Name: Resolute Robotics
Author: Resolute Robotics

Encouraging to build new information and visions

Practicing to look things from different perspectives

Practicing to create questions and make justifiable arguments based on observations

Practicing to notice causal connections

Practicing to use imagination and to be innovative

Creating requirements for creative thinking

Practising visual recognition

Using technology as a part of explorative process

Using technology for interaction and collaboration (also internationally)

Using technology for interaction and collaboration

Practicing logical reasoning, algorithms and programming through making

Using technological resources for finding and applying information

Using technology as a part of explorative and creative process

Understanding technological system operations through making

Using technology resources for problem solving

Building common knowledge of technological solutions and their meaning in everyday life

Practicing to plan and execute studies, make observations and measurements

Practicing persistent working

Practicing keyboard skills and touch typing

Familiarizing with the influences of media and understanding its affordances

Practising to understand visual concepts and shapes and observe their qualities

Learning to acquire, modify and produce information in different forms

Understanding and interpreting of matrices and diagrams

Practicing logical reasoning to understand and interpret information in different forms

Practicing versatile ways of working

Practicing decision making

Learning to plan and organize work processes

Practicing time management

Learning decision-making, influencing and accountability

Use an iterative process to plan the development of a program by including others' perspectives and considering user preferences.

Test and debug (identify and fix errors) a program or algorithm to ensure it runs as intended.

Take on varying roles, with teacher guidance, when collaborating with peers during the design, implementation, and review stages of program development.

Describe choices made during program development using code comments, presentations, and demonstrations.

Decompose (break down) problems into smaller, manageable subproblems to facilitate the program development process.

Create programs that include sequences, events, loops, and conditionals.

Compare and refine multiple algorithms for the same task and determine which is the most appropriate.

Debug (identify and fix) errors in an algorithm or program that includes sequences and simple loops.

Decompose (break down) the steps needed to solve a problem into a precise sequence of instructions.

Develop programs with sequences and simple loops, to express ideas or address a problem.

Model the way programs store and manipulate data by using numbers or other symbols to represent information.

Model daily processes by creating and following algorithms (sets of step-by-step instructions) to complete tasks.

Using correct terminology, describe steps taken and choices made during the iterative process of program development.

Give attribution when using the ideas and creations of others while developing programs.

Develop plans that describe a program’s sequence of events, goals, and expected outcomes.

Practicing  to use imagination and to be innovative

Practicing to observe spoken and written language

Practicing categorization and classification

Practicing memorizing skills

Practicing to notice links between subjects learned

Learning to combine information to find new innovations

Learning to build information on top of previously learned

Practicing strategic thinking

Developing problem solving skills

Encouraging students to be innovative and express new ideas

Practicing to improvise

Practicing creative thinking

Learning to find the joy of learning and new challenges

Practicing to evaluate one's own learning

Practicing to take responsibility of one's own learning

Learning to notice causal connections

Describe how internal and external parts of computing devices function to form a system.

Describe basic hardware and software problems using accurate terminology.

Use appropriate terminology in identifying and describing the function of common physical components of computing systems (hardware).

Modify, remix, or incorporate portions of an existing program into one's own work, to develop something new or add more advanced features.

Select and operate appropriate software to perform a variety of tasks, and recognize that users have different needs and preferences for the technology they use.

Create programs that use variables to store and modify data.

Model how computer hardware and software work together as a system to accomplish tasks.

Marty The Robot V2

Marty the Robot is a fully-programmable, walking, dancing robot that is full of personality and will get your students excited about coding and STEM!

KUBO Coding

KUBO Coding is a hands-on educational tool that teaches young students coding fundamentals through interactive play with a small robot and physical tiles.

Can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation.

Practicing to use foreign language as a communication tool

Learning to listen other people’s opinions

Practicing to work with others

Learning to face respectfully people and follow the good manners

Learning to face failures and disappointments

Develop and apply their analytic, problem-solving, design, and computational thinking skills.

Understand the hardware and software components that make up computer systems.

Understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation.

Design and develop modular programs that use procedures or functions.

Learn to analyse problems in computational terms

Use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs.

Use sequence, selection, and repetition in programs; work with variables and various forms of input and output.

Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts.

Recognise common uses of information technology beyond school.

Use technology purposefully to create, organise, store, manipulate and retrieve digital content.

Use logical reasoning to predict the behaviour of simple programs.

Create and debug simple programs.

Understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions.

Can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems.

Can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems.

Practicing fine motor skills

Apply their understanding of computing to program, monitor and control their products.

Explore and use mechanisms [for example, levers, sliders, wheels and axles], in their products.

Generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology.

Design purposeful, functional, appealing products for themselves and other users based on design criteria.

Critique, evaluate and test their ideas and products and the work of others.

Apply their understanding of how to strengthen, stiffen and reinforce more complex structures.

Understand and use electrical systems in their products [for example, series circuits incorporating switches, bulbs, buzzers and motors].

Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work.

Investigate and analyse a range of existing products.

Explore and evaluate a range of existing products.

Develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world.

Practicing to take care of own and other people’s safety

Encouraging the growth of positive self-image

Learning to use foreign language in work context

Robo Wunderkind

Ideal for all educators who want to introduce their students to coding, be it in Computer Science or interdisciplinary lessons. Our Education Kit comes with a comprehensive curriculum, training, and...

Understanding and applying the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation

Experiencing and exploring sounds and music from different sources

Understanding and practicing safe and responsible uses of technology

Connecting subjects learned at school to skills needed at working life

Understand what algorithms are, how they are implemented as programs on digital devices, and that programs execute by following precise and unambiguous instructions.

Analysing problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems

Practicing to be responsible, competent, confident and creative users of information and communication technology

Matatalab comes with a coding robot, physical programming broad, programming blocks and additional assets which can be used to create and solve different kinds of programming problems. The students engaged with Matatalab will learn fundamental coding skills and develop necessary cognitive abilities through educational coding games from a young age. Matatalab also supports creative programming through ability to program music or command the robot to draw shapes on paper. Matatalab tools enables young kids to be creative and explorative, and teach programming skills without the need for screen or literacy skills.

Matatalab Hands-on Coding Robot Set

Matatalab is a tangible coding robot set designed for kids 4-9 to learn basic coding through adventures and hands-on play.

VEXcode VR

Learn Computer Science at home without a robot.

VEX IQ

VEX IQ is a hands-on robotics platform for young students to learn STEM concepts through building and programming.

3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.

3-5-ETS1-3. Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.

K-2-ETS1-1. Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.

Select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately.

Understand and use mechanical systems in their products [for example, gears, pulleys, cams, levers and linkages].

Select from and use a range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing].

Develop their capability, creativity and knowledge in computer science, digital media and information technology.

Use logical reasoning to compare the utility of alternative algorithms for the same problem.

Use two or more programming languages, at least one of which is textual, to solve a variety of computational problems.

Undertake creative projects that involve selecting, using, and combining multiple applications, preferably across a range of devices.

Understand simple Boolean logic and some of its uses in circuits and programming.

Understand several key algorithms that reflect computational thinking.

Understand how numbers can be represented in binary, and be able to carry out simple operations on binary numbers.

Understand how data of various types can be represented and manipulated digitally, in the form of binary digits.

Learn to evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems.

Be responsible, competent, confident and creative users of information and communication technology.

Select from and use a wider range of tools and equipment to perform practical tasks accurately

Apply computing and use electronics to embed intelligence in products that respond to inputs, and control outputs, using programmable components

Understand and use mechanical systems in their products

Understand and use electrical systems in their products

Encouraging positive attitude towards working life

Understand simple Boolean logic [for example, AND, OR and NOT] and some of its uses in circuits and programming; understand how numbers can be represented in binary, and be able to carry out simple operations on binary numbers.

Understand the hardware and software components that make up computer systems, and how they communicate with one another and with other systems.

Makeblock mBot Series is an Arduino-based robotics platform. All the models are compatible with Makeblock DIY platform, which contains 600+ mechanical and electronic parts. Easy-to-use Scratch-based learning platform mBlock brings the cutting-age technology to the classroom, which enables every child to be able to learn programming, robotics, electronics, mechanics, AI, IoT and other STEAM related topics easily.

mBot Series STEAM Robots

Entry-level educational robot kit to learn the basics of robotics and programming.

E.a.R.L Coding Robot

The perfect edtech resource for teachers and pupils starting out on their coding journey.

Can describe him/herself, what he/she does and where he/she lives.

Can ask and answer questions about themselves and other people, where they live, people they know, things they have.

Can ask and answer simple questions, initiate and respond to simple statements in areas of immediate need or on very familiar topics.

Can understand everyday expressions aimed at the satisfaction of simple needs of a concrete type, delivered directly to him/her in clear, slow and repeated speech by a sympathetic speaker.

Can interact in a simple way but communication is totally dependent on repetition at a slower rate of speech, rephrasing and repair. Can ask and answer simple questions, initiate and respond to simple statements in areas of immediate need or on very familiar topics.

Can understand enough to be able to meet needs of a concrete type provided speech is clearly and slowly articulated.

Can understand phrases and expressions related to areas of most immediate priority (e.g. very basic personal and family information, shopping, local geography, employment) provided speech is clearly and slowly articulated.

Can understand instructions addressed carefully and slowly to him/her and follow short, simple directions.

Can follow speech that is very slow and carefully articulated, with long pauses for him/her to assimilate meaning.

Student can understand very short conversations when people speak slowly and clearly.

Student can understand simple, short instructions given by my teacher, e.g. Stand up, please!

Student can understand when somebody is greeting him/her or says good-bye, e.g. Good morning, children!

Student can understand separate words frequently used in conversational phrases (e.g. greetings and farewell).

Student can understand routine phrases such as “please” and “thank you.”

Student can understand simple classroom instructions such as “Sit down”, “Wait”, “Listen”.

Student can make and reply to simple requests.

Student can understand when somebody who is helping him/her tells him/her what to do.

Can recognise words, names and numbers that he/she already knows in simple, short recordings, provided that they are pronounced very slowly and clearly.

Student can understand questions and instructions that the teacher says carefully and slowly to me. I can then answer the questions and follow the instructions.

Student can understand the main point(s) from a short spoken passage, e.g. a short rhyme or song, a telephone message, announcement or weather forecast…

Student can understand when the teacher tells him/her to do something that he/she already knows.

Student Can understand instructions given by the teacher in the classroom, such as ‘You must do this’, ‘Take off your coats.’

Student can have simple daily conversations on what he/she likes and dislikes.

Student can ask and answer simple, short questions about a free-time activity, e.g. I like to go to the cinema. What do you like to do the most?

Student can ask his/her classmates simple, short questions, e.g. What is your favourite colour?

Student can understand simple questions which directly concern him/her, for example about name, age and address, or similar things, if the person is asking slowly and clearly.

Student can n understand simple personal information ( e.g. name, age, place of residence, origin) when other people introduce themselves, provided that they speak slowly and clearly directly to him/her, and can understand questions on this theme addressed to him/her, though the questions may need to be repeated.

Student can ask someone’s name, and say his/her name.

Student can recognise simple greetings.

Student can understand when someone tells me how he/she feels in simple, short sentences, e.g. Today I am fine.

Student can understand when somebody asks him/her for help using simple, short sentences, e.g. Can you help me, please?

Student can ask someone what they like or don’t like.

Student can talk about how he/she feels and also ask others how they feel in simple, short sentences, e.g. I am tired. How are you today?

When people speak, student can understand common phrases and often used words on the topics he/she knows something about.

Student can ask somebody about how they are and what they like doing and answer similar questions.

Student can introduce oneself, his/her family and his/her friends.

Student can greet and farewell in different time slices of a day.

Student can introduce somebody and can use basic greetings and leave taking expressions.

Student can introduce oneself and others in simple, short sentences, e.g. My name is Peter. I live in …

Student can greet somebody and say good-bye in simple and short sentences, e.g. Good bye, Mr Miller!

Student can introduce his/her friend: student can say his/her name, age, where he/she lives, what he/she likes to do.

Student can introduce oneself, say his/her name, and answer simple questions about oneself if people speak slowly and clearly (e.g. "What’s your name?" "How old are you?" "What grade are you in?", “How many brothers and sisters do you have?” etc.).

Student can greet and say goodbye to an adult or my friend using the correct words to match a certain time of the day (e.g., “Hello,” “Good morning,” “Good afternoon,” “Good evening,” “Goodbye,” “Have a nice trip,” “See you tomorrow,” etc.).

Student can say hello and goodbye to his/her teachers and classmates.

When someone talks to the student clearly and slowly he/she can say his/her name, his/her age, where he/she lives, his/her birthday.

Student can greet and respond to a greeting.

Student can introduce oneself and other people.

Student can ask and answer questions about a person, family, and interests.

Student can understand a range of familiar spoken phrases, e.g. basic phrases concerning myself, my family and school…

Student can understand when somebody talks about their family or friends in simple sentences.

ROYBI Robot

ROYBI Robot is an AI-powered educational robot that provides personalized, interactive learning experiences for children, covering various subjects and skills.

Resolute Robotics

Resolute Education is a proudly South African-based international provider of educational products and services, specialising in robotics and coding.

Resolute Robotics

Resolute Robotics

What is Resolute Robotics?

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