Asha
Eight Year CS Curriculum for Primary and Middle Classes
| Lesson No | Topic | Description | |
|---|---|---|---|
| 1 | Basic Computer Usage (Mouse - Part 1) | Introduction to mouse handling. Improve mouse control and coordination. Understand single-click and double-click actions through interactive games. | DL |
| 2 | Basic Computer Usage (Mouse - Part 2) | Play GCompris and hose games to improve mouse and trackpad control. Students learn dragging, dropping and scrolling actions. | DL |
| 3 | Basic Computer Usage (Keyboard) | Keyboard handling - learn about lower and upper case alphabet keys, numerical keys and special keys. (Optional for I & II). | DL |
| 4 | About Computers | Identify the parts of a computer, learn different types of computers and understand how to safely switch a computer on and off. | DL |
| Lesson No | Topic | Description | |
|---|---|---|---|
| 1 | Basic Computer Usage (Mouse - Part 1) | Introduction to mouse handling. Improve mouse control and coordination. Understand single-click and double-click actions through interactive games. | DL |
| 2 | Basic Computer Usage (Mouse - Part 2) | Play GCompris and hose games to improve mouse and trackpad control. Students learn dragging, dropping and scrolling actions. | DL |
| 3 | Basic Computer Usage (Keyboard) | Keyboard handling - learn about lower and upper case alphabet keys, numerical keys and special keys. (Optional for I & II). | DL |
| 4 | About Computers | Identify the parts of a computer, learn different types of computers and understand how to safely switch a computer on and off. | DL |
| Lesson No | Topic | Description | |
|---|---|---|---|
| 1 | Basic Computer Usage (Mouse - Part 2) | Play mouse-handling games in GCompris and drag-and-drop activities in Code.org to improve mouse control. | DL |
| 2 | Basic Computer Usage (Keyboard) | Keyboard handling - learn about alphabet keys (search for simple letters, falling words game), numerical keys (search for numbers with dice game) and special keys (Shift and Enter). Number Lock, Space bar and Escape. | DL |
| 3 | About Computers | Identify the parts of a computer. Types of computers. How to switch a computer on and off. | DL |
| 4 | Tux Paint (Select Picture) | Teach how to open a new picture and fill colours in the picture. | DL |
| 5 | Tux Paint (Painting Tool and Digital Art) | https://www.autodraw.com/. Introduction to AI. Teach how to create drawings using AI tools. Learn how to create a new drawing and fill colours in a picture using Tux Paint. | DL and AI |
| 6 | Tux Paint (Shapes Tools) | Draw a robot picture using shapes and fill colour. Use redo, undo, save and open. | DL |
| 7 | Tux Paint (Line Tool) | Draw the star picture using the line tool and type a name. | DL |
| 8 | Tux Paint (Special Options) | Use Magic tools to apply special effects and enhancements to pictures. | DL |
| 9 | Tux Paint (Stamp) | Use the stamp tool in the pictures. | DL |
| 10 | Tux Paint (Drawing) | Draw a house using all the Tux Paint tools. | DL |
| 11 | Tux Paint (Story) | Create a new story with Tux Paint using the magic tool, stamp tool, line, paint and shape tools. | DL |
| 12 | Real Time Program | Real time activity to learn about turning. Play the Code.org game about directions (N, S, E, W) and turning. | DL |
| 13 | Code.org Ocean Activity - Understanding AI Systems | https://studio.code.org/courses/coursec-2020/units/1/lessons/17/levels/2. Teach students to use data by listening to sounds, viewing pictures and answering questions. https://studio.code.org/courses/oceans/units/1/lessons/1/levels/1. Introduce AI, machine learning, training data and bias. Explore how AI is used in everyday life and discuss how it can help solve real-world problems. | AI |
| 14 | Basic Repeat Condition | https://studio.code.org/courses/coursea-2020/units/1/lessons/5/levels/2. https://studio.code.org/s/coursea-2020/stage/10/puzzle/9. Students learn the concept of loops using repeat blocks and play games that involve repeating actions through buttons and directional commands. | PRGM |
| 15 | Basic Repeat Condition and Tools 1 | https://studio.code.org/courses/coursea-2020/units/1/lessons/10/levels/10. https://studio.code.org/courses/coursea-2020/units/1/lessons/12/levels/6. Code.org course A lessons 10 and 12, course B lesson 12 - students learn how loops can be combined with events to make characters move, play sounds and change backgrounds. | PRGM |
| 16 | Basic Repeat Condition and Tools 2 | https://studio.code.org/courses/coursea-2025/units/1/lessons/12/levels/2?section_id=6008056&viewAs=Instructor. Code.org course B lesson 12 - students learn to add instructions to existing loops, combine repeated actions into loops and identify patterns in programs. | PRGM |
| 17 | Text Typing | Type your name and your school name using an OpenOffice text document. Then save and load the file. | DL |
| Lesson No | Topic | Description | |
|---|---|---|---|
| 1 | Text Document (Typing Text Recall) | Teach typing your name and your school name in the text document. | DL |
| 2 | Windows UI (Windows on, Icons, System tray, Shut down, Restart, Sleep, Task bar) | Teach Windows on, icons, system tray, shut down, restart, sleep and taskbar. | DL |
| 3 | Basics of Windows UI (Minimize, Maximize, Close, Multi-tasking) | Teach minimize, maximize, restore, resize, close and multi-tasking in the Windows UI. | DL |
| 4 | Parts of Computer and File and Folder Operations | Teach the parts of a computer - internal and external devices, input and output devices - and how to use the mouse, trackpad and pointer. Teach how to create a folder, and to cut, copy, paste, move and restore folders. Redo and undo in Windows/File Explorer. | DL |
| 5 | Text Document (Save Files, Open Files) | Explain the screen layout of the text document. Teach how to save and open files in the text document, and improve file operations and editing operations. | DL |
| 6 | Text Document (Text Selection and Properties) | Teach about the OpenOffice text document. Improve typing, apply text styling such as bold, italic and underline, and select text. | DL |
| 7 | Text Document (Gallery, Drawing Tool, Modify the Paragraph) | Teach typing longer text - sentences and paragraphs. Give styles to the text in the text document. | DL |
| 8 | Internet (Hotspot, Wi-Fi, Browsing, Download), Smart Search and Google Translate | Teach about Wi-Fi and browsers, and how to browse for information, download pictures and navigate through a website. Teach how to find information quickly by understanding what you are looking for. Teach how to translate words and sentences into different languages using a website. | DL and AI |
| 9 | Text Document (Alignment) | Teach alignment in the Text document. | DL |
| 10 | Text Document (Insert Picture, Typing Practice and Image Generation) | Improve typing with more practice in the text document. Teach how to create new images using an AI image generation tool. Use tools such as Gemini and MagicStudio for image generation. | DL AI |
| 11 | Text Document (Tamil Typing) | Teach Tamil typing in the document using Bamini and Google Input Tools. | DL |
| 12 | Presentation (Insert Picture, Insert New Slide, Use Font Style, Layout, Master Page) | Teach students to create a presentation, insert a picture, insert a new slide, and use font style, layout and master pages in the presentation. | DL |
| 12.1 | Presentation (Slide Transition, Custom Animation (Basic)) | Teach students to create a presentation with slide transitions and custom animation, and to use custom animation effects such as Entrance and Emphasis. | DL |
| 12.2 | Presentation (Create Presentation) in English and Tamil | Create presentation and bring in transitions and animation. Presentation in English and Tamil. | DL |
| 13 | Code.org (Real Activity for Directions, Turning, Loop, Repeat, Repeat Until) | Teach the repeat condition. Create 5 columns and 5 rows. One person picks up an object and places it in R3 C3 (R - Row, C - Column). One person stands in R1 C1, and then gives directions for another person to move according to the given directions. | PRGM |
| 14 | Code.org (Direction, Collecting the Treasure Object, Loops, Repeat and Repeat Until) | https://studio.code.org/courses/coursec-2020/units/1/lessons/6/levels/3. Teach an introduction to conditional statements - simple if, if-else, if-path and do-else. Create a table with 10 rows and 5 columns as shown in the picture in the material. Keep one object on R1 C3 (pink highlight), another object on R3 C3 (green highlight), another object on R5 C2 (blue highlight), and another object on R7 C5 (orange highlight). Use if, if-else, if-path and do-else to pick up the objects as explained. | PRGM |
| 15 | Code.org (Mix & Move with AI) | https://studio.code.org/courses/mix-move-ai-2025/units/1/lessons/1/levels/1. Teach students to create a program that trains a simple AI model to recognise different body movements. The AI then responds by playing different sounds or music based on the movement it detects. | PRGM AI |
| 16 | Project |
| Lesson No | Topic | Description | |
|---|---|---|---|
| 1 | Text Document (Recap) | Recap typing text in the text document (English and Tamil). | DL |
| 2 | Text Document (Multi-finger Gestures, Text Wrapping, Table) | Create a text document file and create a table in a text document. Show the children text wrapping in a cell, vertical alignment of cell contents, etc. Students create a document with a table containing the team members' details (name, age, phone number, address, school name, std) with their pictures. | DL |
| 3 | Storage, File Transfer and Pen Drive | Find the storage capacity of a pen drive and a CD/DVD, and copy and paste files from a pen drive or phone (using a USB cable) to your computer. | DL |
| 4 | File Explorer (Finding Files and Folders) | Teach students to find files and folders. | DL |
| 5 | Properties of Files, Folders and Generating a Leave Letter Using AI | Generate a leave letter using ChatGPT. Learn how to prompt LLMs such as ChatGPT. Download it to the given location (Location 1) and move that file to another location (Location 2). Location 1: Download (Drive) → 6th (Folder) → leave letter (Folder) → marriage leave.odt. Location 2: F (Drive) → 7th (Folder) → leave letter (Folder) → marriage leave.odt. | DL AI |
| 6 | Spreadsheet (Basics of Spreadsheet and Properties of Cells) | Teach the basics of the spreadsheet and its uses. Students insert text in the cells and insert rows or columns in a spreadsheet. Teach how to change the background colour, wrap text and change the border styles of a cell in a spreadsheet. | DL |
| 6.1 | Spreadsheet (Basic Operations) | Teach basic operations such as addition, subtraction, multiplication and division in a spreadsheet. | DL |
| 6.2 | Spreadsheet (Create a Student Mark Sheet) | Students create a mark sheet in the spreadsheet. Learn to freeze header rows and sort sheets. | DL |
| 6.3 | Training an AI Model in Data Collection | https://ai-for-farmers.codeyogi.org/#/home. Introduce AI, machine learning, training data and bias. Explore how AI is used in everyday life and discuss how it can help solve real-world problems. https://partyrock.aws/educator-invite/nWhZBO9u9AGZIvlbdtGGv5M2 Use AWS PartyRock to ask questions about your own data in natural language and explore how AI uses documents to generate responses. | AI |
| 7 | Format Factory (Insert Video, Audio and Change Format) | Insert audio, video, photos, etc. from a phone and other media sources into a text document and a spreadsheet. In the process, learn file format conversions using a tool such as Format Factory. | DL |
| 8 | Presentation Advanced(Fontwork Gallery & Others) | Create a presentation of birds' names with pictures using English and Tamil Bamini. Use the hyperlink and interaction options for the presentation. Create presentations and improve custom animation skills such as Exit, Motion Path, Timer and Trigger. | DL |
| 9 | Presentation Advanced (Text to Speech and Video Generation Using AI) | https://luvvoice.com/. Teach how to convert written text into natural-sounding voice audio with many voice and language options. Generate videos using AI tools -> https://geminigen.ai/ and https://vivideo.ai/. Insert videos into the presentation. | DL AI |
| 10 | Presentation (Own Presentation) and Animations Using AI | Create your own presentation using all the properties. Use the Meta Sketch tool to generate an animation with your photo and use it in your presentation intro slide. | DL AI |
| 10.1 | Code.org (Binary) | Create binary bracelets for a name and a heart image. Write your name in the binary bracelets, for example “AMMU”. https://studio.code.org/courses/coursec-2025/units/1/lessons/16/levels/1?section_id=6580471 | DL |
| 11 | Real Life Programming Game-1 | Teach about procedural operations and directions (left, right, forward and backward). How does the boy reach the tree? When he reaches the tree, the boy will say “Hoo! I have reached the tree”. | PRGM |
| 12 | Real Life Programming Game-2 | Real time activity (advanced activity). This activity involves a treasure. Simple grids with 5 x 5 boxes can be used initially and the number of boxes can gradually be increased (e.g. 6x6, etc.), so that the students can understand better and navigate more easily. | PRGM |
| 13 | Code.org (Conditional Statement Introduction, Simple If, If Else - Activity) | Look at the program below. The steps below show each team taking turns to play the conditionals game. See if you can work out what happens for each draw. Write down the score during each round along the way. After three rounds, circle the winner. Check underneath every cloud to see if it is hiding a flower before you get nectar. If there is a flower underneath the cloud, the bee will need to get nectar once. Course D - lesson 12, levels 2, 3, 4, 5, 6, 7, 9 and 10. https://studio.code.org/s/coursed-2020/stage/12/puzzle/2 | PRGM |
| 14 | Project |
| Lesson No | Topic | Description | |
|---|---|---|---|
| 1 | OpenOffice (Presentation and Presentation AI) | Create a presentation on any topic and insert a picture, an audio file and a video. Teach the Presentation.AI tool, which uses artificial intelligence to help you create slides quickly and easily. | DL AI |
| 2 | Windows | Find the details about the processor, Windows edition, computer name, RAM available, hard disk capacity, free disk space, operating system, CPU type and system directory. | DL |
| 3 | Windows UI and Operating System | What is an Operating System (OS)? Give some examples of an OS. Are cell phones also computers? How does the operating system (OS) control all the devices and applications? What is the clipboard? Define the use of the clipboard. Change the desktop background picture, and change the default size of the apps' icons and text. | DL |
| 4 | Browsing and Navigating Through Websites, Bookmarks, App Install and Uninstall, and Browsing History | Give some browser names. What is meant by a URL? What will happen when you click on the URL? What do you see in the browser? How do you bookmark a page in the browser tab? How do you install and uninstall application software on your system? Find the websites you visited in the past two days from the browser's history menu. | DL |
| 5 | Creation of Mail ID | Create a new email ID. Send an email to your friend about a tour to Kodaikanal and attach a video clip of Kodaikanal. Ask a friend of yours to send a video to your email account. When you receive the email, download the video to your local drive. | DL |
| 6 | Basic Programming (Joining Properties of Blocks, Directions, Simple Loop, For Loop) | Connect all the properties of the related pictures. https://blockly.games/puzzle?lang=en. For loop activity. How will the person reach the goal? Blockly Maze game (levels 1 and 5) https://blockly.games/maze?lang=en&level=1, https://blockly.games/maze?lang=en&level=5&&skin=0. Code.org games: How will the angry bird reach the pig? How will the squirrel reach the nuts? https://studio.code.org/courses/coursed-2025/units/1/lessons/3/levels/5?redirect_warning=true https://studio.code.org/s/coursed-2025/lessons/10/levels/6?redirect_warning=true | PRGM |
| 7 | Basic Programming (Conditional Statement) | How will the person reach the goal? Blockly Maze game (levels 6 and 9) https://blockly.games/maze?lang=en&level=6&&skin=0, https://blockly.games/maze?lang=en&level=9&&skin=0. Code.org games: How will the zombie reach the sunflower? https://studio.code.org/s/coursed-2024/lessons/17/levels/7?redirect_warning=true https://studio.code.org/s/coursed-2020/lessons/15/levels/3 | PRGM |
| 8 | Basic Programming (Conditional Statement and Angles) | How will the bird reach the goal? Blockly Bird game (levels 1, 2 and 3) https://blockly.games/bird?lang=en. Code.org games: How will the boy draw the line? https://studio.code.org/s/coursee-2020/stage/2/puzzle/3 https://studio.code.org/s/coursee-2020/stage/2/puzzle/5 https://studio.code.org/s/coursee-2020/stage/2/puzzle/6 | PRGM |
| 9 | Basic Programming - Axis (X, Y) | How will the bird achieve this goal? Blockly Bird game (levels 4 and 5) https://blockly.games/bird?lang=en&level=4, https://blockly.games/bird?lang=en&level=5. Code.org games: How will the boy draw the shape in the picture in the Code.org game? Use operators. https://studio.code.org/s/coursee-2020/stage/2/puzzle/5, https://studio.code.org/s/coursee-2020/stage/2/puzzle/6. | PRGM |
| 10 | Basic Programming (Operators) | The bird should reach the worm, pick it up and fly to its nest. How will the bird achieve this goal? Blockly Bird game (levels 8, 9 and 10) https://blockly.games/bird?lang=en&level=8, https://blockly.games/bird?lang=en&level=9, https://blockly.games/bird?lang=en&level=10. Code.org games: How will the boy draw the shape in the picture using operators? https://studio.code.org/s/coursee-2020/stage/2/puzzle/10 https://studio.code.org/s/coursee-2020/stage/2/puzzle/11 | PRGM |
| 11 | Advanced Programming - Introduction to Scratch (Sprite and Backdrop) | What is Scratch? Insert a sprite from the Scratch library, upload one from a local file and create your own sprite. Take a sprite from the Scratch library and change the costumes of the sprite. Insert a backdrop from the Scratch library, upload one from a local file and create your own backdrop. | PRGM |
| 12 | Advanced Programming (Costumes of Sprite, Motion, Looks and Events Controls) | Create a program to change the costumes when the flag is clicked. | PRGM |
| 13 | Advanced Programming (Create New Costumes of Sprite and Backdrop) | For the sprite (Beetle), create one more costume, and create a new sprite of your own choice using the Paint control. Generate costumes using AI image generation with Gemini, MagicStudio or other tools, so that the same sprite can be given different costumes for animations. Create a backdrop and a sprite using the paint options. Draw a given picture in a Scratch file using the paint tool. | PRGM AI |
| 14 | Advanced Programming (Sounds for Sprite and Backdrop) | Create a new Scratch project and insert sounds for the sprite and backdrop, insert sounds from the library, record and upload sounds, and change the pitch and volume using the pitch block and change volume block tools. Write a program in which you insert 4 musical instruments; when you click on one, it produces the related sound from the Sounds tab. Generate a poem using an AI text-generation tool such as ChatGPT or Gemini by giving prompts. Here are a few sample prompts for reference. Copy the final poem and generate music for it using the SUNO AI music generator. | PRGM AI |
| 15 | Advanced Programming (Pen) | Draw default shapes such as a square, rectangle, circle and triangle. Draw a house using different shapes such as a triangle, square, rectangle and circle. Draw a rangoli using shapes. | PRGM |
| 16 | Project |
| Lesson No | Topic | Description | |
|---|---|---|---|
| 1 | Advanced Programming Basics (Recall) | Create a program on the topic of a birthday party. Use the motion, looks and sound blocks. | PRGM |
| 2 | Cup and Magic Card Activities | Cup activity and magic card activity. | PRGM |
| 3 | Variables and Operators | Create a program to change the values of variables when one sprite touches another sprite. Create a calculator program that performs addition, subtraction, multiplication and division using user inputs. Create a program in which the sprite asks the user some questions. The sprite then stores all the answers using variables and displays the answers. | PRGM |
| 4 | Advanced Programming (Sensing) | Create the program below using the Sensing block -> touching. Create the program below using the Sensing block -> touching colour and colour is touching. Create the program below using the Sensing block -> distance to. | PRGM |
| 5 | Custom Events (Broadcast Control) | Teach how to create a program to jump from one sprite to another sprite (using broadcast control). | PRGM |
| 6 | Clone | Create a fruit-catching game using clones. In this game, you must make multiple bananas fall from above; however, you are allowed to use only a single sprite for all of them. When the monkey touches a banana, the score should increase. When the score reaches 20, the backdrop must change. Recreate the first exercise but with multiple different fruits falling. You should use only one sprite. Each fruit will have a different score. | PRGM |
| 7 | Own Story in Scratch | Create your own story in Scratch using sprites, costumes, motion, looks and pen. | PRGM |
| 8 | Animation | Make an animation movie with your own imagination (refer to dengu.avi in the same folder for a sample). | PRGM |
| 9 | List | Create a shopping list using a list. Create a quiz using a list. | PRGM |
| 10 | Functions (Predefined and User Defined) | Introduce predefined functions through Code.org puzzle activities and demonstrate how functions help reduce repeated code. Play level 3 and teach user-defined functions. | PRGM |
| 11 | Debugging | Students should learn how to identify and correct errors (bugs) in Scratch projects. Debugging helps improve logical thinking, attention to detail and resilience in solving problems. | PRGM |
| 12 | Text to Speech, Video Sensing and Face Sensing Blocks | Create a program which changes text into speech, lets the user give input, and plays the audio of the text in the given language. Use face sensing blocks to detect facial features and control sprite actions using facial movements. Your face movement (such as moving left, right, up or down) can control a sprite. When you move your face left, the sprite moves left. When you smile or move closer, something can happen in the game. https://scratch.mit.edu/projects/1208621527/editor?tutorial=face-sensing | PRGM AI |
| 13 | Music and Translate | In this project, students create an interactive music and language activity using multiple sprites. A cat sprite introduces the project and gives instructions. Different music clips are played when the user presses the arrow keys or the space key, while a boy sprite performs matching dance movements. Students also add a girl sprite that asks for the user's name and a language choice. Using the Text-to-Speech extension, the girl says the user's name in the selected language, helping students explore both music programming and multilingual speech features in Scratch. https://machinelearningforkids.co.uk/scratch/ | PRGM AI |
| 14 | Training AI Models and Using Them in Scratch | In this project, students will train a simple model, which is an image classifier, to identify objects and use it in a Scratch program. https://machinelearningforkids.co.uk/scratch/ | PRGM AI |
| 15 | Project |
| Lesson No | Topic | Description | |
|---|---|---|---|
| 0 | Intro to App Lab | This tutorial is designed to quickly introduce the App Lab programming environment as a powerful tool for building and sharing apps. The tutorial itself teaches students to create and control buttons, text, images, sounds, and screens in JavaScript using either blocks or text. https://studio.code.org/courses/csd-2025/units/7/lessons/1 | PC |
| 1 | Physical Designs | To kick off a unit devoted to problem-solving and creating apps with devices, students begin by investigating the design of different physical devices and their apps. Students look at a variety of physical designs and attempt to match each design with a potential user. Then students choose a user and attempt to prototype a physical design for them on paper or in a digital template. To conclude the activity, students consider what it means to be a physical designer and create resources for other users. https://studio.code.org/courses/csd-2025/units/7/lessons/2 | PC |
| 2 | The Circuit Playground | In this lesson students get their first opportunity to write programs that use the Circuit Playground. After first inspecting the board visually and hypothesizing possible functionalities, students move online where they will learn to write applications that control an LED and use a buzzer to make sounds. By combining App Lab screens with the Circuit Playgrounds, students can gradually start to integrate elements of the board as an output device while relying on App Lab for user input. https://studio.code.org/courses/csd-2025/units/7/lessons/3 | PC |
| 3 | Updating Screen Elements | Students should already be familiar with programming in App Lab, specifically using Design Mode to create screen elements and using onEvent blocks to create button click events. To expand the kinds of apps that students can make, and to encourage them to think in new ways about how users interact with apps, we introduce the setProperty() and setText() blocks that allow users to change the properties and content of various UI elements. In this lesson students explore how they can use events to update elements on the screen. https://studio.code.org/courses/csd-2025/units/7/lessons/4. Use AI tools to generate images to use with App Lab. | PC AI |
| 4 | Board Events | This lesson transitions students from considering the Circuit Playground as strictly an output device and instead introduces the buttons and toggle switches as tools for input. Starting with the hardware buttons and switch, students learn to use onBoardEvent(), analogously to onEvent(), in order to take input from their Circuit Playgrounds. https://studio.code.org/courses/csd-2025/units/7/lessons/5 | PC |
| 5 | Variables and If Statements | In this lesson, students are introduced to variables, the counter pattern, and if-statements. Students will use these concepts in the context of programming the circuit playground and creating more complex input/output behaviors, such as counting the number of button presses before having the circuit playground make a noise. https://studio.code.org/courses/csd-2025/units/7/lessons/6 | PC |
| 6 | Mini-Project: Field Collector App | In this mini-project, students will use the Circuit Playground to collect data, then use App Lab to analyze the data that was collected. Students will use variables and events to collect data from the circuit playground, then use if-statements to make decisions or recommendations based on the data they collect. https://studio.code.org/courses/csd-2025/units/7/lessons/7 | PC |
| 7 | Colour LEDs | In this lesson, students learn how to use the 10 color LEDs on the Circuit Playground. Students will control the color and intensity of each LED, then use what they have learned to program light patterns to create a light show on their Circuit Playground. https://studio.code.org/courses/csd-2025/units/7/lessons/8 | PC |
| 8 | Getting Screen Inputs | Students learn to use several new design elements - text inputs, dropdowns, and sliders - so they can get user input from the screen of their apps. This lesson also introduces students to the getProperty and getText blocks, which allow them to access their user input in their code. https://studio.code.org/courses/csd-2025/units/7/lessons/9 | PC |
| 9 | Combining Inputs and Outputs | In this lesson, students combine inputs and outputs across both the Circuit Playground and the app screen. This lesson also extends how students use variables and if-statements to make more complex decisions based on user input. https://studio.code.org/courses/csd-2025/units/7/lessons/10 | PC |
| 10 | Project - Human Device Interaction | In this project, students create an app that controls the Circuit Playground so it interacts with the physical environment around it, similar to many smart phone apps that are used to control devices in a house, car or school. Students use physical materials to help design their physical device, then create an app that lets the user interact with the physical device or change settings. https://studio.code.org/courses/csd-2025/units/7/lessons/11 | PC |
| 11 | Board Sensors | In this lesson, students explore how the three sensors (sound, light, and temperature) can be used to write programs that respond to changes in the environment. The use of these sensors marks a transition in terms of how users interact with a program. By using sensors as an input, the user of an app doesn't have to directly interact with it at all or may interact without actually realizing they are doing so. https://studio.code.org/courses/csd-2025/units/7/lessons/12 | PC |
| 12 | Accelerometer | In this lesson, students will explore the accelerometer and its capabilities. They’ll become familiar with its events and properties, as well as create multiple programs utilizing the accelerometer similar to those they’ve likely come across in real world applications. https://studio.code.org/courses/csd-2025/units/7/lessons/13 | PC |
| 13 | AI-Assisted Music and Poetry Creation | In this lesson students will use the buzzer to its full extent by producing sounds, notes and songs with the buzzer. Students start with a short review of the buzzer's frequency and duration parameters, then move on to the concept of notes. https://studio.code.org/courses/csd-2025/units/7/lessons/14. Generate a poem using an AI text-generation tool such as ChatGPT or Gemini by giving prompts. Here are a few sample prompts for reference. https://chatgpt.com. Copy the final poem and generate music for it using the SUNO AI music generator. https://suno.com | PC and AI |
| 14 | Functions | This lesson introduces students to functions as a way to organise and group repeated blocks of code together, such as changing all of the LEDs to red or blue. Then, students learn how to use parameters in their functions as a way to generalise behaviours to work for different contexts. https://studio.code.org/courses/csd-2025/units/7/lessons/15 | PC |
| 15 | Mini-Project: Interactive Art | In this lesson, students create a piece of interactive artwork using the sensors on the Circuit Playground and physical materials. Students explore how the Circuit Playground can augment physical materials to create an interactive experience. https://studio.code.org/courses/csd-2025/units/7/lessons/16 | PC |
| 16 | Physical Outputs and LEDs | In this lesson, students learn how to attach external LEDs to their circuit playground and use code to light up these LEDs. This allows students to create more flexible devices that mimic real-world products. https://studio.code.org/courses/csd-2025/units/7/lessons/17 | PC |
| 17 | Physical Inputs and Buttons | In this lesson, students learn how to connect external wires to create input events when the wires touch, simulating a button press. Students learn to use code to recognise these external button events to make changes to their app. This allows students to create more flexible devices that mimic real-world products. Furthermore, they explore the use of servo motors to operate fans, as well as for controlling the filling and draining of water tanks. https://studio.code.org/courses/csd-2025/units/7/lessons/18 | PC |
| 18 | Synchronous vs Asynchronous Programming | Create a traffic light system with red, green and yellow LEDs. The lights should change in order, one after another. (Synchronous) Design a project where three LEDs blink at different speeds (1s, 2s, 3s). (Asynchronous) Debug the given code using an AI coding tool. Identify and fix the error in the given code. | PC and AI |
| 19 | Project - Prototype an Innovation | In this final project for the course, students team to develop and test a prototype for an innovative computing device based on the Circuit Playground. Using the inputs and outputs available on the board, groups will create programs that allow for interesting and unique user interactions. https://studio.code.org/courses/csd-2025/units/7/lessons/19 | PC |
| 20 | PROJECT |