This lesson, 'Body Percussion and Sequencing', is designed to introduce fundamental programming concepts through engaging body percussion activities.

As the teacher, you will guide the students in exploring commands, algorithms, debugging, and loops using simple actions like clapping, snapping, stomping, and patting. The lesson emphasises precision and fun, with whole-class demonstrations, pair work, and rhythmic performances to build digital skills in a playful way.

Prepare by reviewing the steps, ensuring a safe space for movement, and adapting for any students who may need alternatives (e.g., for snapping). Encourage creativity while reinforcing the need for clear instructions.

To begin, gather the students and explain they are becoming Music Robots for the lesson.

Emphasising that robots can only follow clear, single instructions; they cannot guess what the programmer means.

Demonstrate this need for precision by asking the class to follow a vague instruction  versus a precise instruction (Check out teacher notes on this step for a list of vague and specific instructions for your class). 

Have a short conversation about why the vague instructions caused confusion while the specific ones resulted in everyone performing the exact same action.

This demonstrates why every programming instruction must be simple, specific, and unambiguous for the program to run.

Begin the lesson by defining commands (our "Bossy Words"). Introduce and practice four clear body percussion actions that will serve as the character's instructions (code blocks):

• Clap: Hands hitting together.

• Snap: Fingers snapping (if students can't snap, use a finger click).

• Stomp: Feet stomping the ground.

• Pat: Hands patting the thighs or knees. Make sure students can perform each command clearly and separately.

Now, open the interactive sequence generator and work with the class to collaboratively build a simple four-step rhythm, using only the four approved Commands (Clap, Snap, Stomp, Pat).

Define this complete set of ordered instructions as your first Algorithm, explaining that it is important to follow the exact order and timing established by the generator.

Lead the class in performing this sequence together, saying the commands aloud as they move. 

Use the interactive generator to create a new, distinct four-step sequence.

Explain that you will demonstrate this sequence to the class.  Deliberately substitute one command with the wrong action (e.g., put a 'Pat' where a 'Stomp' should be) and run through this incorrect sequence.

Ask the students to act as Testers to identify the exact location and nature of the error, and correct the sequence.

Explain that when an algorithm has a mistake, coders call that mistake a 'Bug'. This active correction process—finding and fixing the error—is called Debugging, which is essential for making sure the code runs smoothly.

Now demonstrate the sequence again with no errors with the class!