Table of Contents
- Introduction
- Curriculum Aims and Objectives
- Curriculum Structure and Content Overview
- Learning Experiences and Activities
- Assessment and Evaluation
- Resources and Materials
- Conclusion
Introduction
GED Education: GED Education is a dynamic educational program that provides quality, flexible, and innovative training and assessment solutions . GED’s mission is to empower learners with the skills and knowledge they need to thrive in a rapidly changing world. In the context of coding and robotics, GED has developed a comprehensive curriculum for South African schools that introduces fundamental concepts in a fun, engaging, and age-appropriate manner. This document outlines the GED Education coding and robotics curriculum for Grades R (Foundation Phase) through Grade 12, focusing on the content for the academic year. The curriculum aligns with the South African Curriculum and Assessment Policy Statement (CAPS) and incorporates modern teaching methodologies to ensure learners develop essential skills in computational thinking, problem-solving, and creativity.
Curriculum Aims and Objectives
The primary aim of GED’s coding and robotics curriculum is to equip learners from Grade R through Grade 12 with foundational skills in coding and robotics, while fostering a love for technology and innovation. By the end of the first two terms, learners are expected to:
- Understand basic coding concepts: Learners will grasp the idea of following step-by-step instructions (algorithms) and learn how to express those instructions in simple ways, even without a computer (unplugged coding). This helps develop logical thinking and problem-solving skills from an early age.
- Introduce robotics and automation: Learners will be introduced to the concept of robots – what they are and how they work. They will identify different types of robots (for example, toy robots, robots that move, and even robots in stories or games) and recognize that robots are machines that follow instructions to perform tasks.
- Develop computational thinking: Through hands-on activities, learners will begin to think computationally. They will practice identifying patterns, sequences, and logical relationships, which are the building blocks of coding and programming. These skills will help them solve problems in a systematic way, both in coding and in everyday life.
- Use coding platforms and tools: Learners will be introduced to simple coding platforms and tools (which may include age-appropriate apps or online platforms) to create basic animations, games, or movements. The curriculum emphasizes “plugged” coding activities using these platforms, allowing learners to see their ideas come to life on a screen or through a virtual robot.
- Collaborate and communicate: Coding and robotics activities are designed to be interactive and collaborative. Learners will work in pairs or small groups, discussing ideas, sharing instructions, and solving problems together. This promotes teamwork, communication skills, and an appreciation for different perspectives.
- Develop creativity and critical thinking: The curriculum encourages learners to think creatively and experiment with coding and robotics. They will be given opportunities to design their own simple solutions to problems, such as making a robot move in a certain pattern or creating a sequence of movements. This nurtures creativity and helps learners become critical thinkers who can adapt and innovate.
By focusing on these aims, GED’s coding and robotics curriculum not only teaches technical skills but also helps learners develop important life skills like problem-solving, collaboration, and perseverance. The curriculum is aligned with the broader goals of the South African education system, which aims to produce learners who are able to adapt to a changing world and contribute meaningfully to society . In particular, the coding and robotics subject aims to ensure that learners acquire and apply knowledge and skills in ways that are meaningful to their own lives, while being sensitive to global imperatives . Through practical, playful learning experiences, GED’s curriculum lays the groundwork for future learning in technology and prepares learners for the challenges of a digital world.
Curriculum Structure and Content Overview
The coding and robotics curriculum is structured in a progressive manner, with each grade level building on the previous one. In the Foundation Phase (Grades R–3), coding and robotics are introduced as a standalone subject in CAPS, with specific learning outcomes and content outlined for each grade . The curriculum for Grades R–12 is organized into five study areas, as depicted in the chart below, each addressing different aspects of coding and robotics:
Data Source:
Below is an overview of the content covered in the first two terms (approximately 10–12 weeks) for each grade:
- Introduction: the focus is on introduction and exploration. Learners will begin by understanding what a robot is and how it functions. They will be introduced to simple concepts like following commands and basic sequences. Activities may include talking about robots in stories or videos, and using simple props to mimic robot movements. By the end of the module, learners are expected to:
- Explain what a robot is in simple terms .
- Identify different types of robots (for example, toy robots, robots in books or games) .
- Outline the different components of a robot (such as a robot’s body, sensors, and controls) in basic terms .
- Understand the concept of following a sequence of actions (e.g. moving in a straight line, turning around) and start to participate in unplugged coding activities where they practice following instructions.
- Module 1: learners expand their understanding of coding and robotics, building on the basics introduced in Grade R-12. The focus is on developing basic computational thinking skills and simple coding activities. By the end of the first two terms, learners are expected to:
- Identify patterns and sequences in everyday situations (for example, patterns in a game or a sequence of movements) .
- Use simple coding platforms or apps to create basic animations or games (for example, using a drag-and-drop coding interface to move a character on the screen) .
- Describe how a robot moves or performs tasks (for example, using motors, wheels, or sensors) and start to plan simple sequences for a robot to follow.
- Understand the concept of an algorithm (a step-by-step set of instructions) and practice creating simple algorithms for tasks like drawing a shape or moving a toy robot in a specific pattern.
- Collaborate with peers to solve coding and robotics problems, taking turns to give instructions and work together to achieve a common goal (e.g. programming a group of robots to perform a coordinated dance).
- Module 2: learners deepen their computational thinking skills and engage in more complex coding and robotics activities. The curriculum is designed to reinforce and expand on the concepts introduced in previous modules, with a focus on problem-solving and creativity. By the end of the first two terms, learners are expected to:
- Create simple algorithms for solving problems, such as navigating a maze or completing a task using a set of rules .
- Use coding platforms and tools to create more advanced projects, such as a simple story or animation with multiple steps or interactions .
- Design and build simple robots or structures using everyday materials (for example, constructing a moving robot out of recycled materials) and program them to perform basic functions (such as moving, making a sound, or changing direction).
- Apply critical thinking to debugging and improving their coding or robotics solutions – if something doesn’t work, they will identify the issue and try different approaches to fix it .
- Work in teams to complete coding and robotics challenges, where each team member has a role (for example, one might code, another might build a robot, and another might test the solution) and they learn to communicate their ideas clearly to one another.
- Module 3: learners take on more challenging coding and robotics tasks, further developing their problem-solving and programming skills. The curriculum in this module is aimed at building on the foundation established in previous modules, with an emphasis on advanced computational thinking and more complex projects. By the end of the course, learners are expected to:
- Create more complex algorithms and sequences for coding projects, demonstrating a higher level of logical thinking and planning .
- Use coding platforms and tools to develop interactive programs or games, possibly involving multiple scenes or levels and user interactions .
- Design and construct more sophisticated robots or automated systems (for example, a robot that can navigate an obstacle course or a device that responds to inputs from sensors) and write programs to control these robots with increasing complexity.
- Apply advanced debugging techniques to solve more complex coding or robotics problems, including identifying and fixing logical errors, syntax errors, and system failures .
- Work in teams on larger coding and robotics projects, where they might collaborate to design and build a prototype solution to a real-world problem. This could involve brainstorming ideas, dividing tasks among team members, and integrating their contributions to create a cohesive project.
Each grade level’s curriculum is aligned with the CAPS document, which specifies the learning outcomes and content for coding and robotics. The curriculum for Grades R–3 in CAPS is organized into five study areas (Algorithms and Coding, Robotics Skills, Internet and E-Communication, Application Skills, and Engineering Design Process), as shown in the chart above. These study areas are interrelated and cover different aspects of coding and robotics learning . For instance potatoes, algorithms and coding are the core concepts taught, while robotics skills and application skills help learners understand how coding can be applied in practical contexts. The Engineering Design Process is also integrated, encouraging learners to approach problems in a structured, iterative way – a valuable skill in both coding and robotics. By following this structured approach, the GED curriculum ensures that learners progress from basic understanding to more advanced skills over the course of the first two terms and beyond.
Learning Experiences and Activities
The coding and robotics curriculum at GED is designed to be hands-on and engaging, with a variety of learning experiences and activities to cater to different learning styles. The curriculum emphasizes a mastery approach, where learners develop essential skills in patterns, sequencing, and algorithms through repeated practice and exploration . Below are some examples of the learning experiences and activities that learners will engage in during the first two terms:
- Unplugged Coding Activities: Unplugged coding refers to coding activities that do not require a computer or any digital devices. These activities are a great way to introduce coding concepts in a playful and accessible manner. For example, learners might play games like “Robot Dance”, where one learner acts as the robot and others give it commands to move (e.g. “Take three steps forward, turn left, and wave your arms”). Another activity could be “Sequence Maze”, where learners follow a sequence of instructions to navigate a physical maze on the floor. These unplugged activities help learners understand the importance of following instructions and thinking in sequences without the complexity of a screen, thus building a strong foundation for coding.
- Plugged Coding Activities: Once learners have grasped the basics through unplugged activities, the curriculum introduces “plugged” coding activities using digital tools and platforms. Learners will be introduced to simple coding apps or online platforms that allow them to create animations, games, or interactive stories by writing or dragging-and-dropping code. For instance, they might use a block-based coding platform (similar to Scratch or ScratchJr) to program a character to move, change colors, or interact with objects on the screen. Another activity could involve using a coding website or app to create a simple game where the player has to follow a sequence of commands to complete a level. These plugged activities provide immediate feedback and allow learners to see the results of their coding, making the learning experience more engaging and tangible. The curriculum ensures that learners are gradually introduced to more complex coding platforms as they progress, but always at an age-appropriate pace .
- Robotics Explorations: Robotics is a key component of the curriculum, and learners will have opportunities to explore robotics through both unplugged and plugged activities. In unplugged robotics, learners might build simple robots using everyday materials like Lego blocks, cardboard, or recycled items. They could design a basic robot that moves when given a certain input (for example, a fan-powered robot that moves forward when a switch is turned on). In plugged robotics, learners might use small programmable robots or kits that come with sensors and motors. For example, they might use a small toy robot that can be programmed via a mobile app to navigate around obstacles or follow a line. Through these activities, learners learn about the components of robots (sensors, motors, controllers) and how to program them to perform tasks. Robotics activities are often collaborative – learners might work in teams to build and program a robot that can complete a challenge, such as delivering an object from one point to another or performing a sequence of movements in sync with other robots.
- Problem-Solving Challenges: Throughout the first two terms, learners will encounter a variety of problem-solving challenges related to coding and robotics. These challenges are designed to reinforce the skills they are learning and to encourage critical thinking. For example, learners might be given a challenge like “Design a robot that can cross a moat”, where they have to figure out how to use the resources available to them (robotic materials or coding tools) to solve the problem. Another challenge could be “Create a coding sequence to solve a puzzle”, where learners have to program a sequence of moves to navigate a puzzle or game. These challenges often require learners to think creatively and test different approaches. They also help learners develop perseverance – if their first attempt doesn’t work, they learn to adjust their approach and try again. Problem-solving challenges are a central part of the GED curriculum, as they mirror real-world situations where coding and robotics are used to solve problems.
- Group Projects and Presentations: Collaborative learning is encouraged in the coding and robotics curriculum. Learners will frequently work in small groups on projects that allow them to apply their coding and robotics skills in a more open-ended way. For example, a group project might involve creating a short animation or a simple game that tells a story, where each group member contributes to different aspects of the project (one might code the characters, another might design the background, etc.). After completing a project, groups might present their work to the class, explaining how they approached the problem and what they learned. This not only helps reinforce their understanding but also develops their communication skills. Presentations can be informal (a quick show-and-tell) or more formal, depending on the grade level. Either way, they provide an opportunity for learners to share their creativity and solutions with their peers, fostering a sense of community and pride in their work.
- Guest Speakers: To enrich the learning experience, GED’s curriculum may incorporate guest speakers related to coding and robotics. For instance, learners might have a visit from a robotics enthusiast or a computer programmer who can share their experiences and insights. This can inspire learners and make the subject more relatable. Similarly, a field trip with parents to a science center or a technology museum that has robotics exhibits can give learners a real-world context for what they are learning. These experiences help broaden learners’ perspectives and expose them to different careers and applications of coding and robotics.
By incorporating a mix of these learning experiences and activities, the GED coding and robotics curriculum ensures that learners are engaged, active participants in their learning. The curriculum is designed to be inclusive, with activities suitable for different levels of ability – for example, some activities might be more open-ended and challenging for advanced learners, while others might be simpler for those who are just starting out. This differentiation ensures that all learners can succeed and progress at their own pace. The overall goal is to make coding and robotics fun and accessible, so that learners develop a positive attitude towards technology and a desire to continue learning in this area. As one educational resource notes, “Coding and Robotics is, by its nature, a practical subject. The best way to teach this subject is through activities and tasks.” . GED’s curriculum fully embraces this philosophy, providing a rich array of hands-on activities that align with the CAPS curriculum and the latest teaching methodologies.
Assessment and Evaluation
Assessment in the GED coding and robotics curriculum is designed to be formative and continuous, focusing on evaluating learners’ understanding and progress rather than just their final products. The curriculum aligns with the CAPS requirements for assessment in coding and robotics, which emphasize observing learners’ performance, understanding, and development over time . Below are the key aspects of assessment and evaluation in the GED curriculum:
- Continuous Assessment: Learners are assessed continuously throughout the term, rather than through a single final exam. This means that teachers observe and evaluate learners during class activities, projects, and discussions. For example, a teacher might observe how a learner follows instructions in an unplugged coding game or how they collaborate with a group on a robotics project. These observations provide insights into the learner’s understanding and skills development. Continuous assessment also includes periodic check-ins, such as quick quizzes or short tasks that are given to gauge learners’ knowledge at various points in the term.
- Performance Tasks and Projects: A significant part of assessment in coding and robotics is through performance tasks and projects. Learners are often given projects to complete during the term (for example, building a robot or creating a coding project), and their work on these projects is evaluated. Teachers use rubrics (assessment criteria) to assess the quality of the learners’ work. The rubrics might cover aspects like creativity, problem-solving, teamwork, and technical understanding. For instance, for a coding project, a rubric might evaluate whether the learner followed instructions correctly, whether they used coding concepts appropriately, and whether their final product worked as intended. For a robotics project, the rubric might evaluate the design, functionality, and the learner’s ability to explain their solution. By using performance tasks, the curriculum ensures that learners are not just tested on theoretical knowledge but also on their practical application of coding and robotics skills.
- Oral Presentations and Demonstrations: In many cases, learners are required to present or demonstrate their coding or robotics work to the class or to the teacher. These presentations are part of the assessment process. For example, a group might present their coding project to the class, explaining how they approached the problem and what they learned. This not only assesses their understanding but also their communication skills. Teachers might ask follow-up questions to probe deeper understanding. Similarly, a learner might demonstrate a robot they built by showing it moving or performing a task. Oral presentations and demonstrations allow learners to showcase their work and knowledge, and they provide teachers with an opportunity to provide immediate feedback. The curriculum emphasizes that assessment should be an ongoing process, and feedback from presentations is used to help learners improve their work and understanding.
- Quizzes and Concept Checks: In addition to practical tasks, the curriculum includes periodic quizzes and concept checks to assess learners’ understanding of key concepts. These might be short written quizzes or quick questions asked during class. For example, a quiz might ask learners to list the steps of a particular algorithm or to identify the components of a robot. These quizzes are not meant to be high-stakes; rather, they serve as a way to gauge how well learners are grasping fundamental concepts and to identify any areas that need further reinforcement. Teachers use the results of these quizzes to adjust their teaching as needed.
- Rubrics and Criteria: All assessments are aligned with clear criteria and rubrics. For instance, when evaluating a coding project, a rubric might outline that the project will be assessed on accuracy of code, creativity of solution, and neatness of presentation. Each criterion might be rated on a scale (e.g. 1 to 4, with 4 being excellent). By using rubrics, the assessment process is transparent and fair – learners know exactly what is expected of them, and teachers can provide consistent feedback. The curriculum emphasizes that assessment should provide useful feedback to learners, helping them identify what they have mastered and what they need to improve. As the CAPS document notes, assessment should be used to “guide teaching and learning” , and GED’s assessment practices reflect this philosophy.
- Portfolio and Progress Tracking: Many schools maintain a portfolio or a record of each learner’s work in coding and robotics. This portfolio can include examples of their projects, quizzes, and any written reflections or explanations they have done. The portfolio serves as a comprehensive record of the learner’s progress over the term. Teachers can use this portfolio to track how the learner has improved over time. For example, they might compare a learner’s first coding project with their final project of the term to see the growth in skills. Portfolios also allow learners to reflect on their own learning – they can look back at their work and identify areas where they feel they have made progress. The curriculum encourages this reflective practice, as it helps learners take ownership of their learning and set goals for improvement.
- Alignment with CAPS Outcomes: All assessments are aligned with the CAPS learning outcomes for coding and robotics. This means that teachers ensure that each assessment task or activity is linked to one or more of the specific outcomes that learners are expected to achieve. For example, if one outcome is that learners should be able to design a simple algorithm, then an assessment task might be to have learners design an algorithm and explain it. By aligning assessments with outcomes, the curriculum ensures that learners are meeting the expected standards and that teachers can confidently report on their progress. The CAPS document also emphasizes that assessment should be fair and inclusive, taking into account the diverse abilities of learners . GED’s assessment practices, therefore, are designed to be flexible and supportive, accommodating different learning paces and styles.
Overall, the assessment and evaluation in GED’s coding and robotics curriculum are focused on learning and development. The goal is not just to assign grades but to help learners grow in their understanding and skills. By using a variety of assessment methods – from observations and projects to quizzes and presentations – the curriculum ensures that learners are continuously evaluated in ways that reflect the practical nature of coding and robotics. The results of assessments are used to provide feedback to learners and to guide instructional decisions. In line with CAPS, the curriculum emphasizes that assessment should be an integral part of the teaching and learning process, rather than an afterthought . By adhering to these principles, GED’s curriculum ensures that learners receive a well-rounded evaluation of their progress in coding and robotics, preparing them not only academically but also for the future challenges they will face in a digital world.
Resources and Materials
GED’s coding and robotics curriculum is supported by a range of resources and materials to facilitate effective teaching and learning. These resources include textbooks, workbooks, digital tools, and educational kits. Below is an overview of the resources used in the curriculum:
- Textbooks and Workbooks: GED has developed comprehensive textbooks and workbooks aligned with the CAPS curriculum for coding and robotics. These textbooks provide detailed explanations, examples, and exercises for each grade level. For example, there is a Grade R–3 Coding and Robotics textbook that introduces concepts in an engaging manner, with colorful illustrations and step-by-step instructions. Workbooks accompany the textbook and offer additional practice activities, puzzles, and coding challenges for learners to complete. These resources serve as a reference for teachers and as a learning aid for students. They are designed to be accessible and age-appropriate, ensuring that learners can follow along and practice the skills they are learning. The use of textbooks and workbooks helps reinforce classroom lessons and provides a structured way for learners to review and extend their knowledge.
- Digital Platforms and Apps: The curriculum incorporates several digital platforms and apps to introduce learners to coding. These platforms are chosen for their user-friendliness and educational value, often providing a safe and controlled environment for young learners to experiment with coding. For example, the curriculum might use a block-based coding platform (similar to Scratch or ScratchJr) that allows learners to create animations and stories by dragging and dropping code blocks. Another platform could be a simple coding app that focuses on early programming concepts. Additionally, learners might use online tools for robotics, such as simulation software or programming interfaces for small robots. These digital tools provide immediate feedback and allow learners to see the results of their coding in real-time, making the learning experience more interactive. The curriculum ensures that the use of these platforms is carefully managed, with teachers guiding learners on how to use them effectively and safely. By leveraging digital resources, the curriculum prepares learners for the digital tools they will encounter in the future and helps develop their digital literacy skills.
- Educational Robotics Kits: To support the robotics component of the curriculum, GED provides or recommends educational robotics kits. These kits typically include small robots or components that learners can build and program. For instance, a kit might contain a simple robot with motors, sensors, and a controller that can be programmed using a computer or a mobile app. Learners use these kits to apply their coding skills in a tangible way – they write programs to control the robot’s movements, sounds, or actions. Robotics kits also often come with lesson plans and instructions that guide teachers on how to use them in the classroom. By using hands-on robotics kits, learners develop a deeper understanding of how robots work and how coding can be used to make them perform tasks. These kits encourage creativity and problem-solving, as learners have to design and build their own solutions using the components provided. The curriculum emphasizes that even simple robotics kits can be very effective in teaching fundamental concepts, and it often provides suggestions for DIY robotics projects using everyday materials as well, to ensure that resources are accessible to all learners.
- Interactive Whiteboards and Classroom Tools: In the classroom, interactive whiteboards are used to demonstrate coding and robotics concepts. Teachers can project code or animations onto the whiteboard and step through them, making it easier for all learners to follow along. This is particularly useful when introducing new coding platforms or when showing examples of good coding practices. Additionally, classroom tools such as projectors, computers, and tablets are used to facilitate the learning activities. Each class may have access to a set of computers or tablets for learners to use during coding sessions. These devices are often managed in a lab or computer room setting to ensure that learners can safely access the digital resources. The curriculum also encourages the use of multimedia resources like videos and online resources to supplement the lessons. For example, there might be instructional videos demonstrating how to use a coding app or how a robot works, which can be shown in class to provide additional context or to inspire learners.
- Teacher Guides and Professional Development Materials: Along with the learner resources, GED provides teacher guides and professional development materials. These guides offer detailed lesson plans, teaching tips, and assessment guidelines for each topic in the curriculum. They help teachers prepare for each lesson, ensuring that they have a clear understanding of the content and the activities. The teacher guides also include suggestions for differentiation and how to adapt activities for learners with different needs. In addition, GED offers professional development workshops and training for teachers to ensure they are well-equipped to teach coding and robotics effectively. This includes training on using the digital platforms, handling the robotics kits, and understanding the CAPS requirements. By investing in teacher training, GED ensures that educators are confident and skilled in delivering the curriculum. The teacher guides and training materials are crucial resources that support the implementation of the coding and robotics curriculum in schools.
- Online Learning Platforms: GED’s curriculum may also incorporate online learning platforms or digital learning environments. These platforms can provide additional resources, such as interactive exercises, quizzes, and progress tracking for learners. For example, there might be an online portal where learners can access supplementary coding challenges or watch video tutorials. Some schools might use learning management systems to distribute resources and assignments. By integrating online learning platforms, the curriculum extends learning beyond the classroom, allowing learners to practice and reinforce their skills at their own pace. It also provides teachers with data on learners’ progress, which can be used to identify areas where additional support is needed.
- Accessibility and Inclusivity: Throughout the selection of resources, GED ensures that materials are accessible and inclusive. This includes providing materials in both English and other languages as needed, and ensuring that the digital resources are compatible with different devices and assistive technologies. For instance, if a coding app is used, it might be available in multiple languages to cater to diverse learners. Similarly, robotics kits and activities are designed to be adaptable so that learners with different abilities can participate. The curriculum also encourages the use of open-source or low-cost resources to keep costs down, making the learning experience affordable for schools. By carefully selecting and providing these resources, GED supports teachers in delivering high-quality coding and robotics lessons that meet the needs of all learners.
In summary, the GED coding and robotics curriculum is richly supported by a variety of resources – from printed textbooks and workbooks to digital tools and kits. These resources are chosen to be engaging, age-appropriate, and aligned with the curriculum objectives. By providing teachers with the necessary materials and training, GED ensures that the curriculum can be implemented effectively in schools across South Africa. The use of diverse resources also caters to different learning styles and interests, making the learning of coding and robotics an enjoyable and rewarding experience for learners. As one educational resource notes, “GED provides a full range of custom development programs, systems and processes that will lead to improved performance throughout the organization.” In the context of education, this means GED provides the tools and support needed to improve the quality of coding and robotics education, enabling learners to achieve their full potential in these areas.
Conclusion
The GED Education coding and robotics curriculum for Grades R–3, covering the first two terms of the academic year, offers a comprehensive and engaging approach to teaching these essential skills. By focusing on the foundational concepts of coding and robotics, the curriculum ensures that learners develop strong problem-solving, logical thinking, and creativity skills from an early age. Through a combination of unplugged and plugged activities, learners are introduced to algorithms, robots, and computational thinking in a playful and practical manner. The curriculum’s alignment with the CAPS framework means that learners are guided through a structured progression of knowledge and skills, building on what they learned in each grade level. This progressive approach helps learners gain confidence and mastery over time.
Key features of the curriculum include its emphasis on hands-on learning and continuous assessment. Learners are actively engaged in coding projects, robotics challenges, and collaborative activities, which not only teach them the technical skills but also important life skills such as teamwork, communication, and perseverance. Assessment is integrated throughout the learning process, providing frequent feedback and allowing teachers to tailor instruction to the needs of each learner. The use of a variety of resources – from textbooks and workbooks to digital platforms and robotics kits – ensures that the curriculum is flexible and accessible, catering to different learning styles and abilities.
Overall, the GED Education coding and robotics curriculum is designed to equip learners with the tools they need to thrive in a digital world. By the end of the first two terms, learners should have a solid foundation in coding and robotics, and a positive attitude towards technology and innovation. The curriculum not only prepares them academically but also fosters a spirit of inquiry and creativity that will serve them well in their future studies and careers. As South Africa’s education system continues to evolve, incorporating subjects like coding and robotics is crucial in preparing learners for the challenges and opportunities of the 21st century. GED Education’s curriculum, with its focus on quality, innovation, and practical learning, plays a vital role in this transformation, helping to unlock the potential of young learners and contribute to the development of a technologically skilled workforce.
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Robotics and Coding -Grade 1 Term 1 CAPS Curriculum
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Term 2 Exam Scope
UNIT 1: HARDWARE BASICS
What is Hardware?
Hardware refers to the physical parts of a computer that you can see and touch.
The Main Hardware Components
1. Central Processing Unit (CPU)
- Called the “brain” of the computer
- Performs calculations and executes instructions
- Speed measured in GHz (gigahertz)
- Examples: Intel Core i5, AMD Ryzen 7
2. Memory (RAM and ROM)
RAM (Random Access Memory)
- Temporary memory
- Holds data while computer is on
- Data is lost when power is turned off
- More RAM = faster multitasking
ROM (Read Only Memory)
- Permanent memory
- Stores startup instructions (BIOS)
- Cannot be changed by the user
- Data stays even when power is off
3. Storage Devices
| Type | Full Name | Speed | Durability |
|---|---|---|---|
| HDD | Hard Disk Drive | Slower | Magnetic parts can break |
| SSD | Solid State Drive | Faster | No moving parts, more durable |
4. Input Devices
Devices that send data INTO the computer:
- Keyboard
- Mouse
- Microphone
- Scanner
- Webcam
- Touchscreen
5. Output Devices
Devices that send data OUT of the computer:
- Monitor (display)
- Printer (paper copy)
- Speakers (sound)
- Headphones
6. Devices That Are Both Input AND Output
- Touchscreen
- Headset (microphone + speakers)
UNIT 2: SOFTWARE BASICS
What is Software?
Software is a set of instructions that tells the hardware what to do.
Types of Software
1. Operating System (OS)
- The master software that manages everything
- Controls hardware and runs other programs
- Examples:
- Windows 10 / 11
- macOS
- Linux (Ubuntu, Fedora)
- Android (phones/tablets)
- iOS (Apple phones/tablets)
2. Application Software
Programs that help you perform specific tasks:
| Task | Example Software |
|---|---|
| Write documents | Microsoft Word, Google Docs |
| Make spreadsheets | Microsoft Excel, Google Sheets |
| Create presentations | Microsoft PowerPoint, Google Slides |
| Browse the internet | Google Chrome, Microsoft Edge, Firefox |
| Send emails | Outlook, Gmail |
| Edit photos | Photoshop, GIMP |
3. Utility Software
Tools that help maintain the computer:
- Antivirus (Norton, McAfee, Windows Defender)
- Disk cleanup
- Backup software
- File compression (WinZip, 7-Zip)
UNIT 3: FILE MANAGEMENT
What is a File?
A file is a digital document or piece of data stored on a computer.
File Extensions
The suffix after the dot (.) tells you what type of file it is.
| Extension | File Type | Example |
|---|---|---|
| .txt | Plain text | notes.txt |
| .docx | Microsoft Word document | essay.docx |
| Portable Document Format | report.pdf | |
| .jpg / .png | Image | photo.jpg |
| .mp3 | Audio | song.mp3 |
| .mp4 | Video | movie.mp4 |
| .exe | Executable program | setup.exe |
| .xlsx | Excel spreadsheet | data.xlsx |
| .pptx | PowerPoint presentation | slides.pptx |
File Management Actions
- Create a new file or folder
- Save (Ctrl+S) to store changes
- Rename to change the name
- Move to a different location
- Copy (Ctrl+C) then Paste (Ctrl+V)
- Delete (send to Recycle Bin)
- Search for a file by name
Folder (Directory) Structure
Folders help organize files like a filing cabinet:
text
Computer (This PC)
└── Documents
└── School
├── Math
│ ├── homework.docx
│ └── notes.txt
└── Science
└── project.pdf
UNIT 4: THE INTERNET
Key Terms
Web Browser
A program used to access websites.
- Google Chrome
- Microsoft Edge
- Mozilla Firefox
- Safari (Apple)
Search Engine
A website that helps you find information online.
- Bing
- DuckDuckGo
- Yahoo
URL (Uniform Resource Locator)
The web address of a website.
- Example:
https://www.google.com - Parts:
https://= protocol (secure)www= world wide webgoogle= domain name.com= top-level domain
Cloud Storage
Saving files on remote servers (on the internet) instead of your local computer.
- Examples: Google Drive, OneDrive, Dropbox, iCloud
- Benefits: Access files from anywhere, automatic backup, easy sharing
UNIT 5: INTERNET SAFETY
Strong Passwords
Characteristics of a strong password:
- At least 8 characters (12+ is better)
- Mix of uppercase and lowercase letters
- Includes numbers
- Includes symbols (! @ # $ % ^ & *)
- Not a common word or name
- Not “password123” or “qwerty”
Examples:
| Weak Password | Strong Password |
|---|---|
| password | P@ssw0rd!9# |
| 123456 | B1ue$ky!2025 |
| qwerty | C0mput3r$R0ck |
Password Tips:
- Use a different password for each account
- Never share your password
- Use a password manager (like Bitwarden or LastPass)
Phishing
A scam where criminals pretend to be a legitimate company to steal your information.
Signs of a phishing email:
- Urgent or threatening language (“Your account will be closed!”)
- Spelling and grammar mistakes
- Asks for personal information (password, credit card)
- Fake sender address (close to real but slightly wrong)
- Suspicious links (hover to see real URL)
What to do:
- Do NOT click links or download attachments
- Do NOT reply
- Report it to a teacher or parent
- Delete the email
Other Safety Rules
- Never share personal information online (address, phone number, school name)
- Use privacy settings on social media
- Think before you post (anything online can be saved forever)
- Be respectful online (no cyberbullying)
- Tell an adult if something makes you uncomfortable
UNIT 6: BASIC TROUBLESHOOTING
Common Problems and Solutions
Problem 1: Program is frozen (not responding)
Solutions:
- Press Ctrl + Alt + Delete → Task Manager → End task
- If that doesn’t work, press and hold the Power button for 10 seconds
- Wait a few seconds, then turn the computer back on
Problem 2: Computer is very slow
Possible causes and fixes:
- Too many programs open → Close unused programs
- Low storage space → Delete unnecessary files
- Needs restart → Restart the computer
- Virus → Run antivirus scan
Problem 3: No internet connection
Checklist:
- Is Wi-Fi turned on?
- Are you connected to the correct network?
- Is the router plugged in and working?
- Restart the router (unplug for 10 seconds, plug back in)
- Restart your computer
Problem 4: Forgot password
Solutions:
- Use “Forgot password?” link
- Reset using recovery email or phone number
- Ask your teacher or IT support (for school accounts)
Problem 5: Printer not working
Checklist:
- Is the printer turned on?
- Does it have paper?
- Does it have ink/toner?
- Is it connected to the computer (USB or Wi-Fi)?
- Is it set as the default printer?
Keyboard Shortcuts (Save time!)
| Shortcut | Action |
|---|---|
| Ctrl + C | Copy |
| Ctrl + X | Cut |
| Ctrl + V | Paste |
| Ctrl + Z | Undo |
| Ctrl + Y | Redo |
| Ctrl + S | Save |
| Ctrl + P | |
| Ctrl + F | Find (search on page) |
| Ctrl + A | Select all |
| Alt + Tab | Switch between open programs |
| Ctrl + Alt + Delete | Task manager / security options |
UNIT 7: MEASUREMENT UNITS
Digital Storage Units
| Unit | Abbreviation | Size |
|---|---|---|
| Bit | b | Smallest unit (0 or 1) |
| Byte | B | 8 bits (one character) |
| Kilobyte | KB | 1,024 bytes |
| Megabyte | MB | 1,024 KB |
| Gigabyte | GB | 1,024 MB |
| Terabyte | TB | 1,024 GB |
Real-world examples:
- A text document: ~50 KB
- A song (MP3): ~3-5 MB
- A photo: ~2-5 MB
- A movie: ~1-2 GB
- A typical laptop hard drive: 256 GB – 1 TB
QUICK REVISION SUMMARY (Exam Cheat Sheet)
| Concept | Key Point |
|---|---|
| CPU | Brain of computer |
| RAM | Temporary memory |
| ROM | Permanent memory |
| SSD | Fast storage |
| HDD | Slower storage |
| OS | Manages everything (Windows, macOS, Linux) |
| Browser | Opens websites (Chrome, Edge) |
| Search engine | Finds information (Google, Bing) |
| Portable Document Format | |
| .jpg | Image file |
| Phishing | Fake email to steal info |
| Strong password | 8+ chars, mix of cases, numbers, symbols |
| Ctrl+C | Copy |
| Ctrl+V | Paste |
| 1 GB | 1024 MB |
| Cloud storage | Saving files on the internet |
Course Content
+47
enrolled
Course Includes
- 2 Lessons
