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Access to www.codeforlife.education
Register as a teacher and add your class set up ahead of course starting.
Set up a class with the students and send out their login details
Read through the course and ensure that you understand everything. Any problems, get in touch with Code for Life.
Test out the environment
At Code for Life, we want everybody to have the opportunity to learn to code, and in order to do that we want our club ambassadors to create a supportive environment for them to learn. It is more than learning to code, it is about building confidence and collaboration. Therefore we need you to:
be positive role models be open and inclusive to all use real world analogies to help understanding encourage a growth mindset and most importantly, have fun!
Example of a fixed mindset versus a growth mindset: “What’s the point in trying if I’m going to fail” or “I’m not good at ” versus “It’s always good to try, failure is a learning curve” or “If I try and practice, I can improve”
Students need access to computers, either in a classroom or at home and they will need a good internet connection. You will also need a way to show them your screen and the ability to play videos. These resources are best used in person with the students, so you can provide support if needed, but can also be online if you have adequate host software to enable chat and sharing.
You will need to be registered as a teacher on the Code for Life website in order to have the ‘solve’ tool available in the game, create a class, and share access details with your students. It will also allow you to access the resources and reset passwords etc.
Follow the instructions in the registration process, add your school (club) and then add a class to your school. Please remember to verify your email once you have registered.
Please contact us for support if you are unsure how to get started.
• Build a sequence of instructions for a simple route
• Use the term algorithm Understand that a computer follows instructions called code
• Begin to debug a simple program
Levels 1 to 12 in Rapid Router (online)
Computers with internet access, a projector or Interactive Whiteboard (IWB)
Printed sheets for level 6 maps (1 per pair)
Login cards for pupils – anonymised names
forward
right
left
route
journey
code
program
algorithm
sequence
What are we going to do? What is programming? What is it for?
Introduce Rapid Router using level 1
Ask what pupils see on the screen
Talk about the different areas of the screen – include moving the route, dragging the centre bar between the code area and map and zooming in and out
Ask what instructions we should give the van to make it drive to the house
Ask a volunteer to drag a move forwards
block from the left-hand side to the code workspace and 'click' it underneath the Start
block
Is this enough? If so, press play or click the Start
block to run the code
Explain that the blocks of code are the instructions you are giving the computer to make the van move.
Notice the grey lines on the route which indicate the number of blocks. This route needs one move forwards
block.
Explain how to go on to level 2 by clicking 'Next Level' when you have completed a level.
Show the children how to log into the app, using the account details you have created by setting up your class.
Give the class a chance to access the program and try levels 1 and 2 themselves.
Demonstrate level 3 on the IWB. What new command would we need here?
Build up a solution
NB Pupils can be confused whether they need to turn left or right. You might find it useful to print out some left-right vans for pupils to hold up to the screen to help them.
Key question: If we changed the order of the instructions, would it matter? (Test and see). Make the point that the order of instructions in a sequence is important.
Paired activity (10mins)
Ask the children to continue working up to level 5.
Unplugged Activity (15 mins)
Look at level 6 together on the IWB and give the children the printed sheets to match.
Assess children’s learning by asking them to predict the code needed for this more challenging route without using the computers
Once they have done this, ask them to try their predicted routes on the Rapid Router program and indicate if they had the predicted route correct.
Paired Activity (15 mins)
Ask the children to continue working up to continue on levels 7 and 8.
Check their solutions and then ask them to continue to level 12.
Share and Review (5 mins)
• Explain that next time you are going to look at longer roads with lots of turns.
• Ask pupils what they found difficult?
• How did they solve their problems?
• Recap on the keywords
This course aims to introduce primary-aged children to coding skills using a block-based programming language. We have condensed version the existing teaching materials into six lessons, with two additional lessons for extension and have included lesson plans and activities.
The purpose of this course is to give primary learners an introduction to Python in both block programming and text-based forms and to discuss how new concepts can be introduced to pupils.
Rapid Router covers many aspects of the KS1 - KS3 National Curriculum for Computing. You can find out more here.
The course will include level completion activities, demonstrations and some videos.
Times are approximate and we suggest you adjust these resources to make it work for you and your club. You might wish to move on to the next session if pupils finish quickly. We have provided two additional sessions to build in some extension and leeway.
Please use the resources and feedback on your experience by writing to us at codeforlife@ocado.com. We'd like to know how it went, what you feel was missing, what you added yourself etc.
Learn how to build up solutions to complex loop problems by writing out longhand and then searching for patterns to repeat
• Levels 23 to 25 in Rapid Router
• Printed sheets for level 24 maps (1 per pair)
• Long solution for level 24 - display
Show level 23 and ask pupils what they notice. You are looking for pupils to notice the pattern. Ask them to think back to last session and what might help them here (loops).
Indicate the repeat
block and make sure the pupils realise that they can change the number inside to change the number of times the code repeats.
Ask pupils how they can use the patterns in this route with loops.
If pupils are unsure, allow a long solution without loops; then look for a pattern that repeats
If pupils suggest a less optimal solution than the one below, try it and lead them to a shorter solution through questioning and looking for a bigger pattern
Extension: Can they complete the level using three loops only? See the solution below:
Look at level 24 together on the IWB
First, ask the pupils to tell you the solution without using repeat
Then hand out a printed copy of this solution and a printed sheet for the level and ask pupils to shorten that code using loops
Assess children’s learning by asking them to predict the code needed for this level without using the computers
Ask pupils to try their predicted routes on the Rapid Router program and indicate if they had the predicted route correct
Pupils should record if their algorithm was correct and what their score was
• Pupils complete levels 24 - 25 in pairs
• More confident pupils can move ahead to level 28, allowing others to master levels 24 and 25
Unplugged activity - extension
Give gifted and talented children a resource sheet on nested repeat, with this code, and ask them to draw the route. The solution is shown here:
Share and Review (10 mins)
Explain that next time you are going to look at Loops with conditions.
What did pupils find difficult?
How did they solve their problems?
E.g. for the first half of the route*:
* The blocks must be joined together and connected to the Start
block to run. This is just for illustration.
Worksheet for planning routes
A certificate for each member of the class
NB. If you want to share routes between pupils, the teacher must share these routes by creating a copy and then sharing them for everyone in the class – it is not currently possible to directly share a pupil-created route.
Self-Assessment (10 mins)
• Pupils complete the self-assessment sheet and complete the indicated levels.
Lesson – Create your own route (10 mins)
Explain that now the children know how to program efficient routes, they are going to create their own roads and scenery. They can also choose a character to travel along the road.
Demonstrate creating a level, making sure pupils know how to create start and stop blocks
Click the Add road button and then drag with the house to draw a route
To mark the start and end, click the appropriate button and then click somewhere on the route to place the start/end. Note, you can only have one destination in these self-created routes.
To add decoration, go to Scenery. Then click and item to have it appear in the top left of the route and drag it to the required location.
Paired Activity (20 mins)
Pupils should create a route to challenge a different group. They should start by planning their route on paper and then creating it using the computer
They should think of a story to go with their route, for example where the van is going and who it is delivering to
Demonstrate how to write instructions for a friend to explain the challenge, using the resource sheet
Pupils create their own routes to challenge a different group. Plan on paper then use computers to create. (These need to be approved by a teacher so continue with this task next lesson)
If there is time, pupils can try a route created by another group and assess it. Pupils can find shared routes by clicking here:
Plenary (10 mins)
What have you learned with Rapid Router?
What keywords can you think of?
What helped you to solve difficult levels?
What did you like? What did you not like?
Quiz
Hand out the quiz sheets
Hand out certificates
To use conditions inside loops to change the behaviour of a program
Using if
..else if
and else
• Computers with internet access
• Projector or Interactive Whiteboard (IWB)
condition
if
if...else
if...else if...else
Explain that in all programming languages, there is a way of asking a question and telling the computer what to do, depending on the answer. This is the if… do..
. statement: if it is raining do put your coat on. If it is sunny do put on sun cream. Ask the children to come up with their examples.
Video about conditions https://www.codeforlife.education/rapidrouter/33/
Draw pupils’ attention to the Level 33 instructions
Demonstrate level 33 on the IWB
Drag the repeat block and the if... do... block into the workspace.
6. Why do we need to put the if statement inside the repeat until at destination
loop? (Otherwise, the computer will only ask the question once and after one move forward
, the van would stop).
7. What happens if there is a turn in the road? Look at level 34. Show instructions
8. What instruction would we need to add? another if - demonstrate
Paired Activity
Pupils complete levels 33 - 35 in pairs
When the majority have finished, move on
If necessary, develop a solution to level 35 on the IWB
Discuss the suggested solutions to levels 34 and 35.
The suggested solution to level 34 doesn't work, the if blocks must be inside a loop.
The suggested solution to level 35 does work but the questions are in an illogical order. There are more forwards than anything else. The same number of blocks of code are run. This leads us on to the next topic of if..else if..else loops.
if..else if..else conditions
Show the video https://www.youtube.com/watch?v=GUUJSRuAyU0 it is also the introduction to level 36
Click the gear again to close the mini window.
Ask pupils to try levels 36 - 38
Share and Review
Explain that next time you are going to recap and test what they’ve learned.
What did pupils find difficult?
How did they solve their problems?
Recap on the keywords
Demonstrate how to expand the if block. Click on the gear symbol on the if block and drag as many else if block and one else if you need it over to the if shown on the right . Notice that the code block changes as you do this.
To look at different types of loops: counted loops (repeat
a number of times) and indeterminate loops (repeat until
and repeat while
)
• Levels 29 to 32 in Rapid Router
• Video about repeat until and repeat while: https://youtu.be/EDwc80X_LQI
• One printed copy of the worksheet per group. Digital version for display on the IWB
repeat until
repeat while
repeat n times
Introduce level 29 on the IWB and ask pupils what they think repeat-until
will do; point out the at destination
block if necessary
Ask a volunteer to test this out with this simple route. Solution:
3. Do this again with level 30
4. Show video about repeat until
and repeat while
Mini Review (5 mins)
Ask the pupils to discuss with their partner the difference between repeat until at destination
and repeat
a number of times – write this as a question on the IWB
Ask pupils what answer they came to
Pupils complete levels 29 - 32 in pairs
Pupils who finish can do a random level in the 29 – 32 set. (Click quit, open the 29-32 set, then click random level)
Hand out copies of the worksheet
Demonstrate how the grid should be filled in (pupils often do not use the grid squares) but do not show any part of the solution
Ask pupils to draw the route where repeat until at destination would work
Pupils discuss the activity in pairs
Draw a solution on the IWB and ask who had a different answer. Is there more than one correct answer? Why?
Pupils should hand in their solutions to the teacher
If pupils finish these activities before the end of the session, allow them to do random levels in the Loops with Conditions section.
Share and Review (10 mins)
• Explain that next time you are going to look at Loops with conditions.
• What did pupils find difficult?
• How did they solve their problems?
• Recap on the keywords
To explore more complex routes that include traffic lights and limited blocks
To further develop the pupils' understanding and application of complex if..else if..else
Computers with internet access
Projector or Interactive Whiteboard (IWB)
Ask pupils what they know about traffic lights
Show the video on Level 44 or using this link
Ask pupils what their parents or bus driver do when they come to a red traffic light. Answer: They wait until they turn green...
How do they know if they should stop? They should look to see if they are at traffic lights and if the light is red.
Ask pupils to look at the suggested solutions on slide 5. Will they work? If they are not sure, get them to copy them into level 44 and explain why they don't.
You should only wait if the traffic light is red and the if
block must be inside a look so that you can keep checking to see if the light is red.
Pupils should then do levels 44 and 45
They need to include an else-if
block to check for a right turn
Ask pupils to do levels 46 and 47
Show pupils level 48 and ask them what they need to do. They need to deliver to four houses.
Point out the new deliver block
Ask pupils how they can extend their solution from level 47 to solve this route
Pupils should then continue to level 49
Extension: Level 50. This is a tricky one so don't worry if not everyone can solve it.
Show pupils level 51 and point out that the types and number of blocks they can use is limited
Use what remains of the lesson to allow pupils to try some of these levels
Share and Review (5 mins)
Ask pupils which block is used to ask a question. The answer is the if
block
Ask pupils why the if
block must be inside the loop when we are checking for traffic lights or turns. The answer is so that we continually check as we are moving along the route.
Discuss what they found challenging and how they solved their problems.
Demonstrate level 44 without considering the traffic lights. You could use any of the loops but it is best to use repeat-until at destination
block
Can they see blocks that will help them to introduce these ideas into their code?
You might need to remind pupils how to add an else
block to their if block
NB: The if traffic light red block includes a check to see if they are actually at the traffic light. It is intended as a simplification so that pupils don't need to add too many if blocks. Have a look at this solution and ensure that your pupils understand it.
Show level 46 on the IWB and ask pupils what additional check they need to make
The solution is below. Notice that they reach their destination four times and need to deliver after they reach it and then continue to the other houses.
To explore some challenging levels in Rapid Router to further develop algorithmic thinking and mastering of sequence, selection and looping
Computers with internet access
Projector or Interactive Whiteboard (IWB)
These are extension levels intended to provide a challenge for the most keen and able pupils. This lesson focuses on the Limited Blocks (51 - 60) and some of the Blockly Brain Teasers (68 - 79). Don't forget that you can see the solutions to all Rapid Router levels by clicking solve when you are logged in as a teacher.
Some pupils might have started looking at Limited Blocks last lesson so you might like to start with a later level
Show level 54 and point out that you have limited blocks to solve these levels
Without a forward block, the obvious solution might be to have a repeat loop that repeats left-right-right-left or right-left-left-right but you only have one right block so you can't do this
Hint: what is a loop used for? Notice that you can have more than one loop and you can put a loop inside another loop.
Once pupils have got the idea, ask them to try levels 54 - 60. They might like to work in pairs.
If pupils manage to complete the Limited Blocks levels, ask them to look at Blockly Brain Teasers. These are even more challenging and you might find that your pupils get stuck and need some hints!
Share and Review (5 mins)
Discuss what methods pupils used when they got stuck on a level and ask them to illustrate any level they found particularly challenging.
Name:
Level 6: Can you write down what the solution would be for this level without using the game to solve it?
Name:
Can you write down what the solution would be for this level without using the game to solve it?
Blocks available to use |
---|
My solution |
---|
Blocks available to use |
---|
My solution |
---|
Move forwards
Turn Left
Turn Right
Move forwards |
Turn Left |
Turn Right |
Deliver |
Work out the route
Checklist
Statement | Level | Score/Answer |
---|---|---|
I can create a program to solve a sequence problem using left and right turns.
5
I can make program that uses forwards, right and left
8
-
I can make a program that follows a complicated route using forwards, left and right
12
I can create a program that uses the shortest route
14
I can create an efficient program to get to more than one destination
15
I can design an efficient algorithm to solve a sequence problem
18
A post course test to gain the certificate
4. Which is the best solution for this route?
5. Why is this not the best solution to this level?
6. Is the solution for these two routes the same? Why?
Name:
Can you write down what the solution would be for this level without using the game to solve it?
I can predict what happens without running code Where does the van reach using this code, A, B or C?
I can debug a program without running it. Which of these programs get the van to its destination, A, B or C? A B C
I can compare two solutions and say which is more efficient Which is the most efficient solution to this route, A, B or C? A B C
Option 1 | Option 2 | Option 3 |
---|---|---|
Option 1 | Option 2 | Option 3 |
---|---|---|
Blocks available to use |
---|
My solution |
---|
Move forwards |
Turn Left |
Turn Right |
Repeat 'x' times do: |
B (C also works but it is difficult to read and debug because of the use of separate if blocks instead of if..else if ..else)
A B waits for a green light but as it hasn’t pulled up to the light, the driver cannot see it so just waits forever C would be better off using selection in a loop and the “wait” doesn’t check that the light turns green before moving off.
C
B
A & D
A & B
C
D
• Part 1: Create a more complex algorithm to deliver one or more packages on the way.
• Part 2: Understand and use simple repetition
• Levels 17 and 18 in Rapid Router
• Computers with internet access
• Projector or Interactive Whiteboard (IWB)
• Printed sheets for level 17 maps (1 per pair) Printed vans with L and R
directly
on the way
destination
loop
repetition
Pupils continue up to level 15 for up to 10 minutes
Show level 16 https://www.codeforlife.education/rapidrouter/16/
and discuss how the delivery driver would decide which house to deliver to first.
Unplugged Activity (15 mins)
Look at level 17 together on the IWB and give the children the printed sheets to match.
Assess children’s learning by asking them to predict the code needed for this level without using the computers
They should also count the number of blocks used
Ask pupils to try their predicted routes on the Rapid Router program and indicate if they had the predicted route correct.
Pupils should record if their algorithm was correct and what their score was
Discuss any less-optimal solutions and encourage the class to improve on them
Paired activity (5 mins)
• Pupils complete level 18 in pairs
• Discuss less-optimal solutions and encourage class to improve on them
Show video to introduce repetition https://youtu.be/vFGd0v3msRE - this video is also on the introduction to level 19
Show level 19 and ask pupils what instruction is repeated; it is the move forwards
block
Collaboratively develop a solution to level 19 and introduce the repeat loop
Demonstrate usage in Rapid Router
Paired Activity (15 mins)
Pupils complete levels 19 – 21 in pairs; allow some to continue to level 22
Hint: If pupils are struggling to use loops in these levels, encourage them to solve the level without loops and then look for a pattern to repeat. They will get a low algorithm score if they don't use a loop. E.g. on level 21, the pupils should find that move-forwards, left, right, left is repeated.
Encourage pupils to review their answers if they don't score 10/10 for both the route and algorithm score.
Share and Review (5 mins)
• Explain that next time you are going to look at more complex loops.
• What did pupils find difficult?
• How did they solve their problems?
• Recap on the keywords.
We have created a set of slides for you to use alongside our plan for the course. Feel free to edit them as you wish.
Powerpoint:
Google slides
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