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In Stage 1, students may use computational thinking in problem-solving, constructing models, designing procedures and collecting data. Students could start to use coding for simple robotics and programming games.


Students could:

  • create narratives and illustrate them with ScratchJr
  • use pictures or words to create a procedure showing how to do a simple task
  • follow instructions from the teacher to create a drawing or make a model with blocks
  • create a model (or drawing), then instruct a partner how to reproduce it without showing the original model – repeat the activity with an emphasis on the need to keep the model simple
  • discuss the language that is required to follow instructions – left, right, up, down, beside, below, on top of, next to – and discuss the need for precision and careful listening.


Students could:

  • collect data about students in the class or school, such as country of origin, and graph the results
  • create patterns using blocks and beads, then give instructions to a friend to re-create the pattern without viewing the original
  • classify toys into groups using like features, then explain their classification process using pictures and/or words
  • navigate a small robot around a map using physical robots such as Bee-Bots or WeDo (Lego) or using languages such as LOGO, then use arrows and words to create a procedure that represents the path taken.

Science and Technology

Students could:

  • construct animals or machines using recycled materials or purchased kits
  • learn to use limiters within a Google search
  • work in a group to identify a simple problem, such as how to draw a star, then create basic programs using simple programming languages such as LOGO to solve the problem – students then reflect on the solution and offer suggestions for improvement
  • construct mechanisms and make them move with WeDo Robotics or similar
  • use Cargo-Bot or similar to discuss programming instructions such as push, pull, moving and changing direction
  • create physical objects that follow procedures to modify their environment.

Creative Arts

Students could:

  • create, complete or duplicate pixel art using grid paper or cut-up squares of coloured paper to model pixels in bitmapped images
  • construct a model to give a solution or new resolution to a nursery rhyme, eg How could Rapunzel rescue herself from the tower? She could build a tower; construct a flying fox, stairs, pulley system or ramp; hang a rope out the window; etc.
  • draw tessellations on paper or on screen
  • use Spirograph to draw simple shapes – discuss the use of the process of repetition to create shapes, then use LOGO to program similar shapes.

Physical Development, Health and Physical Education (PDHPE)

Students could:

  • investigate tooth hygiene and toothbrushes, then use the toothbrush heads to create tiny robots called Bristlebots
  • program basic narratives using ScratchJr to help them discuss:
    • relationships
    • growth and development
    • safe living
  • create basic graphs that compare health choices
  • create flow charts demonstrating consequences of different health choices.

Human Society and Its Environment (HSIE)


Students could:

  • use MinecraftEdu to construct a model of a historical place of interest
  • build games within Gamestar Mechanic or Tynker to tell the story of a historical figure or time period.


Students could:

  • create a paper map of a town, showing its main services, and display it in class, then use this as a base for constructing a model of the town using MinecraftEdu
  • create a scavenger hunt using a map of the school.
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