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...

KUBO Coding

KUBO is an educational hands-on and digital coding solution providing everything you need to get to grips with coding and...

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

Learning to acquire, modify and produce information in different forms

Experiencing and exploring sounds and music from different sources

Practicing logical reasoning to understand and interpret information in different forms

Practicing logical reasoning, algorithms and programming through making

Understanding and practicing safe and responsible uses of technology

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

Learning to notice causal connections

Practising visual recognition

Practicing categorization and classification

Encouraging students to be innovative and express new ideas

Creating requirements for creative thinking

Learning to find the joy of learning and new challenges

Practicing persistent working

Practicing to plan and execute studies, make observations and measurements

Practicing to create questions and make justifiable arguments based on observations

Practicing to notice causal connections

Developing problem solving skills

Practising to understand visual concepts and shapes and observe their qualities

Learning to listen other people’s opinions

Practicing to work with others

Learning to combine information to find new innovations

Encouraging to build new information and visions

Learning to build information on top of previously learned

Connecting subjects learned at school to skills needed at working life

Learning to plan and organize work processes

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

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

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

Use logical reasoning to predict the behaviour of 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.

Recognise common uses of information technology beyond school.

Create and debug simple programs.

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

Practicing strategic thinking

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.

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.

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

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

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].

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

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

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

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.

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

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

Design and develop modular programs that use procedures or functions.

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

Learn to analyse problems in computational terms

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

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

Practicing versatile ways of working

Using technology as a part of explorative process

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.

Student can ask someone if they have brothers or sisters. [

Student can understand simple instructions given by the teacher during the class (“Stand up”, “Sit down”, “Come in”, “Go out”, “Say”, “Listen”, “Give me the book”, “Take it”, etc.)

Student can identify familiar words and phrases.

Student can understand some words in songs and rhymes.

Learning to face respectfully people and follow the good manners

Student can understand simple instructions (“Open your book!”, “Come to the board!”, “Stop!”, “Run!”, …)

Student can recognise shapes and categories.

Student can understand some words and phrases in songs and simple children’s poems.

Student can understand when my friends tell me how to play a game.

Student can can understand a few familiar spoken words and phrases, e.g. the teacher’s instructions, a few words and phrases in a song or a rhyme, days of the week, colours or numbers…

Student can understand when the teacher tells me to do something that I already know.

Student can understand the words for the main places in the town or village where he/she lives.

Practicing to use foreign language as a communication tool

Practicing to recognize and express feelings

Student can understand some words and phrases he/she hears on TV programmes.

Student can understand when somebody introduces his/her family or friends to me, e.g. This is my mother.

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

Practicing to take care of one's own wellbeing and health

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

Student can understand everyday words and sentences in children’s films, cartoons, tales, advertisements and announcements.

Practicing memorizing skills

Student can understand the teacher’s instructions.

Student can understand when his/her friends tell him/her how to play a game.

Student can ask and answer questions about a familiar story in simple, short sentences, e.g. questions about a story in a children’s book.

Student can understand when someone speaks about a free-time activity in simple, short sentences, e.g. I like to read.

Student can understand simple phrases and sentences concerning my family and my school.

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

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

Student can understand questions about oneself.

Student can interact with people if they speak slowly and repeat the words he/she doesn’t understand and then help him/her plan what he/she is trying to say.

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

Using technology to express one’s emotions and experiences

Student can understand simple questions about oneself.

Student can understand questions about his/her name, age, and where he/she lives.

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

Student can understand when he/she is asked personal questions: his/her name, age and where he/she lives.

Student can understand questions and instructions that the teacher says carefully and slowly to him/her. He/she can then answer the questions and follow the instructions.

Student can understand when people greet him/her, ask him/her how he/she is and says good-bye to him/her. [

Student can understand common words and names of everyday objects that are in his/her everyday life.

ROYBI Robot

Named by TIME Magazine as one of The Best Inventions of 2019, Roybi Robot provides children 3+ with a personalized...

Identify and solve their own design problems and understand how to reformulate problems given to them

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

Select, use and combine a variety of software on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information.

Practicing to improvise

Practicing to use imagination and to be innovative

Understand how instructions are stored and executed within a computer system; understand how data of various types (including text, sounds and pictures) can be represented and manipulated digitally, in the form of binary digits.

Undertake creative projects that involve selecting, using, and combining multiple applications, preferably across a range of devices, to achieve challenging goals, including collecting and analysing data and meeting the needs of known users.

Design, use and evaluate computational abstractions that model the state and behaviour of real-world problems and physical systems.

Investigate new and emerging technologies

Participate successfully in an increasingly technological world

Codey Rocky combines hardware and software, allowing children to learn about programming while they play and create. Through the use of mBlock software, children map every move made by the robot, by assembling a series of building blocks, allowing them to understand each command intuitively. 
Children can turn their block-based program into Python code.
In conjunction with Codey Rocky, mBlock software allows children to get to grips with artificial intelligence (AI), including image and voice recognition, as well as deep learning. 
Codey Rocky comes with learning materials, examples and tutorials to support children in their learning every step of the way.

Codey Rocky

Codey Rocky is a coding robot for STEAM education. It provides a creative learning experience of programming for children of...

Director of Marketing

KIBO - The Screen-free STEAM Robot Kit for Young Learners

Meet KIBO! The Playful and Creative Screen-Free STEAM Coding Robot!

Hi {{firstname}},Thank you for requesting getting in touch and requesting a quote for KIBO - the screen-free KIBO robot for young learners!We would be happy to provide a quote. Since I am unsrure of how many students you may have, but you may want to check out our KIBO Classroom package options.In addition, here is an online demo for intern ational contacts, that you may find helpful in learning more about KIBO.Please get in touch with any questions or need a quote on something other than a classroom package. Contact me with any questions! I can be reached at christina@kinderlabrobotics.com.Thanks, Christina

Demo

Hi {{firstname}},Thank you for requesting a quote for {{productName}}.We work with over [insert number] {{institutionType}}s ranging from the small to very large and recognise that no two {{institutionType}}s are the same.We offer a number of options for how you can get started using {{productName}} in order to suit the different requirements and budgets of {{institutionType}}s.For a school like {{organisationName}} pricing can start from [insert pricing] per year.[Insert information about trials, discounts available or special offers you have]Would you like to arrange a demonstration or discuss your quotation in more detail? You can book straight into our calendar via this link [Insert Meeting Booking Link].I know how school can get busy, so if I don’t hear from you, I’ll send you a reminder in [insert time period]. My email will come from [insert email address] rather than through EdTech Impact, so please look out for that.[Insert signoff]

Flat Rate Pricing

Hi {{firstname}},Thank you for requesting a quote for {{productName}}.We work with over [insert number] {{institutionType}}s ranging from the small to very large and recognise that no two {{institutionType}}s are the same.We offer a number of options for how you can get started using {{productName}} in order to suit the different requirements and budgets of {{institutionType}}s.The price for {{organisationName}} is dependent on the number of [students / staff] who will be using {{productName}}. Pricing starts from [insert pricing] per user for example.[Insert information about trials, discounts available or special offers you have]In order for me to provide you with an accurate quotation, can we arrange a time to speak so I can fully understand your requirements and provide you with the best price possible?You can book straight into my calendar via this link [Insert Meeting Booking Link].I know how school can get busy, so if I don’t hear from you, I’ll send you a reminder in [insert time period]. My email will come from [insert email address] rather than through EdTech Impact, so please look out for that.[Insert signoff]

Licence Pricing

Hi {{firstname}},Thank you for requesting a trial for {{productName}}.We work with over [insert number] {{institutionType}}s ranging from the small to very large and it will be great to set up a trial for {{organisationName}}.To start your trial, we need a bit more information, so can we arrange a time to speak? You can book a time straight into our calendar via this link [Insert Meeting Booking Link].I know how school can get busy, so if I don’t hear from you, I’ll send you a reminder in [insert time period]. My email will come from [insert email address] rather than through EdTech Impact, so please look out for that.[Insert signoff]

Trial (Meeting Needed)

Hi {{firstname}},Thank you for requesting a trial for {{productName}}.We work with over [insert number] {{institutionType}}s ranging from the small to very large and it will be great to set {{organisationName}} up on a trial.To get started, all you need to do is go to [Insert Link] and [Insert Instructions].I’ll keep a lookout to make sure you sign up. If you haven’t got started within [insert time period], I’ll check in to see you’re doing okay. My email will come from [insert email address] rather than through EdTech Impact, so please look out for that.[Insert signoff]

Trial (Self Serve)

VEX IQ 

Design, build and program robots in the classroom or as part of an extra-curricular challenge

Age Range	5-7, 8-10, 11-13, 14-16
Policies	Privacy Policy
Requirements	No prior knowledge is required and kits contain everything required to deliver in the classroom. Free software works across Windows, Mac, iOS, Android, Chromebook and Amazon.
Training	Knowledge in using the platform gives increased confidence to teachers. Online support is available through the VEX KnowledgeBase. Free Online Teacher Certification is available. Every kit ordered comes with free in-person training at the VEX Robotics Training Academy.
Support	TelephoneOnlineIn-person
VEX IQ Pricing Pricing Plans All products are individually priced. The VEX IQ Super Kit is £324.99. Accessories are priced from £1.99. All software and curriculum is free. Optimised for a quick response

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