Lesson 1

What is Coding and Robotics?

Coding, also known as programming, is the process of giving instructions to a computer, robot, or other digital device to carry out a specific task. These instructions are structured in a way that a machine can interpret, allowing it to perform a desired action. Coding is fundamentally about problem-solving, logical thinking, sequencing, and making decisions. It is not reserved for those with advanced technical skills; even simple coding activities can introduce learners to essential computational thinking skills. In a classroom context, coding might involve creating a sequence of steps for a robot to follow, designing an algorithm to solve a problem, or using visual block-based platforms such as Scratch to animate characters or create interactive stories.

Robotics, on the other hand, is the integration of mechanics, electronics, and programming to build machines capable of performing tasks autonomously or semi-autonomously. Robotics education allows learners to engage with hands-on experimentation, applying theoretical concepts to tangible outcomes. This can range from low-tech, unplugged activities that use paper, cards, string, or simple mechanical devices, to more advanced digital or hardware-based projects using platforms such as Micro:bit or VEX VR. Through robotics, learners develop critical skills such as design thinking, troubleshooting, and iterative problem-solving, while also building confidence in their ability to manipulate and control technology.

The importance of coding and robotics is underscored by their connections to STEAM — Science, Technology, Engineering, Arts, and Mathematics. Science is engaged when learners observe cause-and-effect relationships, test hypotheses, or experiment with sensors. Technology is explored as learners give instructions to devices or interact with simulations. Engineering comes into play when constructing machines or designing sequences of operations, while the Arts are involved as learners create animations, design interfaces, or personalize solutions. Mathematics is woven throughout coding and robotics activities, particularly through pattern recognition, sequencing, measurement, data handling, and logical reasoning. By linking coding and robotics to STEAM subjects, teachers can make abstract concepts concrete and show learners the practical application of skills across the curriculum.

The inclusion of coding and robotics in the South African CAPS curriculum is motivated by a desire to develop 21st-century skills among learners, preparing them for tertiary education and careers in a rapidly digitising world. Computational thinking, which is fostered through coding and robotics, enables learners to break down complex problems into manageable steps, identify patterns, develop algorithms, and apply logical reasoning to reach solutions. Beyond computational thinking, these activities cultivate creativity, collaboration, resilience, and persistence, all of which are critical competencies for lifelong learning and employability.

Even in schools with limited resources, coding and robotics can be effectively taught through unplugged activities or low-cost solutions. Activities that require no devices, such as sequencing games using cards or string, and simple robotics tasks using recycled materials, allow all learners to engage meaningfully with computational concepts. These approaches ensure that equity and accessibility are maintained, enabling teachers to implement the curriculum even without a fully equipped computer lab or robotics kits. When learners see immediate, tangible results, such as a robot moving according to their instructions or a successful algorithm completing a task, engagement and motivation are significantly enhanced.

In practical classroom applications, coding and robotics can be integrated into short daily exercises, group projects, or extended activities that align directly with CAPS outcomes. Teachers can introduce foundational concepts in small, achievable steps, gradually increasing complexity as learners gain confidence. Activities should provide opportunities for reflection, problem-solving, and collaborative learning, with clear objectives linked to the curriculum. For example, a simple unplugged activity such as guiding a blindfolded partner through a “treasure hunt” using step-by-step instructions teaches decomposition, sequencing, and debugging while reinforcing teamwork and communication skills.

Ultimately, teaching coding and robotics is less about producing expert programmers and more about equipping learners with essential cognitive and practical skills. Teachers themselves do not need advanced technical knowledge to begin; they can grow alongside their learners by starting with structured lesson plans, scripted activities, and accessible materials. Success in this context is demonstrated when learners are able to articulate a simple algorithm, design and test a solution collaboratively, and apply logical thinking and problem-solving strategies in both digital and physical tasks. By introducing coding and robotics thoughtfully and systematically, teachers can foster a stimulating learning environment that aligns with CAPS objectives, develops key skills, and prepares learners for future academic and career opportunities.