Tuesday 7th June – Computing

Hello Year 6, 

Whilst we have another day at home due to maintenance at school, you are required to complete home learning for today and bring it to school tomorrow.

For this lesson, you will need:

  • Pen
  • Piece of paper/notebook
  • A sibling/friend/grown-up

LI: To use logical reasoning 

Success Criteria

  • To use directional language correctly.
  • To give step-by-step instructions
  • To follow step-by-step instructions
  • To identify errors in my algorithm
  • To correct errors in my algorithm
  • To use key vocabulary to show how my algorithm worked.

Key vocabulary:

Logical reasoning Logical reasoning means applying rules to problem solving.


An algorithm is a set of instructions. A set of steps must be correctly followed to solve a problem. 


 Finding these mistakes in an algorithm and correcting them.

On your piece of paper, answer the following questions (try to use the key vocabulary in your answers):

Your turn:

Look at this image:

  • Where have you seen one of these before?
  • What does it do? 

My turn

The image above is of a Beebot, a programmable floor robot. You can program it with simple instructions to move around the floor. In doing so, you will have understood and followed the constraints and rules of a Beebot – that it can only make 90 degree turns and that it moves a set distance each time the arrow key is pressed.

If possible, if you have a sibling or an adult at home, get them to stand at a point in a room and choose an end point. Next, give that person step-by-step instructions to move from that point to your chosen end point. 

For example, if someone chose to start in the corner of the living room and the end point was the door to the living room, their instructions would be something like: “Take 5 steps forward. Turn 90 degrees clockwise. Take 7 small steps forward. Turn 90 degrees anticlockwise and walk 4 steps then stop”. Be as detailed as you can. 

Your turn:

Time to give instructions. Write your instructions down on your piece of paper.

My turn

What you have just done is used logical reasoning to guide that other person to a specific point. The step-by-step instructions were the algorithm. 

If I were to explain how my algorithm worked, I would make sure that I use the key vocabulary to help formulate my answer: I used logical reasoning by using a range of algorithms (a set of instructions) to guide my object to where it needed to be. Whilst doing so, I realised that it was not as easy as I had thought; I had to make changes during the algorithm as it sometimes went wrong.”

Your turn:

On your piece of paper, have a go at writing how you used logical reasoning to make your algorithm work. Don’t’ forget to use the key vocabulary!

Next, if possible, find another person at home and give them a coat/jacket that has been turned inside out. Give that person a set of instructions (similar to the first activity), BUT this time make a deliberate error so they do a step wrong.

For example: “Hold your coat in your right hand, put your left hand down the right sleeve, use your fingers to hold the sleeve opening, pull the sleeve out”.

This mistake is called a bug in coding/logical reasoning. In order to make this algorithm correct again, we must undo the mistake so we can allow the person/object to proceed to the next step. This is called debugging an algorithm. 


Using logical reasoning to find and fix the bugs:

My turn:

Read the algorithm below. Can you find and fix the bug so that the algorithms match the grids? Here is an example:

Your turn:
Read the algorithms below. Can you find and fix the bug so that the algorithms match the grids? Choose one of the below and compete this on your sheet of paper.


If possible, find a sibling or grown-up at home (or, you can video call a friend from your class to help with this – please ask an adult first). Set up a small (and safe) obstacle course. The aim of this activity is to use your logical reasoning and knowledge of algorithms and debugging to guide the other person through the obstacle course.

Once you have finished, write an explanation about how you used logical reasoning to make your algorithm work. Use key vocabulary and write about any debugging that you had to do!

If you are finding it a little tricky, rather than using someone at home, you can have a go at using logical reasoning to get from the start to the finish on the grid below. The first step would be, ‘begin at start’.

Make sure you write everything down on your piece of paper/notebook and bring it into school tomorrow.

If you have any questions about the activity, comment below and we will answer them. 

Leave a Reply

Fill in your details below or click an icon to log in:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out /  Change )

Twitter picture

You are commenting using your Twitter account. Log Out /  Change )

Facebook photo

You are commenting using your Facebook account. Log Out /  Change )

Connecting to %s