The journey to developing a coding and robotics Whole Brain® curriculum for grade 4

Abstract

The Fourth Industrial Revolution (4IR) has ushered in a period of significant change, requiring the development of 21^st century skills such as communication, collaboration, critical thinking, and creativity to thrive in a rapidly changing global environment. Educational robotics became a crucial tool for fostering these fundamental skills. In light of this, the South African Department of Basic Education (DBE) took the initiative to implement a curriculum that incorporates coding and robotics. Nevertheless, a private school in Tshwane recognised a deficiency in the fundamental skills that learners need to meet the curriculum requirements set by the DBE. This article examines the development and execution of a Whole Brain^® coding and robotics curriculum for Grade 4 learners.

The curriculum development process consisted of three phases: an extensive needs analysis, the utilisation of backward design, and the execution of action research. The curriculum underwent evaluation using observations, learner feedback, and assessments of learning opportunities, which demonstrated its efficacy in improving coding, robotics, and 21^st century competencies.

The results revealed substantial enhancements in learner engagement and proficiency in coding principles, evidenced by learners' improved problem solving and critical thinking competencies. The iterative design and reflective analysis processes facilitated the ongoing improvement of the curriculum, guaranteeing its continued effectiveness.

This study signifies notable progress in coding and robotics education for Grade 4 learners, offering a comprehensive structure for curriculum development and execution. It also provides valuable insights for educators, researchers, and policymakers by combining action research principles, backward design and Whole Brain^® thinking.