Pupils needing support:

Should use the Activity: Morning algorithm (support) to help them with writing their algorithm; could draw instead of writing a visual sequence for each step of their morning algorithm.

Pupils working at greater depth:

Should explain how they used the skills of decomposition and abstraction when creating their algorithm; could consider where they might use a ‘repeat’ instruction instead of listing every step; could suggest a ‘conditional’ statement, such as ‘if a reading book needs changing, go to the reading area’.