For student year
Helps students to
Helps teachers to
This practice contains three of nine challenges for robotics social clubs.
Negotiating and resolving conflict is critical for successful relationships. In the Australian Curriculum, students develop personal and social capability as they learn to:
- listen to others' ideas
- recognise that others may see things differently from themselves
- practise how to solve simple interpersonal problems
- recognise a number of ways to resolve conflict.
The three robotics challenges in this practice target and scaffold students’ ability to negotiate and resolve conflict:
- Sumo building
- Sumo programming and testing
- Sumo battles
These challenges each take 1–2 sessions of approximately 45 minutes.
If you need to build a robot, begin with the starter challenge in the Communicate effectively: Robotics social clubs practice. You could also provide students with pre-made robots.
How the practice works
Robotics challenge: Sumo building
Robotics challenge: Sumo programming and testing
More programming video tutorials:
Dr Graeme’s Robot SUMO Tutorial series of Robot SUMO tutorials using Lego EV3 MindStorms Robots
Robotics challenge: Sumo battles
Preparing to teach
Documents needed for the session
In the classroom
The following session schedule and learning process supports student learning and remains constant across all robotics social club sessions. However, the content changes depending on each robotics challenge and the matching Personal and Social Capability teamwork skill.
You can download a copy of this schedule and other documents needed for these challenges from ‘A. Plan’ above.
Step 1: Introduction (5 minutes)
- Introduce the visual schedule of the session, e.g.
- Robotics challenge
- Halfway monitoring
- Evaluation and pack up.
- Briefly outline or review the club rules (refer to the rules poster).
- If necessary, facilitate formation of new teams and record new team and robot names.
- Play the short robotics challenge video for students.
Step 2: Planning (10–15 minutes)
What does it look like? How can I achieve this?
- Briefly introduce the specific teamwork skill, learning intention, and success criteria (refer to the student reflection sheet and/or teacher monitoring chart).
- Demonstrate/model the skill, e.g. through roleplay or giving examples of language. You may choose to demonstrate meeting or not meeting the success criteria.
- Students evaluate the teacher against the success criteria.
- Students generate their own demonstration or examples of how to meet the success criteria, e.g. through a ‘think, pair, share’ activity. Use discretion as to whether students are ready to demonstrate in front of the group.
- Depending on the robotics challenge, you may choose to prompt students to use the robot design process to plan their robotics challenge before beginning working time (if so, add 5 minutes to planning time).
Step 3: Robotics challenge and monitoring (45–55 minutes)
Pause for student monitoring halfway through working time:
What am I doing well? What do I need to keep working on?
- Teach programming content if necessary, referring to programming videos as needed.
- Give students working time. Students complete the robotics challenge in their teams, and teachers implement effective strategies to support students’ learning of the teamwork skill, e.g. growth mindset; prompting; praise and positive reinforcement. Refer to the teacher reflection as a reminder.
- Throughout the working time, use the monitoring chart and positive reinforcement system for successful demonstration of success criteria.
- Pause for student monitoring halfway through the robotics challenge working time. Students complete the success criteria rubric and identify what they are doing well and what they can improve on.
- If parents have been invited, they may be present for approximately last 30 minutes of session (last 20 minutes of robotics challenge time).
Step 4: Evaluation and pack up (15 minutes)
What did I do well? What do I need to keep working on next time?
- At the end of the session, students once again complete the success criteria rubric, reflecting on what they did well and what they can improve on next time. Support students to self-reflect on their demonstration of teamwork skills.
- Refer to the monitoring chart and positive reinforcement system to praise and provide feedback to specific teams and students. Invite students to give positive and constructive feedback to peers.
- Pack up.
- Advise students of the robotics challenge for the next session, providing them with something to think about to help them prepare for the next session.
Practice implementation planner template
We know that it is not always easy to keep track of what is working and what is not. So, we have created this template for you to record and reflect on what you are doing to help you create a more inclusive classroom. The implementation planner contains:
- Guidance around goal setting
- Reflection section (What worked, didn’t work and what to change and next steps.)
- Prompting questions
Set your professional learning goal for:
Negotiate, resolve conflicts: Robotics social clubs
Benefits of goal settingSetting, working towards, and reflecting on goals helps you grow professionally and improve your practice. You can access AITSL learning resources for teachers to learn more about:
How to set goalsThe Australian Institute for Teaching and School Leadership recommends using the SMART matrix to frame your goal setting.
SMART goals refers to goals that are: