STEM Workshops, Incursions, Holiday Programs and Science Displays for Schools, OSHC, Libraries and Special Events in Adelaide

Robotics incursions are an ideal way to captivate young minds and stimulate critical thinking. Robot building and programming teach a wide range of skills such as problem-solving, as well as encouraging teamwork and cooperation. Along with technology skills and concepts, our workshops also touch a wide variety of curriculum topics such as Math, Physics, Electronics, Science, Technologies and Literacy.

We provide two, four or six-hour incursions for upper Primary and High Schools anywhere in South Australia. If required, we can structure the courses around your school timetable, such as 50-90 minutes sessions or similar. Each class can have a maximum of 30 students. Set up time and pack up time 60 minutes each.

 


The school or library must provide their laptops or desktops running Windows or Mac. Chromebooks and iPads are not allowed. Our staff have undergone DCSI clearance, as well as First Aid, Safe Environment for Children and RAN courses required to work in schools.

 


Alternatively, we can organise Science Displays for special events, fairs or exhibitions. We can showcase a wide range of experiments and demonstrations for all ages.

Cost-Effective

We understand the need to keep costs of experiences for your students down, and by developing a set framework for our incursions, we have been able to offer school groups prices from $5 per head which is less than the cost to hire a bus, let alone the workshop itself.

We Come to You

We provide the excitement, fun and education of an excursion within the convenience and safety of your classroom or school grounds.

Range of programs & Flexible Timings

We have a broad, and ever-growing range of incursion activities with direct links to Australian Curriculum and the activities can be tailored to work around your lesson and breaks.

A mixture of Fun and Learning

We understand the challenges in finding time in a busy teaching schedule, so we aim to support teachers by providing alternative opportunities for students to learn in a hands-on and memorable way.

Two-hour Session:

Intro

Robots definition by genus and difference

History of robots

Robots in modern society

Robots classification

How robots think

Robotics in Education

Computational Thinking

Various Robotics competitions

Movement Module

Sensabot Challenge (forward, backwards, moving arms)

Orchard Challenge (study various types of turns)

Sensors Module

Touch Sensor (Arm Position Challenge)

Ultrasonic Sensor (Maze Challenge)

Gyro Sensor (Mower Challenge)

Colour and Light Sensor (Traffic Light Challenge)

Four-hour Session:

Intro

Robots definition by genus and difference

History of robots

Robots in modern society

Robots classification

How robots think

Robotics in Education

Computational Thinking

Various Robotics competitions

Movement Module

Sensabot Challenge (forward, backwards, moving arms)

Orchard Challenge (study various types of turns)

Sensors Module

Touch Sensor (Arm Position Challenge)

Ultrasonic Sensor (Maze Challenge)

Gyro Sensor (Mower Challenge)

Colour and Light Sensor (Traffic Light Challenge)

Decisions Module

Loops (Container Handling Challenge)

Switches/conditions (Strawberry Plant Sorter)

Complex Functions (Obstacle Orchard)

Line Tracking

Competition

Sumo Challenge

Six-hour Session:

Intro

Robots definition by genus and difference

History of robots

Robots in modern society

Robots classification

How robots think

Robotics in Education

Computational Thinking

Various Robotics competitions

Movement Module

Sensabot Challenge (forward, backwards, moving arms)

Orchard Challenge (study various types of turns)

Sensors Module

Touch Sensor (Arm Position Challenge)

Ultrasonic Sensor (Maze Challenge)

Gyro Sensor (Mower Challenge)

Colour and Light Sensor (Traffic Light Challenge)

Decisions Module

Loops (Container Handling Challenge)

Switches/conditions (Strawberry Plant Sorter)

Complex Functions (Obstacle Orchard)

Line Tracking

Data Wires and Logic

Variables

Logic Operations

Maths

Random, rounding, compare, range

Gyroscopic Sensor Investigation

Data Logging and Interpretation

Using graphs, calculation, analysis

Competition

City Challenge (program an autonomous car to drive through heavy traffic using all of the above sensors and coding skills)

Fees

The fees are $5 per student per hour, with a minimum spend of $600 per day. That is the equivalent of two sessions of two hours for 30 students or one four-hour session for 30 students. The price is available for schools, libraries and OSHC within 30 km of Adelaide CBD. Workshops requiring travel outside this area will attract an extra fee of $1 per km each way. Cancellation must be made no later than two weeks before the incursion date, after which cancellation will incur a 50% change. Any sessions cancelled within 48 hours of the incursion time will incur a 100% charge of the total incursion cost. A minimum of a 10% deposit must be made seven days from the date of booking for your incursion to go ahead.

Australian ACARA Content Outcomes

Digital Technologies

Investigate how digital systems use whole numbers as a basis for representing all types of data (ACTDIK015).

Design, modify and follow simple algorithms represented diagrammatically and in English involving sequences of steps, branching, and iteration (repetition) (ACTDIP019).

Acquire, store and validate different types of data, and use a range of software to interpret and visualise data to create information (ACTDIP016)

Implement digital solutions as simple visual programs involving branching, iteration (repetition), and user input (ACTDIP020)

Plan, create and communicate ideas and information, including collaboratively online, applying agreed ethical, social and technical protocols (ACTDIP022)

Implement simple digital solutions as visual programs with algorithms involving branching (decisions) and user input (ACTDIP011)

Collect, access and present different types of data using simple software to create information and solve problems (ACTDIP009)

Explore and use a range of digital systems with peripheral devices for different purposes, and transmit different types of data (ACTDIK007).

Solve problems involving multiplication of large numbers by one- or two-digit numbers using efficient mental, written strategies and appropriate digital technologies (ACMNA100).

Solve problems involving division by a one digit number, including those that result in a remainder (ACMNA101).

Pose questions and collect categorical or numerical data by observation or survey (ACMSP118).

Construct displays, including column graphs, dot plots and tables, appropriate for data type, with and without the use of digital technologies (ACMSP119).

Describe and interpret different data sets in context (ACMSP120).

Investigate everyday situations that use integers. Locate and represent these numbers on a number line (ACMNA124).

Convert between common metric units of length, mass and capacity (ACMMG136).

Electrical circuits provide a means of transferring and transforming electricity (ACSSU097)

Decide which variable should be changed and measured in fair tests and accurately observe, measure and record data, using digital technologies as appropriate (ACSIS104)

Science involves testing predictions by gathering data and using evidence to develop explanations of events and phenomena (ACSHE098)

Scientific understandings, discoveries and inventions are used to solve problems that directly affect peoples’ lives (ACSHE100)

Construct and use a range of representations, including tables and graphs, to represent and describe observations, patterns or relationships in data using digital technologies as appropriate (ACSIS107)

With guidance, plan appropriate investigation methods to answer questions or solve problems (ACSIS103)

Collaboratively and individually plan and conduct a range of investigation types, including fieldwork and experiments, ensuring safety and ethical guidelines are followed (ACSIS125)

Science understanding influences the development of practices in areas of human activity such as industry, agriculture and marine and terrestrial resource management (ACSHE121)

Communicate ideas, findings and solutions to problems using scientific language and representations using digital technologies as appropriate (ACSIS133)

Summarise data, from students’ own investigations and secondary sources, and use scientific understanding to identify relationships and draw conclusions (ACSIS145) and (ACSIS170).

Choose appropriate units of measurement for length, area, volume, capacity and mass (ACMMG108).

Recognise different types of data and explore how the same data can be represented in different ways (ACTDIK008)

Define simple problems, and describe and follow a sequence of steps and decisions (algorithms) needed to solve them (ACTDIP010)

Explain how student solutions and existing information systems meet common personal, school or community needs (ACTDIP012)

Plan, create and communicate ideas and information independently and with others, applying agreed ethical and social protocols (ACTDIP013)

Examine the main components of common digital systems and how they may connect together to form networks to transmit data (ACTDIK014)

Define problems in terms of data and functional requirements drawing on previously solved problems (ACTDIP017)

Explain how student solutions and existing information systems are sustainable and meet current and future local community needs (ACTDIP021)

Acquire data from a range of sources and evaluate authenticity, accuracy and timeliness (ACTDIP025)

Analyse and visualise data using a range of software to create information, and use structured data to model objects or events (ACTDIP026)

Define and decompose real-world problems taking into account functional requirements and economic, environmental, social, technical and usability constraints (ACTDIP027)

Science

Suggest ways to plan and conduct investigations to find answers to questions (ACSIS054).

Safely use appropriate materials, tools or equipment to make and record observations, using formal measurements and digital technologies as appropriate (ACSIS066).

Scientific understandings, discoveries and inventions are used to solve problems that directly affect people’s lives (ACSHE083).

Australian Curriculum Mapping Content descriptors:

Digital Technologies

  • Examine the main components of common digital systems and how they may connect together to form networks to transmit data (ACTDIK014)
  • Design, modify and follow simple algorithms involving sequences of steps, branching, and iteration (repetition) (ACTDIP019)
  • Implement digital solutions as simple visual programs involving branching, iteration (repetition), and user input (ACTDIP020)

Mathematics

  • Solve problems involving multiplication of large numbers by one- or two-digit numbers using efficient mental, written strategies and appropriate digital technologies (ACMNA100)
  • Describe, continue and create patterns with fractions, decimals and whole numbers resulting from addition and subtraction (ACMNA107)
  • Choose appropriate units of measurement for length, area, volume, capacity and mass (ACMMG108)
  • Calculate perimeter and area of rectangles using familiar metric units (ACMMG109)
  • Use a grid reference system to describe locations. Describe routes using landmarks and directional language (ACMMG113)
  • Estimate, measure and compare angles using degrees. Construct angles using a protractor (ACMMG112)
  • Select and apply efficient mental and written strategies and appropriate digital technologies to solve problems involving all four operations with whole numbers (ACMNA123)
  • Continue and create sequences involving whole numbers, fractions and decimals. Describe the rule used to create the sequence (ACMNA133)
  • Connect decimal representations to the metric system (ACMMG135)
  • Convert between common metric units of length, mass and capacity (ACMMG136)
  • Solve problems involving the comparison of lengths and areas using appropriate units (ACMMG137)
  • Investigate, with and without digital technologies, angles on a straight line, angles at a point and vertically opposite angles. Use results to find unknown angles (ACMMG141)

English

  • Select and
    • Understand that patterns of language interaction vary across social contexts and types of texts and that they help to signal social roles and relationships (ACELA1501)
    • Understand how to move beyond making bare assertions and take account of differing perspectives and points of view (ACELA1502)
    • Clarify understanding of content as it unfolds in formal and informal situations, connecting ideas to students’ own experiences and present and justify a point of view (ACELY1699)
    • Use interaction skills, for example paraphrasing, questioning and interpreting non-verbal cues and choose vocabulary and vocal effects appropriate for different audiences and purposes (ACELY1796)
    • Plan, rehearse and deliver presentations for defined audiences and purposes incorporating accurate and sequenced content and multimodal elements (ACELY1700)
    efficient mental and written strategies and appropriate digital technologies to solve problems involving all four operations with whole numbers (ACMNA123)
  • Continue and create sequences involving whole numbers, fractions and decimals. Describe the rule used to create the sequence (ACMNA133)
  • Connect decimal representations to the metric system (ACMMG135)
  • Convert between common metric units of length, mass and capacity (ACMMG136)
  • Solve problems involving the comparison of lengths and areas using appropriate units (ACMMG137)
  • Investigate, with and without digital technologies, angles on a straight line, angles at a point and vertically opposite angles. Use results to find unknown angles (ACMMG141)
  • Understand that strategies for interaction become more complex and demanding as levels of formality and social distance increase (ACELA1516)
  • Participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions (ACELY1709)
  • Use interaction skills, varying conventions of spoken interactions such as voice volume, tone, pitch and pace, according to group size, formality of interaction and needs and expertise of the audience (ACELY1816)
  • Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for defined audiences and purposes, making appropriate choices for modality and emphasis (ACELY1710)

Cross-curriculum priority:

Relevant parts of Achievement Standards:

Relevant parts of Digital Technologies Achievement Standards: Students explain how the features of technologies influence design decisions and how digital systems are connected to form networks. Students describe a range of needs, opportunities or problems and define them in terms of functional requirements. They collect and validate data from a range of sources to assist in making judgements. Students generate and record design ideas for specified audiences using appropriate technical terms, and graphical and non-graphical representation techniques including algorithms. They plan, design, test, modify and create digital solutions that meet intended purposes including user interfaces and a visual program.

Relevant parts of Mathematics Achievement Standards: Students solve simple problems involving the four operations using a range of strategies. They check the reasonableness of answers using estimation and rounding. Students identify and describe factors and multiples. They identify and explain strategies for finding unknown quantities in number sentences involving the four operations. Students continue patterns by adding and subtracting fractions and decimals. They use appropriate units of measurement for length, area, volume, capacity and mass, and calculate perimeter and area of rectangles. Students use a grid reference system to locate landmarks. They measure and construct different angles.

Relevant parts of Mathematics Achievement Standards: Students solve problems involving all four operations with whole numbers. They solve problems involving the addition and subtraction of related fractions. Students connect decimal representations to the metric system and choose appropriate units of measurement to perform a calculation. They solve problems involving length and area. Students describe combinations of transformations. They solve problems using the properties of angles.

Relevant parts of English Achievement Standards: Students listen and ask questions to clarify content. They develop and explain a point of view about a text, selecting information, ideas and images from a range of resources. They make presentations which include multimodal elements for defined purposes. They contribute actively to class and group discussions, taking into account other perspectives.

Relevant parts of English Achievement Standards: Students compare and analyse information in different and complex texts, explaining literal and implied meaning. They select and use evidence from a text to explain their response to it. They listen to discussions, clarifying content and challenging others’ ideas. They show how specific details can be used to support a point of view. Students create detailed texts elaborating on key ideas for a range of purposes and audiences. They make presentations and contribute actively to class and group discussions, using a variety of strategies for effect.

We help you tick the boxes: