Section 3: Robots in the Classroom — Directional Thinking and Early Algorithms¶

3.1 Introduction: Why Floor Robots?¶

In Section 1, you explored the foundations of physical computing and its connection to computational thinking. Now we turn to one of the most accessible and powerful tools for bringing CT to life in primary classrooms: floor robots.

Floor robots are programmable devices that move through physical space according to children's instructions. They're called "floor robots" because they typically operate on the floor (or a tabletop), navigating mats, mazes, and obstacle courses that children create. Unlike screen-based programming, where code produces virtual effects, floor robots make algorithms visible and tangible. When a child programs a sequence, they watch their robot execute it in real space, with all the drama of success, failure, and unexpected outcomes that entails.

For primary teachers, floor robots offer a particularly compelling entry point into physical computing. They require minimal technical setup, work with children from Early Years through upper primary, and integrate naturally with subjects across the curriculum. A Bee-Bot navigating a story mat is simultaneously a literacy lesson, a maths lesson, and a computing lesson. A Pro-Bot drawing geometric shapes connects programming to mathematical reasoning in ways that textbooks cannot.

In this section, we'll explore the landscape of floor robots available for primary education, examine how they develop specific CT skills, consider practical classroom strategies, and work through detailed examples of cross-curricular integration. By the end, you'll have a clear understanding of how to select, deploy, and assess learning with floor robots in your own teaching context.

3.2 The Floor Robot Landscape¶

The market offers a range of floor robots designed for educational use. Understanding the differences between them helps you choose the right tool for your learners and your learning intentions.

The Bee-Bot Family¶

The Bee-Bot from TTS Group is perhaps the most widely recognised floor robot in primary education internationally. Designed in the shape of a friendly bee, it has become a classroom staple across Europe, including Malta, since its introduction in the early 2000s.

Key features of Bee-Bot:

Seven buttons on top: Forward, Back, Left Turn (90°), Right Turn (90°), Pause, Clear, and Go
Each forward/back movement covers 15cm; each turn is exactly 90°
Memory capacity of up to 40 steps (200 in newer models)
Audio and visual feedback (beeps and flashing eyes)
Rechargeable battery (via docking station) or standard batteries
Robust construction suited to young children's handling

Bee-Bot's simplicity is its strength. There's no screen, no app required, and no complex setup. Children press buttons on the robot itself, building a sequence that executes when they press "Go". This directness makes Bee-Bot accessible to children as young as three or four years old, while still offering meaningful challenges for older primary learners.

Blue-Bot is Bee-Bot's more advanced sibling. It retains all of Bee-Bot's functionality but adds:

Bluetooth connectivity for tablet/computer control via the free Blue-Bot app
45° turns (when using the app)
Repeat/loop functionality (when using the app)
Transparent shell so children can see the internal components
Robot-to-robot communication (Blue-Bots can detect each other)
Audio recording capability (children can record sounds for each button)
Compatibility with the TacTile Code Reader for tangible programming

Blue-Bot bridges the gap between simple button programming and more sophisticated screen-based coding, making it ideal for progression within Years 1-2 and into Years 3-4.

Pro-Bot: Introducing Logo Programming¶

Pro-Bot takes floor robot programming to the next level. Shaped like a car rather than a bee, Pro-Bot introduces children to Logo-style programming with precise distance and angle control.

Key features of Pro-Bot:

LCD screen displaying the program
Precise distance control (movements specified in centimetres)
Precise angle control (any angle, not just 90°)
Pen holder for drawing shapes and patterns
Touch sensors and light sensor for interactive programming
Procedure capability (children can define and reuse their own commands)
USB connectivity for computer programming

Pro-Bot is particularly powerful for mathematics. When a child programs "FORWARD 50, RIGHT 90, FORWARD 50, RIGHT 90, FORWARD 50, RIGHT 90, FORWARD 50, RIGHT 90" to draw a square, they're directly experiencing the relationship between programming, geometry, and measurement. The pen holder makes the algorithm visible as a drawn shape—a compelling connection between abstract code and concrete result.

Pro-Bot is typically most suitable for children in Years 3–6, though confident Year 2 children can begin exploring its basic functions.

Thymio: Sensors and Behaviours¶

Thymio is an open-source educational robot developed by EPFL (the Swiss Federal Institute of Technology) and Mobsya. Unlike Bee-Bot's focus on sequential programming, Thymio emphasises sensor-based behaviours and event-driven programming.

Key features of Thymio:

Multiple infrared sensors (front, back, and ground-facing)
Accelerometer for detecting tilt and movement
Microphone and speaker
Multicolour LED display
Six pre-programmed behaviour modes (indicated by colour)
Programmable via VPL (Visual Programming Language), Blockly, Scratch, or text-based languages
Open-source design with extensive documentation

Thymio's pre-programmed modes make it immediately accessible without any programming:

Colour	Behaviour
Green	Friendly — follows nearby objects
Yellow	Explorer — avoids obstacles
Red	Fearful — flees from nearby objects
Purple	Obedient — responds to button presses
Cyan	Investigator — follows lines
Blue	Attentive — responds to sound (claps)

These modes allow children to explore cause-and-effect relationships before any formal programming. "Why does it follow my hand when it's green but run away when it's red?" This inquiry-based exploration builds intuitions about sensors and conditional logic.

When children progress to programming Thymio, they encounter event-driven concepts: "When the front sensor detects an obstacle, turn left." This if-then logic is fundamental to computing and connects directly to decision-making in everyday life.

LEGO Education: Building and Programming¶

LEGO Education offers robotics solutions that combine the familiar joy of LEGO building with programmable motors and sensors. The two most relevant for primary education are:

LEGO Education SPIKE Essential is designed specifically for primary school (grades 1–5/ages 5–10). It includes:

449 LEGO elements including minifigure characters
Small Hub with two motor/sensor ports
One motor and one colour sensor
Icon-based and word-block programming via the SPIKE App
Curriculum-aligned lesson plans across literacy, maths, science, and social-emotional learning

SPIKE Essential differs from floor robots like Bee-Bot in that children build their own creations before programming them. This adds a design and construction phase that develops spatial reasoning and engineering thinking alongside CT skills.

LEGO Education WeDo 2.0 (now retired but still widely available and supported until 2026) offers:

280 LEGO elements
Smarthub (Bluetooth-enabled)
One motor, one motion sensor, one tilt sensor
Drag-and-drop programming via tablet or computer
Science and engineering curriculum focus

WeDo 2.0's strength lies in its project-based approach. Children might build Milo the Science Rover, then program it to move, respond to obstacles, and collect data. This integration of building, programming, and scientific inquiry makes WeDo particularly powerful for cross-curricular work.

Comparison Table: Choosing Your Robot¶

Feature	Bee-Bot	Blue-Bot	Pro-Bot	Thymio	SPIKE Essential
Age range	3–7+	4–9+	7–11+	5–11+	5–10+
Programming method	Buttons on robot	Buttons, app, or TacTile	Keypad and LCD	Pre-programmed modes, VPL, Blockly	Icon/word blocks via app
Movement precision	15cm steps, 90° turns	15cm steps, 45°/90° turns	Any distance, any angle	Variable	Motor-controlled
Sensors	None	Robot detection	Touch, light	IR (×9), accelerometer, mic	Colour sensor
Construction	Fixed	Fixed	Fixed	Fixed	Child-built
Screen required	No	Optional	Built-in LCD	Optional	Yes (tablet/computer)
Best for	Early sequencing, pre-readers	Progression from Bee-Bot	Maths, geometry, Logo	Sensors, behaviours, inquiry	Building, cross-curricular projects
Approximate cost (single unit)	€80–100	€100–140	€115–150	€150–210	€290–350 (set)

Making Your Choice¶

The "best" robot depends on your context:

For Early Years and Years 1-2 beginners: Start with Bee-Bot. Its simplicity allows focus on sequencing without technical barriers.
For Years 2-4 progression: Blue-Bot extends Bee-Bot learning with app-based programming, loops, and 45° turns.
For upper primary mathematics (Years 5-6): Pro-Bot's precision and Logo-style commands make it ideal for geometry and measurement.
For inquiry-based science: Thymio's sensors and behaviours support exploration of cause-and-effect and conditional logic.
For design and construction: SPIKE Essential combines building with programming for engineering-focused projects.

Many schools find value in having multiple robot types available, using simpler robots for younger children and progressing to more complex ones as skills develop.

Starting Small

If budget is limited, start with a small set of Bee-Bots (6 is enough for paired work in rotations). You can always expand later based on what works in your classroom.

3.3 Programming Concepts Through Movement¶

Floor robots are powerful teaching tools because they make abstract programming concepts concrete and visible. Let's examine how specific CT and programming concepts emerge through floor robot activities.

Sequencing: The Foundation¶

Sequencing—arranging instructions in the correct order—is the most fundamental programming concept, and floor robots teach it beautifully.

When a child programs a Bee-Bot to travel from one corner of a mat to another, they must think through each step:

Forward (one square)
Forward (one square)
Turn Right
Forward (one square)
Forward (one square)

The sequence matters. "Turn Right, Forward, Forward, Forward, Forward" produces a completely different result than "Forward, Forward, Turn Right, Forward, Forward." The robot reveals whether the sequence is correct—there's no hiding from the outcome.

Teaching sequencing effectively:

Begin with short sequences (2–3 steps) and gradually increase complexity
Have children predict what will happen before pressing Go
Use planning cards or whiteboards to record sequences before programming
Celebrate the process of sequencing, not just successful outcomes

Direction and Spatial Reasoning¶

Floor robots demand spatial thinking. Children must:

Understand left and right from the robot's perspective (not their own)
Visualise the path before programming
Mentally rotate their viewpoint to match the robot's orientation

This is genuinely challenging, especially for younger children. A child standing behind a Bee-Bot facing away from them must recognise that "Turn Left" means the robot's left, which appears as right from their viewpoint.

Strategies for developing spatial reasoning:

"Be the robot": Children physically walk the path before programming, turning their bodies to match the robot's direction
Stand behind the robot rather than facing it, so left and right match
Use consistent starting orientations until children are confident
Provide directional cards or arrows that children can manipulate

Debugging: Learning from Failure¶

Perhaps no concept benefits more from floor robots than debugging. When a Bee-Bot misses its target, the error is visible to everyone. This creates a powerful, non-threatening context for error analysis.

The debugging cycle with floor robots:

Observe: What did the robot actually do?
Compare: What did I expect it to do?
Locate: At which step did it go wrong?
Analyse: Why might that step be incorrect?
Revise: Change the sequence
Test: Run it again

The visibility of the error transforms debugging from a frustrating hunt into a collaborative investigation. "Look—it turned left at the wrong place! Let's figure out why."

Fostering productive debugging:

Normalise errors: "Mistakes help us learn!"
Ask diagnostic questions: "Where did it start going wrong?"
Resist fixing it for them—guide children to identify and correct errors themselves
Celebrate debugging successes as much as first-time successes

Loops and Repetition (Blue-Bot and Beyond)¶

When children programme a robot to trace a square, they initially write:

Forward, Turn Right, Forward, Turn Right, Forward, Turn Right, Forward, Turn Right

With guidance, they recognise the pattern: "Forward, Turn Right" repeats four times. This is the foundation for understanding loops.

With Blue-Bot's app, children can explicitly program "Repeat 4 times: Forward, Turn Right". This abstraction is powerful—it reduces complexity and reveals the underlying structure.

Introducing loops:

Start with physical patterns: clapping sequences, movement routines
Identify repetition in existing robot programs: "I notice you did the same thing three times..."
Introduce loop notation gradually: "What if we could tell the robot to repeat this part?"
Connect to real-world examples: traffic light sequences, song choruses, dance routines

Procedures and Abstraction (Pro-Bot)¶

Pro-Bot allows children to define their own procedures—named sequences they can reuse. For example, a child might define:

TO SQUARE
FORWARD 50
RIGHT 90
FORWARD 50
RIGHT 90
FORWARD 50
RIGHT 90
FORWARD 50
RIGHT 90
END

Once defined, they can simply write "SQUARE" to draw a square. They can then build more complex programs:

SQUARE
RIGHT 45
SQUARE
RIGHT 45
SQUARE

This is abstraction in action: hiding complexity behind a simple name. It's also the beginning of understanding functions—one of programming's most powerful concepts.

Conditionals and Events (Thymio)¶

While Bee-Bot and Pro-Bot focus on sequential programming, Thymio introduces conditional logic and events:

"When the front sensor detects an obstacle, then turn left"
"If the ground sensor sees black, then follow it"
"When I clap, then start moving"

This event-driven model is how most real-world software works. Apps respond to button presses, sensors trigger actions, and conditions determine behaviour.

Introducing conditionals with Thymio:

Begin with the pre-programmed modes: observe and explain the behaviours
Ask "what if" questions: "What will happen if I put my hand here?"
Progress to simple VPL programming: one event, one action
Build complexity gradually: multiple events, conditional combinations

3.4 Cross-Curricular Integration¶

Floor robots shouldn't exist as isolated "computing lessons." Their real power emerges when integrated across the curriculum. Here we'll explore detailed examples for major subject areas.

Mathematics¶

The connections between floor robots and mathematics are rich and numerous.

Measurement and Distance

Bee-Bot moves 15cm per step. How many steps to travel 45cm? 1 metre?
Pro-Bot programs specify exact distances. Children measure, calculate, and verify.
Estimate before programming: "How many steps do you think?" Then measure and check.

Angles and Turns

Bee-Bot turns 90°. What's a 90° angle? Where else do we see 90° angles?
Pro-Bot can turn any angle. Program a 60° turn. What shape has 60° angles?
Explore full turns (360°), half turns (180°), quarter turns (90°)

Shape and Geometry

Program Pro-Bot to draw a square, rectangle, triangle, hexagon
What's the same about all square programs? What's different for a rectangle?
Explore regular polygons: What's the relationship between number of sides and turning angle?

Maths Activity: The Perimeter Challenge

Learning intention: Understand that different rectangles can have the same perimeter

Resources: Pro-Bot with pen, large paper, rulers

Activity:

Challenge: "Program Pro-Bot to draw three different rectangles, each with perimeter 40cm"
Children calculate possible side lengths (e.g., 15cm × 5cm, 12cm × 8cm, 10cm × 10cm)
Program Pro-Bot to draw each rectangle
Measure and verify: Does each perimeter equal 40cm?
Extension: Which rectangle has the largest area? What if the perimeter was 60cm?

CT connections: Decomposition (breaking the problem into steps), algorithmic thinking (precise sequences), debugging (when measurements don't match)

Coordinates and Position

Grid mats use coordinate systems. "Move to (3, 4)"
Describe paths using coordinates: "Start at (1, 1), end at (4, 3)"
Connect to graph work: plotting points, reading coordinates

Literacy¶

Floor robots offer surprising opportunities for literacy development.

Instructional Writing

Programming is, fundamentally, writing clear instructions. Children who program robots understand viscerally why precision matters. "Go forward a bit" doesn't work—you need "Forward 3 steps."

Activity: After programming a robot journey, children write the instructions in words. Compare written instructions with the actual program. Which is clearer? Why?

Story Sequencing

Create story mats showing scenes from familiar narratives. Children program robots to visit scenes in the correct order.

Literacy Activity: Journey Through a Story

Learning intention: Sequence story events correctly; programme a robot to follow a narrative path

Resources: Bee-Bot, mat with story scenes (e.g., The Very Hungry Caterpillar — egg, caterpillar, apple, pear, plum, strawberries, oranges, cake/pickle/etc., cocoon, butterfly)

Activity:

Read or recall the story together
Identify the sequence of events on the mat
Children plan a route visiting scenes in story order
Program Bee-Bot to follow the route
Retell the story as Bee-Bot visits each scene

Extension: Create mats for other stories. Write new stories with paths for Bee-Bot to follow.

CT connections: Sequencing (story order = programming order), abstraction (representing story as path)

Speaking and Listening

Robot activities naturally promote talk. Children discuss strategies, explain their thinking, debate solutions, and present their programs to others. This authentic context for speaking and listening is often more engaging than manufactured discussion tasks.

Science¶

Physical computing aligns beautifully with scientific inquiry.

Variables and Fair Testing

Change one thing at a time: "What happens if I add one more Forward?"
Control other variables: same starting position, same mat
Predict, test, observe, explain

Cause and Effect

Thymio's sensor behaviours are cause-and-effect in action
If I block the sensor, then the robot turns
Explore systematically: which sensors cause which responses?

Forces and Motion

How does the robot move? What makes it turn?
Friction: Does Bee-Bot move the same distance on carpet vs. smooth floor?
Experiment with surfaces, slopes, obstacles

Science Activity: Surface Investigators

Learning intention: Investigate how surface type affects Bee-Bot's movement

Resources: Bee-Bot, various surfaces (carpet, tile, paper, fabric, sandpaper), measuring tape, recording sheets

Activity:

Question: "Does Bee-Bot move the same distance on all surfaces?"
Predict: Which surface will it move furthest on? Why?
Method: Program Bee-Bot with exactly 5 forward steps. Measure total distance on each surface.
Record results in a table
Explain findings: Why might carpet be different from tile?

CT connections: Systematic testing (algorithmic approach), debugging (ensuring fair tests), abstraction (focusing on relevant variables)

Geography¶

Floor robots excel at teaching mapping, direction, and spatial concepts.

Mapping and Navigation

Create mats based on maps—your school, local area, a fictional town, or even a simplified Malta. Children program routes between locations.

Cardinal Directions

Use a compass rose on the mat. "Program Bee-Bot to travel North, then East, then South." Connect robot directions to geographical directions.

Scale and Distance

If each Bee-Bot square represents 100 metres, how far is the journey? Calculate real-world distances from robot paths.

Geography Activity: Around Our School

Learning intention: Navigate a map using directional language; programme a route between locations

Resources: Floor mat with simplified school map (or create one), Bee-Bot, direction cards

Activity:

Identify key locations on the map: classroom, hall, playground, office, library
Give verbal directions first: "Start at the classroom. Go North to the hall, then East to the playground."
Translate into Bee-Bot commands: Forward, Forward, Right, Forward, Forward
Test the route
Challenge: Find the shortest route between two points

CT connections: Decomposition (breaking journey into steps), spatial reasoning, debugging

Art and Design¶

Floor robots can be creative tools, not just problem-solving tools.

Robot Art with Pro-Bot

Pro-Bot's pen holder enables drawing. Children program geometric designs, patterns, and pictures.

Design Challenges

Design a mat for a specific purpose (a story, a maths game, a geography activity)
Design an obstacle course that requires specific programming skills

Pattern and Symmetry

Program patterns that repeat (connecting to loops)
Create symmetrical designs: one side programmed, then mirrored

3.5 Differentiation: Meeting Diverse Learners¶

Floor robots are inherently flexible, but thoughtful differentiation ensures all learners can access and be challenged by the activities.

Supporting Younger and Less Confident Learners¶

Reduce complexity:

Shorter sequences (2–3 steps to start)
Simpler mats with fewer squares and clearer paths
One robot between two children, with adult support nearby

Provide scaffolding:

Physical planning aids: direction cards children arrange before programming
"Be the robot" activities before using actual robots
Step-by-step demonstrations with think-alouds

Build confidence:

Guarantee early success with very achievable first tasks
Celebrate process and effort, not just outcomes
Pair less confident learners with supportive peers

Challenging More Confident Learners¶

Increase complexity:

Longer sequences with more turns
Multiple destinations in one program
Obstacles to navigate around

Add constraints:

"Can you reach the goal in exactly 7 steps?"
"Find the shortest possible route"
"Use only left turns" (or other restrictions)

Extend concepts:

Introduce loops and procedures earlier
Progress to Pro-Bot for precise angles and distances
Program Thymio with conditional behaviours

Encourage creation:

Design mats for others to use
Create challenges for classmates
Document and explain strategies

Supporting Specific Needs¶

Motor difficulties:

Larger buttons (consider adapted devices if available)
Partner programming: one child plans, another presses buttons
Tablet control for Blue-Bot (may be easier than small buttons)

Visual impairment:

High-contrast mats with tactile elements
Verbal descriptions of robot movements
Thymio's sound output for audio feedback

Hearing impairment:

Visual feedback (LED lights) rather than sound
Clear sight lines for demonstrations
Written or visual instruction cards

Cognitive differences:

Consistent routines and clear expectations
Visual schedules for the activity structure
Reduced options to avoid overwhelm
Extended time for exploration and processing

Universal Design Principles¶

Rather than retrofitting accessibility, design activities that work for everyone from the start:

Multiple ways to engage (watching, doing, planning, recording)
Multiple ways to represent information (visual, verbal, physical)
Multiple ways to demonstrate learning (showing, explaining, drawing, writing)

3.6 Classroom Management with Floor Robots¶

Practical organisation makes the difference between productive learning and chaotic frustration. Here are strategies that experienced teachers find effective.

Before the Session¶

Check equipment:

Are all robots charged? (Nothing derails a lesson like flat batteries)
Do all robots work correctly? (Test each one briefly)
Are mats clean and flat?

Prepare resources:

Planning sheets or whiteboards for recording sequences
Challenge cards or task instructions
Direction cards if using them

Prepare the space:

Clear floor space (remove tripping hazards)
Consider noise levels (multiple robots can be loud)
Ensure good sight lines for demonstrations

During the Session¶

Establish routines:

Clear signal for "stop and listen" (essential when children are absorbed)
Agreed rules for handling robots (carry carefully, don't throw, return to charger)
Turn-taking protocols for paired work

Structure the activity:

Whole-class introduction and demonstration (10 minutes)
Paired/group activity time with circulating support (20–30 minutes)
Whole-class reflection and sharing (10 minutes)

Support without taking over:

Ask questions rather than giving answers: "What do you think went wrong?"
Encourage children to help each other before asking you
Model debugging strategies when you do intervene

Grouping Strategies¶

Pairs work well for most activities:

One "driver" (operates the robot), one "navigator" (directs and observes)
Regular role swaps (every 5 minutes or every attempt)
Encourages discussion and collaborative problem-solving

Rotations work when robots are limited:

Robot station as one of several activities
Clear instructions at each station
Timer or signal for rotation

Whole-class demonstrations:

Visualiser or large screen to show small robots
Invite children up to program while others predict
Good for introducing new concepts or reflecting on strategies

After the Session¶

Pack-away routine:

Return robots to charging station
Fold and store mats
Count equipment (things go missing!)

Documentation:

Quick notes on what worked and what didn't
Observations of individual children's learning
Photos of interesting solutions or approaches

3.7 Example Lesson Sequences¶

Here are two detailed lesson sequences showing how floor robot learning might progress over multiple sessions.

Early Years/Year 1: Introducing Bee-Bot (4 sessions)¶

Session 1: Meeting Bee-Bot

Learning intention: Understand what Bee-Bot is and explore its buttons

Introduce Bee-Bot: "This is Bee-Bot. What do you notice about it?"
Explore the buttons together. What might each button do?
Demonstrate: Press Forward, then Go. What happened?
Free exploration in pairs: Try different buttons and observe
Gather and share: What did you discover?

Session 2: Giving Instructions

Learning intention: Programme a simple sequence of 2–3 steps

Recall: What can Bee-Bot do?
"Be the robot": Children give each other verbal instructions, then follow them
Demonstrate: Programming Bee-Bot to reach a target in 2 steps
Paired activity: Program Bee-Bot to reach targets in 2–3 steps
Reflect: What did you have to think about?

Session 3: Planning Before Programming

Learning intention: Plan a sequence before programming

Introduce planning cards (arrows for each direction)
Model: Lay out cards, then press matching buttons
Paired activity: Use cards to plan, then program, then check
Challenge: Reach a target on a simple grid mat
Reflect: Did planning help? Why?

Session 4: Bee-Bot Story Mat

Learning intention: Program Bee-Bot to follow a story sequence

Introduce a story mat (e.g., We're Going on a Bear Hunt with locations)
Recall the story sequence
Model: Program Bee-Bot to visit the first two locations
Paired activity: Program the full journey through the story
Retell the story as Bee-Bot travels
Reflect: What was tricky? What did you learn?

Years 3–4: Progressing with Pro-Bot (4 sessions)¶

Session 1: From Bee-Bot to Pro-Bot

Learning intention: Understand how Pro-Bot differs from Bee-Bot; programme basic movements

Recall Bee-Bot experience. What could Bee-Bot do?
Introduce Pro-Bot: What's similar? What's different?
Explore the keypad and LCD screen
Key difference: We can choose exact distances and angles
Demonstrate: FORWARD 50 (moves 50cm)
Paired exploration: Try different distances and angles
Reflect: What new possibilities does Pro-Bot offer?

Session 2: Drawing Shapes

Learning intention: Programme Pro-Bot to draw regular polygons

Attach pen to Pro-Bot
Demonstrate drawing a line: FORWARD 50
Challenge: Draw a square with 10cm sides
Unpack the maths: What angles? What distances?
Paired activity: Draw squares, then rectangles, then triangles
Compare results: What made some shapes more accurate?
Reflect: What's the relationship between programming and geometry?

Session 3: Patterns and Repetition

Learning intention: Recognise repetition in programs; begin to use repeat commands

Review square program: FORWARD 50, RIGHT 90, FORWARD 50, RIGHT 90...
What do you notice? (It repeats!)
Introduce REPEAT command: REPEAT 4 [FORWARD 50 RIGHT 90]
Compare: Same result, fewer instructions. Why is this useful?
Challenge: Draw a hexagon using REPEAT
Extension: Create repeating patterns (spirals, stars)
Reflect: How does repetition make programming more powerful?

Session 4: Design Challenge

Learning intention: Apply programming skills to solve a design problem

Challenge: Design a floor plan for a new classroom (or garden, or playground)
Constraints: Must include at least 3 different shapes; total perimeter must be under 2 metres
Planning phase: Sketch design, calculate measurements
Programming phase: Program Pro-Bot to draw the design
Presentation: Show and explain your design
Reflect: What was challenging? What would you do differently?

3.8 Assessment Approaches¶

Assessing learning with floor robots requires approaches that capture process as well as product.

What to Observe¶

Sequencing skills:

Can the child plan a sequence before programming?
Are instructions in the correct order?
Does sequence length and complexity increase over time?

Debugging ability:

How does the child respond when the robot doesn't do what they expected?
Do they systematically identify where the error occurred?
Can they revise and improve their program?

Spatial reasoning:

Does the child understand left/right from the robot's perspective?
Can they visualise the path before programming?
Do they anticipate where the robot will end up?

Mathematical understanding (where relevant):

Can they estimate distances and angles?
Do they connect programming to mathematical concepts?
Can they calculate and verify measurements?

Collaboration and communication:

Do they explain their thinking to partners?
Can they describe their strategy to others?
Do they work effectively in pairs/groups?

Assessment Strategies¶

Observation notes:

Brief notes during sessions, focusing on significant moments:

"Mia independently debugged her sequence by counting steps"
"Jayden struggled with left/right but improved when he stood behind the robot"

Photography and video:

Capture evidence of:

Planning sheets showing children's thinking
Successful (and unsuccessful) robot journeys
Children explaining their programs

Child voice:

Simple reflection prompts:

"What did you find tricky today?"
"What would you do differently next time?"
"What did you learn about programming?"

Challenge progressions:

Track which challenges children can complete independently:

Challenge	Date Attempted	Outcome
Program 3-step sequence	15/1	✓ Independent
Navigate around obstacle	15/1	With support
Plan before programming	22/1	✓ Independent
Use repeat command	22/1	Not yet attempted

Rubric for Floor Robot Skills¶

Skill	Beginning	Developing	Secure	Extending
Sequencing	Presses buttons randomly; doesn't understand order matters	Understands sequence but makes frequent errors	Reliably programs correct sequences of 5+ steps	Plans complex sequences; recognises patterns and repetition
Debugging	Gives up or starts over when robot fails	Makes random changes hoping for improvement	Identifies where error occurred; makes logical corrections	Systematically tests and refines; explains debugging strategy
Spatial reasoning	Confused by left/right; limited path visualisation	Sometimes confuses direction; improving visualisation	Reliable direction from robot's perspective; can visualise simple paths	Navigates complex paths; anticipates movement accurately
Explanation	Cannot explain program	Describes what robot did, not why	Explains sequence and reasoning	Justifies choices; evaluates alternative approaches

3.9 Resources and Further Reading¶

Official Robot Resources¶

Bee-Bot and Blue-Bot (TTS Group):

Product page and resources: https://www.tts-group.co.uk/tts-bee-bot-and-blue-bot-programmable-robot-classroom-pack/1013162.html
Downloadable lesson plans and activity cards
Blue-Bot app available free on iOS and Android

Pro-Bot (Terrapin/TTS):

Resources and tutorials: https://www.terrapinlogo.com/probot.html
Logo programming guides

Thymio (Mobsya):

Official site with programming environments: https://www.thymio.org/
Extensive lesson plans and activities
Open-source community resources

LEGO Education:

SPIKE Essential: https://education.lego.com/en-us/products/lego-education-spike-essential-set/45345/
WeDo 2.0 (legacy): https://education.lego.com/en-us/product-resources/wedo-2/
Curriculum-aligned lesson plans for each product

Research and Professional Reading¶

Key research on floor robots in education:

Seckel, M. J., Salinas, C., Font, V., & Sala-Sebastià, G. (2023). Guidelines to develop computational thinking using the Bee-bot robot from the literature. Education and Information Technologies. A systematic review of 25 studies providing evidence-based guidance for CT development with Bee-Bot.

Books for deeper exploration:

Bers, M. U. (2018). Coding as a Playground: Programming and Computational Thinking in the Early Childhood Classroom. Routledge. Essential reading on developmentally appropriate approaches to coding with young children.
Resnick, M. (2017). Lifelong Kindergarten: Cultivating Creativity through Projects, Passion, Peers, and Play. MIT Press. The philosophy behind Scratch and LEGO robotics, with implications for all creative computing.

3.10 Summary: Key Takeaways from Section 2¶

Floor robots make programming tangible. When algorithms control physical movement, abstract concepts become visible and experiential.
Different robots serve different purposes. Bee-Bot excels at early sequencing; Blue-Bot adds progression with apps and loops; Pro-Bot connects to mathematical precision; Thymio introduces sensors and conditionals.
Core CT concepts emerge naturally. Sequencing, debugging, pattern recognition, and algorithmic thinking are built into floor robot activities by design.
Integration is essential. Floor robots aren't just for "computing lessons"—they enrich mathematics, literacy, science, geography, and more.
Differentiation is achievable. From simple 2-step sequences to complex multi-stage challenges, floor robots scale to meet diverse learners.
Practical organisation matters. Charged robots, clear routines, effective groupings, and structured sessions create conditions for learning.
Assessment focuses on process. Observation, documentation, and formative strategies capture learning that final products might miss.
Start simple, then extend. Begin with achievable challenges and build complexity as confidence grows—for you and your students.

Reflection Prompt

Consider your own classroom context: What floor robot(s) do you have access to? What curriculum connections would be most valuable for your learners? What's one activity from this section you'd like to try in the coming weeks?

Fieldwork Task

Choose one floor robot activity from this section to try with your learners. Use the lesson planning frameworks from Section 2 to design your session, and document your experience in your reflective diary.

Ready to continue? Head to Section 4: Tangible Interfaces to explore tools where code becomes physical—Cubetto, Scottie Go!, Makey Makey, and more.

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