Lesson 1

Understanding the Scratch Environment.

Designing unplugged coding activities is about helping learners think like programmers using simple, physical materials. A good unplugged task focuses on one or two computational concepts—such as sequencing, loops, or debugging—and gives learners opportunities to plan, test, and improve their thinking. Because these activities do not rely on technology, they are especially powerful in developing structured problem-solving and collaboration skills.

Effective unplugged activities share several characteristics: they are simple to set up, clearly structured, and intentionally linked to learning outcomes. Teachers don’t need expensive resources; many activities can be created using paper grids, printed arrows, recycled materials, or reusable cards. For example, coding cards can be written on scrap paper, and mazes can be drawn on the classroom floor using chalk or masking tape. These low-cost options allow repeated practice across multiple lessons.

A useful starting point is to design activities that teach sequencing, the foundation of all coding. Sequencing tasks require learners to follow or create step-by-step instructions. For younger learners, this may involve arranging picture cards that show steps such as “brush teeth,” “wash face,” or “eat breakfast.” For older learners, sequencing tasks may include giving precise directions to navigate a grid or complete a puzzle. These activities reinforce logical order and accuracy.

Another common activity type focuses on algorithms. Learners can design an algorithm to move a character through a maze using a set of directional commands. The maze can be on paper or marked on the classroom floor. The teacher may provide a set of allowed commands such as “move forward,” “turn left,” or “turn right.” Learners must plan a route, record their instructions, test them, and revise if necessary. This mirrors real programming, where algorithms must be both clear and precise.

Unplugged coding also provides an excellent opportunity to teach debugging, or finding and fixing mistakes. Debugging activities encourage learners to identify where a sequence went wrong and improve it. Teachers can model debugging by presenting an example of a flawed instruction set, asking learners to spot errors. In groups, learners can swap algorithms and test one another’s instructions, discussing mistakes and solutions. This promotes metacognition, communication, and resilience—all core skills valued in CAPS.

To make activities engaging, teachers can incorporate simple storytelling or gamification elements. For example, learners can program a “human robot” to reach an object in the classroom, collect items along the way, or avoid obstacles. Older learners can design their own mazes or rule sets, which strengthens ownership and creativity. Teachers can extend tasks by asking learners to optimise their solutions—using fewer steps, adding a condition, or explaining why one path is better than another.

A well-designed unplugged activity should also explicitly connect to CAPS outcomes. Teachers can highlight links such as:

• Problem-solving: breaking a challenge into steps.

• Patterns and sequences: identifying and applying order.

• Communication: giving and receiving clear instructions.

• Design and evaluation: planning, testing, and improving algorithms.

To support inclusive teaching, activities can be differentiated.

• For Foundation Phase learners, use large visuals, simple instructions, and physical movement.

• For Intermediate Phase learners, introduce more complex rules, longer sequences, and small-group collaboration.

• For Senior Phase learners, incorporate constraints such as limited commands, obstacles, loops, or multiple paths.

Even with minimal preparation, unplugged coding can become a regular part of classroom practice. Teachers can start with short 10–15 minute warm-up tasks, revisit skills across subjects, and gradually increase complexity. With practice, learners become more confident, precise, and thoughtful in structuring their thinking—skills that will support them when they transition to block-based or text-based coding later in the curriculum.