Effective implementation of coding and robotics education necessitates comprehensive teacher training and well-structured curricula. Educators are focusing on developing resources and training programmes to equip teachers with the necessary skills to integrate these technologies into their classrooms effectively. Teachers face a significant challenge in bridging the gap between theoretical knowledge and practical application, particularly in implementing coding and robotics in classrooms. The resources available to educators often do not align seamlessly with the prescribed curriculum, making it difficult to deliver lessons that meet both pedagogical standards and learning outcomes. This disconnect requires teachers to spend additional time adapting materials or creating new ones, which adds to their already demanding workload and often leaves gaps in effective student engagement.

In light of the above this paper aims to use the Backwards Curriculum Design to align the planned lessons with the available resources for coding and robotics. Backward curriculum design is an instructional planning framework that begins with the end in mind, focusing on the desired learning outcomes as the foundation for all subsequent planning. Teachers first identify what they want learners to know, understand, and be able to do by the end of a learning experience. Once these outcomes are clearly defined, the next step is to determine what evidence will demonstrate that learners have achieved these goals. This involves designing assessments, both formative and summative, that align directly with the intended outcomes. Finally, teachers plan the specific learning activities and instructional strategies that will enable students to build the knowledge and skills necessary to succeed. This approach ensures coherence and alignment between goals, assessments, and instruction, ultimately fostering deeper and more meaningful learning experiences for students. For this conceptual paper we plan to use backward curriculum design to provide teachers with guidelines for planning lessons that align with the desired outcome of students successfully coding a Cubroid robot.

The flow of activities begins with learners engaging in tangible and unplugged activities to build foundational coding skills, such as sequencing and problem-solving, in an accessible and hands-on manner. Once these foundational skills are established, learners can transition to working with introductory block-based coding platforms, such as Scratch Jr, to explore coding concepts in a digital environment. Finally, learners apply their understanding by coding and programming Cubroid robots, allowing them to bring their ideas to life through practical robotics tasks. What we are proposing is important in the space of coding and robotics for young learners because it addresses the critical challenge of aligning available resources with the curriculum through a structured framework like backward curriculum design. By incorporating tangible, unplugged activities and scaffolded transitions to block coding and robotics, this approach ensures that foundational skills are developed progressively, making coding and robotics more accessible and meaningful for both learners and teachers.

Keywords: Backward Curriculum Design, Coding Education, Robotics for Young Learners, Teacher Training, Tangible and Unplugged Activities.