Having Coding and Robotics as a subject in schools is central to helping learners’ function in a digital and information-driven world. It helps them to apply digital ICT skills and transfer these skills to solve everyday problems, while also enhancing the development of learners.
This is according to the Department of Basic Education (DBE) which has now gazetted changes to the National Policy pertaining to the Programme and Promotion Requirements for Grades R to 12, officially adding Coding and Robotics to the subject roster for Grades R to 9. The subject studies the activities that deal with the solution of problems through logical and computational thinking.
Some have criticized it, some see it as a future thinking strategy as the world moves digitally and others, like Basil Manuel, who is the Executive Director at the National Professional Teachers’ Organisation of South Africa (NAPTOSA), say it should not be a stand-alone subject.
“The current curriculum does allow for Coding and Robotics to be worked into the current curriculum. There was a rush by the department at the end of the administration to push this through as a stand-alone subject which has a major impact,” said Manuel.
For Grades R to 3, the subject is included alongside mathematics, and for Grades 4 to 9, the subject is included alongside mathematics, natural sciences and technology.
The DBE has divided the new subjects for the foundation phase, this is Grades R to 3.
Here is how it will look:
In the foundation phase (Grades R-3), the subject has been organised into five study areas:
- Pattern recognition: This includes learning to identify abstract and geometric patterns as an integral part of the design and computational thinking process which will assist learners in solving problems.
- Algorithms and coding: This includes physical coding activities which progress from Grade 1 to digital platforms that are easy-to-learn and fun for learners to engage with.
- Robotics skills: Learners are introduced to the fundamental mechanical and electrical engineering systems and circuits that are used in robotics.
- Internet and e-communicating: This will cover topics such digital identities, safety on digital platforms, a basic overview of networks and the internet, and the safe use of web browsers to search for information.
- Application skills: This will include the teaching of basic text editing and spreadsheet applications, as well as the use of digital devices.
In the intermediate phase, Grades 4 to 6, the subject has been organised into four study areas:
- Algorithms and coding: Algorithm and coding programming skills will be primarily developed by using a block-based coding platform. The block-based platforms make use of easy to understand, drag and drop type coding where learners can focus on getting the details and correct inputs in the programs.
- Robotics skills: This will introduce microcontrollers that will be coded using a block-based coding platform.
- Internet and e-communication: Topics will include digital citizenship and Internet use as well as concepts of piracy, plagiarism and copyrights.
- Application skills: Topics will include text-editing, spreadsheets, multimedia editing and computer-aided drawing.
In the senior phase, Grade 7 to 9, the subject has been organised into four study areas:
- Algorithms and coding: Algorithm and Coding programming skills in the senior phase are primarily developed by using a line-based programming interface. Learners are introduced to a line-based coding platform through a hybrid programming platform consisting of block-based and line-based coding.
- Robotics skills: Robotics consists of two merging fields, including coding and engineering. Learners continue with mechanical and electrical engineering systems. The robotics strand combines the engineering design process and computational Thinking Process.
- Internet and e-communication: This is aimed at providing skills which prepare learners to interact safely in a digital online and offline world;
- Application skills: This is aimed at developing end-user skills that are used on different digital platforms. In the senior phase, learners are expected to engage with applications that build on data analysis and website development skills. This includes HTML and CSS, as well as spreadsheet applications.
Manuel has expressed concern over the rush of adding the subject and added that there is a lack of educators at schools.
“We have not mastered reading and writing and now we are lumping teachers with an extra subject, which means this might not give the results that are expected. The department has not given out a plan as to how teachers will be trained for Coding and Robotics,” said Manuel.
He is also concerned about the instrumentation as schools are having problems with the provision of textbooks and desks.
“I have misgivings about the methodology we have followed. We cannot have Coding and Robotics as a stand-alone subject until we are ready for it,” he said.