Duration: 45 minutes

SPIRIT Skills:

• Problem-Solving
• Critical Thinking
• Flexibility
• Creativity

Brief Description:

Students work in pairs. One is the “robot,” the other the “programmer.” The programmer gives commands (e.g., “take two steps forward, turn left, jump”), which the robot performs. The obstacle course is made of natural elements (sticks, stones, bushes). The teacher demonstrates the game with a volunteer acting as a robot.

How does this develop particular SPIRIT skills:

• Problem-Solving: Children plan and refine step-by-step commands to guide the “human robot” through natural obstacles, practicing practical solutions.
• Critical Thinking: They analyse the environment, anticipate challenges, and sequence commands logically to achieve the goal.
• Flexibility: Students adjust strategies and instructions when obstacles or mistakes occur, learning to adapt.
• Creativity: Designing routes and visualizing solutions encourages imaginative thinking and innovative approaches
• Curiosity, Sense of Wonder and Openness: Exploring the natural environment fosters observation, inquiry, and engagement with nature.
• Valuing People and Nature: Collaboration with partners and awareness of natural elements promote respect, empathy, and responsibility
• Creativity and Curiosity: designing paths and exploring natural elements encourages imaginative thinking and engagement with the environment.

What do we want to achieve regarding SPIRIT skill development (student understanding and/or behaviour)?

Through this activity, students are expected to develop the following SPIRIT skills:

• Problem-solving and Critical thinking: students plan routes and give precise directional commands, then analyse and correct mistakes (“debugging”).
• Flexibility and Resilience: they adapt strategies when obstacles or errors occur, learning to persevere.
• Valuing People and Nature: confidence and verbal expression improve through role-switching and partner collaboration, fostering respect and teamwork

Materials and tools needed for implementation 

• Math: Directions, counting steps
• Environmental Studies: Identifying natural obstacles
• PE: Motor coordination, obstacle navigation
• Digital Culture: Basics of algorithmic thinking

Preparation notes

• Teacher should pre-arrange the obstacle course
• Ensure every pair tries both roles.

Guided Questions

• How can you plan your steps to overcome obstacles?
• What can you do when your first plan doesn’t work?
• Can you think of new ways to guide the robot through the environment?
• How can you support your partner and work together to reach the goal?

Stage Debriefing Questions (Optional)

• Which command was hardest to follow?
• What was funny or surprising about the game?

Tips and Tricks for dealing with stage challenges

• Encourage shy students to start as the robot
• Introduce a timed challenge: who can guide their robot fastest?
• Use visual arrows if verbal guidance is difficult.

Duration: 45 minutes

SPIRIT Skills:

• Creativity
• Problem-Solving

Brief Description:

Students return to the classroom and individually or in pairs draw the route they followed. They add commands (arrows, symbols, numbers). The teacher introduces simple algorithm ideas such as steps in order (sequence), repeating steps (repetition), and fixing mistakes (debugging) using drawings and symbols. Students test their “programs” by acting them out again. This stage helps students connect their physical experience from the outdoor game with visual and symbolic representations.

How does this develop particular SPIRIT skills:

• Creativity: designing personal route plans and “programs”
• Problem-Solving: identifying and fixing mistakes.

What do we want to achieve regarding SPIRIT skill development (student understanding and/or behaviour)?

Through this activity, students will develop problem-solving skills by:

• Recording simple algorithms: Translating actions into clear, step-by-step instructions.
• Debugging and redesigning steps: Identifying mistakes and revising their plans to overcome obstacles.
• Applying creative solutions: Thinking flexibly and inventively to solve unexpected challenges during the activity

This progression ensures that students follow through from planning to testing to improving, reinforcing structured problem-solving strategies.

Academic/Curriculum Objective connection

• Math: Sequences, counting steps
• Visual Arts: Drawing paths, using symbols
• Digital Culture: Recognizing algorithmic structures

Materials and tools needed for implementation 

• Paper, coloured pencils, direction arrows
• Instruction templates
• Visual aids for inspiration

Preparation notes

• Show an example of a simple drawn “program”
• Assist with using symbols (e.g., → = move forward)

Guided Questions

• How would you draw your program?
• What happens if the robot gets lost?
• Which command would you change and why? 

Stage Debriefing Questions (Optional)

• What did you like about your own program?
• How did you solve it when something didn’t work?

Tips and Tricks for dealing with stage challenges

• Don’t aim for perfection: encourage learning from mistakes
• Provide templates to help students who need more support.