Kindergarten to Grade 8 Coding Unit Plans

Big Idea

Students learn that they can give instructions using words, pictures, and actions, and that instructions need to be clear and in order. By using movement, directional language, pictures, and talk, students begin to understand foundational coding ideas such as following directions, testing instructions, and fixing them when they do not work.  

Coding in Kindergarten focuses on thinking, communicating, and problem-solving, not on using computers. 

Big Idea  

Students learn that computers follow instructions one step at a time and in order. By acting out, arranging, watching, and changing simple sequences with teacher support, students begin to understand that code gives directions and that changing the order of steps changes what happens. Coding in Grade 1 focuses on thinking in steps, not using computers independently. 

Big Idea  

Students learn that computers follow instructions in order and can do more than one thing at the same time. By creating, reading, and changing simple programs with teacher support, students begin to understand that code tells computers what to do and that changing code changes what happens. Students develop early problem‑solving skills through planning, testing, and explaining simple programs. 

Big Idea

Students learn that computers follow instructions in a clear order and can repeat actions or perform more than one action at the same time. By creating, reading, and changing simple programs with teacher support, students begin to understand that code controls what happens on the screen and that changing code changes outcomes. Students develop early problem-solving skills by planning, testing, and explaining simple programs.

Big Idea

Students learn that computers follow instructions in a specific order and can perform actions at the same time, repeat actions, and handle simple nested events. By writing, reading, and changing code with teacher support, students explore how different types of events control what happens in a program. Students begin to understand that changing code changes outcomes, and that clear organization helps programs work properly. 

Big Idea

Students explore how computers follow instructions and make simple decisions using code. By writing, reading, and changing programs with teacher support, students learn that code controls what happens on the screen and that changing code changes outcomes. Students begin to understand that clear, well‑organized code helps programs work correctly and makes them easier to understand and improve. 

Big Idea  

Students explore how computers make decisions and follow instructions by using simple code with conditional statements and control structures. Through writing, reading, and modifying programs, students learn that code controls outcomes, and that changing conditions changes program behaviour. With teacher guidance, students begin to recognize that clear and efficient code helps programs run correctly, makes problem solving easier, and supports understanding, debugging, and improvement.  

Big Idea  

Students learn how structured programs are built, read, and improved. By writing and modifying code that uses events, loops with defined counts, and subprograms, they explore how repetition and organization affect program behaviour and efficiency. Students learn that efficient code performs tasks clearly and effectively while reducing unnecessary repetition. 

Big Idea  

Students deepen their understanding of how automated systems, coding, and engineering design are used to solve real‑world problems. They learn to plan, build, and refine computational solutions by analyzing data, creating algorithms, and using digital tools to model and automate systems. Through scientific investigation, experimentation, and the engineering design process, students communicate their findings, consider the impacts of emerging technologies, and recognize how science, technology, and coding intersect with diverse communities and real‑world applications.