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STEAM, Computer Science, and Engineering

with Robotics Pathways

The STEAM, Computer Science, and Engineering with Robotics Pathways integrate robotics throughout STEAM (science, technology, engineering, arts, and mathematics), computer science, and engineering design learning experiences, providing a comprehensive TK–12 progression from introductory robotics and computational thinking to advanced programming, physical computing, engineering design, and college and career readiness.

 

Students develop computational thinking, problem-solving, creativity, communication, and technical skills through activities such as Computational Storytelling, Build Your Own Robot Machines, RoboParade, RoboPlay Competitions, and Physical Computing Projects. The pathways support a smooth progression from introductory robotics and block-based coding to text-based programming, physical computing, advanced computer science, engineering, and college and career readiness.

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The pathways are designed to complement and reinforce existing mathematics curricula—including RoboBlocky Math—through hands-on robotics, engineering design, computational thinking, and RoboPlay learning expriences while also serving as comprehensive, stand-alone STEAM, computer science, and engineering curricula. 

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Using the same robot and platform from kindergarten through high school, students progressively develop skills, confidence, and creativity while building on prior learning experiences year after year. Schools may implement the pathways independently or together with RoboBlocky Math, providing maximum flexibility while avoiding duplication of robotics-based learning activities.


Students develop foundational experience and skills in:

  • Computational thinking, logical reasoning, and problem-solving.

  • Reading comprehension, direction-following, and understanding sequential processes.

  • Mathematical modeling, graphing, measurement, and data analysis using manipulatives and coordinate systems.

  • Engineering design, creativity, invention, and iterative improvement.

  • Computational storytelling, creative expression through music, drawing, and design, communication, collaboration, and project-based learning.

  • Scientific inquiry, experimentation, and error analysis. 

  • Building, programming, and controlling robots and robot machines.

  • Physical computing using sensors, microcontrollers, and Arduino-based systems.

  • Transitioning smoothly from block-based coding to text-based programming in C/C++, with emerging support for Python and full Python integration planned for Fall 2027.

  • Human-computer interaction, data visualization, and real-world applications of computer science and engineering.
     

The activities in RoboBlocky Math, the STEAM, Computer Science, and Engineering with Robotics Pathways, and the Robotics and Robotics-Math Curriculum for Expanded Learning are intentionally designed to be complementary rather than overlapping. Students can participate in multiple RoboBlocky programs without repeating activities, maximizing opportunities for learning and engagement.


The pathways are supported by Engineering Design with Robotics, Programming OmniBot, Robot Machines Using LEGO® Connection Pack, Arduino-based physical computing activities, 3D printing projects, and RoboPlay Competitions. Together, these resources provide opportunities for students to design, build, program, create, and compete through hands-on projects, engineering design activities, and RoboPlay Competitions.
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Elementary STEAM and Computer Science with Robotics Pathway (Grades K–5)

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  • STEAM and Computer Science with Robotics (Kindergarten)

  • STEAM and Computer Science with Robotics (Grade 1)

  • STEAM and Computer Science with Robotics (Grade 2)

  • STEAM and Computer Science with Robotics (Grade 3)

  • STEAM and Computer Science with Robotics (Grade 4)

  • STEAM and Computer Science with Robotics (Grade 5)


The elementary pathway provides a strong foundation in computational thinking, robotics, engineering design, creativity, and problem-solving. Each grade-level course is aligned with grade-level mathematics standards and student cognitive development.


No prior coding or robotics experience is required, and all courses may be implemented independently without prerequisites. Courses may be implemented as semester-long or year-long courses, depending on local scheduling needs.

Middle School STEAM, Computer Science, and Engineering Pathway (Grades 6–8)​​​

 

  • STEAM and Computer Science with Robotics (Grade 6)

  • STEAM and Computer Science with Robotics (Grade 7)

  • STEAM and Computer Science with Robotics (Grade 8)

  • Introduction to Programming with C (Grades 7–8)

  • Physical Computing with Arduino (Grades 7–8)

 

The middle school pathway expands students' knowledge of robotics, computer science, engineering design, and physical computing while preparing them for advanced high school computer science courses. The Grade 6, Grade 7, and Grade 8 editions of STEAM and Computer Science with Robotics are aligned with the corresponding grade-level mathematics standards.


Introduction to Programming with C provides a bridge from block-based coding to text-based programming using Ch (a user-friendly C/C++ interpreter), the C Command Prompt, and the C Editor. Physical Computing with Arduino introduces students to sensors, electronics, embedded systems, data collection, and real-world engineering applications through hands-on design and programming projects.


No prior coding or robotics experience is required, and all courses may be implemented independently without prerequisites. Courses may be implemented as semester-long or year-long courses, depending on local scheduling needs.

High School Computer Science and Robotics CTE ICT Pathway (Grades 9–12)​​​

 

 

The high school pathway prepares students for college, careers, and advanced study in computer science, robotics, engineering, artificial intelligence, software development, and Information and Communication Technologies (ICT). Students develop technical, computational, and engineering skills through rigorous project-based learning experiences.

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Computer Science with Robotics, Computer Programming for Solving Applied Problems, AP Computer Science Principles with Robotics, and Robotic Technologies are UC A–G approved C-STEM courses that may be readily added to a high school's A–G course list. AP Computer Science Principles with Robotics is a College Board-endorsed course. These courses may be implemented individually or as part of a comprehensive Computer Science and Robotics CTE ICT program and can be integrated into existing school curricula.

 

Schools that offer Introduction to Programming with C in middle school may choose to not offer Computer Programming for Solving Applied Problems. Schools without the middle school C programming course may offer it as an optional bridge to AP Computer Science Principles with Robotics.

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Computer Science with Robotics may also be used to reinforce Algebra 1 and Integrated Mathematics I through robotics applications, engineering design projects, RoboPlay Competitions, and other hands-on learning experiences.

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Robotic Technologies may also be used to reinforce Geometry, Algebra 2, Integrated Mathematics II, and Integrated Mathematics III through advanced robotics applications, engineering design projects, RoboPlay Competitions, and real-world engineering challenges.

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This flexible implementation allows schools offering both RoboBlocky Math and the Computer Science and Robotics CTE ICT pathway to integrate hardware-based mathematics activities into the CTE pathway allowing mathematics teachers to focus on core mathematics instruction.

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No prior coding or robotics experience is required, and all courses may be implemented independently or as part of a multi-year course sequence. High school courses are designed for approximately one academic year of instruction.

 

 

Recommended Elementary School Implementation

 

A recommended implementation model for elementary schools is for classroom teachers to teach the STEAM, Computer Science, and Engineering with Robotics Pathways together with RoboBlocky Math or the school's existing mathematics curriculum. Because the same teacher teaches both mathematics and STEAM, robotics activities, engineering design, computational storytelling, and RoboPlay experiences can be integrated naturally and flexibly into the classroom schedule while reinforcing grade-level mathematics concepts. This approach provides the simplest implementation model while allowing every student to participate in engaging, hands-on robotics, engineering, and computational thinking experiences.

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Schools may also choose to designate one or more dedicated STEAM teachers to teach the STEAM pathways across all grade levels while  complementing and reinforcing mathematics taught through RoboBlocky Math or the school's existing mathematics curriculum. Depending on school size and scheduling needs, schools may assign one STEAM teacher, or designate separate teachers for lower elementary (TK–2) and upper elementary (3–5). Dividing instruction between lower and upper elementary grade bands enables each STEAM teacher to develop deeper expertise in age-appropriate pedagogy, robotics, engineering design, and computational thinking while allowing classroom teachers to focus on core mathematics instruction. It also promotes collaboration, professional growth, instructional continuity, and efficient use of shared robotics resources. 

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Most robotics activities, including RoboParade and RoboPlay, can be conducted in a typical classroom used for STEAM instruction. Larger school-wide RoboPlay Competitions can be conducted across multiple existing school spaces—including classrooms, multipurpose rooms, cafeterias, gymnasiums, and other available open areas—without requiring additional facilities.​

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Recommended Middle School Implementation

 

A cost-effective implementation model for middle schools is to offer one STEAM and Computer Science with Robotics course to every student during grades 6–8. Students should complete one STEAM course using the Grade 6, Grade 7, or Grade 8 edition that best aligns with the school's mathematics curriculum and scheduling model. The STEAM course complements and reinforces mathematics taught through RoboBlocky Math or the school's existing mathematics curriculum by providing hands-on robotics, engineering design, and RoboPlay learning experiences.

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A dedicated STEAM classroom—or another classroom used for STEAM instruction—enables efficient use of robotics equipment while supporting engineering design, RoboPlay activities, collaborative learning, and flexible scheduling for all students.

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Introduction to Programming with C and Physical Computing with Arduino are designed as elective courses for students who wish to further develop computer science, engineering, and physical computing skills.

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Recommended High School Implementation

 

Schools may implement the Computer Science and Robotics CTE ICT Pathway in a variety of ways depending on local priorities, staffing, and graduation requirements. The pathway may be offered as a computer science sequence, a Career Technical Education (CTE) pathway, or in conjunction with high school mathematics courses.

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Computer Science with Robotics may be taught by either a mathematics teacher or a computer science/CTE teacher. The course complements and reinforces Algebra 1 and Integrated Mathematics I through robotics applications, engineering design projects, RoboPlay Competitions, and other hands-on learning experiences.

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Robotic Technologies complements and reinforces Geometry, Algebra 2, Integrated Mathematics II, and Integrated Mathematics III through advanced robotics applications, engineering design projects, RoboPlay Competitions, and real-world engineering challenges. Schools offering Robotic Technologies as a CTE course may choose to have it taught by a teacher holding the appropriate CTE credential in accordance with local and state requirements.

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Schools implementing both RoboBlocky Math and the Computer Science and Robotics CTE ICT Pathway may integrate hardware-based mathematics activities into the CTE pathway while allowing mathematics teachers to focus on core mathematics instruction, using physical robots for lesson demonstrations when appropriate. This coordinated implementation provides maximum instructional flexibility while reinforcing mathematics through authentic computer science, robotics, and engineering applications.

 

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