Today builds on last time’s pattern following, but instead of copying a given pattern, pupils will create a picture by following steps in a specific order—seeing how changing the order changes the result.
This promotes the core coding ideas of sequencing (order matters) and clear instructions (one action per step).
The aim is to make algorithms feel concrete:
a clear, ordered set of steps → a predictable outcome.
Materials to Prepare:
Drawing Tools: Provide crayons or markers in three different colours for each student.
Dot Grid Worksheet: Download and print the worksheet for each student, or guide them to have a grown-up help with printing if needed.
Lead a short class discussion about join-the-dot style activities.
Start with, “Has anyone ever done a join-the-dots picture before? Did you like it? Was it easy or a bit tricky?”
Explain that the dots hide a picture and the numbers are like the code: you go from 1 to 2 to 3 in order.
Ask, “What happens if we skip a number or swap two numbers?” and prompt students towards the conclusion that the picture comes out wrong.
Tell them that each little line is one small step, and lots of correct small steps make a big picture.
Finish by linking to coding: “Computers also follow steps in order. When we follow the numbers carefully, our picture works—just like good code.”
Explain to the pupils they are still "Robot Artists" who follow code exactly.
Today, the commands they will follow will be arrows. Emphasise that the pictures will only appears correctly if they follow these arrows in the right order—this order is the sequence of the code.
To practice the concept, we will introduce the Pencil Coding Challenge.
Tell pupils they’ll program a Pencil to reach the Star by giving clear, step-by-step instructions.
Run a few quick rounds as a whole class before inviting students to complete the puzzles on their own!
Add arrow steps to help the pencil reach the star by following directions.
Now we'll move from the square grid to a dot grid.
Show the game and explain: “We’ll use these arrows to tell the ladybird how to move along the dots to the strawberry.”
Take one example as a class: ask pupils which arrow to press next, build a short sequence, then press GO and watch the trail.
If it goes off the grid or misses the strawberry, model debugging: remove or change a step and try again.
Then let pupils suggest sequences (or work in pairs on devices) to solve new puzzles.
Add arrow steps to help the ladybird move along the dots to reach the strawberry.
Get ready to embark on an incredible learning journey! Get access to this lesson and hundreds more in our Digital Skills Curriculum.
