Empowering future innovators: Successfully integrating Coding and Robotics in SA schools

The inclusion of Coding and Robotics in the South African school curriculum has sparked intense debate since its announcement in March 2019. 

This debate often revolves around the traditional questions of “who, what, where, and why.” For example, who within the teaching community is equipped to teach this new subject? What exactly will be taught? Where will schools get robotics equipment and electronics? Why divert attention from key areas like Literacy and Numeracy? Over and above these questions, the prevailing question is, “How are we going to do this?” Let’s look at how we can begin to answer these “W’s” (and one seemingly overwhelming “H”). 

Who will be teaching Coding and Robotics, what are some effective strategies for introducing coding and robotics, and where will the resources come from? 

In South Africa, the Foundation Phase class teacher generally teaches all subjects: Literacy, Numeracy, and Life Skills. Starting in 2026, this will include Coding and Robotics. While this may seem daunting, it's important to remember that any subject knowledge can be acquired with enough time and a little effort. 

However, what makes teaching special is not just knowledge teachers have, but their ability to facilitate learning in any subject. Teachers need to understand and trust in their ability to teach. As teachers become more familiar with the Coding and Robotics content, they might be surprised to find they are already teaching many of its concepts. In literacy for example, children are taught to place events of a story in logical order.  

When applied to Coding and Robotics, this sequential thinking allows learners to write a set of instructions (code) that ensures their computer program (or robot) performs its intended task. The same Life skills that teach learners to stay safe in real-life situations now extend to staying safe in the digital world when on social media platforms or using various downloaded apps. 

At the Foundation Phase level, coding and robotics extracts relevant information from subjects already being taught and packages it in a way that is relevant to the digital world. There is also good news in terms of where the resources will be coming from. The Foundation Phase curriculum is designed to be “unplugged,” meaning it does not require digital devices but rather, teaches concepts through effective, familiar strategies such as play and project-based learning. 

Why is it essential to add coding and robotics into the classroom curriculum, and what long-term benefits can learners gain from these subjects? 

Part of the governments’ decision to add to the existing curriculum was the need to adapt curricula to new ways of learning and the changing world of work.  

Early exposure to Coding and Robotics has clear advantages for learners with a natural inclination towards IT and engineering vocations. The curriculum unpacks the fundamental elements that go into creating a well-functioning code and explains the basic components of electrical and computing devices in easy-to-understand, age-appropriate ways. By grappling with these concepts, even on a theoretical level, it provides a foundation on which to build the practical skills necessary for success in STEM (science, technology, engineering, and mathematics) fields. 

This raises an obvious question – what about learners who are not budding engineers and scientists? In recent years, education has shifted from emphasizing rote learning to focusing on 21st-century skills. These include the 4 C’s (creativity, collaboration, critical thinking, and communication) as well as digital, technological, and media literacy. Coding and Robotics is more than teaching wiring and mechanics. It teaches us to think in innovative ways, encouraging planning, testing, failing, trying again, and improving. These skills enable young people to thrive in any work environment. For those choosing entrepreneurial paths, it helps them recognize opportunities for innovation and provides the skills and resilience to achieve successful outcomes. 

How can schools create a supportive environment that encourages both teachers and learners to explore and innovate with coding and robotics? 

To run successful Coding and Robotics classes, the School Management Team must create a supportive environment. Here are some hints on how to go about this: 

• Choose resources wisely. Invest in material that explains Coding and Robotics within a South African context. Equip teachers with a comprehensive Teachers Guide that includes everything needed to plan, teach, and assess according to the CAPS curriculum. Look out for material that provides real-world practical examples that children can relate to and demonstrates how these examples translate to digital applications. 

• Encourage collaboration. Showcase 21st-century skills by encouraging collaboration and communication. Teachers who are more comfortable with Coding and Robotics concepts can host demonstration lessons both within their own schools and within their teaching communities. 

• Encourage vulnerability. As teachers, the expectation is often to have the answers. It is very difficult to say, “I don’t know.” Make a list of shared fears that teachers have and look out for webinars or training opportunities that address these. Many edtech companies have a wealth of resources and support available for free to support teachers as they prepare to introduce coding to the nation.