Illinois Coding Studies — Grade 3

Comprehensive Course Syllabus

Course Overview

Our Illinois Grade 3 Coding Studies course takes students from block-based basics to building complete projects. It opens with computational thinking, algorithms, sequencing, and patterns, then moves into a full block-based programming environment.

The core programming strand covers events and interactive programs, motion with x and y coordinates, loops including nested repetition, conditionals with if-then and if-else, and variables for scores and counters, followed by a dedicated debugging module.

The creative strand covers digital drawing, animation with sprites and costumes, interactive stories with reader choices, game design foundations, and building a complete coding game with movement, score, obstacles, and win conditions.

The applied strand covers data and information, coding with mathematics including coordinates and angles, coding with science through simulations and data collection, and unplugged coding away from screens.

The digital strand covers digital citizenship, internet safety, an introduction to artificial intelligence including recommendation systems and responsible AI use, and robotics and physical computing with sensors, inputs, and outputs.

The course closes with collaboration and pair programming, project planning with storyboards and flowcharts, full project development with user testing, computational creativity, coding vocabulary, flowcharts, coding challenges, and integrated STEM projects, before a year-end review.

Recommended Age 8–9 Years
Prerequisite Grade 2 Coding, Basic Computer Literacy, or Equivalent
Course Duration Full Academic Year
Live Classes 2 Classes per Week · 60 Min Each
Program Type Coding, Computational Thinking & Technology Enrichment
Module 1

Introduction to Coding

Topic 1.1

What Is Coding?

Students learn what coding is. Coding is writing instructions for a computer.

Topic 1.2

What Is a Program?

Students learn what a program is. A program is an ordered set of instructions.

Topic 1.3

What Is a Computer?

Students learn what a computer is. A computer follows instructions exactly.

Topic 1.4

Instructions

Students study instructions. Instructions must be clear and ordered.

Topic 1.5

Commands

Students study commands. A command tells the computer one thing to do.

Module 2

Computational Thinking

Topic 2.1

Problem Solving

Students solve problems. Problem solving is coding’s real skill.

Topic 2.2

Breaking Problems Into Steps

Students break problems into steps. Small steps are manageable.

Topic 2.3

Patterns

Students find patterns. Patterns reveal reusable solutions.

Topic 2.4

Logical Thinking

Students think logically. Logic means reasons that follow.

Topic 2.5

Decomposition

Students decompose problems. Decomposition splits a problem into parts.

Module 3

Algorithms

Topic 3.1

What Is an Algorithm?

Students learn what an algorithm is. An algorithm is a precise set of steps.

Topic 3.2

Step-by-Step Instructions

Students write step-by-step instructions. Every step must be clear.

Topic 3.3

Everyday Algorithms

Students find everyday algorithms. Recipes and routines are algorithms.

Topic 3.4

Ordering Steps

Students order steps. Order determines the outcome.

Topic 3.5

Algorithm Planning

Students plan algorithms. Planning comes before coding.

Module 4

Sequencing

Topic 4.1

Sequence

Students study sequence. Sequence is the order of steps.

Topic 4.2

Order of Instructions

Students order instructions. Wrong order gives wrong results.

Topic 4.3

Commands

Students use commands in sequence. Commands run one after another.

Topic 4.4

Beginning and End

Students mark beginning and end. Programs need a clear start and finish.

Topic 4.5

Step-by-Step Programs

Students write step-by-step programs. Programs are ordered instructions.

Module 5

Patterns & Logical Reasoning

Topic 5.1

Number Patterns

Students find number patterns. Numbers can follow a rule.

Topic 5.2

Shape Patterns

Students find shape patterns. Shapes can repeat in order.

Topic 5.3

Coding Patterns

Students spot coding patterns. Repeated code suggests a loop.

Topic 5.4

Repeating Patterns

Students continue repeating patterns. Repeats have a fixed unit.

Topic 5.5

Logical Sequences

Students build logical sequences. Sequences follow a rule.

Module 6

Introduction to Block-Based Programming

Topic 6.1

Block-Based Coding

Students code with blocks. Blocks avoid typing mistakes.

Topic 6.2

Programming Blocks

Students use programming blocks. Each block does one thing.

Topic 6.3

Command Blocks

Students use command blocks. Command blocks give instructions.

Topic 6.4

Motion Blocks

Students use motion blocks. Motion blocks move sprites.

Topic 6.5

Looks Blocks

Students use looks blocks. Looks blocks change appearance.

Module 7

Events & Interactive Programs

Topic 7.1

Events

Students study events. An event is something that triggers code.

Topic 7.2

Start Events

Students use start events. A start event launches the program.

Topic 7.3

Keyboard Events

Students use keyboard events. Keys can control a character.

Topic 7.4

Mouse/Click Events

Students use mouse events. Clicking can trigger an action.

Topic 7.5

Touch Events

Students use touch events. Touch works like clicking.

Module 8

Motion & Coordinates

Topic 8.1

Screen Position

Students study screen position. Every point on screen has a position.

Topic 8.2

X Coordinate

Students use the x coordinate. X measures horizontal position.

Topic 8.3

Y Coordinate

Students use the y coordinate. Y measures vertical position.

Topic 8.4

Moving Objects

Students move objects. Movement changes coordinates.

Topic 8.5

Direction

Students set direction. Direction says which way a sprite faces.

Module 9

Loops & Repetition

Topic 9.1

Repetition

Students study repetition. Repeating happens constantly in code.

Topic 9.2

Loops

Students write loops. A loop repeats a set of commands.

Topic 9.3

Repeat Blocks

Students use repeat blocks. Repeat blocks run code a set number of times.

Topic 9.4

Forever Loops

Students use forever loops. A forever loop never ends on its own.

Topic 9.5

Counting Loops

Students write counting loops. Counting loops repeat a known number of times.

Module 10

Conditionals & Decision Making

Topic 10.1

Decisions

Students code decisions. Decisions make programs flexible.

Topic 10.2

If Statements

Students write if statements. If checks whether something is true.

Topic 10.3

If-Then Logic

Students apply if-then logic. If-then is everyday reasoning.

Topic 10.4

Conditions

Students write conditions. Conditions are either true or false.

Topic 10.5

True and False

Students study true and false. Every condition evaluates to one of these.

Module 11

Variables Introduction

Topic 11.1

What Is a Variable?

Students learn what a variable is. A variable holds a value that can change.

Topic 11.2

Storing Information

Students store information. Storing lets programs remember.

Topic 11.3

Numbers

Students store numbers. Numbers are the easiest values to store.

Topic 11.4

Scores

Students make a score. Scores change as a game runs.

Topic 11.5

Counters

Students make counters. Counters count how many times something happens.

Module 12

Debugging

Topic 12.1

What Is a Bug?

Students learn what a bug is. A bug is a mistake in a program.

Topic 12.2

Finding Errors

Students find errors. Errors are found by checking carefully.

Topic 12.3

Syntax-Like Errors in Blocks

Students find block errors. Wrong or missing blocks break the program.

Topic 12.4

Logic Errors

Students find logic errors. Logic errors run but give wrong results.

Topic 12.5

Sequence Errors

Students find sequence errors. Order mistakes are the commonest bug.

Modules 13–35

Also Covered in This Course

Problem Solving Through Coding
Digital Drawing & Creative Coding
Animation
Interactive Stories
Game Design Foundations
Build a Simple Coding Game
Data & Information Basics
Coding With Mathematics
Coding With Science
Unplugged Coding
Digital Citizenship
Internet Safety
Introduction to Artificial Intelligence
Robotics & Physical Computing Introduction
Collaboration & Coding Communication
Coding Project Planning
Coding Project Development
Computational Creativity
Coding Vocabulary
Flowcharts & Program Planning
Coding Challenges & Computational Puzzles
Integrated STEM Coding Projects
Comprehensive Grade 3 Coding Review

Teaching Methodology

Our Grade 3 Coding classes are project-centred. Every concept is introduced with a purpose, practised in a small challenge, and then used in something students build and present themselves. Students learn through:

Live interactive classes
Computational thinking activities
Algorithm design and testing
Unplugged coding activities
Pattern and logic puzzles
Block-based programming projects
Event-driven program building
Coordinate and motion challenges
Loop and nested loop practice
If-then and if-else coding
Variable and score tracking
Systematic debugging practice
Digital drawing and creative coding
Animation with sprites and costumes
Interactive story building
Full game design and build
Data collection and charting
Maths coding challenges
Science simulation projects
Digital citizenship discussions
Internet safety activities
AI concept exploration
Robotics logic activities
Pair programming and team projects
Flowchart and storyboard planning
Project presentations
Progress reports

Learning Outcomes

By the end of Grade 3, students will be able to:

Explain what code, programs, algorithms, input, and output are.
Decompose problems, find patterns, and plan and evaluate solutions.
Write, test, and improve algorithms in written and visual form.
Sequence instructions correctly and fix sequence errors.
Find, complete, and explain patterns and identify their rules.
Build programs using motion, looks, sound, event, and control blocks.
Use start, keyboard, mouse, and touch events to make programs interactive.
Position and move sprites using x and y coordinates.
Use repeat, forever, counting, and nested loops.
Use if, if-else, and comparison conditions to make programs decide.
Create and update variables to track scores and counters.
Find and fix block, logic, and sequence errors systematically.
Plan, test, compare, and explain coding solutions.
Create digital art using shapes, coordinates, colour, and repetition.
Create an animation with sprites, costumes, timing, and sound.
Create an interactive story with characters, dialogue, and choices.
Explain what makes a game and design rules, goals, and scoring.
Build a complete game with movement, score, obstacles, and win conditions.
Collect, sort, count, organize, and chart data.
Connect coding to counting, coordinates, shapes, and angles.
Use coding to build science simulations and collect data.
Solve algorithm, sorting, and logic problems away from a screen.
Use technology responsibly and understand digital footprints.
Create safe passwords, protect privacy, and report problems online.
Explain what AI is, where it appears, and why it needs human oversight.
Explain robots, sensors, motors, inputs, and outputs.
Pair-program, take project roles, and give and receive feedback.
Plan a project with goals, features, storyboards, and flowcharts.
Build, test, debug, refine, document, and present a complete project.
Use correct coding vocabulary to explain their programs.

Assessment & Progress Tracking

Student progress is evaluated through:

Weekly coding activities
Computational thinking tasks
Algorithm design assignments
Sequencing exercises
Pattern and logic puzzles
Block coding assignments
Event programming tasks
Coordinate and motion challenges
Loop challenges
Conditional logic tasks
Variable exercises
Debugging challenges
Problem-solving tasks
Digital art projects
Animation projects
Interactive story projects
Game design assignments
Game build assessment
Data handling tasks
Maths coding projects
Science coding projects
Unplugged coding activities
Digital citizenship discussions
Internet safety checks
AI concept tasks
Robotics logic activities
Pair programming observation
Flowchart and planning tasks
Project development assessment
Project presentations
Personalized progress reports

Why Choose NextChanakya for Illinois Grade 3 Coding Studies?

Broad alignment with widely used K–12 computer science frameworks
Computational thinking taught before any code
A full unplugged module — not everything happens on a screen
Coordinates linked directly to Grade 3 mathematics
Loops including forever, counting, and nested repetition
If-else and decision trees, not just simple if
Variables used in real working games
Three types of error distinguished and debugged
Two game modules: design theory and a full build
Data handling including lists and charts
Science simulations and real data
A full AI module including responsible use and AI safety
Robotics with sensors, motors, inputs, and outputs
Pair programming with real project roles
Flowcharts and storyboards for planning
A full development cycle with user testing and documentation
Thirteen coding terms taught explicitly
Ten integrated STEM coding projects
Small live online classes with personal attention

Standards Note

This syllabus is offered as a coding, computational thinking, and technology enrichment programme for students in Illinois, broadly informed by widely used K–12 computer science frameworks and the CSTA K–12 Computer Science Standards.

Computer science is not a mandatory Grade 3 subject in Illinois. Illinois schools and districts differ in whether and how they teach computing in the elementary grades, and may use different platforms, devices, instructional materials, pacing guides, activities, and assessments.

Illinois does not prescribe a single Grade 3 coding platform, textbook, curriculum sequence, or assessment system. This is not the only Grade 3 coding syllabus available, and no specific software, device, coding platform, or robotics kit is required statewide.

The programme is platform-neutral. Concepts such as sequencing, loops, conditionals, variables, and debugging are taught so they transfer to any block-based coding environment a school or family chooses. The robotics module is taught conceptually and does not require families to buy hardware.

The artificial intelligence module is taught at an introductory, conceptual level. Students learn what AI is, where it already appears in daily life, that it works by finding patterns in data, that it can make mistakes, and that it requires human oversight. No AI tool is required for the course.

Internet safety and digital citizenship content is taught at an age-appropriate, protective level. Students are taught to keep personal information private, create safe passwords, recognise suspicious links, avoid contact with online strangers, and tell a trusted adult about anything that worries them. All online activity should be adult-supervised.

It is important to distinguish between computer science learning standards and the coding course structure created for this educational programme, which organises computing into a month-by-month teaching sequence.

Book a Free Demo Class