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Primary · Grade 3
Level 3: Block coding with Scratch
Level 3 opens the computer revolution. Students program microcontrollers and motors in Scratch and master input, process, output logic.
Level 3 at a glance
- Grade
- Grade 3 · Primary
- Technology
- Block coding with Scratch
- Tools
- Scratch-style block coding
- Kit
- Coding FunKey Kit, one per group of four
- Projects
- 15 projects and a Capstone
- Weekly time
- One 45 or 90 minute session
- Pre and post challenge
- Program a Crossing Signal
- Sustainability theme
- Cities, Ecosystems and Hazard Response
- Careers named
- Cartographer, Paleontologist, Veterinarian
Level 3 book demoBook demo
See Level 3 in action
A short walk through the Level 3 workbook and the Coding FunKey Kit, from the SKOOL21 channel.
More videos on the SKOOL21 channel →What students build
Projects from the Coding FunKey Kit
By the end of this level
Students can
- Write block programs in Scratch
- Connect a program to motors and a microcontroller
- Describe a system as input, process and output
Summarised from the SKOOL21 Level Exit Outcomes.
Design process
How they work
- Define
- Design
- Share
- Reflect
Fifteen projects and a Capstone. Ask for the level sheet for the full project list.
Full exit outcomes and Sustainable Development Goals for Level 3
Engineering & Design
- Learn and apply the Coding FunKey Kit's block-coding tool through a dedicated "learn the tool" phase before tackling an open-ended problem.
- Write and test block-based code that controls a real-world-styled sequence, such as a repeating red-wait-green crossing signal triggered by a button (the "Program a Crossing Signal" pre/post challenge).
- Apply the engineering design process (NGSS 3-5-ETS1) across a first multi-session design cycle: define, build, test, and refine over more than one session.
- Use knowledge of code blocks to purposefully control a physical outcome, even where this "learn the tool" phase leaves limited room for a fully original solution.
Science
- Investigate biological evolution or diversity of living things through a project (NGSS LS4; Cambridge Science Stage 3 Biology).
- Explore an earth-systems concept, such as weather or natural resources, connected to a build (NGSS ESS2/ESS3; Cambridge Science Stage 3 Earth & Space).
- Investigate motion, forces, or energy transfer through a coded and mechanical build (NGSS PS2/PS3; Cambridge Science Stage 3 Physics).
- Apply Thinking & Working Scientifically as the level's dominant mode — predicting, testing, and revising across multi-session builds (Cambridge Science Stage 3).
Mathematics
- Apply geometry and mensuration concepts, such as measuring timing or distance for a signal sequence (Cambridge Geometry incl. Mensuration).
- Use number and fraction concepts in a build, such as timing intervals or part quantities (Cambridge Number; Common Core Number & Operations — Fractions).
- Collect and interpret data, including simple probability, from repeated tests of a coded sequence (Cambridge Statistics incl. Probability; Common Core Measurement & Data).
Computing & Coding
- Write and debug block-based, Scratch-style code on the Coding FunKey Kit's microcontroller board — the programme's first true visual/block programming language.
- Use sequencing, loops (repetition), and a button-triggered input to control LED outputs (input-process-output logic).
- Iterate on a coded program by testing it against a real-world-styled specification and correcting errors.
Social skills
Take on and fulfill a defined team role — Leader, Material Manager, Reporter, or Testing Supervisor — while collaborating, communicating, and resolving conflict within a build team.
STEM career literacy
Recognize a wide span of real STEM careers — the widest single-level spread in the programme — such as Cartographer, Paleontologist, or Veterinarian.
Sustainability literacy
Identify the Sustainable Development Goal connected to their build, themed around Cities, Ecosystems & Hazard Response — and, at Capstone, choose their own goal.
From the SKOOL21 Level Exit Outcomes. Standards named are NGSS, Common Core and Cambridge strands.
Sustainable Development Goals at this level
- 3 Good Health and Well-being
- 4 Quality Education
- 9 Industry, Innovation and Infrastructure
- 11 Sustainable Cities and Communities
- 12 Responsible Consumption and Production
- 13 Climate Action
- 15 Life on Land
Source: SKOOL21 Five Pillars Framework. Compare all levels
Sample lesson
Project 1: Drawing Blueprints
The first project of the level, as it appears in the guidebook. The full workbook is in the reader below where published.
A construction team wants to draw the shape of a house. The house has an irregular polygon shape. Your team will work together to control a concrete machine and draw the shape correctly.The problem, as printed in the workbook.
- Goal named
- SDG 11 · Sustainable Cities and Communities
- Careers named
- Architect, Game Designer
- Standards cited
- NGSS 3-5-ETS1-1; Cambridge Science 3TWSm.02, 3TWSm.03; Common Core 3.G.A.1; Cambridge Mathematics 3Gg.01
Curriculum alignment
Standards cited in Level 3, project by project
One row per project, quoted as the guidebook cites them. An empty cell means no citation for that project.
NGSS sub-domains
- PS2
- PS4
- LS1
- LS4
- ESS2
- ESS3
- ETS1
Cambridge Science sub-strands
- TWSc
- TWSm
- Bs
- Be
- Cm
- Cp
- Cc
- Pf
- Ps
- Pe
- ESp
- SIC
Cambridge Maths sub-strands
- Np
- Nf
- Nm
- Gg
- Gp
- Gt
- Ss
- Sp
- 2 codes excluded from the grid above
| Project | SDG | NGSS | Cambridge Science | Cambridge Maths | Common Core Maths | ISTE | Careers named |
|---|---|---|---|---|---|---|---|
| 1 Drawing Blueprints | Sustainable Cities and Communities | 3-5-ETS1-1 | 3TWSm.023TWSm.03 | 3Gg.013Gg.033Gg.04 | 3.G.A.1 | 1.1.c1.4.d1.5.b | Architect, Game Designer |
| 2 Food Maze Game | (15) Life on Land | 3-LS4-33-LS4-4 | 3Be.01 | 3Gp.01 | 3.MD.B.3 | 1.4.d1.6.a | Zoologist, Marine Biologist |
| 3 Trickiest Multiplication | (4) Quality Education | 3-5-ETS1-1 | 3TWSm.02 | 3Nn.054Nn.04 | 3.NBT.A.33.MD.A.13.OA.B.5 | 1.1.c1.4.d1.5.b | Data Scientist, Mathematician |
| 4 Flowering Plants | (15) Life on Land | 3-PS2-3 | 3Bs.013TWSm.01 | 3Gg.093Nf.01 | 3.Nf.A.1 | 1.4.d1.5.b | Agricultural Engineer, Museum Exhibit Designer |
| 5 Identifying Animals | (15) Life on Land | 3-LS4-2 | 3Bs.023TWSc.03 | 3Np.043Np.05 | 3.NBT.A.1 | 1.4.d1.6.a | Veterinarian, Ornithologist |
| 6 Traveling Around the World | Quality Education | 3-PS2-3 | 3Pe.013Pe.023Pe.03 | 3Gg.033Gg.04 | 3.MD.C.6 | 1.4.d1.5.b | Ethnographer, Cartographer |
| 7 Sunlight and Shadows | (11) Sustainable Cities and Communities | 3-PS2-23-PS4-2 | 3Ps.023Ps.033TWSm.02 | 3Gt.013Gt.02 | 3.MD.A.1 | 1.4.d1.5.b | Scientist, City Planner |
| 8 Organ Match | (3) Good Health and Well-being | 3-LS1-13-PS2-3 | 3Bs.033TWSm.02 | 3Gm.02 | 3.G.A.1 | 1.4.d1.5.b | Medical Scientist, Physiotherapist |
| 9 Redirecting a Flood | (11) Sustainable Cities and Communities | 3-ESS3-1 | 3TWSc.02 | 3Ss.023Ss.03 | 3.MD.B.3 | 1.4.d1.5.b | Environmental Engineer, Civil Engineer |
| 10 Liquid & Solid Simulator | (13) Climate Action | 3-LS1-1 | 3Cm.013Cp.013Cc.01 | 3Gp.01 | 3.G.A.1 | 1.4.d1.5.b | Chemist, Metallurgist |
| 11 Mini Golf - Gravity | (9) Industry, Innovation and Infrastructure | 3-PS2-13-PS2-2 | 3Pf.02 | 3Ss.023Nf.01 | 3.NF.A.13.NF.A.3 | 1.4.d1.5.b | Roadway Engineer, Amusement Park Designer |
| 12 Fossil Evidence | (9) Industry, Innovation and Infrastructure | 3-LS4-1 | 3ESp.013ESp.023TWSm.03 | 3Gg.02 | 3.MD.B.4 | 1.4.d1.5.b | Paleontologist, Geologist |
| 13 Probability Machine - Drop Ball | (9) Industry, Innovation and Infrastructure | 3-PS2-1 | 3Pf.013Pf.02 | 3Sp.02 | 3.NF.A.1 | 1.4.d1.5.b | Game Designer, Data Scientist |
| 14 Shadow Puppet Show - Part 1 | (4) Quality Education | 3-5-ETS1-2 | 3Ps.013Ps.023Ps.03 | 3Gp.01 | 4.MD.A.44.G.A.3 | 1.1.c1.6.a | Scientist, Theater Technicians |
| 15 Shadow Puppet Show - Part 2 | (4) Quality Education | 3-5-ETS1-3 | 3Ps.013Ps.023Ps.03 | 3Nm.013Nm.02 | 4.MD.A.44.G.A.3 | 1.1.c1.6.a | Art and Design Engineer, Theater Technicians |
| Capstone Reducing Impacts of Natural Hazards | Choice of Goals (student-selected: drought, wildfire, flooding, or disease) | 3-ESS2-13-ESS2-2 | 3TWSc.023SIC.033SIC.04 | — | — | 1.4.c | — |
Source: SKOOL21 Level A to 12 curriculum crosswalk (2026), compiled from the teacher guides and student books. Where the two differ, the student book prevails.
Look inside
Read Level 3 online
The full workbook, and the teacher guide where published, in a page-turning reader.
Read online
STEM Innovator’s Workbook, Level 3
Opens a page-turning reader from Issuu. Issuu may set its own cookies once it loads.
Inside the level
What you order
| Item | Title | ISBN or SKU |
|---|---|---|
| Student workbook | STEM Innovator’s Workbook, Level 3 | 978-981-17521-0-0 |
| Teacher guidebook | Guidebook, Level 3 | 978-981-17736-7-9 |
| Learning kit | Coding FunKey Kit | STEMSIHKitG3 |
Assessment built in
Four checkpoints a year use a seven-criterion rubric, and every other project gets a 30 second workbook check.
How assessment works →Standards mapped
The guidebook maps each project to NGSS, Cambridge and Common Core standards where they apply.
See the table for this level →