Curriculum Standards

Curriculum Standards

Curriculum Standards and TechnoKids Technology Projects

TechnoKids develops curriculum that teaches digital literacy and coding skills. Our instructional materials apply a project-based approach to learning. This methodology results in activities that are cross-curricular and target knowledge, skills, and abilities from multiple subject areas. Teachers can select a technology project that fits into a unit of study. Or, if launching a school initiative, TechnoKids has a Scope and Sequence which gradually builds competencies.

When TechnoKids creates our technology projects we refer to multiple standards. The most influential on curriculum design are from the Ontario Ministry of Education, Common Core, ISTE, and the Computer Science Teacher Association. Together these provide a framework for selecting themes and determining skill development.

We want to partner with educators to create meaningful learning opportunities. At TechnoKids, our goal is to develop lessons that teach essential skills in a fun way. Teachers can then use our technology projects to achieve their learning goals. Together, we can prepare students for the future.

Progression of Learning

TechnoKids curriculum has a gradual progression of learning. Skills and competencies scaffold within and across grades. Understanding how technology projects build upon one another can help educators structure their lessons. Whether selecting one project for a unit of study, building a course, or launching a school-wide program, the TechnoKids Scope & Sequence provides recommendations.

Scope & Sequence

Student Learning is Progressive

TechnoKids curriculum divides into categories: Primary (Grades 1-3), Junior (Grades 3-6), Intermediate (Grades 6-8), and Senior (Grades 8-12). As students advance within and across grades, the technology projects shift from simple to complex.

  1. Fundamentals to Mastery:
    In the early grades, technology skills focus on the basics. Students learn about the keyboard, computer rules, mouse skills, and file creation. After that, they shift to the essentials such as word processing, presentation, digital citizenship, and spreadsheets. At this time, coding is block-based. Once mastery is achieved students are introduced to more complex tasks such as web development, text-based programming, data management, and animation.

  2. Simple Products to Complex Artifacts:
    Initially students complete simple tasks such as writing a story or journal. These lessons are short in duration and have minimal steps. In subsequent grades the assignments become complex such as publishing a newsletter or biography. These lessons are longer in duration and have multiple steps. Similarly, coding tasks shift from simple scripts to elaborate programs.

  3. Essential Tools to Multiple Applications:
    At first students explore essential tools in an application. Once familiar with their function, they use them repeatedly to gain competency. Next, students discover features hidden in panes, dialog boxes, or menus. Once students have proficiency, they blend multiple programs to complete real-world tasks, such as the creation of an infographic or launch of a business venture.

  4. Comprehension to Higher Order Thinking:
    In the beginning, assignments require students to demonstrate a basic understanding of a concept. They might create an illustration, report, or presentation. Gradually tasks require advanced critical, creative, and computational thinking to solve problems and express ideas. Students might defend an opinion, justify a budget, interpret results, or program a game.

  5. Beginner to Advanced Challenges:
    Within a technology project, assignments increase in difficulty. Initial activities focus on exploration and planning. Step-by-step, students learn new tools, techniques, or code. To differentiate instruction, TechnoKids provides resources to meet the needs of beginners and advanced learners. For example, skill reviews solidify learning, whereas extension activities offer challenges.

Resources for Curriculum Standards

Curriculum standards guide the development of every TechnoKids project.

Ontario Ministry of Education Curriculum

At TechnoKids, the Ontario Ministry of Education curriculum directs theme and skill development. One of the reasons we refer to these documents is the emphasis on inquiry-based learning, which is a cornerstone of many TechnoKids technology projects. Also, we have found that knowledge, skill, and abilities are universal. This means that no matter where you teach, the learning goals are similar.

Common Core State Standards

TechnoKids curriculum aligns with Common Core Standards. These are a national set of guidelines and expectations for student success in the United States. The goal of the standards is to prepare students graduating from high school for college, careers, and life. Refer to the correlation documents to identify how TechnoKids curriculum targets Common Core standards in Mathematics and English Language Arts/Literacy.

Math Correlation    English Correlation

ISTE Standards

TechnoKids curriculum aligns with ISTE Standards. ISTE Standards provide a framework for integrating technology into curriculum. The guidelines incorporate skills, knowledge, and attitudes such as innovation, collaboration, computational thinking, digital citizenship, communication, and more. Teachers use the standards for lesson planning, curriculum development, and assessment. ISTE Standards aim to build student literacy in STEM skills and to empower learners for a digital workplace. Refer to the ISTE Standards and TechnoKids correlation document.

ISTE Correlation

National Curriculum in England | Computing Programmes of Study

TechnoKids curriculum aligns with the National Curriculum in England - Computing Programmes of Study. The national curriculum divides computing learning outcomes into four key stages. The emphasis is on computational thinking and creativity. Refer to the National Curriculum in England and TechnoKids correlation document. It selects a sampling of technology projects to show how they align. Alternative projects can also achieve the objectives.

National Curriculum in England - Computing Correlation

DQ Global Standards for Digital Intelligence

TechnoKids curriculum aligns with DQ Global Standards for Digital Literacy, Skills, and Readiness. This framework comprises 24 digital competencies, which focus on 8 areas: identity, use, safety, security, emotional intelligence, literacy, communication, and rights. These areas can be mastered at 3 levels of development: digital citizenship, digital creativity, and digital competitiveness. View the DQ Competencies and TechnoKids Computing Curriculum correlation document to discover how TechnoKids projects align with these standards .


Powered by DQ - global standards for digital intelligence

TechnoKids has been awarded the Powered by DQ seal. You can be confident that our projects deliver high-quality learning experiences. Our program meets global standards for digital literacy, skills, and readiness.

TechnoKids curriculum collections align with multiple digital intelligence competencies within the DQ Global Standards (IEEE 3527.1TM).

Computer Science Teacher Association Standards

The Computer Science Teacher Association Standards are an essential guide when designing STEM projects. The CSTA provides a progression chart mapping learning outcomes to grades. It divides skills into five concepts: Algorithms & Programming, Computing Systems, Data & Analysis, Impacts of Computing, and Networks of the Internet. Although the CSTA community is primarily computer science teachers, any educator teaching digital literacy and coding will find the standards invaluable. The CSTA Standards shaped development of such TechnoKids STEM projects as TechnoWhiz, TechnoTales, TechnoArcade, TechnoTurtle, TechnoCode, and TechnoPython.

Curriculum Standards and Assessment

An important component of Curriculum Standards is authentic assessment. Educators must measure whether students have reached milestones and are ready for the future. TechnoKids technology projects include resources to support assessment practices.

Formative Assessment

Formative assessment is an ongoing process throughout a lesson, done by both the teacher and student, to verify understanding and direct the next instructional step. TechnoKids technology projects provide a broad spectrum of tools. These can be used to obtain evidence of student thinking, clarify learning goals, encourage self-assessment, provide peer feedback, and monitor progress.

  • Questions, Rating Scales, and Polls
    Questions throughout assignments engage students, form connections, identify current skills, and highlight knowledge gaps.
  • Planning Sheets
    Graphic organizers help students brainstorm ideas, outline a plan, and establish learning goals.
  • Checklists
    Task lists track progress, verify completion of work, and develop accountability.
  • Peer Assessment
    Checklists, comments, and other constructive feedback guide revisions and next steps.
  • Skill Reviews
    Hands-on activities practice skills and transfer learning to a new situation.
  • Reviews
    Quizzes with multiple choice and short answer questions measure knowledge of terminology, program tools, and concepts.
  • Reflection
    Guiding questions have students reflect upon the learning experience and consider how it applies to their future.

Summative Assessment

Summative assessment occurs at the completion of a project and results in a score or grade. TechnoKids provides tools to evaluate students' achievements and measure how much they have learned. These can be used to assess application of technology skills, content knowledge, and overall performance.

  • Project-Based Assignments
    Assignments explain how to create original works such as digital story, presentation, website, portfolio, interactive map, or infographic which demonstrate students' competency.
  • Rubrics
    Descriptions of quality provide teachers with a consistent criterion for examining completed projects.
  • Marking Sheets
    Scoring system assigns a value to each component of a project for teachers to identify if goals have been achieved.
  • Self-Assessment
    Personal evaluation by a student of their own work.
  • Presentation
    Oral report by the student that explains investigations, results, and analysis.