Rugby World Cup Training | Unplugged Compass Coding
About this resource
The rugby world cup is in full swing and so we have designed this unplugged compass coding activity to help bring coding and the rugby world cup into the classroom. Challenge your students to help train our rugby players before a big game by coding the quickest way to the end of the field without touching a cone.
This resource is a great way to introduce coding concepts to upper primary. There are a few different ways you can use it.
For years 3-4, or those students who are being introduced to coding for the first time, we recommend ignoring anything to do with compass directions. Just focus on using arrow symbols to direct the rugby player around the pitch without hitting any cones. Once students get the hang of this you could potentially introduce the concept of looping. Children could highlight their code where they see the same symbol repeated, they could then combine these two separate symbols to make one symbol (as shown on the worksheet). This then builds on the idea of finding the most efficient route. Some routes will be faster when the code doesn’t repeat or loop, while some of the longer strings of code might be able to be condensed quite a bit as the code has a lot of repetitions.
For students in years 5-6, you have the option to either use the symbols like years 3-4, or you can use compass directions and build it into your math program as a follow up activity or early finisher. Instead of using arrow symbols to direct the player, students can use north, south, east, and west to give directions. They can then go through the same process of looping their code to find the most efficient route.
It is super important to make sure children haven’t just found the first route to the end and then moved on. They need to be analysing each route and be able to justify why their route is the quickest – most likely this will come down to the least amount of steps.
Progress Outcomes Covered
We’ve designed this project to cover a large portion of the Digital Curriculum. Specifically looking at Progress Outcome 1 and 2 of Computational Thinking.
In authentic contexts and taking account of end-users, students use their decomposition skills to break down simple non-computerised tasks into precise, unambiguous, step-by-step instructions (algorithmic thinking). They give these instructions, identify any errors in them as they are followed, and correct them (simple debugging).
– Progress Outcome 1
In authentic contexts and taking account of end-users, students give, follow, and debug simple algorithms in computerised and non-computerised contexts. They use these algorithms to create simple programs involving outputs and sequencing (putting instructions one after the other) in age-appropriate programming environments.
– Progress Outcome 2
Students will be given opportunities to look at what an algorithm is, and how to use it to find the most efficient way of doing something. They will be able to test their algorithm and correct where they have gone wrong. This brings in the concept of debugging.
This project is the perfect way to introduce coding to children who have not been exposed to algorithmic concepts. Especially with early learners.
Assessing Your Students
Year 3
- Set 3.1: I can give precise instructions to solve a problem (Move one space to the left)
- Set 3.2: I can describe what I think will happen when I give an instruction
- Set 3.3: I can identify errors in my instructions
- Set 3.4: I can correct errors in my instructions
- Set 3.5: I understand that there are different ways of giving instructions
- Set 3.6: I can find multiple ways to solve a problem
- Set 3.7: I can predict where an object will be by following a set of instructions
Year 4
- Set 4.1: I can break down a problem down into a series of steps
- Set 4.2: I can use symbols to communicate my instructions (R, instead of right)
- Set 4.3: I can test instructions that include symbols and words.
- Set 4.4: I can identify problems (bugs) and fix them (debug)
- Set 4.5: I can write multiple sets of instructions for the same problem
- Set 4.6: I can choose the best instruction to solve a problem
Year 5
- Set 5.1: I can create a written algorithm using symbols and words
- Set 5.2: I can loop repeated instructions
- Set 5.3: I can put my algorithm in a programming environment
- Set 5.4: I can test my algorithm in a programming environment.
- Set 5.5: I can find a bugs and use a simple debugging strategy to fix them
- Set 5.6: I can add to the algorithm in my programming environment (sound, pictures)
- Set 5.7: I understand that computers need clear and precise instructions
Year 6
- Set 6.1: I can create a problem and solve it using an algorithm in a programming environment.
- Set 6.2: I can communicate my algorithm correctly when testing it
- Set 6.3: I can debug a variety of bugs in a programming environment.
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