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Edu-STEAM Annual Plan — AY 2026/2027
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3-Strand Digital Education: EduSTEAM (Projects) + Computer Science (Concepts) + Digital Literacy (Skills)
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Academic Year2026 / 2027
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First Day of TermMonday, 13 July 2026
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Levels Covered
Grade 1 – Grade 12 (Primary & Secondary)
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Prepared byHead of Department, Edu-STEAM
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Reference Workshop
Primary & Secondary Edu-STEAM Curriculum Workshop, 6–9 July 2026
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Guiding Principle
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Edu-STEAM is defined by its learning process, not by its equipment and not by the subject that delivers it. A cardboard prototype built through strong reasoning is worth more than a high-tech activity built on shallow thinking. ICT, coding, sensors and AI may support a project as tools among many others, but the reported subject, the assessed competencies, and the identity of every unit in this plan is Edu-STEAM — integrated Science, Technology, Engineering, Arts/Creativity and Mathematics used to investigate and solve a real problem.
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The Edu-STEAM Learning Cycle (used in every unit in this plan)
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1. Problem → 2. Explore → 3. Ideate → 4. Design → 5. Build / Test → 6. Improve → 7. Present → 8. Reflect
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How Implementation Differs Across Grade Bands
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Grade BandStudent RoleTeacher RoleTypical Evidence
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Lower Primary (Gr 1-2)Guided exploration; follows structured steps with heavy scaffoldingModels the process, asks simple guiding questions, keeps activities concrete and safeDrawings, simple models, verbal/oral reflection, class discussion
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Upper Primary (Gr 3-5)Guided investigation with growing independence; begins to make design choicesProvides checkpoints, sentence starters, and structured worksheetsPrototype + short written/drawn reflection + simple data (tally, chart)
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Lower Secondary (Gr 6-8)Works in teams to research, test and iterate with moderate independenceFacilitates, gives feedback using criteria, connects to Science/Math contentPrototype + data log + presentation + peer feedback
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Upper Secondary (Gr 9-10)Independently researches, gathers data, tests, and justifies design decisionsCoaches; sets authentic, real-world driving questions and rubric criteriaResearch log, tested prototype, data analysis, formal presentation
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Senior Secondary (Gr 11-12)Full ownership: defines problem, plans, builds, iterates, defends outcomesMentors as an industry/academic advisor would; connects to Cambridge/communityPortfolio, capstone prototype, data-based justification, public showcase
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Unit Duration & Pacing (Revised for AY 2026/2027)
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Primary (Gr 1-5) and Secondary (Gr 6-12) now run on two different unit lengths — both still fit the same 18-meeting semester (1 week = 1 meeting), just re-chunked differently. Primary: 4 units of 4 meetings (16 meetings) + a 2-meeting Showcase & Consolidation block = 8 units/year. Secondary: 3 units of 6 meetings (18 meetings) = 6 units/year, unchanged. Shorter Primary units mean less time on one theme (closer to a month) and more topic variety across the year; Secondary keeps the longer cycle it already needed for real research and testing rigor.
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Primary (Gr 1-6) — 4-Meeting CycleSecondary (Gr 6-12) — 6-Meeting Cycle
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MeetingCycle Stage(s)What's Visibly Different This WeekMeetingCycle Stage(s)What's Visibly Different This Week
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1Problem + ExploreHook question introduced; hands-on first look at the topic1ProblemHook question introduced; students understand the real problem
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2Ideate / DesignStudents plan or sketch what they will build2Explore / IdeateResearch and investigation; students generate and compare ideas
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3Build/Test + ImproveStudents construct, test, and make one quick fix3DesignStudents finalise one design/plan with clear criteria
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4Present + ReflectStudents showcase their work and reflect briefly4Build / TestStudents construct and run a first test
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5ImproveStudents revise based on test evidence and retest
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6Present / ReflectStudents showcase their work and reflect
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Lower Primary (Gr 1-2) — Inside One 70-Minute Meeting (2 x 35 min, no separate ICT slot)
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For Gr 1-2, one Edu-STEAM meeting is their only tech touchpoint, so a short screen-based segment stays inside it — anchored to the unit's theme where natural, otherwise a generic Typing.com/ScratchJr/Code.org activity. It is tracked and reported separately from the Edu-STEAM rubric (a supporting-competency note only), and stays a minority of the time so the meeting's identity remains problem-solving, not ICT.
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SegmentMinutesModePurpose
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Circle-time hook10Sit & talkRe-engage with the unit's problem/story
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Tech-skill segment15ScreenTyping.com practice OR ScratchJr/Code.org, anchored to the unit theme where natural
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Hands-on build/explore25Move & makeCore STEAM stage — the main event
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Movement/song break5Stand & moveReset attention
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Share & reflect15Circle2-3 students show work; quick group reflection
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How to read the rest of this workbook:
• "Annual Plan Grade 1-12" — the full syllabus: Primary (Gr 1-5) has 8 units/year (4/semester, 4 meetings each, plus a 2-meeting Showcase & Consolidation block); Secondary (Gr 6-12) has 6 units/year (3/semester, 6 meetings each). Includes Computer Science Focus, Digital Literacy Routine, and AI Integration columns for the 3-strand model.
• "CS & Digital Literacy Prog" — the full Grade 1-12 Computer Science and Digital Literacy course map, shown independently of the EduSTEAM project themes since these strands progress continuously.
• "Assessment Rubric" — one shared rubric with Primary and Secondary performance descriptors.
• "Theme Bank & Alignment" — themes mapped to Kurikulum Merdeka (Dimensi Profil Pelajar Pancasila) and Cambridge Global Skills, for vertical alignment across grades and schools.
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Education Framework (AY 2026/2027) — Three Complementary Strands
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For AY 2026-2027, the curriculum consists of three complementary learning strands: EduSTEAM, Computer Science (CS), and Digital Literacy (ICT Skills). EduSTEAM is one pillar of Digital Education, not the entire subject.
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 DIGITAL EDUCATION
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EduSTEAM Computer Science Digital Literacy
(Projects) (Concepts) (Skills)
Interdisciplinary Computational thinking, Typing, productivity tools,
problem-solving using programming, algorithms, online collaboration, digital
Science, Technology, AI, data, cybersecurity, citizenship, information
Engineering, Arts, software development literacy, responsible AI use
and Mathematics
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EduSTEAM
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The interdisciplinary, project-based learning strand in which students apply knowledge from Science, Technology, Engineering, Arts, and Mathematics to investigate authentic problems, design innovative solutions, and reflect on their learning.
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Computer Science
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A structured progression of computational thinking, programming, algorithms, artificial intelligence, data, cybersecurity, and software development. These competencies are developed continuously through dedicated learning experiences and are applied within EduSTEAM projects where appropriate.
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If school provided "Computer Science/ Computing" book from Cambridge, you may use this.
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Digital Literacy (ICT Skills)
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Develops students' proficiency in using digital tools effectively, safely, and responsibly. This includes typing, productivity software, online collaboration, digital citizenship, information literacy, and responsible use of AI. These skills are practiced continuously throughout the academic year and support learning across all subjects.
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EduSTEAM projects should integrate appropriate Computer Science concepts and Digital Literacy skills whenever they enhance learning; however, EduSTEAM, Computer Science, and Digital Literacy are distinct but complementary components of the curriculum and should not be regarded as interchangeable.
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Continuous Computer Science Progression
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Computer Science competencies are developed progressively across the academic year through recurring weekly learning experiences. These include computational thinking, coding, web development, data literacy, artificial intelligence, cybersecurity, and software development. Long-term platforms such as Code.org, Scratch, Python, and website development are implemented continuously and are not confined to individual EduSTEAM units. See the "CS & Digital Literacy Prog" tab for the full Grade 1-12 course map.
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Continuous Digital Literacy Development
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Digital Literacy skills are embedded throughout the curriculum through regular practice. Students develop proficiency in typing, digital productivity tools, online collaboration, digital citizenship, responsible AI use, presentations, and information literacy. These routines support all EduSTEAM learning experiences and become increasingly sophisticated from Grade 1 to Grade 12.
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Computational Thinking (CT) — Concept & Classroom Implementation
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Computational Thinking is a set of problem-solving skills and techniques that software engineers use to write programs and apps — but the thinking itself does not require a computer. It is taught through unplugged activities (Bebras, bebras.org; CS Unplugged, csunplugged.org/en/computational-thinking) and through platforms such as Code.org, Scratch, and Python — the platform is one vehicle for practicing CT, not its definition. CT is already a required element of Kurikulum Merdeka's Informatika subject, Grade 1-12.
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PillarPlain-Language MeaningUnplugged ExamplePlugged/Platform Example
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DecompositionBreaking a complex task into smaller, manageable partsBreak 'getting ready for school' or a real Edu-STEAM problem into an ordered list of sub-stepsBreaking a Scratch/Python program into smaller functions or steps
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Pattern RecognitionSpotting similarities, differences, and repeated structureSorting/repeating-pattern games (AB, ABB); spotting a repeated rule in a puzzleRecognising a repeated block of code that could become a loop
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AbstractionFocusing on what matters and ignoring irrelevant detailReading a map legend; building a simplified model of a real systemUsing a variable or function name instead of repeating the full detail each time
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Algorithm DesignWriting a precise, ordered set of steps to solve a problem'Be the robot' instruction-following game; unplugged sorting/searching activitiesWriting pseudocode or a working Scratch/Python/Code.org sequence
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How to Implement CT in Class: the 'CT Warm-Up' Segment
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Add a short 5-8 minute unplugged CT puzzle/game at the very start of each Edu-STEAM meeting, before the main learning-cycle stage begins — independent of that unit's theme (though a thematic link is a bonus, not a requirement). Rotate through the four pillars across a unit so every pillar gets practiced. For Gr 1-2, this warm-up simply replaces the existing 'Circle-time hook' segment on the Lower Primary meeting-structure table above — no extra time needed.
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MeetingPrimary (4-Meeting Unit)Secondary (6-Meeting Unit)
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1CT Warm-Up: DecompositionCT Warm-Up: Decomposition
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2CT Warm-Up: Pattern RecognitionCT Warm-Up: Pattern Recognition
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3CT Warm-Up: Algorithm DesignCT Warm-Up: Abstraction
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4CT Warm-Up: Abstraction (or quick 4-pillar review)CT Warm-Up: Algorithm Design
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5-CT Warm-Up: mixed review puzzle
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6-No warm-up — this meeting is Present/Reflect
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See the "CS & Digital Literacy Prog" tab for a bank of specific suggested unplugged activities per pillar and grade band, referencing Bebras and CS Unplugged.
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