Robotics and coding in primary school curriculum at Foundation

Phase in East Cape South Africa

1. Introduction—Global Context i.e. use literature from other

places not south Africa

Globally, coding has increasingly gained attention in education spheres over

the last few years. What has long Been a powerful language for software
developers, coding has since come to be considered by some as crucial for
“21st century literacy,” on par with reading, writing and numeracy. It is
believed that without coding skills Students would be left behind when they
attempt to enter the workforce. This has prompted a wave of Curriculum
changes and coding is now taught from an early age in many countries. In
light of the country’s Policy commitment to the Fourth Industrial Revolution
and in an attempt to ensure its learners do not get left behind, South Africa’s
Department of Basic Education (DBE) announced that coding and robotics
would be introduced in Grades R to 9 in all schools. The implementation of
coding will begin with a pilot project in 2020 in 1,000 schools across five
provinces in Grades 7 to 9 (Motshekga, 2019). The introduction of coding in
schools has, however, been the subject of contentious debate. Reports in the
media reveal that there is scepticism about whether the introduction of
coding in South African schools would be successful, given the challenging
teaching conditions and weak basic reading, writing, and mathematics skills
among learners.

Given these challenges, questions have been raised about whether focus
should be diverted from addressing these issues. Despite this scepticism, a
small number of Foundation Phase teachers have started teaching Coding in
their schools. This has prompted me as a researcher to embark on research
that explore the introduction of coding and robotics curriculum in the rural
Eastern Cape schools and the progress thus far. The study will further
determine whether the introduction of such curriculum has been successful
or not.

2. Conceptual - Explain Conceptual-key concepts First- Explain

robotics, coding, primary school phase, foundation phase
teaching

What is coding

Coding, also referred to as programming, is creating instructions that can be

executed on a computer to perform a specific task or achieve a particular
result. Coding is just like solving a math problem. There may be many ways
to solve a problem. Similarly, there could be more than one way to write
code for the same task. Just like solving any other problem, some coding
approaches are more efficient than others. Coding is a creative activity that
students from any discipline can engage in. It helps to build computational
thinking, develop problem solving skills, improve critical thinking and
exposure to real life situations to solve problem (Microsoft, 2020).

What is robotics

Robotics is the interdisciplinary field focused on the design, construction,

operation, and use of robots—machines that can perform tasks
autonomously or semi-autonomously. It combines elements from mechanical
engineering, electrical engineering, computer science, and artificial
intelligence (AI). Robotics has applications across many industries, including
manufacturing, healthcare, exploration, and agriculture.

What is foundation phase

The foundation phase in South Africa constitutes the latter four years of early
childhood development (the initial stage of development from birth to nine
years) and thus the initial stage of schooling (Department of Basic Education
DBE, 2011). This is where the ‘foundation for further learning is laid’
(Department of Education 2003:19) and where learners’ love for science
should start and be nurtured so that they may develop a curiosity about the
world and become critical thinkers (DBE2, 011)

How do teachers teach in foundation phase

In the Foundation Phase (typically covering ages 4 to 9 or Grades R-3,

depending on the country), teachers focus on building a foundation of
literacy, numeracy, and social skills in young learners. Teaching in this phase
emphasizes hands-on learning, play-based activities, and developing a
positive attitude toward learning. Teachers use play as a key method,
encouraging exploration and discovery. Activities like building blocks,
puzzles, role-playing, and storytelling help develop cognitive, social, and
language skills. Foundation Phase teachers often integrate subjects rather
than teach them in isolation. For example, a lesson about animals might
incorporate science, literacy, and art, making learning more holistic and
relevant. Foundation Phase teachers often integrate subjects rather than
teach them in isolation. For example, a lesson about animals might
incorporate science, literacy, and art, making learning more holistic and
relevant.

Explain core knowledge, skills, values and attitudes that are

developed as a result of engaging in coding and robotics

1. Core knowledge embedded in coding

2. Core knowledge in robotics

3. Skills important to code appropriately

Perseverance

It is rare that a code or a program will work on the first try. It often takes
programmers multiple attempts and a lot of work to get an application or
webpage to run smoothly. It is not uncommon for programmers to scrap
hours of work and try a completely different approach. That is why it is so
important to be able to handle failure and keep pushing forward if you want
to be a programmer (Koehler, 2019).

Problem-Solving

Programmers are problem-solvers by occupation, which it is one of the most

vital soft skills for success in the industry. The entire basis of the job is to
solve issues by creating solutions to what different industries need. After
writing codes and creating programs, programmers also find and fix any
issues that may appear. This is not often an easy task since even the tiniest
of errors has the ability to wreak havoc on a program (Koehler, 2019).

4. Values important in coding and robotics

5. Attitudes required in when coding

6. Attitudes required in robotics

How does coding and robotics relate to international imperative

(4IR), Sustainable Development Goals and the National
Development plan

Which internation imperative (4IR) does coding and robotics relate

to
One of the imperatives of the 4IR is human capital enhancements to be able
to meet the knowledge and skills requirements. This, as we saw in previous
section, puts demand on knowledge production and innovation applications
of knowledge. Also, changes in reading and learning habits need that
educationalists devise new pedagogical techniques. The rapid pace of
emergence of Industry 4.0 requires that Education 4.0 (Diwan, 2017)

Which sustainable development goal aligns with coding and robotics

Coding and robotics education aligns well with Sustainable Development

Goal (SDG) 4: Quality Education. This goal aims to ensure inclusive,
equitable, and quality education while promoting lifelong learning
opportunities for all. Coding and robotics teach students critical thinking,
problem-solving, and digital skills, which are essential for thriving in an
increasingly technology-driven world. It specifically aligns with SDG 4 in the
following ways:

 Access to Digital Skills: Teaching coding and robotics can help bridge
the digital divide by providing students with essential skills that are
increasingly relevant in the modern economy.
 Promoting Innovation and Creativity: These subjects encourage
creativity, logical thinking, and an innovative mindset, which are
crucial for advancing economic growth and sustainable development.
 Inclusivity and Equity: Making coding and robotics education accessible
to all students, including those from disadvantaged backgrounds, can
promote equity in education and create more equal opportunities in
the job market.

Additionally, coding and robotics can indirectly contribute to other SDGs,

such as SDG 8 (Decent Work and Economic Growth) by preparing students
for the jobs of the future, and SDG 9 (Industry, Innovation, and
Infrastructure) by fostering technological innovation and building capacity in
engineering and technology fields.
Which NDP focus does coding and robotics aligns with

Coding and robotics education aligns closely with the National Development
Plan (NDP) focus on "Improving education, training, and innovation",
particularly in preparing youth for the demands of the Fourth Industrial
Revolution (4IR) and equipping them with skills for a knowledge-driven
economy. It aligns with key NDP goals in the following way:

 Building a Skilled Workforce: The NDP emphasizes creating a skilled,

capable workforce to drive economic growth. Coding and robotics
develop critical 21st-century skills like problem-solving, creativity, and
computational thinking, which are essential for a modern economy.
 Enhancing Quality Education: Introducing coding and robotics early
improves digital literacy and STEM (science, technology, engineering,
and mathematics) education, promoting quality learning and
increasing students’ ability to succeed in a technology-focused
environment.
 Innovation and Economic Growth: The NDP seeks to foster innovation-
driven industries. Coding and robotics can drive future innovation,
encouraging students to invent solutions and potentially stimulate job
creation in the tech sector.
 Reducing Unemployment and Inequality: Coding and robotics offer
students valuable skills that improve employability in high-demand
fields, helping reduce youth unemployment and inequality by providing
access to high-paying technology jobs.

What is the reason behind introducing coding and robotics at a

young age

How should robotics and coding be taught to primary school

children in the foundation phase
Coding and Robotics is a new subject introduced by the Department of Basic
Education for grade 1–9 in South Africa. It aims to prepare learners for
the Fourth Industrial Revolution by introducing technology, processes, and
ways of thinking that allow them to live and work in a digitally enabled
society. Coding and Robotics is, by its nature, a practical subject. The best
way to teach this subject is through activities and tasks alongside the
following teaching strategies

 Step-by-step demonstrations and explanations

 Giving explicit instructions with lots of scaffolding
 Game based learning
 Project-based inquiries focused on problem-oriented learning and
cooperative learning (McNulty, 2024).

Is there any evidence that teaching robotics and coding is effective-

What opportunities exist to make teaching coding and robotics
effective

3. CONTEXT- DOMAIN OR LOCATION-PRIMARY SCHOOLS IN

RURAL/TOWNSHIP SCHOOLS.

What are the keys characteristics of children in foundation phase

According to Welsh Assembly Government (2009), the Foundation Phase is

planned as a progressive curriculum that spans four years (36–84 months) to
meet the diverse needs of all children, including those who are at an earlier
stage of development and those who are more able. Throughout their
formative years, children’s learning develops more rapidly than at any other
time. However, progress is not consistent and children may go through both
periods of rapid development and periods when they seem to regress. The
key characteristics of children in this phase are:
  Curiosity: They are naturally curious and eager to explore the world
around them.
 Active: They learn best through hands-on, active experiences rather
than passive instruction.
 Imaginative: They have vivid imaginations and enjoy creative
activities.
 Short Attention Span: Their attention span is relatively short, so
lessons need to be engaging and interactive.
 Social: They enjoy interacting with peers and thrive in collaborative
learning environments.
 Physical Development: They are still developing fine and gross motor
skills, so activities that promote physical development are important.
 Language Development: They are in the process of developing
language skills, so activities that promote literacy and language
development are crucial.

What is the reason why children at foundation phase struggle to

read, write, communicate, concentrate, focus on their learning

Children in the foundation phase may struggle with reading, writing,

communication, concentration, and focus for various reasons, including:

Developmental Readiness: Children develop skills at different rates. Some

may not yet be developmentally ready to read and write, especially if they
have not developed fine motor skills or phonemic awareness.

 Limited Exposure to Language and Literacy: A lack of exposure to

books, storytelling, or a language-rich environment at home can delay
literacy skills. Children who are not read to regularly or who have
limited vocabulary often struggle more with reading and writing.
 Language Barriers: For children who speak a different language at
home, learning to read and write in another language can be a
 challenge. Limited vocabulary or understanding of the language used
in the classroom can make literacy development difficult.
 Learning Disabilities: Conditions such as dyslexia, ADHD, and auditory
or visual processing disorders can significantly affect a child’s ability to
read, write, and concentrate.
 Emotional and Social Challenges: Anxiety, low self-esteem, or social
difficulties may impact children’s ability to focus and participate in
classroom activities. Children who feel stressed or unsupported may
struggle to concentrate and engage.
 Environmental Factors: External factors, like inadequate nutrition, poor
sleep, or an unstable home environment, can affect a child’s ability to
focus and learn effectively.
 Over-reliance on Technology: Increased screen time has been linked to
shorter attention spans in some children. Less time spent engaging in
hands-on, interactive, or imaginative activities can impact
concentration and communication skills.
 Inadequate Support or Teaching Methods: Sometimes, instructional
methods or lack of tailored support in the classroom may not meet a
child’s specific learning style or needs, making it harder for them to
grasp basic literacy and communication skills.
 Lack of Motivation or Engagement: If learning activities are not
engaging or are too challenging, children may lose interest and
struggle to focus. Making learning relevant and enjoyable can be
crucial for young children.

Using your knowledge of educational psychology How should

children be foundation phase be best taught to address the issues
above e.g. play, games.

In the foundation phase, children benefit most from teaching approaches

rooted in educational psychology, which emphasizes age-appropriate,
engaging, and developmentally aligned learning methods. Here are some
effective strategies to address the challenges of reading, writing,
communication, concentration, and focus:

 Play-Based Learning

Play allows children to explore concepts, practice new skills, and build social-
emotional understanding in a low-stress environment, crucial for fostering
intrinsic motivation. Incorporate structured play activities that involve
literacy and numeracy, like storytelling with puppets, alphabet games, or
creating words with letter blocks.

 Game-Based Learning

Games create a sense of enjoyment and competition, which helps sustain

attention, build concentration, and reinforce learning in an engaging way.
Use games that incorporate reading and writing, such as matching games for
vocabulary, phonics-based board games, or digital literacy apps designed for
young learners.

 Movement and Hands-On Activities

Physical movement aids concentration, supports motor skill development,

and enhances learning by connecting mind and body. Incorporate activities
like tracing letters in sand, jumping to letter or word cards, or using building
blocks to form words. Fine motor activities like clay molding or cutting can
also strengthen pre-writing skills.

 Storytelling and Shared Reading

Shared reading and storytelling promote language development, improve

vocabulary, and develop comprehension skills in a way that captures
children’s attention. Read picture books aloud, pause for questions, and
encourage children to predict, retell, or act out parts of the story. This
approach supports language comprehension and builds focus through
engagement with a narrative.
  Incorporate Technology Judiciously

Interactive technology can engage children and support literacy and

numeracy skills through fun, educational apps, while also catering to
individual learning paces. Use educational apps with short, structured
activities that reinforce reading, phonics, or numeracy. Limit screen time and
ensure it supplements rather than replaces other learning activities.

How does the teaching of coding and robotics contribute to

children’s learning to address expression, communication, reading ,
writing, concentration?

Teaching coding and robotics in the foundation phase can support children’s
development in expression, communication, reading, writing, and
concentration in ways that are engaging and holistic.

 Expression and Creativity - Coding and robotics encourage creative

problem-solving, giving children opportunities to express ideas through
digital and physical creations. By designing a sequence to move a
robot or create a program, children learn that their ideas can produce
tangible outcomes. Children can use simple coding platforms to create
animations or stories, using characters and colors to represent their
thoughts. Robotics kits like LEGO WeDo allow them to build and
customize robots, adding personal touches that reflect their
imagination.
 Communication Skills - Coding and robotics activities often involve
teamwork, which naturally requires children to communicate and
collaborate. They practice explaining ideas, listening to others, and
giving feedback, all essential skills for effective communication. In a
group coding challenge, each child can take on a role (like
programmer, designer, or tester) and communicate to complete the
task. This structure encourages children to describe their thought
process and work together towards a common goal.
 Reading Skills - Coding involves recognizing patterns, understanding
commands, and following instructions, which enhances foundational
reading skills. By interpreting code blocks or symbols, children engage
in reading comprehension and build vocabulary around coding terms.
Using visual-based coding languages like ScratchJr, children read and
select commands to tell a story or solve a puzzle. This helps them
recognize words and concepts, supporting reading development.
 Writing Skills - Coding often requires children to sequence steps,
organize thoughts, and create logical flows, similar to planning and
writing a story. Additionally, as they explain or document their code,
they practice structuring sentences and ideas clearly. Children can
write simple instructions for their robot (e.g., “move forward,” “turn
left”) and then share these instructions with others. This process
introduces them to the basics of sequencing, a fundamental skill for
writing.
 Concentration and Focus - Coding and robotics require sustained focus
and perseverance to solve problems, debug errors, and complete
projects. As children work on coding puzzles or try to fix a robot's
movement, they practice concentrating on a task, handling frustration,
and maintaining attention. Coding platforms often present challenges
that encourage children to spend time working through solutions.
Breaking tasks into manageable parts, like writing code to move a
robot from point A to B, teaches children to stay engaged and build
concentration.
 Problem-Solving and Critical Thinking - Coding and robotics teach
logical thinking, sequencing, and cause-effect reasoning, which are
foundational for literacy and numeracy. By experimenting with code or
robot functions, children learn to think critically and develop
confidence in tackling challenges. Setting up simple coding tasks, like
making a robot follow a line or respond to a command, helps children
 experiment, make predictions, and refine their thinking, which
strengthens their analytical skills.

4. PRACTICE

In which fields or domains are coding and robotics

Practice-intervention- teaching foundation phase learners coding

and robotics - What content/subject knowledge do teachers need to
have to effetely teach robotics and coding

Teaching aids on ict and ict related are required to teach coding
and robotics

Coding Requirements

 Free open-source Software for block-based coding

Robotics Requirements

 Microcontroller
 Basic Electrical Components:
o Switches
o Batteries
o Wires
o Breadboards
o LED’s (Normal & RGB)
o Resistors
o DC Motors
o Lightbulbs
o Buzzer
 o MOSFET’s
 Sensors Modules:
o Temperature
o Humidity
o Light
o Motion

 Basic Mechanical Components:

o Wheels and Axles
o Pulleys
o Linkages
o Gears
o Plastic/ Cardboard Fans
o Fasteners
 The following Tools are required:
o Long nose Pliers
o String
o Glue
o Scissors
o Project Knife
o Rulers
o Insulation Tape
o Screw drivers
o Hand Figure Saw

 Infrastructure, Equipment and Finances

Workspace in Coding and Robotic Labs for learners should be enough for
team and individual work. A dedicated Coding and Robotics lab should be
used. The school must procure basic robotics components which will include
a selection of basic Electronic and Mechanical components etc. Procurement
of LTSM resources should be based on needs analyses from the updated
inventory list. Evidence of procurements should be kept for 5 years in line
with the Public Finance Management Act (PMFA). Schools to provide secure
storage space for LTSM.

Computing Hardware- Coding and Robotics require learners to work in pairs

and individually on computers during contact time. The Coding and Robotics
Laboratory should provide for the following minimum hardware specs for
Computers:

 2.0 GHz 64-bit processor (Core I5 CPU minimum)

 8 GB RAM + 2GB Graphics card
 500 GB secondary storage
 USB ports
 Keyboard and mouse
 Monitor with a resolution of 1024 x 768 or higher
 Data projector or demonstrating software (LED Lens with 3000 lumens)
 One high-speed printer per Coding and Robotics Lab
 Internet Access
 Network

Software Requirements:

 Antivirus and Internet Security

 Cloud Storage Services
 Operating System
 Office Suite (Text editing, Presentation and Spreadsheets)
 Application Software for Block based Coding, Multimedia Editing and
Drawing
 Screen Control (DBE, 2021: 15-18).
Teaching strategies /pedagogical strategies for effective teaching
robotics and coding to foundation phase learners

Which technologies required for teaching robotics, resources

required for teaching robotics

Models approaches to teaching robotics camps, hackathods, topic

within STEM curricula, stand alone subject,

5. OPPORTUNITIES PROVIDED TO LEARNERS BY LEARNING CODING

AND ROBOTICS

Integrating coding and robotics into the South African education system
paves the way for equipping students with the necessary skills to excel in the
rapidly advancing Fourth Industrial Revolution (4IR). Teaching coding and
robotics to children helps develop their ability to engage in critical thinking.
Through hands-on projects and challenges in robotics, learners are
encouraged to think critically as they work to find solutions and overcome
obstacles. This process enhances their analytical skills and enables them to
approach problems from different angles, considering various solutions
before selecting the most effective one.

Robotics serves as an excellent medium to cultivate creativity among young

learners. It allows them to express themselves and bring abstract concepts
to life by creating tangible, functioning machines. Coding similarly
encourages students to innovate, providing them the tools to turn creative
ideas into reality. South African schools can nurture a new generation of
innovators by exposing students to the principles of coding and robotics. In
South Africa, integrating coding and robotics into the school curriculum
marks a strategic move to enhance digital literacy and prepare students for a
technologically driven future. This advancement requires careful planning
and an update of the national curriculum to remain aligned with global
educational trends

Educators and policymakers confront a series of challenges balanced with

significant opportunities within the context of introducing coding and robotics
in South African schools. South Africa must navigate economic limitations,
bridge the digital divide across its provinces, and foster strong collaborations
with industry and higher education sectors to harness the potential benefits.
Introducing coding and robotics into the South African curriculum faces
budgetary constraints. Many schools, especially those in rural or
underprivileged areas, lack the technological infrastructure to support such
programmes. Financial investment is required not only for computers and
robotics kits but also for ongoing maintenance and upgrades. The economy
of South Africa also plays a pivotal role in resource allocation, with many
schools lacking technology laboratories, impacting the feasibility of
implementing a modern, tech-focused curriculum

LIST OF REFERENCES

Department of Basic Education (DBE), South Africa, 2011, Curriculum and

Assessment Policy Statement (CAPS). Natural sciences and technology,
Grades 4–6, Government Printer, Pretoria

Department of Basic Education. 2021. Curriculum and Assessment Policy

Statement: Grade 4-6 - CODING AND ROBOTICS

Diwan, P. 2017. Is Education 4.0 an imperative for success of 4th Industrial

Revolution? [Online]. Available at: https://pdiwan.medium.com/is-
education-4-0-an-imperative-for-success-of-4th-industrial-revolution-
50c31451e8a4. Accessed: 05 November 2024.

Koehler, J. 2019. Skills to help you thrive in computer programming. [Online].

Available at: https://www.uagrantham.edu/blog/5-skills-help-thrive-
computer-programming/. Accessed: 05 November 2024.

McNulty, N. 2024. How to teach coding and robotics in the foundation phase.
[Online]. Available at: https://medium.com/@niall.mcnulty/how-to-
teach-coding-and-robotics-in-the-foundation-phase-d474214f938e.
Accessed: 06 November 2024.

Microsoft. 2020. Introduction to Coding- Grade VI Student Handbook.

South Africa, Department of Education, 2003, Revised National Curriculum

Statement, Grade R-9 (Schools) teacher’s guide for the development of
learning programmes: Foundation phase, Government Printer, Pretoria