Technologies · Year 1

Active learning ideas

Algorithms for Games

Active learning helps young students grasp algorithms because their brains connect movement and order to memory. Hands-on games make abstract steps concrete, so children see how instructions guide actions in real time.

• ACARA Content Descriptions
• AC9TDE2K04

• 20–45 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Role Play
• 30 min · Whole Class

Whole Class: Simon Says Breakdown

Model 'Simon Says' by playing once, then pause to list steps on the board as a class: 1. Form a circle. 2. Choose leader. 3. Follow commands only if prefixed. Students repeat and add one new step. Discuss what happens if a step is missing.

Explain the steps needed to play 'Simon Says'.

Facilitation Tip

During Simon Says Breakdown, pause after each round to ask students to name the exact steps they just followed, reinforcing the link between instructions and actions.

What to look for

Ask students to draw or write the first three steps for playing 'Red Light, Green Light'. Review their responses to see if they can recall and order the initial actions correctly.

• Apply
• Analyze
• Evaluate
• Social Awareness
• Self-Awareness

Activity 02

• Role Play
• 45 min · Small Groups

Small Groups: Game Invention Stations

Provide materials like hoops, balls, and cards. Groups brainstorm a simple game, write numbered steps on paper, then swap with another group to test. Revise based on feedback.

Design a new game with clear, step-by-step rules.

Facilitation Tip

At Game Invention Stations, circulate with sentence stems like 'First, then, next' to guide groups in structuring their rules clearly.

What to look for

Give students a card with a simple game scenario, e.g., 'You are playing Rock, Paper, Scissors. What is the first step? What is the second step?'. Students write their answers to check understanding of sequencing.

• Apply
• Analyze
• Evaluate
• Social Awareness
• Self-Awareness

Activity 03

• Role Play
• 25 min · Pairs

Pairs: Instruction Testing Relay

Pairs write 5-step instructions for a relay race. Switch papers, perform the steps in sequence, and note errors. Pairs then refine and retest.

Evaluate why clear instructions are important for playing a game fairly.

Facilitation Tip

For the Instruction Testing Relay, set a timer so pairs feel urgency to debug their instructions before the next group tries them.

What to look for

Have students work in pairs to write down the rules for a simple game they invent. Then, they swap rules with another pair and try to play using only the written instructions. They then discuss with their partner: Were the rules clear? What was confusing? What was easy to follow?

• Apply
• Analyze
• Evaluate
• Social Awareness
• Self-Awareness

Activity 04

• Role Play
• 20 min · Individual

Individual: Algorithm Comic Strips

Students draw a 6-panel comic showing steps for their favorite playground game. Label each panel with a number and action. Share one with the class.

Explain the steps needed to play 'Simon Says'.

What to look for

Ask students to draw or write the first three steps for playing 'Red Light, Green Light'. Review their responses to see if they can recall and order the initial actions correctly.

• Apply
• Analyze
• Evaluate
• Social Awareness
• Self-Awareness

A few notes on teaching this unit

Teachers should model how to turn play into steps by thinking aloud while playing a familiar game. Avoid rushing through instructions; instead, pause to ask students to predict what happens if one step is missing or out of order. Research shows that young learners benefit from seeing algorithms as recipes, so connect each step to a clear cause and effect in the game.

Students will show they can write and follow clear, ordered instructions by playing games and inventing their own. Success looks like smooth play without disputes, written rules that others can follow, and students recognizing missing or vague steps.

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Watch Out for These Misconceptions

• During Simon Says Breakdown, watch for students who skip the 'Simon says' check or assume they know the next move without listening to the leader.

  Pause the game after each round to have students verbally list the exact steps they followed, including the 'Simon says' check. Ask, 'What happens if we skip this step?' to highlight why order matters.

• During Game Invention Stations, watch for groups that write vague instructions like 'do it fast' instead of naming the action clearly.

  Provide sentence stems such as 'First, [student action]. Then, [next action].' and remind groups to replace vague terms with specific verbs and timing words.

• During Instruction Testing Relay, watch for students who assume their partner will guess what they meant by unclear instructions.

  After the relay, bring the class together to share examples of confusing instructions. Ask, 'What did you wish the writer had said instead?' to help students recognize the need for precision.

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Methods used in this brief

• Role Play