| A | B | C | D | |
|---|---|---|---|---|
1 | CS Level 1 Blocks Course | |||
2 | National curriculum in England: computing programmes of study | |||
3 | Unit | Key Stage # | Standard | Where and How the Standard is Reached |
4 | 2 | KS 1 | understand what algorithms are, how they are implemented as programs on digital devices, and that programs execute by following precise and unambiguous instructions | In Unit 2, students are introduced to coding the VR Robot to drive and turn for specific distances and directions to knock over castles on the Castle Crasher Playground. They learn how to sequence Drivetrain commands correctly in order to knock over all castles on the Playground. |
5 | 2 | KS 1 | create and debug simple programs | In Lessons 2 and 3, students follow along to create simple programs to drive the VR Robot to knock over two castles on the Playground, In the Castle Crasher Challenge in Lesson 4, they apply their learning to build onto their projects to knock over all five castles. Students will need to build, test, and debug their projects to complete the challenge successfully. |
6 | 2 | KS 1 | use logical reasoning to predict the behaviour of simple programs | As students build and test their projects in the Castle Crasher Challenge, they apply their learning and use logical reasoning to predict the behaviour of the VR Robot based on the sequence of blocks in their project. |
7 | 2 | KS 2 | design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts | In Lessons 2 and 3, students follow along to create simple programs to drive the VR Robot to knock over two castles on the Playground, In the Castle Crasher Challenge in Lesson 4, they apply their learning to build onto their projects to knock over all five castles. To successfully complete the challenge, students need to break down the task into smaller parts, and then iteratively plan, build, and test their projects to ensure that all five castles are crashed as intended. |
8 | 3 | KS 1 | understand what algorithms are, how they are implemented as programs on digital devices, and that programs execute by following precise and unambiguous instructions | In Unit 3, students learn how to code the Pen on the VR Robot to draw various shapes on the Art Canvas Playground, so that they can draw a house by the end of the Unit. They learn how to sequence commands to control the Pen in conjunction with Drivetrain commands and Repeat loops to create their desired drawings. |
9 | 3 | KS 1 | create and debug simple programs | In the Draw a House Challenge, students build on what they have learned to create a project to draw a house on the Art Canvas Playground. To complete the challenge, the will need to build, test, and debug their project to ensure that a house is drawn by making a square and a triangle. |
10 | 3 | KS 1 | use logical reasoning to predict the behaviour of simple programs | In Unit 3, students learn about the Repeat loop and the flow of a project with a Repeat loop in it, so that they can plan and predict the behaviours of their projects. They apply this learning to the Draw a House Challenge, as they sequence commands to create a project that draws a square and a triangle to create a house. |
11 | 3 | KS 2 | design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts | In the Draw a House Challenge, students build on what they have learned to create a project to draw a house on the Art Canvas Playground. They decompose the task, identify the two shapes they need to draw to create the house, and plan, build, and debug their projects to create a house as intended. |
12 | 3 | KS 2 | use sequence, selection, and repetition in programs; work with variables and various forms of input and output | In Lesson 2, students learn about the Repeat loop and how to use it in a project to repeat behaviours. They learn about the flow of a project with a Repeat loop, so that they can see how to sequence commands appropriately with the structure of the Repeat loop to be able to code the VR Robot to draw the desired shapes, like a house. |
13 | 4 | KS 1 | understand what algorithms are, how they are implemented as programs on digital devices, and that programs execute by following precise and unambiguous instructions | In Unit 4, students are introduced to the Bumper Sensor on the VR Robot, and learn how to code the VR Robot to navigate the Wall Maze Playground using the Bumper Sensor. They learn how to use the Bumper Sensor with the Wait until block to navigate the VR Robot to various locations within the maze, and apply their learning to navigate to the end of the maze in the Wall Maze Challenge at the end of the Unit. |
14 | 4 | KS 1 | create and debug simple programs | In the Wall Maze Challenge, students apply what they learned about coding with the Bumper Sensor to code the VR Robot to navigate all the way from the start to the finish of the Wall Maze Playground. They will plan, build, test, and debug their projects in order to successfully complete the maze. |
15 | 4 | KS 1 | use logical reasoning to predict the behaviour of simple programs | Throughout the Unit students learn about the flow of projects using the Wait until command, so that they are able to apply that logical reasoning when planning and building their own programs in the mini challenge and the Wall Maze Challenge. |
16 | 4 | KS 2 | design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts | In the Wall Maze Challenge, students apply what they learned about coding with the Bumper Sensor to code the VR Robot to navigate all the way from the start to the finish of the Wall Maze Playground. To do this effectively, they will need to first plan their project, but decomposing the task into smaller parts, so that they can build, test, and debug their project to effectively accomplish the goal of navigating the full maze. |
17 | 4 | KS 2 | use sequence, selection, and repetition in programs; work with variables and various forms of input and output | In this Unit students use the Bumper Sensor with the Wait until command, so that they can code the VR Robot to drive and turn based on the data reported by the Bumper Sensor. They apply this logic to navigate the VR Robot to various locations on the Wall Maze Playground in Lessons 1-3, and then through the full maze in the Wall Maze Challenge in Lesson 4. |
18 | 5 | KS 1 | understand what algorithms are, how they are implemented as programs on digital devices, and that programs execute by following precise and unambiguous instructions | In Unit 5, students learn about the Distance Sensor on the VR Robot, and how to use it with comparison blocks to solve the Wall Maze Challenge without bumping into the walls. They will learn how to use comparison blocks within the structure of a Wait until block to sequence behaviours to navigate to various locations on the Wall Maze Playground throughout the Unit. |
19 | 5 | KS 1 | create and debug simple programs | In the Mini Challenges and the Wall Maze Challenge students apply what they have learned about using the Distance Sensor on the VR Robot to create and debug projects to effectively navigate the VR Robot to various locations on the Wall Maze Playground without bumping into the walls of the maze. |
20 | 5 | KS 1 | use logical reasoning to predict the behaviour of simple programs | As students learn how to build projects that use the data from the Distance Sensor effectively, they learn how to predict and plan the behaviours the VR Robot needs to complete in order to travel to the desired location. They apply this learning as they plan, build, test, and iterate on their projects in the Mini Challenges and the Wall Maze Challenge. |
21 | 5 | KS 2 | design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts | In the Mini Challenges and the Wall Maze Challenge students apply what they have learned about using the Distance Sensor on the VR Robot to navigate the VR Robot to various locations on the Wall Maze Playground without bumping into the walls of the maze. To do this effectively, students first break down the task into smaller parts, so that they can build their project step by step to navigate the VR Robot through the maze. |
22 | 5 | KS 2 | use sequence, selection, and repetition in programs; work with variables and various forms of input and output | In this Unit, students build on what they have learned previously to now use the data from the Distance Sensor in comparison blocks, so that they can code the VR Robot to drive until a wall is detected a particular distance away. They learn how to sequence commands to be able to navigate the VR Robot through the maze without bumping into walls, in order to reach their desired destination. |
23 | 6 | KS 1 | understand what algorithms are, how they are implemented as programs on digital devices, and that programs execute by following precise and unambiguous instructions | In Unit 6, students are introduced to the Location Sensor on the VR Robot, and learn how to build a project using data from the Location Sensor to navigate to different numbers on the Number Grid Map Playground. They learn how to sequence blocks from the Drivetrain, Sensing, and Control categories to solve the Mini Challenges and the Drive to Three Numbers Challenge at the end of the Unit. |
24 | 6 | KS 1 | create and debug simple programs | In the Mini Challenges and the Drive to Three Numbers Challenge, students create and debug projects to use the Location Sensor data to effectively navigate the VR Robot to their desired location. |
25 | 6 | KS 1 | use logical reasoning to predict the behaviour of simple programs | Students learn about how to navigate the Playground using the x and y-axes, so that they can apply that knowledge in their projects to drive to specific numbers using location data. When planning, building, and testing projects in the Mini Challenges and the Drive to Three Numbers Challenge, students will apply the logic they learned about navigating with x and y-coordinates to complete the challenge successfully. |
26 | 6 | KS 2 | design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts | In the Mini Challenges and the Drive to Three Numbers Challenge, students create and debug projects to use the Location Sensor data to effectively navigate the VR Robot to their desired location. To do so effectively, they first will break down the task into smaller parts, so that they can then build, test, and debug their projects to ensure that they can navigate effectively with Location Sensor data to complete the challenge. |
27 | 6 | KS 2 | use sequence, selection, and repetition in programs; work with variables and various forms of input and output | Throughout the Unit students learn about how to use the data reported by the Location Sensor in order to navigate along the x and y-axes effectively. They sequence commands in a project to be able to drive the VR Robot until a particular location is reached, applying their learning to complete various challenges on the Number Grid Map Playground. |
28 | 7 | KS 1 | understand what algorithms are, how they are implemented as programs on digital devices, and that programs execute by following precise and unambiguous instructions | In Unit 7, students are introduced to the Eye Sensor and conditional statements. They learn how to use the data from the Eye Sensor in a project to make decisions based on the reported color detected by the sensor, as they learn how to navigate through the Disk Maze Playground. Students apply their learning to complete the Mini Challenge and Disk Maze Challenge successfully. |
29 | 7 | KS 1 | create and debug simple programs | In the Mini Challenge and the Disk Maze Challenge, students apply what they have learned about coding with the Eye Sensor, conditional statements, and Forever loops to build, test, and debug a project to navigate through the Color Disk Maze using data from the Eye Sensor. |
30 | 7 | KS 1 | use logical reasoning to predict the behaviour of simple programs | Students learn about the flow of projects that use conditional statements with sensor data in order to make a decision based on the data that is reported. They apply this logic to predict and plan the behaviours needed to code the VR Robot to navigate through the Color Disk Maze using the Eye Sensor in the Mini Challenge and Unit Challenge. |
31 | 7 | KS 2 | design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts | In the Mini Challenge and the Disk Maze Challenge, students apply what they have learned about coding with the Eye Sensor, conditional statements, and Forever loops to navigate through the Color Disk Maze using data from the Eye Sensor. They first need to break down the task into smaller parts, and then plan, build, test, and debug their projects to complete the challenges successfully. |
32 | 7 | KS 2 | use sequence, selection, and repetition in programs; work with variables and various forms of input and output | Students learn how to use the Eye Sensor data in a project with conditional statements and Forever loops to create a project that will cause the VR Robot to navigate the Disk Maze Playground successfully using data from the Eye Sensor. |
33 | 7 | KS 2 | use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs | In Lesson 3, students engage in a post-project summary to learn about the project flow of multiple conditional statements, in order to figure out why the project created in the Lesson did not function as intended. They learn that in order to repeatedly check the conditions in the project, a Forever loop must be added. They then apply this logic to solve the Disk Maze Challenge later in the Unit. |
34 | 8 | KS 1 | understand what algorithms are, how they are implemented as programs on digital devices, and that programs execute by following precise and unambiguous instructions | In Unit 8, students are introduced to the Electromagnet on the VR Robot, and learn how to sequence commands to control the Electromagnet with what they have learned in previous Units in order to build projects to move Disks on the Disk Mover Playground. Students will create projects that use a combination of VR Robot Sensors and loops to solve the Disk Mover Challenge by the end of the Unit. |
35 | 8 | KS 1 | create and debug simple programs | In the Mini Challenges and Disk Mover Challenge, students create and debug projects to pick up and move Disks using a combination of sensor feedback and the Electromagnet on the VR Robot. |
36 | 8 | KS 1 | use logical reasoning to predict the behaviour of simple programs | Throughout the Unit, students learn about how to use sensor feedback in combination with the Electromagnet to pick up and place Disks to complete a challenge. They apply the logic learned in the Lessons to their own projects, where they plan, build, test, and iterate to complete challenges to move various Disks to different locations on the Playground. |
37 | 8 | KS 2 | design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts | In the Mini Challenges and the Disk Mover Challenge, students plan, build, and debug project to move specific Disks to specific locations using a combination of sensors and the Electromagnet on the VR Robot. To complete the challenges, they need to first decompose the task into smaller parts, so that they can plan, build, and debug their project step by step. |
38 | 8 | KS 2 | use sequence, selection, and repetition in programs; work with variables and various forms of input and output | In this Unit, students build on what they have learned in the course to add the Electromagnet to their projects on the Disk Mover Playground. To complete the Disk Mover Challenge, students learn how to build a project that uses sensor data to make a decision involving the Electromagnet, so that they can effectively pick up and place all of the Disks on the Playground into the appropriate goals. |
39 | 8 | KS 2 | use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs | Throughout the Unit students learn how to build a project that uses sensor data and the Electromagnet to pick up and place Disks on the Playground. They apply the reasoning they learn to complete the Mini Challenges and Disk Mover Challenge successfully, as they build, test, and correct their projects with the VR Robot. |
40 | 9 | KS 1 | understand what algorithms are, how they are implemented as programs on digital devices, and that programs execute by following precise and unambiguous instructions | In this Unit, students build on what they have learned throughout the course to create an algorithm that will drive the VR Robot to crash castles on the Dynamic Castle Crasher Playground, where the layout of the castles changes each time the Playground is reset. They will learn how use multiple sensors with conditionals in order to create a project that will successfully complete the Dynamic Castle Crasher Challenge at the end of the Unit. |
41 | 9 | KS 1 | create and debug simple programs | In the Dynamic Castle Crasher Challenge, students create an algorithm to be able to crash all of the castles on the Playground with the VR Robot, no matter their location. To do this successfully, students will build, test, and debug their projects in order to complete the challenge. |
42 | 9 | KS 1 | use logical reasoning to predict the behaviour of simple programs | Throughout the Unit students learn about the project flow of conditional statements within loops, and how to use multiple sensors in a project to navigate the Dynamic Castle Crasher Playground successfully. They apply this logic to their own projects in the Dynamic Castle Crasher Challenge, as they plan and predict the behaviours of the robot needed to solve the challenge. |
43 | 9 | KS 2 | design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts | To complete the Dynamic Castle Crasher Challenge, students first decompose the task into smaller parts, so that they can solve the problem incrementally. They build, test, and debug their project to accomplish the task of knocking over all the castles on the Playground with the VR Robot, no matter where they are located. Students apply everything they have learned in the course to use multiple sensors, Loops, and Conditionals in their projects to solve the challenge. |
44 | 9 | KS 2 | use sequence, selection, and repetition in programs; work with variables and various forms of input and output | In the algorithm students build to solve the Dynamic Castle Crasher Challenge, they will sequence behaviours using multiple sensors to make decisions and navigate the Playground successfully. They will build, test, and iterate on projects to code the VR Robot to crash castles no matter their location, without going past the red barrier on the Playground. |
45 | 9 | KS 2 | use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs | Throughout the Unit students learn about the project flow of algorithms that use Loops and Conditionals with sensor data to make decisions and navigate the Dynamic Castle Crasher Playground. They apply their learning to be able to plan, build, test, and debug their own algorithms to solve the Dynamic Castle Crasher Challenge successfully. |