Beginner STEMbotics - Robotics & Coding KS1-KS2 Workshop

Students can use a range of mechanisms to improve the functionality of their robots, such as using gears to speed up a vehicle. Our workshops ensure students have opportunities to explore, design and modify.

This workshop involves students building robots from instructions that can teach them about various mechanisms including cams, levers and pulleys, and gearing.

If you would like us to focus the sessions on teaching a particular mechanism to link with your DT objectives please let us know in advance and we'll ensure we prepare with the most appropriate building instructions to meet your DT objectives.

In KS1 these sessions can cover the following Design Objectives:

- design purposeful, functional, appealing products for themselves and other users
based on design criteria
- generate, develop, model and communicate their ideas through talking, drawing,
templates, mock-ups and, where appropriate, information and communication
technology

In KS1 this workshop can cover the following Technical Knowledge Objectives:

- build structures, exploring how they can be made stronger, stiffer and more stable
- explore and use mechanisms [for example, levers, sliders, wheels and axles], in their
products.

In KS2 this workshop can cover the following Technical Knowledge Objectives:

- apply their understanding of how to strengthen, stiffen and reinforce more complex structures
- understand and use mechanical systems in their products [for example, gears, pulleys, cams, levers and linkages]
- understand and use electrical systems in their products [for example, series circuits
incorporating switches, bulbs, buzzers and motors]
- apply their understanding of computing to program, monitor and control their products.

In KS3 this workshop can cover the following Technical Knowledge objectives:

- understand how more advanced mechanical systems used in their products enable
changes in movement and force
- understand how more advanced electrical and electronic systems can be powered and used in their products [for example, circuits with heat, light, sound and movement as inputs and outputs]
- apply computing and use electronics to embed intelligence in products that respond to inputs [for example, sensors], and control outputs [for example, actuators], using programmable components [for example, microcontrollers]

This workshop guides students through the process of building a robot using instructions (an algorithm). When they have completed their robot we teach students how to code them to move and or make use of sensors to make their robots interactive. A significant aspect of the session is to develop students computational thinking by creating simple algorithms, testing them for bugs and then debugging them.

Coding with algorithms is a core part of this workshop and it meets the following computing curriculum objectives for KS1, KS2 & KS3.

KS1 Computing Objectives met:

- understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions
- create and debug simple programs
- use logical reasoning to predict the behaviour of simple programs
- use technology purposefully to create, organise, store, manipulate and retrieve digital content
- recognise common uses of information technology beyond school

KS2 Computing Objectives met:

- design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts
- use sequence, selection, and repetition in programs; work with variables and various forms of input and output
- use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs

KS3 Computing Objectives that can be met:

- design, use and evaluate computational abstractions that model the state and behaviour of real-world problems and physical systems
- understand several key algorithms that reflect computational thinking [for example, ones for sorting and searching]; use logical reasoning to compare the utility of alternative algorithms for the same problem
- use two or more programming languages, at least one of which is textual, to solve a variety of computational problems; make appropriate use of data structures [for example, lists, tables or arrays]; design and develop modular programs that use procedures or functions

Many of our robotics challenges have cross-curricular links (i.e. building Lunar and Mars rovers). The challenges linked to these robot designs require students to grasp scientific concepts in physics in order to achieve their goals. Students will learn about the impact of friction by experimenting with tyre widths and treads, for example.

When students tae part in our challenges, they are often working in pairs or threes. Our challenges are designed to challenge their thinking and creativity, and they'll need to work together to find the best solutions.