Curriculum

Make something work on day one.

Start with safe wiring and a light you can control. Then add sensors, automation, connected nodes, identity, vision, audio, reliability, and an original capstone.

See the nine stages See project ideas
Nine-stage learning path from a first touch-controlled light to an original student invention
Every new idea grows from something students have already seen work.

How students learn

Build it. See what happens. Make it better.

Every stage uses the same learning loop while adding new hardware, ideas, and choices.

  1. 01Build

    Connect an input, a rule, and an output.

  2. 02Watch

    Compare what you expected with what really happened.

  3. 03Explain

    Show the setup, the choices, and the result.

  4. 04Find

    Use live status and history to track down surprises.

  5. 05Improve

    Change one thing, test again, and save what you learned.

The learning path

Nine stages. One clear path.

Move from basic electricity to a complete capstone. Change the pace, context, and challenge to fit your learners.

  1. 01
    Foundations Electricity, wiring, inputs, and outputs

    Touch-controlled lighting

  2. 02
    Foundations Sensors and physical events

    Door and presence logger

  3. 03
    Automation Timers, patterns, and smart routines

    Temperature-controlled ventilation

  4. 04
    Connected systems Connected stations working together

    Wireless classroom environmental monitor

  5. 05
    Identity and interaction Cards, identity, and access

    Tap-to-open tool cabinet

  6. 06
    Identity and interaction Cameras that notice and respond

    QR-controlled interactive exhibit

  7. 07
    Identity and interaction Audio, voice, and human interaction

    Accessible voice-operated room controller

  8. 08
    Reliability Reliability, safety, and troubleshooting

    Leak and water-level monitor

  9. 09
    Capstone Student capstone invention

    Student-designed capstone

Inside each stage

One new idea at a time.

Each module adds one concept, one guided project, and the practical skills students use to make it work.

Made to adapt

Change the pace, setting, teams, and challenge while keeping the work safe, hands-on, and easy to understand.

The new idea
Safe low-voltage circuits.
Sample project
Touch-controlled lighting.
What grows
Wiring, polarity, measurement, and documentation.

The new idea
Connect sensors and watch inputs change.
Sample project
Door and presence logger.
What grows
Input selection, calibration, and cause and effect.

The new idea
Choose what happens and when.
Sample project
Temperature-controlled ventilation.
What grows
Choices, timing, testing, and problem-solving.

The new idea
Link multiple stations to the hub.
Sample project
Wireless classroom environmental monitor.
What grows
Network concepts and distributed systems.

The new idea
Choose who can use what and when.
Sample project
Tap-to-open tool cabinet.
What grows
Identity, permission, and responsible access.

The new idea
Use visual markers and camera events.
Sample project
QR-controlled interactive exhibit.
What grows
Vision events, lighting, and reliability.

The new idea
Add sound, prompts, alerts, and voice.
Sample project
Accessible voice-operated room controller.
What grows
Interfaces, feedback, and accessibility.

The new idea
Test failure modes and recovery.
Sample project
Leak and water-level monitor.
What grows
Risk analysis, logs, backup, and repair.

The new idea
Design, build, document, and present.
Sample project
Student-designed capstone.
What grows
Project management, iteration, and portfolio evidence.

More independence over time

More skill. More choice. More original work.

Beginning

Follow a clear build.

A guided first project teaches safe wiring, what each part does, and how to explain the result.

Developing

Choose how it works.

Cards, cameras, sound, automation, and connected nodes give students more parts to combine and more decisions to make.

Capstone

Build something original.

Students choose the need, design the system, test the whole idea, and show how they made it work.

This site does not claim completed standards alignment. Instructors should evaluate sequence, depth, and classroom use within their own program context.

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