This study examined the literature to determine an instructional approach that will enable students to learn to design and represent algorithms. Two major sources were used for this study, research literature and programming texts. The research literature provided justification for using introductory programming as a vehicle for learning to design and express algorithms. It also identified the knowledge components, both syntactic and semantic, that must be acquired when learning to design and represent algorithms. In this context syntactic knowledge is the knowledge of the fundamental elements of algorithms and the rules for combining these elements. Semantic knowledge refers to meaning of the elements and the knowledge of how these elements can be meaningfully combined. The research literature was also examined for principles that can be used to design the curriculum materials. A number of texts already exist which are concerned with introductory programming. In each, programming can have a variety of meanings. In its broadest sense it defines the entire process of problem solving where the production of a computer program is involved. In its narrowest sense, it is the coding into a specific programming language of a well defined algorithm. Programming in this document refers to the entire process and the term coding is used to refer to process of producing code from a well defined algorithm. Introductory programming texts were examined to see if the approaches suggested by the research literature are being used. If the approaches were not already being used then curriculum materials that demonstrate the approaches derived from the research literature were developed.