet to your phone or computer. So, if you're at underpin our society. It presents a unique technology
the grocery store and forgot to make a shopping list, you can check your phone to see transition that is impacting all our lives. Some people refer to
what's inside your smart fridge. it as Internet of Everything.
Link to microcontrollers (Rs)
https://youtu.be/6mBO2vqLv38 The Internet of Things (IoT) describes the network of physical
https://youtu.be/_AlcRoqS65E objects - “things”—that are embedded with sensors, software,
What is IoT? - A Simple Explanation of the Internet of Things (iotforall.com) and other technologies for the purpose of connecting and
https://bit.ly/3owhfZF exchanging data with other devices and systems over the
internet. These devices range from ordinary household
objects to sophisticated industrial tools.
Refer to any object that is connected to the internet and
can exchange information with other devices online.
D.7 Present a basic understanding of the concept of input processing and output. Link to D.4, D.5, D.6 and Rs.
Example activity - The process of how sensors measure data, transmit it to a microcontroller, and trigger an actuator Do in relation to Rs.
Provide learners with the following diagram: Also link to IPO tables
Learners need to
• understand input, processing and output with regards to
microcontrollers
• distinguish between digital and analogue in terms of input
.
and output
• describe the process involved in how sensors measure
data, is sent to the microcontroller and executed by the
actuator
Digital uses discrete steps, like light switches (two states), to
represent information, while analogue is like a continuous
flow, such as turning up the volume on a radio. Both have
their uses in the world of technology and can be found in
Revise and explain the concept of input, process, output concept with reference to IoT. various devices all around us.
• Sensors are devices that detect and measure physical properties or environmental conditions, such as temperature, light, pressure, or motion
Think of a digital system as a series of tiny switches that can
• Some sensors generate analogue signals in response to the physical property they are sensing. Analog signals are continuous and vary smoothly (e.g. turning
be either on or off, like a light switch. In the digital world,
the volume of a radio up or down).
everything is represented using these on-off switches. Each
• As computing devices work with binary, analogue data needs to be converted or mapped to digital data
145
Content (Grade 9 / Term 2) Notes/Examples
Measure data experiment Acceleration (Speed) project switch is like a tiny piece of information, called a "bit." When
Using the accelerometer to obtain readings - Simple geared DC motor buggy. Micro: bit Application using accelerometer readings in an array (list) in short intervals. you put many bits together, you can represent more complex
The microcontroller is attached to the buggy using Prestik or tape for the experiment. things, like numbers, letters, pictures, and sounds
Analogue, on the other hand, is more like a smooth,
continuous flow. Imagine a dimmer switch for a light instead
of a simple on-off switch. With an analogue system, things
can have any value within a range, and there are no discrete
steps. It's like turning up the volume on a radio; you can have
it at any level you want, not just loud or quiet.
Display the recorded readings.
Alternate experiment (Rocket) Also see: https://makecode.microbit.org/courses/ucp-science/rocket-
acceleration/overview
D.8 Interpret a pattern to represent or communicate a message or image D.8 and D.9 done together.
D.9 Create a pattern to represent or communicate a message or image Link to C.6 and C.7
Example activity 1: - Convert ASCII code to binary. Revise binary code.
Explain what ASCII (American Standard Code for Information Interchange) is and its role in representing characters in computers. Mention that each character has a
unique decimal value assigned to it.
Show an example of ASCII art (simple drawings or patterns created using ASCII characters). Explain that the challenge is to decode ASCII art into binary.
Divide the learners into teams or pairs, depending on the group size. Provide each team with a different piece of ASCII art and a corresponding list of ASCII
characters and decimal values.
Their task is to decode the ASCII art into binary by finding the decimal values for each character and converting them. They can use coloured markers or pencils to
make the binary representation visually engaging.
Example activity 2: - Extend the activity to create bingo cards with ASCII characters and their corresponding binary values.
Call out ASCII characters, and learners mark the corresponding binary values on their Bingo cards.
D.10 Demonstrate a basic proficiency in the application of digital skills. Link to C.2 – C.5, and R.5 – R.7
Learners develop a presentation (PP) about using/applying the use of an IoT device (Link to Ds above). Link to networks (IoT)
Example: Live webcam e.g. Explore Africa Example connecting to and watching the feed on a IoT device: https://youtu.be/VUJbDTIYlM4
146
3.3.3 Term 3
Content (Grade 9 / Term 3) Notes/Examples
C.1 Apply computational thinking (CT) skills to develop a set of logical instructions to solve a problem. Link to C.2 – C.7 and R.5 – R.7
C.2 Present a simple coding solution using symbolic or written statements representing sequences of commands, single repetition, and conditional C.1 and C.2 done together
constructs.
Example activity – Word scrambler and crack-the-word game (Lists, string handling)
Pair programming activity.
The purpose of this game is that one sprite inputs a word and then displays a scrambled version of the word.
The other sprite then must guess what the word is.
The sprite who displayed the scrambled word must say if the guess was right or wrong.
The program must stop when the word is guessed correctly.
Possible solution:
• Determine the length of the original word.
• Populate a list with the letters of the word (Use a For loop from 1 to the length of the word).
• Choose a random letter from the list and join it to form another string.
• When a letter was selected, delete it from the word (so that it cannot be chosen again).
Example activity Follow up on the word scrambler program.
Cooperative learning activity – group size of four or less.
Explain how the “hangman” game works.
Give step-by-step instructions as a first attempt to write a program for the game “hangman”.
C.3 Interpret and execute a given symbolic or written set of commands
Example activity – Expand word scrambler by Note:
using the code below: Generally, most learners are comfortable with tasks/problems
Expand the program to do the following: that require them to write code that requires them to combine
• Add a counter to indicate how many guesses one or two concepts at a time. Manny learners, however,
it took to guess the correct word. struggle when they must combine coding concepts at a
• Display how many letters of the word that the time/in one program as it increases the difficulty level as well
user guessed are in the correct position. as the complexity of the task/problem. It is therefore advisable
that leaners practise coding concepts using small, basic,
manageable tasks/problems until they are ready for the next
step.
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Content (Grade 9 / Term 3) Notes/Examples
C.4 Debug a given symbolic or written set of instructions Link to C.2, C.3
Debug the age calculator Link to C1, C2, C3, C4, C5, C6 and C7
The algorithm below must act as an age calculator. The algorithm was ~Age calculator
compiled to calculate the following: Enter the year in which you were born
• Calculate how old you will be in the current year. Input iYear
• Calculate if you were born in a leap year Enter the month in which you were born
• Convert your age in years to your age in days. Input iMonth
Enter the day in which you were born
• Convert your age in years to your age in hours.
Input iDay
Enter the current year
Do the following:
Input iCurrentYear
• Compile a trace table to test if the age calculator works correctly and
iAge <-- iYear – iCurrentYear //Calculate your age in the current year
correct the algorithm where necessary.
If iYear mod 4 = 0 then //Calculate your age if you were born in a leap year
• Implement the program in Scratch and add the following code: Display “You were born in a leap year”
o Add the code to convert your age in years to your age in Else
seconds. Display “You were not born in a leap year”
o Add the code to display the season (summer, winter, etc.) EndIf
in which you were born. rAgeInDays <-- iAge*365.25 //Convert your age in years to your age in
days
RAgeInHours <-- iAge * 24 //Convert your age in years to your age in
hours
C.5 Evaluate a given solution towards potential improvement Display “This year you will be “, iAge, “years old” Link to C.2 – C.4
Provide learners with code to evaluate Display “This year you will be “, rAgeInDays, “days old”
C.6 Recognise and interpret patterns in symbolic sets of data or visualisations. Display “This year you will be “, rAgeinHours, “ hours old”
C.7 Create or complete a pattern to represent a data set End.
Example activity – Tribonacci numbers Learners use computational thinking, pattern recognition and
Tribonacci numbers work like Fibonacci numbers. The Tribonacci numbers start with three predetermined terms and each term afterwards is the sum of the preceding previous experience of a similar problem to write an algorithm
three terms. to display Tribonacci numbers.
The Tribonacci numbers Tn are defined as follows: T1 = 0, T2 = T3 = 1, and Tn = Tn-1 + Tn-2 + Tn-3 (n ≥ 3)
In other words, each number is the sum of the previous three numbers.
The first few Tribonacci numbers with signature (0,1,1) are: 0, 1, ,1, 2, 4, 7, 13, 24 …
(Note: The first three terms are the signature. The signature may vary.)
Use the experience with the Fibonacci problem, to develop the algorithm for coding the Tribonacci numbers
Robotics
R.3 Outline the different components of a robot
Learners need to describe and use the following sensors Learners are introduced to IR proximity sensor
Component Basic definition Purpose Practical application example – May be used to:
IR proximity sensor An IR (Infrared) proximity sensor is a device The primary purpose of an IR proximity In a robotics project, an IR proximity sensor can be The learners need to provide:
that uses infrared light to detect the presence sensor is to detect the presence or utilized to enable obstacle avoidance. For instance, a • A basic definition of a motor driver board.
or absence of an object in its vicinity. It emits proximity of objects without physical robot equipped with IR proximity sensors can detect
• Explain the purpose of the board.
infrared radiation and measures the reflection contact. It is used to trigger specific nearby obstacles as it moves and adjust its path or
or absorption of this radiation to determine the actions or responses when an object stop to avoid collisions. This enhances the robot's • Explain how it is used in robotics projects.
object's distance or proximity. enters or leaves a defined detection ability to navigate autonomously in a dynamic
range. environment, making it suitable for applications such
as autonomous vacuum cleaners, line-following Infrared Obstacle Avoidance Sensors – Breadboard
robots, or drones that need to maintain a safe experiment
distance from obstacles during flight.
148
Content (Grade 9 / Term 3) Notes/Examples
Resistor values This is a simple breadboard project illustrating the basic
Revisit the concept of a resistor and its use in robotics and other electronics projects. operation of a sensor that presents a signal. It shows the
Calculate the resistance on a 4-band resistor. basic principles of the operation of a sensor. The purpose of
the experiment is to outline how the sensor could be used in
an LFR.
Link activity CODING – the learners can develop a block-based program to show the resistance of a
particular resistor if the four colour codes are supplied
The learners need to know the basic principles and use of a motor driver board as part of robotics and physical computing artefacts
Examples of motor / servo driver boards
Sample motor driver board Sample motor driver board Sample motor driver board Sample motor driver board
Component Purpose Usage in Robotics, in respect of a (Microcontroller) An example
A motor driver board for a microcontroller is a The purpose of a motor driver board with a In a robotics project involving a microcontroller a motor driver board can be
hardware component that interfaces with a microcontroller is to enable the microcontroller used to drive the wheels of a robot. For instance, a small line-following robot
microcontroller to control and drive electric to control motors, allowing it to perform tasks can use two DC motors connected to the motor driver board. The
motors. It provides the necessary circuitry and like driving wheels on a robot, spinning microcontroller sends signals to the motor driver board to control the speed
controls to manage the speed and direction of propellers on a drone, or moving other and direction of these motors, enabling the robot to move forward, backward,
one or more motors. mechanical components. It simplifies motor turn, or follow a line on the ground. This integration simplifies motor control
control by handling the high-power and allows the microcontroller to focus on higher-level tasks like sensor
requirements and providing an interface for readings and decision-making for the robot's behaviour.
the microcontroller to send commands to the
motors.
For enrichment purposes and for the highflyer learners (extended opportunity) an introduction to display components could be given.
149
Content (Grade 9 / Term 3) Notes/Examples
FOR ENRICHMENT Basic Definition Purpose Usage in Robotics, in respect of a
(Microcontroller) An example
7 Segment display A 7-segment display is a digital numeric The primary purpose of a 7-segment In a digital thermometer project, a 7-segment
display consisting of seven LED segments display is to show numeric data in a display can be utilized to exhibit the current
arranged in a specific pattern to represent simple and compact format. It's widely temperature in a digital format. The individual
digits from 0 to 9. It can display numerical used in various applications where segments can be lit up to represent the digits of the
values and some limited characters. numerical information needs to be temperature value, providing a user-friendly and
conveyed, such as digital clocks, easily readable output
thermometers, or countdown timers.
8 x 8 LED display An 8x8 LED dot matrix display is an array of The purpose of an 8x8 LED dot matrix In a digital clock project, an 8x8 LED dot matrix
64 individually controllable LED lights display is to provide a visually versatile display can be employed to showcase the time in a
arranged in an 8x8 grid. Each LED can be output for information or graphics. It's visually appealing manner. By lighting specific LEDs
independently turned on or off, allowing for commonly used for displaying text to form numbers and colons, the display can
the display of text, numbers, symbols, or messages, simple graphics, or scrolling continuously update to show the current time, giving
animations. messages in various electronic a distinctive and dynamic appearance.
projects.
Or In a digital scoreboard project for a sports event the
4 In 1 (8x8(Display A 4 in 1, 8x8 LED display module combines The purpose of a 4 in 1, 8x8 LED display module can be employed to show scores
four 8x8 LED dot matrix displays into a display module is to provide a more and timing information. The larger display area
single unit, resulting in a larger display area. extensive and versatile LED display allows for clear visibility of scores from a distance,
Each of the four displays can be controlled capability compared to a single 8x8 and it can also be used to present animations or
individually or together to create larger and display. It's commonly used in projects team logos.
more detailed visual outputs. where a larger or more impactful visual
display is required, such as for scrolling
messages, animations, or larger text.
16x2 LCD Display (with ic2 A 16x2 LCD (Liquid Crystal Display) is a The purpose of a 16x2 LCD display is In a weather station project, a 16x2 LCD display can
module) character-based alphanumeric display that to provide a text-based output interface be used to show real-time weather data such as
consists of 16 columns and 2 rows of for displaying information in a clear and temperature, humidity, and atmospheric pressure.
characters. It's capable of displaying text readable format. It's commonly used in The display can present this information in an
and limited graphical symbols. embedded systems, devices, and organized manner, allowing users to easily access
electronic projects to convey important the current weather conditions.
information.
Neopixel Strip A strip of individually addressable RGB Used for dynamic and colourful lighting Neopixel strips are employed for aesthetic
(Red, Green, Blue) LEDs that can display a effects, visual displays, and feedback in purposes, indicating status, or enhancing the visual
wide range of colours and patterns. robotics projects. appeal of a robot. They can also be used for
signalling and communication.
The learners need to know the elementary difference between digital and analogue input and how to process the readings in block-based code.
R.5 Design a simple artefact based on a set of design instructions Link to R.6 – R.7 and C.1 – C.7 and D.6 and D.7
R.6 Mimic the operations of a robot R.5, R.6 and R.7 done together
R.7 Create, test and execute a set of robotic instructions
Example of an LFR and OAR, implementing IR Sensors and an Ultrasonic sensor. Example from (Dame, A. 2021 - DIY Microcontroller Educational Mobile Robot V2 Learners must investigate and describe the typical
[Used with permission] See (https://www.instructables.com/DIY-Microbit-Educational-Mobile-Robot-V2/) composition of a Line following robot using IR sensors,
applying the principles of design thinking.
The learners should be able to describe the use and purpose
of the following components typically used as part of a Line
following robot (LFR) (on a conceptual level only)
• Chassis
150
Content (Grade 9 / Term 3) Notes/Examples
• Wheels
• Power supply
• Microcontroller
• Motors and
• Motor driver
• Breadboard and jumper wires for prototyping
• IR Sensor/s
Schools should always consider the The learners should also be able to describe the logical
affordability of components and kits. principles guiding the code of an LFR.
Digital Concepts
D.1 Outline the concept of technology and purpose of information technology (IT) D.1, D.3, D.4, D.5 done together
D.2 Recognise that he or she is living as citizens in a digital world. D.2, D.6, D.8, D.9 done together
Relate to IoT. Learners need to understand
Phishing is a fraudulent attempt to obtain sensitive information, such as usernames, passwords, and financial details, by disguising it as a trustworthy entity. • What malware is and what it includes,
Ransomware is malicious software that encrypts a user's files or system and demands a ransom in exchange for decryption keys. • Describe Phishing
Learners watch the following videos: https://youtu.be/XsOWczwRVuc and https://youtu.be/xbHCrgAl2n4 • Describe Ransomware
Example activity:
Describe a scenario where a city's smart grid, controlled by IoT devices, has been attacked by ransomware. The devices are locked, and the city's power supply is
at risk. Provide participants with a puzzle using binary code. They must solve it to unlock the devices and save the city's power grid.
Answer the following question in binary.
01001000 01100101 01101100 01101100 01101111 00101100 00100000 01010100 01101000 01101001 01110011 00100000 01101001 01110011 00100000
01100001 00100000 01100010 01101001 01101110 01100001 01110010 01111001 00100000 01100011 01101111 01100100 01100101 00100000 01110000
01110101 01111010 01111010 01101100 01100101 00101100 00100000 01100001 01110010 01100101 00100000 01111001 01101111 01110101 00100000
01110011 01101111 01101100 01110110 01101001 01101110 01100111 00111111
Solution:
"Hello, this is a binary code puzzle, are you solving?"
The solution to the puzzle is: "Yes, I am solving."
01011001 01100101 01110011 00101100 00100000 01001001 00100000 01100001 01101101 00100000 01110011 01101111 01101100 01110110 01101001
01101110 01100111
D.3 Demonstrate an understanding of the concept of a computing device. D.1, D.3, D.4, D.5 done together
Case Study: IoT in Smart Home Automation
Smart home automation involves connecting household devices and systems to the internet, allowing homeowners to control them remotely through smartphones,
tablets, or voice commands. This technology enhances convenience, security, energy efficiency, and overall comfort. Meet the Johnson family. They live in a
suburban home and want to make their living space more efficient and comfortable. To achieve this, they decide to implement IoT-based smart home automation
solutions.
Smart Thermostat: The Johnsons install a smart thermostat that learns their preferences and adjusts the temperature accordingly. They can control the thermostat
remotely, ensuring their home is comfortable when they arrive.
Smart Lighting: IoT-enabled light bulbs are installed throughout the house. The family can control the lighting using their smartphones or set schedules for lights to
turn on and off, enhancing security when they're away.
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Content (Grade 9 / Term 3) Notes/Examples
Smart Security System: The Johnsons set up a smart security system that includes cameras, motion sensors, and door/window sensors. They receive real-time
alerts on their devices if any suspicious activity is detected, allowing them to take immediate action.
Smart Appliances: The family upgrades to smart appliances like a refrigerator with a built-in camera. This allows them to see the contents of the fridge while
grocery shopping and receive expiration date notifications.
Voice Assistants: The Johnsons use voice assistants like Amazon Echo or Google Home to control various devices using voice commands. They can ask about
the weather, set reminders, and control other IoT devices.
Benefits:
Convenience: The Johnsons can control their home environment remotely, adjusting settings even when they're not at home.
Energy Efficiency: The smart thermostat and lighting system help save energy by optimizing usage based on occupancy and preferences.
Security: Real-time monitoring and alerts enhance the security of their home, deterring potential intruders.
Resource Management: The family can monitor energy and water usage, helping them make informed decisions about conservation.
Challenges and Considerations:
Privacy Concerns: Connected devices gather data about users' habits and preferences, raising concerns about data privacy.
Compatibility: Not all smart devices are compatible with each other, making it important to choose a cohesive ecosystem.
Initial Costs: Setting up a smart home requires an investment in devices and infrastructure.
The Johnsons' experience with their smart home illustrates how IoT can significantly improve the quality of life and bring convenience to daily routines. The case
study showcases how smart home automation, driven by IoT technology, offers homeowners the ability to control their environment, enhance security, and promote
energy efficiency. As IoT continues to evolve, the concept of the smart home is likely to become more integrated into our lives, making our living spaces more
comfortable and connected.
Some questions for discussion:
1. What is the concept of a "smart home" in this case study, and how does IoT play a role in it?
2. Why do you think smart home automation is becoming increasingly popular?
3. Explain the functionality and benefits of the smart thermostat installed by the Johnsons.
4. How do IoT-enabled light bulbs contribute to both convenience and security in their home?
5. Describe the components and functions of the smart security system used by the Johnsons.
6. What advantages do the Johnsons gain from upgrading to smart appliances like the refrigerator with a built-in camera?
7. How do voice assistants enhance the Johnsons' control over their smart home devices?
8. Discuss the convenience aspects of the Johnsons' smart home. How does remote control improve their daily life?
9. How do the smart thermostat and lighting system help the Johnsons save energy? What role does optimization play?
10. Explain how the smart security system not only enhances security but also provides peace of mind.
11. Analyse the privacy concerns related to IoT devices in smart homes. How can users address these concerns?
12. Can you think of other real-life scenarios where IoT technology could be applied to enhance convenience, security, or energy efficiency?
D.4 Identify the common uses of ICT in the real world • Link to D.1 and D.5
Understand how networks support the Internet of Revise networks
Things (IoT) and cloud computing. Revise IoT
Example activity:
Provide learners with a blank diagram of the IoT and
cloud network architecture.
Ask them to label and draw arrows to represent how
data flows from an IoT device to the cloud and back.
Encourage them to include labels for IoT devices, local
networks, the internet, and cloud servers.
E.g.
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Content (Grade 9 / Term 3) Notes/Examples
D.5 Differentiate between the components of an ICT system D.4, D.5, D.7 done together
D.6 Explain how the adaptation of technology impacted the world we work and live in D.2, D.6, D.8, D.9 done together
D.7 Present a basic understanding of the concept of input processing and output. Link to R.5 – R.7
Scenario: Smart Home Climate Control System Input Processing Output
Divide learners in pairs and let them create an IPO table to plot the different processes.
Input: Temperatur Microprocessor Analyses indoor
In a modern smart home, the climate control system is equipped with various sensors, including temperature sensors, humidity sensors, and motion sensors. The e sensors collects temperature for climate
residents of the home have set their preferred temperature range to be between 22°C and 25°C and a humidity level of around 40-50%. The system also considers temperature data control
the residents' occupancy patterns, such as when they are at home and when they are away. Humidity Microprocessor Evaluates humidity for
sensors measures climate regulation
Process:
humidity levels
The smart home climate control system's microprocessor constantly receives input from the sensors, which monitor the temperature, humidity, and detect motion in Motion Microprocessor Adjusts climate settings
different rooms of the house. The microprocessor analyses this data to determine the current climate conditions within the home. sensors detects occupancy based on occupancy
Output: status
Based on the processed information, the smart home climate control system takes appropriate actions to maintain the desired climate conditions. Here are some User- Microprocessor Adapts climate settings to
examples of how the system responds: defined uses residents' match user preferences
If the temperature is below the lower threshold (22°C) and there are occupants in the room, the microprocessor activates the heating system to increase the preferences settings
temperature. Time of day Microprocessor Optimizes climate control
If the temperature exceeds the upper threshold (25°C) and occupants are present, the microprocessor activates the air conditioning system to lower the data tracks day and based on time of day
temperature. night periods
If the humidity level falls below 40%, the microprocessor turns on a humidifier to increase humidity. Other Microprocessor Customizes climate
environment processes actions based on specific
When the motion sensors detect that there are no occupants in the house, the microprocessor adjusts the climate control settings to an energy-saving mode, al data additional data needs or environmental
maintaining a slightly wider temperature range to conserve energy. (optional) factors
If no occupants are detected for an extended period, the system goes into a sleep mode, reducing power consumption until someone returns. The IPO table outlines the inputs, processing, and outputs of
By continually processing the input from various sensors, the microprocessor ensures that the smart home's climate control system operates efficiently, providing a the Smart Home Climate System. The microprocessor
comfortable living environment while optimizing energy usage based on occupancy patterns. gathers data from temperature sensors, humidity sensors,
motion sensors, user-defined preferences, and time-of-day. It
then processes this information to analyse indoor
temperature, humidity levels, occupancy status, and time of
day. Based on this processing, the system adjusts climate
settings to regulate temperature and humidity levels, for a
comfortable living environment. It considers user-defined
preferences for personalized comfort. The system can
customize climate actions based on specific needs or
environmental factors to optimize energy usage and promote
energy-efficient practices.
D.8 Interpret a pattern to represent or communicate a message or image D.2, D.6, D.8, D.9 done together
D.9 Create a pattern to represent or communicate a message or image D.2, D.6, D.8, D.9 done together
D.10 Demonstrate a basic proficiency in the application of digital skills. Link to C.2 – C.5 and R.5 – R.7
Combine with coding activities.
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3.3.4 Term 4
Content (Grade 9 / Term 4) Notes/Examples
Coding
C.1 Apply computational thinking (CT) skills to develop a set of logical instructions to solve a problem. Link to C.1 – C.7 and R.5 – R.7
C.2 Present a simple coding solution using symbolic or written statements representing sequences of commands, single repetition, and conditional C.1, C.2, C.3, C.4 and C.5 are done together
constructs.
C.3 Interpret and execute a given symbolic or written set of commands
C.4 Debug a given symbolic or written set of instructions
C.5 Evaluate a given solution towards potential improvement
Example activity – Create a game
Watch the following videos for ideas and use your experience from the games you wrote in previous terms to create a game of your choice
Snakes & ladders boardgame:
Creating dice https://youtu.be/qt3wjftisry
Creating the board https://youtu.be/-aqt9jnyaok
Playing the game https://youtu.be/1l3c0y4l6ou
Maze Game https://youtu.be/zEH1JOIbD5o
Racing Game https://youtu.be/aYnKI0fEXA4
C.6 Recognise and interpret patterns in symbolic sets of data or visualisations. Link to D.6 and D.7 and C.1
C.7 Create or complete a pattern to represent a data set C.6 and C.7 are done together as the activity require
Example activity recognising and interpreting as well as completing a pattern
Study the picture on the right. Each house pattern is built using a certain number of match
sticks.
1) Complete the following table for pattern no 4, 7 and no 10 Note:
Concrete activities remain important as literature suggests
that the primary weakness of today’s pedagogy of
programming is that it does not provide enough opportunity
for the novice to develop concrete operational skills, via the
correct types of exercises…due to too much emphasis on
2) From the table above, Identify and describe the pattern writing large amounts of code, and problem solving.
3) Look for a relationship between the number of match sticks and the number of houses, e.g. to build the single house (pattern no 1), you need 6 match sticks
and for the two houses (pattern no 2) you need 11 match sticks, etc.
Complete the table and describe the pattern between the pattern no and the number of match sticks, e.g. 1 and 5; 2 and 10, etc By identifying patterns, we can predict what will come next
and what will happen again and again in the same way.
In Computer Science/coding we analyse patterns in data and
make predictions and generalisations based on the pattern
analysis.
If n is the pattern no, use the relationship from above
to generalise the pattern and represent the
generalised pattern in symbolic format (using n) for
each of the pattern numbers on the right
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Content (Grade 9 / Term 4) Notes/Examples
Robotics
R.3 Outline the different components of a robot R.3, R.5, R.6 and R.7 done together
R.5 Design a simple artefact based on a set of design instructions The learners must be able to apply the principles of design
R.6 Mimic the operations of a robot thinking to develop an artefact that deploys at least 2 sensors,
R.7 Create, test and execute a set of robotic instructions an actuator, and other components. The learner may also
Final Project Example Project – Smart Home decide to incorporate any additional sensors, or controls and
The learners must construct their artefact from materials and smart home from recycled material. communication with another microcontroller. The learner
should present the overall design of their artefact, its purpose
and how it is to operate.
The theme for the project is a SMART device.
Examples of such projects are:
- a smart home, or
- smart farm/hydroponic system,
- or even a smart robot (E.g., Balloon popper etc.)
R.4 – Present an understanding of how robots affect the world.
Example Activity The learners should be able to
The learners can brainstorm on how the development of creative solutions to address concerns related to robot-human interactions, employment shifts, and privacy • Explain the possibilities of advanced robots with artificial
concerns, promoting responsible and ethical implementation could be addressed in the 4IR+ society intelligence, considering their impact on employment,
social structures, and human interaction.
• Discuss the advantages and disadvantages of utilizing
robots in dangerous situations and space exploration.
Digital Concepts
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Content (Grade 9 / Term 4) Notes/Examples
D.1 Outline the concept of technology and purpose of information technology (IT)
D.2 Recognise that he or she is living as citizens in a digital world. Link to D.6
D.3 Demonstrate an understanding of the concept of a computing device. Link to D.1, D.4 and D.5
D.4 Identify the common uses of ICT in the real world Link to D.1 and D.5
D.5 Differentiate between the components of an ICT system Link to D.4
D.6 Explain how the adaptation of technology impacted the world we work and live in Link to D.2
D.7 Present a basic understanding of the concept of input processing and output. Link to D.3, C.1-C.5 and R.5-R.7
D.8 Interpret a pattern to represent or communicate a message or image.
D.9 Create a pattern to represent or communicate a message or image.
D.10 Demonstrate a basic proficiency in the application of digital skills. Link to C.2 – C.5 and R.5 – R.7
Consolidation activity:
Create a visual representation of your ideal smart home by sketching or using digital design tools. Include rooms, devices, connections, and designated roles for
family members or role players within your smart home. Be sure to consider the layout, placement of devices, and how you interact to make your home more Consolidate all outcomes into one or two activities.
efficient and enjoyable.
Learners will need a piece of paper, pencils, markers, and any other materials they want to use to create their visual representation. This activity can be done in
groups of 3 – 4. Steps to follow:
Brainstorm ideas: Brainstorm a list of features they would like their ideal smart home to have. This could include things like:
• Smart lights that can be turned on and off with a voice command or a gesture.
• A security system that can be monitored remotely.
• A thermostat that can be adjusted automatically to save energy.
• A doorbell that can send a notification to your phone when someone is at the door.
• A robot vacuum cleaner that can clean the floors without you having to lift a finger.
• A smart lock that can be unlocked with your fingerprint.
• A smart speaker that can play music, set alarms, and answer questions.
• A smart TV that can stream movies and shows, control other devices, and even make video calls
Draw a floor plan: Draw a floor plan of their ideal smart home. Label each room and indicate where the different devices would be located.
Add rules for use: Add rules for how the different devices in your smart home would be used. For example, you might decide that the lights can only be turned on
and off by adults, or that the security system can only be activated when someone is home.
Connect the devices: Indicate how the different devices in your smart home would be connected to each other. This could be done with wires, Wi-Fi, or Bluetooth.
Label the devices: Label each device in their smart home with its name and function.
Describe the communication between devices: Describe how the different devices in your smart home would communicate with each other. For example, the
lights would automatically turn on when the security system is activated, or the thermostat would adjust itself to save energy when no one is home.
Describe the security features: Describe the security features that would be in your smart home. This could include things like motion sensors, door and window
sensors, and security cameras.
Describe the use for each role player: Describe how each person in the household would use the different devices in the smart home. For example, parents would
use the security system to keep their children safe, or the children would use the robot vacuum cleaner to help them with their chores.
Once learners have completed this activity, they will create a visual representation of their ideal smart home. They will also have a better understanding of how
smart homes work and how they can be used to make life more convenient and efficient.
Additional tips for this activity:
Encourage learners to be creative and think outside the box. There are no right or wrong answers when it comes to designing a smart home.
Help learners to research different smart home devices and features. This will give them a better understanding of the options available to them.
Encourage learners to collaborate with each other. This will help them to come up with more creative and innovative ideas.
Allow learners to revise their designs as needed. This is a learning process, and it is important to give learners the opportunity to make mistakes and learn from
them. The activity can be extended to include a garden system.
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4 SECTION 4
ASSESSMENT
4.1 ASSESSMENT
Assessment is a continuous planned process of identifying, gathering and interpreting information about the
performance of learners, using various forms of assessment. It involves four steps: generating and collecting
evidence of achievement, evaluating this evidence, recording the findings and using this information to
understand and thereby assist the learner’s development to improve the process of learning and teaching.
Assessment involves activities that are undertaken throughout the year. Assessment comprises two different but
related activities: informal daily assessment (assessment for learning) and formal assessment (assessment of
learning).
Assessment in Coding and Robotics should encourage computational thinking practices, i.e. integrating the
power of human thinking with the capabilities of ICTs and computer programming.
However, cognisance should also be taken of what is being assessed. Certain competencies are best assessed
with particular forms of assessment. Different kinds of assessments are appropriate to the competencies
necessary for different topics at different age groups. It is useful to use an observation checklist to assess
learners measuring in the early grades. Rubrics, for example, can be used to evaluate learner’s Coding and
Robotics as well as problem solving skills.
Assessment involves activities that are undertaken throughout the year. In grades 7 – 9 assessment comprises
two different but related activities: informal daily assessment (assessment for learning) and formal assessment
(assessment of learning).
Assessment in Coding and Robotics should encourage computational thinking practices, i.e. integrating the
power of human thinking with the capabilities of ICTs and computer programming.
4.1.1 Informal or daily assessment
Assessment for learning has the purpose of continuously collecting information on a learner’s achievement that
can be used to improve their learning. Informal assessment is the daily monitoring of learners’ daily progression
and should also focus on how learners learn and retain new information. It should therefore include retrieval
practice (as described by the science of learning –section 2.7.4) as well as deliberate practise (See Section
2.7.5).
Trying to remember something enhances memory, and teachers can use quizzes or self-tests for this purpose.
As learners learn and retain new information by focusing on the meaning of the content, teachers can assign
tasks that require learners to explain or organise the material (e.g. concept maps), which helps them think about
the meaning of content.
In learning Coding and Robotics, practise is also essential, and teachers can focus on regular practise and
retrieval as well as spaced practise and retrieval over time to aid long-term retention. Teachers can also
interleave different types of practice and use multiple modalities to enhance learning
Informal assessment and retrieval practise may be as simple as stopping during the lesson to ask questions or
have learners writing down what they can remember about what was learned in a previous lesson and provide
feedback to the learners. Informal assessment does not need be recorded. It is part of all learning activities
taking place in the classroom. Learners or teachers can mark these tasks.
Self-assessment and peer assessment actively involves learners in assessment. This is important as it allows
learners to learn from and reflect on their own performance. The results of the informal daily assessment tasks
are not formally recorded unless the teacher wishes to do so. The results of daily assessment tasks are not
used for promotion and certification purposes.
4.1.2 Formal assessment
All assessment tasks that make up a formal programme of assessment for the year are regarded as formal
assessment. Formal assessment tasks are marked and formally recorded by the teacher for progression and
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certification purposes. All formal assessment tasks are subject to moderation for the purpose of quality
assurance and to ensure that appropriate standards are maintained.
Formal assessment provides teachers with a systematic way of evaluating how well learners are progressing in
a grade and in a particular subject. Examples of formal assessments include tests, examinations, practical
tasks, projects, etc. Formal assessment tasks form part of a year-long formal programme of assessment in each
grade and subject.
Coding and Robotics has three strands with vital practical components regarding the Coding and Robotics
strands.
Both the Coding and Robotics strands include mini–Practical Assessment Tasks (PATs) which together will
make up 33,3% of the Final Examination mark (20 out of a possible 60).
The following tables provide the formal assessment requirements for Coding and Robotics:
Table 4-12 Minimum formal assessment requirements for Coding and Robotics
Forms of Minimum requirements per term No of tasks Weighting
assessment Term 1 Term 2 Term 3 Term 4 per year
Tests 1 1 60%
Examination 1 1
SBA
Practical 1 1 1
Tasks
Project 1
Total 2 2 2 2 8
End-of-year 40%
examination
Note:
The practical tasks must include practical content/application with regards to
• Coding (e.g. develop code for a coding task/problem – refer to C.2)
• Robotics (e.g. creating robotics artefacts – refer to R.5 – R.7)
Practical tasks for robotics could be done and assessed in pairs.
The tests and examination must include theoretical content with regards to
• Coding (e.g. writing an algorithm, correcting/debugging or evaluating a coding algorithm/solution,
explaining what code does, interpreting/creating patterns, etc.)
• Robotics (e.g. What a robot is, types of robots, impact of robots, etc.)
• Digital concepts
The forms of assessment used should be age and developmental level appropriate. The design of these tasks
should cover the content of the subject and include a variety of tasks designed to achieve the objectives of the
subject.
4.2 PROBLEM-BASED LEARNING
Assessment in Coding and Robotics can be done assessing the learner in action, for example, watching the
learner solving the problem without stopping the moment. This can be done using the following strategies:
4.2.1 Individual Problem-based Learning (coding)
Problem solving is the process of designing, evaluating, and implementing a strategy to answer question,
complete a task or achieve a desired goal.
4.2.1.1 Types of problems
In terms of coding, typically, problems could require learners to
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• provide missing code instructions (code instructions are provided with some instructions or code
elements missing / to be completed or
• choose the correct solution from 2-3 options or
• work through (trace) / act out code to determine if it is correct and correct if required or
• rewrite a set of coding instructions to be more efficient or
• compare different solutions to evaluate efficiency or
• translate verbal/written instructions to code (e.g. packing arrows)
• develop the solution/algorithm (code instructions) themselves using computational thinking and
following problem-solving process.
The above will depend on the competency the learner needs to demonstrate. Coding problems need to
gradually increase in terms of complexity.
4.2.1.2 Assessing problem-based learning (coding)
The learner is assigned a problem he/she must solve and in doing so
• needs to understand the problem.
• analyses the problem (what is given and what is needed / what is important and what can be ignored -
abstraction).
• identifies the main steps (abstraction / high level solution).
• identifies the detailed steps (decomposition / breaking down the main steps).
• Identifies patterns to determine the need for using coding structures such as repetition.
• implements and tests the solution (algorithm).
• debugs the solution if required.
Refer to Annexure A for rubric example to assess problem solving.
4.2.2 Cooperative Learning
Instead of encouraging learners to compete for grades or achievement, cooperative learning asks them to work
together and participate in group learning activities (small groups, e.g. 4 learners), under the guidance of a
teacher.
Assessing cooperative learning in Senior Phase Coding and Robotics
Example rubric to assess cooperative learning activity: Defining a robot and its different parts.
Refer to Section 2.6.2.1 for example cooperative learning activity.
Refer to Annexure A for rubric example to assess cooperative learning.
4.2.3 Pair Programming
Assessing pair programming in Senior Phase Coding and Robotics
Example rubric to assess cooperative learning activity:
Identifying, completing and creating patterns.
Refer to Section 2.6.2.2 for example pair programming learning activity.
Refer to Annexure A for rubric example to assess pair programming.
4.3 RECORDING AND REPORTING
Recording is a process in which the teacher documents the level of a learner’s performance in a specific
assessment task. It indicates learner progress towards the achievement of the knowledge as prescribed in the
Curriculum and Assessment Policy Statements. Records of learner performance should provide evidence of the
learner’s conceptual progression within a grade and her / his readiness to progress or being promoted to the
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next grade. Records of learner performance should also be used to verify the progress made by teachers and
learners in the teaching and learning process.
Reporting is a process of communicating learner performance to learners, parents, schools, and other
stakeholders. Learner performance can be reported in several ways. These include report cards, parents’
meetings, school visitation days, parent-teacher conferences, phone calls, letters, class or school newsletters,
etc. Teachers in all grades report in percentages against the subject. The various achievement levels and their
corresponding percentage bands are as shown in the Table below.
4.4 GENERAL
This document should be read in conjunction with:
• National policy pertaining to the programme and promotion requirements of national Curriculum statement
Grades R-12; and
• The policy document, National Protocol for Assessment Grades R-12
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ANNEXURE A: TERMINOLOGY
The following tables provide clarity on terminology used in the Coding and Robotics CAPS
A.1 CODING
Table A-13 Coding - Clarification of concepts and terms
Term/Concept Explanation
Algorithm An algorithm is a set of logical instructions/commands that a human or computer can execute to
solve a specific problem or accomplish a particular task.
It is a computational process that uses a finite number of steps (logical instructions or commands),
carried out in a specific sequence to solve a problem.
Coding Coding is the process of writing instructions that a computer can understand and execute These
instructions are written in a programming language, which is a set of rules that define how the
instructions should be written.
The purpose of coding is to create software programs that can perform specific tasks, such as
running a website, playing a video game, or analysing data.
Computation In computing, computation refers to any type of arithmetic or non-arithmetic calculation that is
well-defined. It can involve mathematical equations, computer algorithms, and other types of
calculations.
Computational Thinking It refers to a problem-solving approach that involves breaking down complex problems into smaller,
more manageable parts and using algorithms and logical reasoning to solve them.
It involves skills such as abstraction, decomposition, pattern recognition, and algorithmic thinking.
It is a way of thinking that is used in computer science, but it can also be applied to other fields.
In education, computational thinking is used to teach learners how to think logically and solve
problems systematically.
Conditional (choice/ A control structure that selects one alternative from two or more possible execution sequences to
decision) statement be executed
Control statement A control structure that is used to modify the order in which instructions are executed such as a
loop or conditional statement
Event A signal or notification that something has happened.
Expression Refers to a combination of one or more values, operators that can be evaluated to produce a
result.
Input In computing, input refers to the data that is entered into a computer system, such as text, images,
or sound,
IPO table Input-Processing-Output table describes the inputs processing and outputs of program.
Loop statement A control structure that allows a sequence of instructions to be continually repeated until a certain
condition is reached
Operator Operators are symbols or keywords that represent computations or actions performed on
operands. Operators include:
Arithmetic operators (+, -, x, /, modulo), comparison operators (=, >, <, ≤, ≥, ≠),
Boolean operators OR, AND, NOT, string operators for manipulating strings/text (length,
concatenate, indexing)
Operators provide the building blocks for creating expressions and performing operations
Output In computing, output refers to the result of the processed data that is presented to the user in a
usable format. This can be in the form of text, sound, image, or video.
Processing In computing, processing refers to the operations performed by the computer to manipulate or
analyse the input data.
Program A program is a sequence of instructions that a computer can execute to perform a specific task.
Trace table In programming, a trace table is a technique used to test an algorithm and predict step by step how
the computer will run the algorithm.
Statements are executed step by step, and the values of variables change as an assignment
statement is executed.
A trace table simulates the flow of execution by showing the values of variables at each step of the
algorithm.
Trace tables are typically used by novice programmers to understand how an algorithm works and
to identify errors in the algorithm 2
Variable In programming, a variable is a named storage location that holds a value or data.
Variables are essential for storing and manipulating data in computer programs. The values in
variables can change during the execution of a program.
A.i
A.2 ROBOTICS
Table A-14 Robotics - Clarification of concepts and terms
Term/Concept Explanation
Actuator Refers to a device that converts energy into physical motion, such as rotation or translation.
Actuators are often called the muscles of robots, as they enable robots to perform various tasks
and interact with the environment
Binary Code Refers to a system of representing data using only two symbols, typically 0 and 1.
It is the foundation of digital technology and is used in computers and other digital devices to store,
process, and transmit data and information.
Boolean Logic Refers to is a branch of mathematics and logic that deals with the values of true and false, usually
denoted by 1 and 0. Boolean logic uses operators such as AND, OR, and NOT to combine and
manipulate these values, and to create expressions that represent logical conditions.
Capacitor Refers to a type of electronic component that can store electric charge or energy when voltage is
applied across it.
Controller Refers to a device that commands, directs, and regulates the behaviour of a robotic system. It
takes input signals from the robot’s sensors, processes them based on programmed instructions,
and then sends output signals to the robot’s actuators to perform the desired actions.
Logic Gates Refers to devices that perform logical operations on one or more binary inputs and produce a
single binary output. They are the basic building blocks of digital circuits and systems, such as
computers, calculators, and phones.
Microcontroller Refer to a type of small computer that can control the functions and behaviour of a robotic system.
It generally consists of a processor, memory, input/output ports and other peripherals that can be
programmed to perform specific tasks.
It can receive data from sensors, process it according to the programmed instructions and send
commands to actuators.
Robot A robot is a machine that can perform a series of actions automatically, either by being
programmed by a computer or by being guided by an external control device.
Sensor Refers to a device that can measure or detect some physical property of the environment or the
robot itself and convert it into an electrical signal. Examples include light sensor, touch sensor,
sound sensor, etc.
Servo Refers to a type of motor that can rotate or move to a specific position, angle, or speed with high
accuracy and precision.
A.3 DIGITAL CONCEPTS
Table A-15 Digital Concepts - Clarification of concepts and terms
Term/Concept Explanation
Cipher A cipher, also known as an encryption algorithm, is a set of well-defined rules used to transform
information into a scrambled form, called ciphertext.
It is used to encrypt messages so that they can only be read by someone who knows how to
decrypt them.
Cloud Refers to the use of remote servers over the internet to store, process, and access data and
applications.
Cloud Computing Refers to the on-demand availability of computing resources, such as storage, infrastructure,
software, and data, over the internet.
Computing device A general-purpose machine that can execute instructions for any data processing purpose.
A computing device can receive input, do something with the input and provide a result or output.
Cybercrime It refers to any illegal activity that involves or uses a computer, a computer network, or a networked
device. Cybercrime can target individuals, corporations, or governments, and can cause various
types of harm, such as financial loss, identity theft, privacy violation, or data damage.
Data Raw, unprocessed facts and figures.
Decode Reconstructing the original (encoded) information. It involves taking an encoded representation
and converting it back into its original form
Decrypt The reverse process of encryption, taking ciphertext and using the appropriate key to convert it
back into its original, readable plaintext form.
Digital Citizen A person who uses the Internet and other digital technology to communicate with other and engage
in society.
Digital Citizenship The ability to participate in online society.
A.ii
It includes concepts like respecting others' privacy, avoiding cyberbullying, netiquette, digital health
and welfare, ability to assess the credibility and reliability of online information, intellectual property,
impact and responsibility of online actions and deeds.
Digital Footprint The trail of traceable digital activities, actions, contributions, and communications one leaves
behind when using the Internet or digital devices.
Encode Converting information into a specific format (transforming data or messages into another format)
Encrypt The process of transforming readable data (plaintext) into an unreadable, scrambled form
(ciphertext) using a cryptographic algorithm (cipher) and a secret key.
Hardware The physical building blocks of a computing device or the tangible parts you can see and touch. It
includes:
• Central Processing Unit (CPU): the component responsible for executing instructions.
• Random Access Memory (RAM): Component for temporary storage of programs and
data the computing device is currently working with.
• Storage devices: E.g. hard drives, solid-state drives (SSDs), for permanent data
storage.
• Input devices such as keyboard, mouse, screen, microphone mouse, used to interact
with the computer.
• Output devices such as screen, speakers, printer, etc., used to display and output
information.
Information Data that has been processed and organised to convey meaning.
Information and ICT is the use of computing and telecommunication technologies, systems, and tools to facilitate
Communications the way information is created, collected, processed, transmitted, accessed and stored
Technology (ICT)
Information Technology (IT) IT refers to the use of computer systems to manage, process, protect, and exchange data and
information.
Input In computing, input refers to the data that is entered into a computer system, such as text, images,
or sound.
Internet Refers to a global network of interconnected computers and other devices that use standardised
communication protocols to exchange data and information.
It allows billions of users worldwide to access and share a vast array of resources, including
websites, documents, images, videos, and more.
Internet of Things (IoT) It is the term for the network of physical devices, such as sensors, cameras, machines, and
appliances, that can collect and share data over the internet or other communication networks.
IoT devices can be controlled remotely, monitored in real time, and programmed to perform various
tasks.
IoT can be used for many purposes, such as smart homes, smart agriculture, smart healthcare,
smart manufacturing, and smart transportation.
Output In computing, output refers to the result of the processed data that is presented to the user in a
usable format.
This can be in the form of text, sound, image, or video.
Personal information In computing, personal information or personal data is any information that can identify a
person, from one’s name and address to one’s device identifier and account number.
Processing In computing, processing refers to the operations performed by the computer to manipulate or
analyse the input data.
This includes executing software applications, performing calculations, sorting and filtering data,
and running programs.
Software The intangible programs and applications (instructions) that give life to the physical components.
Examples include:
• Operating System (OS) that manages the hardware resources and provides a platform
for running other programs. (e.g., Windows, macOS, Linux)
• Application software: Specific programs designed for performing tasks like word
processing, image editing, games, etc.
• Programming languages used to create new software by writing instructions the
computer can understand.
Technology Encompasses any tool, technique, or process used to solve problems and manipulate our
environment.
Technology is designed with a purpose of solving problems that meet human needs and wants. It
refers to tools, machines, or devices that make our lives easier or better.
World Wide Web (WWW) Refers to an information system that enables content sharing over the Internet through user-
friendly ways. It allows documents and other web resources to be accessed over the Internet
according to specific rules
A.iii
ANNEXURE B: ASSESSMENT EXAMPLES
B.1 COOPERATIVE LEARNING
Example rubric to assess cooperative learning activity: Defining a robot and its different parts
(See section 2.6.1).
Learner name #Definition of robot #Flashcards used #Drawing *Learner fulfilled
well. illustrates robot role well
1.
2.
3.
4.
#Replace with suitable criteria depending on the task/problem
*Will remain the same irrespective of task/problem
Note:
Although all learners in the group get the same mark for the first three criteria, each learner gets an individual mark for the “Learner
fulfilled role well” – this is based on how well each learner contributed based on their set role.
The teacher can give mark these while learners are completing the activity and hence it should not require much extra time.
Each of the aspects listed in the table above, could be assessed using the following example:
Aspect assessed Beginning (1) Developing (2) Accomplished (3) Exemplary (4)
Definition of Key information is missing Some key information is Most of the key information The learner demonstrates
concept, e.g. robot (e.g. no parts included) and included, and the definition is included (e.g. most of the full understanding in that the
the definition is unclear and is fairly clear and easy to parts) and it is mostly well- definition is well-organised,
difficult to follow follow but may be organised and easy to follow complete, and easy to
incomplete not well follow.
organised.
Flashcard utilised Flashcards are not used Some attempt is made to Flashcards are used Flashcards used
well effectively use the flashcard to explain appropriately to explain the effectively/innovatively to
the concept, but it lacks concept and includes most support a complete
detail and key information of the key information explanation of the concept
and all key information
Drawing illustrates Drawing attempts to convey Drawing includes some Drawing includes most of drawing includes rich, and
concept, e.g. robot the concept, but the drawing relevant details that may not the relevant and accurate accurate details that
is incomplete and/or difficult all be accurate and conveys details that appropriately effectively convey the
to interpret the concept but lack detail convey the concept concept.
Learner fulfilled Learner does not Shares ideas or tries to fulfil Tries to understand his/her Generates ideas and builds
role well understand his/her role and her/his role, but does not role and mostly makes upon other’s ideas to
makes no contribution or work with group and most of relevant contributions. Can develop a larger plan.
unrelated contributions the contributions are work on her/his part and Works independently to do
unrelated take part in the group his/her part and is invested
in the other group members
(e.g. helps when needed,
cares about the group
product)
B.i
B.2 PAIR PROGRAMMING /COMPLETING A TASK IN PAIRS
Example rubric to assess pair programming activity: Identifying, completing and creating patterns.
Learner name #Concept1 #Concept2 #Concept2 *Learner fulfilled
role well
1.
2.
#Replace with suitable criteria depending on the task/problem
*Will remain the same irrespective of task/problem
Note:
Although both learners get the same mark for the first three criteria, each learner gets an individual mark for the “Learner fulfilled role
well” – this is based on how well each learner contributed based on their set role.
The teacher can assign certain marks while learners are completing the activity and hence it should not require much extra time.
Each of the aspects listed in the table above, must be assessed using a rubric:
B.3 DESIGN THINKING
A process that emphasizes creativity, experimentation, and iteration to arrive at the best solution that meets user needs.
Competencies Beginning (1) Developing (2) Accomplished (3) Exemplary (4)
Inspiration: • Demonstrates limited • Applies creative thinking • Applies creative thinking • Demonstrates
Learner applies creative thinking and to understand the effectively to gain a exceptional creative
creative thinking to understanding of the problem or task and deeper understanding of thinking and in-depth
create a product or problem or task identifies some the problem or task and understanding of the
complete a task opportunities for identifies significant problem or task,
innovation opportunities for uncovering unique
innovation. insights and
opportunities for
innovation
Ideation: • Unsure about what is • Generally, mimics ideas • Creates new ideas that • Creates many clear
Learner can create expected so any idea is from others (rather than include enough detail ideas by considering lots
own ideas to create scattered or unfocused creating new ideas) that and that are directly of possibilities that
a product or and ideas do not clearly are related to the related to the problem or focuses on key
completing a task. connect to the problem problem or task. task. information and fully
or task. addresses the problem
or task
Implementation: • Creates a product or • Creates a product or • Uses ideas to create a • Creates clear ideas to
Learner can use best performance, but the performance with some product or performance create a product or
ideas to create a product has limited functionality that is with good functionality performance with
product or complete functionality or detail and somehow related to the that is directly related to precision and full
a task. does not clearly address challenge or problem. the problem or task. functionality and that
the problem, or the fully addresses the
product is not useful. problem or task.
Testing & Improving • Provides minimal or no • Collects some feedback • Collects thorough • Collects extensive
feedback and does not and reflects somewhat feedback, reflects feedback, conducts
reflect on the quality to on the quality for accurately on the quality rigorous testing, and
consider improvements considering minor to inform improvements, iterates on the design or
or iterations improvements or and iterates on the solution based on
iterations solution feedback, leading to
transformative
improvements.
Note: All rubrics serve as examples only and may be adapted
B.ii
ANNEXURE C: TEACHING RESOURCES
C.1 KWLS CHART
The KWLS chart is a learning strategy that helps learners engage with a topic in a structured and reflective
manner. The chart helps learners organize their thoughts and track their progress as they explore a particular
topic or concept.
The KWLS chart is a valuable tool for learners of all ages and levels of education. It promotes active
engagement with the learning material, fosters critical thinking and inquiry, and supports metacognitive skills
development. By using the KWLS chart, learners become more self-directed and aware of their learning
process, leading to a more enriched and effective learning experience.
K W L S
• What I know • What I want to • What I have • What I still want
know learned to know
K
- What I Know: In this section, learners write down what they already know about the topic. This step
helps them activate their prior knowledge and make connections with the new information they are
about to encounter. Identifying what they already know also helps learners build a foundation for further
learning and enables them to understand how the new information fits into their existing knowledge framework.
W
- What I Want to Know: In this part, learners jot down questions or areas of interest they have
about the topic. These are the aspects they hope to learn more about or understand better as they
engage with the subject matter. This step encourages curiosity and sets the stage for active
exploration. By noting down their questions, learners become more focused and motivated to seek answers and
engage with the learning materials more critically.
L
- What I Have Learned: As learners progress through their learning journey, they record the new
information, insights, and understanding gained about the topic. This section allows learners to
summarise and consolidate their learning experiences. It reinforces the concepts they have grasped and
helps them reflect on the new knowledge acquired. Reflecting on what has been learned enhances
comprehension and retention of the material.
S
- What I Still Want to Learn: In the last section, learners identify any remaining questions,
uncertainties, or areas they would like to explore further. Even after learning a considerable amount
about the topic, learners may realize that certain aspects still require clarification or deeper investigation.
This step encourages a growth mindset, as learners recognize that learning is an ongoing process, and there is
always more to discover.
C.i
C.2 CONCEPT MAPS
A concept map is a diagram that shows the relationships between different ideas. This helps you understand
how they are connected. Every concept map — whether it is simple or complex — is made up of two key
elements:
• Concepts: These are typically represented by circles, ovals, or boxes and are called “nodes.”
• Relationships: These are represented by arrows that connect the concepts, and the arrows often
include a connecting word or verb (but they do not have to). These arrows are called “cross-links.”
Example of a simple high-level concept map for understanding computing devices
Other resources to be considered:
https://www.teachwithict.com/
http://code-it.co.uk/gold/
https://sites.google.com/gshare.blackgold.ca/blackgoldmicrobit/microbit [Microcontroller resource]
https://www.instructables.com/
https://www.101computing.net/bbc-microbit-counter-using-a-7-segment-display/
https://www.robotique.tech/type/microbit/
C.ii
Study this subject
Notes, quizzes and topic questions for Grade 7 Coding And Robotics.