Beebot Robotics K- 2 An introduction to the interactive Beebots platform, great for younger students on how a robot really works! Enquire Now 🤖 Primary Robotics Workshop Bee-Bot Robotics Foundational Coding & Logic for Years K to 2 Introducing young learners to the world of programming requires a balance of tangible play and structured logic. Our Bee-Bot workshop provides this gateway, transforming abstract digital concepts into physical, predictable actions. Guided by expert educators, students move beyond being technology consumers to become creators. By navigating themed challenges, they develop the spatial reasoning and sequential planning essential for all future STEM learning. Core Learning Outcomes: Algorithm Design: Creating and following precise multi-step instructions. Computational Thinking: Decomposing navigation problems into small steps. Spatial Awareness: Understanding coordinates, turns, and distances. Debugging: Identifying and correcting logical errors in real-time. Collaboration: Working in small teams to solve mat-based challenges. Education-First Leadership Led by Churchill Fellow Ben Newsome, we ensure every robotics incursion is grounded in pedagogical best practice. We provide the tools to make high-level technology accessible to every student. Trustpilot 4 Million+ Students Inspired since 2004 Trustpilot Check Availability Hands-on workshops for 30 students per session. Full Risk Assessments & WWCC Provided. Quick Links Past projects Requirements Cost per Science Show Free Science Resources Back to Primary Science Visits 150 Free Experiments Fizzics in the Media Australian Curriculum Mapping for all science workshops & shows Australian National Curriculum Mapping for all our science incursions Australian ACARA Content Outcomes: Science F-10 Version 9.0 Foundation describe how objects move and how factors including their size, shape or material influence their movement AC9SFU02 pose questions and make predictions based on experiences AC9SFI01 Year 1 describe pushes and pulls in terms of strength and direction and predict the effect of these forces on objects’ motion and shape AC9S1U03 Year 1 & 2 describe how people use science in their daily lives, including using patterns to make scientific predictions AC9S1H0, AC9S2H01 pose questions to explore observed simple patterns and relationships and make predictions based on experiences AC9S1I01, AC9S2I01 compare observations with predictions and others’ observations, consider if investigations are fair and identify further questions with guidance AC9S1I05, AC9S2I05 Digital Technologies F-10 Version 9.0 Foundation recognise and explore digital systems (hardware and software) for a purpose AC9TDIFK01 Years 1 & 2 identify and explore digital systems and their components for a purpose AC9TDI2K01 investigate simple problems for known users that can be solved with digital systems AC9TDI2P01 follow and describe algorithms involving a sequence of steps, branching (decisions) and iteration (repetition) AC9TDI2P02 use the basic features of common digital tools to create, locate and communicate content AC9TDI2P04 use the basic features of common digital tools to share content and collaborate demonstrating agreed behaviours, guided by trusted adults AC9TDI2P05 Mathematics F-10 Version 9.0 Foundation name, represent and order numbers including zero to at least 20, using physical and virtual materials and numerals AC9MFN01 recognise, copy and continue repeating patterns represented in different ways AC9MFA01 identify and compare attributes of objects and events, including length, capacity, mass and duration, using direct comparisons and communicating reasoning AC9MFM01 Years 1 & 2 recognise, represent and order numbers to at least 120 using physical and virtual materials, numerals, number lines and charts AC9M1N01 describe the position and location of themselves and objects in relation to other people and objects within a familiar space AC9MFSP02 compare directly and indirectly and order objects and events using attributes of length, mass, capacity and duration, communicating reasoning AC9M1M01 measure the length of shapes and objects using informal units, recognising that units need to be uniform and used end-to-end AC9M1M02 give and follow directions to move people and objects to different locations within a space AC9M1SP02 Australian National Curriculum Mapping for all our science workshops & shows NSW SCIENCE SYLLABUS CONTENT for all our incursions NSW K – 10 Science Syllabus mapping for all our incursions NSW Science Syllabus Content A student: STe-7DI-T identifies digital systems and explores how instructions are used to control digital devices STe-1WS-S observes, questions and collects data to communicate ideas STe-2DP-T develops solutions to an identified need ST1-11DI-T identifies the components of digital systems and explores how data is represented ST1-1WS-S observes, questions and collects data to communicate and compare ideas ST1-2DP-T uses materials, tools and equipment to develop solutions for a need or opportunity ST1-3DP-T describes, follows and represents algorithms to solve problems NSW Science and Technology K–6 Syllabus (Implementation from 2027) For explanatory points & implementation advice for each dot point, please visit the NESA Science and Technology K–6 Curriculum site Early Stage 1 STE-PQU-01 poses questions based on observations to collect data Identify and safely use digital devices and apps for a purpose Follow a series of steps to record, save and retrieve data Stage 1 ST1-PQU-01 poses questions based on observations and information to investigate cause and effect ST1-DAT-01 collects, represents and uses data to identify patterns and relationships ST1-PQU-01 poses questions based on observations and information to investigate Describe how digital systems are used in everyday life and for learning Create a sequential algorithm that controls a digital device Use the basic features of common digital tools to capture, save and retrieve data to communicate and collaborate following agreed rules NSW Mathematics K – 10 Syllabus Content A student: Early Stage 1 MAE-RWN-01 demonstrates an understanding of how whole numbers indicate quantity MAE-FG-01 recognises, describes and continues repeating patterns MAE-GM-01 describes position and gives and follows simple directions MAE-GM-02 describes and compares lengths MAE-GM-03 identifies half the length and the halfway point Stage 1 MA1-GM-01 represents and describes the positions of objects in familiar locations MA1-GM-02 measures, records, compares and estimates lengths and distances using uniform informal units, as well as metres and centimetres MA1-GM-03 creates and recognises halves, quarters and eighths as part measures of a whole length NSW K – 10 Science Syllabus mapping for all our incursions Print a PDF detailing NSW K-6 mapping VIC Science Syllabus Content VIC Curriculum F–10 Version 2.0 For explanatory points & implementation advice for each dot point, please visit the VIC Curriculum F-10 site. Digital Technologies Curriculum Foundation to Level 2 explore patterns in data and represent data as objects, pictures, symbols, numbers and words. VC2TDI2D01 explore and use the basic features of common digital tools to create, locate and communicate content for a diverse audience. VC2TDI2D02 explore and use the basic features of common digital tools to share content and collaborate, demonstrating agreed behaviours and supported by trusted adults. VC2TDI2D03 Mathematics Curriculum Foundation name, represent and order numbers, including zero to at least 20, using physical and virtual materials and numerals VC2MFN01 identify and compare attributes of objects and events, including length, capacity, mass and duration, use direct comparisons and communicate reasoning VC2MFM01 describe the position and location of themselves and objects in relation to other people and objects within a familiar space VC2MFSP02 Level 1 recognise, represent and order numbers to at least 120 using physical and virtual materials, numerals, number lines and charts VC2M1N01 measure the length of shapes and objects using informal units, recognising that units need to be uniform and used end-to-end VC2M1M02 give and follow directions to move people and objects to different locations within a space VC2M1SP02 Level 2 recognise, represent and order numbers to at least 1000 using physical and virtual materials, numerals and number lines VC2M2N01 measure and compare objects based on length, capacity and mass using appropriate uniform informal units and smaller units for accuracy when necessary VC2M2M01 identify common uses and represent halves, quarters and eighths in relation to shapes, objects and events VC2M2M02 locate positions in two-dimensional representations of a familiar space; move positions by following directions and pathways VC2M2SP02 Science Curriculum Foundation to Level 2 experiences can be used as a basis for posing questions to explore observed patterns and relationships, and to make predictions. VC2S2I01 observations, findings and ideas can be shared with others by using everyday and some scientific vocabulary. VC2S2I06 VIC F – 6 Science Syllabus mapping Print a PDF detailing VIC P-6 mapping School Testimonials View All Kangaloon Public School Feedback on: Beebots Lego Robotics I just wanted to write and thank Kiri for coming to school today. The children had an absolutely wonderful time! Please pass on our thanks to her. STEM workshop content What Students Experience: A Foundation in Computational Thinking This workshop is part coding, part mapping, and part mathematics. Students transition from being passive technology users to active creators by learning how digital systems follow precise, sequential instructions. 1. Defining the Logic We begin by defining what a robot is and how we control it. Students learn that Bee-Bots follow sequential steps, requiring them to plan their commands both spatially and in a specific order to achieve a goal. 2. Guided Exploration Students are given their first coding challenge: programming the Bee-Bot to move from a flower to the hive and back. This builds the foundational confidence needed for complex multi-step navigation. 3. Collaborative Challenge Working in small groups, students navigate specialised maze challenges, word mats, and maths mats. Finally, groups construct their own mazes for their peers to solve, demonstrating mastery of directional logic. Real-World Connections The lesson concludes with an interactive discussion on the role of robotics in our daily lives. Students identify robots they may have at home and explore how automated systems are used across industries to solve problems and assist people. A Alexander School Robotics Incursion Our students had an incredible time learning to code with Fizzics Education! It was wonderful to see them collaborating to solve maze challenges and building their computational skills. View on Facebook A Alexander School Bee-Bot Challenges Bee-Bots in action! A fantastic hands-on day of discovery. Thank you to the Fizzics team for making robotics so accessible and engaging for our students. View on Facebook EST. 2004 Our Commitment to Quality Science Education A Trusted School Partner for hundreds of schools. At Fizzics Education, we know science is naturally captivating. Our 20-year history is built on delivering reliable, syllabus-aligned visits that engage students and meet the curriculum & practical requirements of the classroom. ✓ Consistency & Care Supporting Australian schools and teachers since 2004. ✓ Real Feedback Guided by unedited reviews from educators and principals. ✓ Qualified Presenters Facilitated by experienced science educators focused on student learning. Real, Verified, Unedited Trustpilot Requirements 📊 Workshop Logistics Incursion Requirements 🔬 The Setup 👨🎓 Capacity: Max 30 students per class. 🏫 Target: Designed for Years K to 2 🪑 Chairs: Not required for this session. ⚡ Utilities: 2 electrical power sockets. ⏰ Duration: 60 mins (+30 min set/pack). 📐 Physical Space A wide floor space is required to accommodate challenge mats and navigation logic. 🛡️ $20M Public Liability ✅ WWCC Checked 📋 Full Risk Assessments 🎓 Expert Science Educators Pair with a Large Stage Show Combine this workshop with a school favorite for a full-day experience: Big Science Big Fun tick tick BOOM! Destination Moon Go Further! Complete Units of Work to Support Your Teaching Support your classroom with 270+ syllabus-linked lessons, high-quality videos, and marking rubrics. Find out more! Cost 💰 Workshop Incursion Investment Bee-Bot Robotics $660 inc. GST ✨ Only $22.00 per student! Per Hands-on Workshop (Max 30 Students) ★ Bundle & Save: Book 2 or more workshops on the same day and get a large stage show for half price. ✓ Early Bird: Book and pay within 7 days to receive 10% off your booking. View all offers & discounts Ready to secure your date? Call 1300 856 828 Trustpilot Enquire Now Extension Ideas! STEM Full Day Accelerator - Primary Create a Full Day STEM Accelerator or join us for a rapid science upskill! For schools outside of metropolitan areas please contact us to discuss how this science workshop can be run online or visit your school as part of a regional visit. Click below to know more! Science Full day STEM accelerator – Primary Teachers Teacher Professional Learning – One hour STEM Ideation Coding Full Day TPL – Primary Teachers Online courses Read More STEM Full Day Accelerator - Primary Create a Full Day STEM Accelerator or join us for a rapid science upskill! For schools outside of metropolitan areas please contact us to discuss how this science workshop can be run online or visit your school as part of a regional visit. Click below to know more! Science Full day STEM accelerator – Primary Teachers Teacher Professional Learning – One hour STEM Ideation Coding Full Day TPL – Primary Teachers Online courses Read More Extension Ideas! Scientist Q & A Often students attend our science workshops and shows with questions that stem beyond the covered topic area. Ask a scientist aims to give students a chance to get their questions answered! Run as a 30-minute session at a cost of $70 inc. GST. Read More Scientist Q & A Often students attend our science workshops and shows with questions that stem beyond the covered topic area. Ask a scientist aims to give students a chance to get their questions answered! Run as a 30-minute session at a cost of $70 inc. GST. Read More Fizzics Education Awards Related Shows Big Science Big Fun 2 K to 6 For large audiences School science show 60 minutes Year 4 Human Endeavor Year 5 Physical Science Year 6 Science Inquiry Whole School New South Wales Victoria Australian Capital Territory Kindergarten Year 1 Year 2 Year 3 Chemical Science Read More Enquire Now A Grant Option for Schools! We work with you to create a STEM program that meets your grant submission needs. >40 Shows & Workshops for K to 6 Available across NSW, VIC, ACT, QLD or beyond! New South Wales Whole School Victoria Teacher Professional Development Queensland South Australia Australian Capital Territory STEM Kindergarten Biological Science Year 1 Chemical Science Year 2 Digital Technologies Year 3 Earth and Space Year 4 Health and Physical Education Year 5 Physical Science Year 6 Read More Enquire Now Slime, Sherbet & Bubbles Years K to 2 Maximum 30 students School Workshop 60 minutes Online Class Available Chemical Science Human Endeavor Science Inquiry New South Wales Victoria Australian Capital Territory Kindergarten Year 1 Year 2 Read More Enquire Now
Australian National Curriculum Mapping for all our science incursions Australian ACARA Content Outcomes: Science F-10 Version 9.0 Foundation describe how objects move and how factors including their size, shape or material influence their movement AC9SFU02 pose questions and make predictions based on experiences AC9SFI01 Year 1 describe pushes and pulls in terms of strength and direction and predict the effect of these forces on objects’ motion and shape AC9S1U03 Year 1 & 2 describe how people use science in their daily lives, including using patterns to make scientific predictions AC9S1H0, AC9S2H01 pose questions to explore observed simple patterns and relationships and make predictions based on experiences AC9S1I01, AC9S2I01 compare observations with predictions and others’ observations, consider if investigations are fair and identify further questions with guidance AC9S1I05, AC9S2I05 Digital Technologies F-10 Version 9.0 Foundation recognise and explore digital systems (hardware and software) for a purpose AC9TDIFK01 Years 1 & 2 identify and explore digital systems and their components for a purpose AC9TDI2K01 investigate simple problems for known users that can be solved with digital systems AC9TDI2P01 follow and describe algorithms involving a sequence of steps, branching (decisions) and iteration (repetition) AC9TDI2P02 use the basic features of common digital tools to create, locate and communicate content AC9TDI2P04 use the basic features of common digital tools to share content and collaborate demonstrating agreed behaviours, guided by trusted adults AC9TDI2P05 Mathematics F-10 Version 9.0 Foundation name, represent and order numbers including zero to at least 20, using physical and virtual materials and numerals AC9MFN01 recognise, copy and continue repeating patterns represented in different ways AC9MFA01 identify and compare attributes of objects and events, including length, capacity, mass and duration, using direct comparisons and communicating reasoning AC9MFM01 Years 1 & 2 recognise, represent and order numbers to at least 120 using physical and virtual materials, numerals, number lines and charts AC9M1N01 describe the position and location of themselves and objects in relation to other people and objects within a familiar space AC9MFSP02 compare directly and indirectly and order objects and events using attributes of length, mass, capacity and duration, communicating reasoning AC9M1M01 measure the length of shapes and objects using informal units, recognising that units need to be uniform and used end-to-end AC9M1M02 give and follow directions to move people and objects to different locations within a space AC9M1SP02 Australian National Curriculum Mapping for all our science workshops & shows
NSW K – 10 Science Syllabus mapping for all our incursions NSW Science Syllabus Content A student: STe-7DI-T identifies digital systems and explores how instructions are used to control digital devices STe-1WS-S observes, questions and collects data to communicate ideas STe-2DP-T develops solutions to an identified need ST1-11DI-T identifies the components of digital systems and explores how data is represented ST1-1WS-S observes, questions and collects data to communicate and compare ideas ST1-2DP-T uses materials, tools and equipment to develop solutions for a need or opportunity ST1-3DP-T describes, follows and represents algorithms to solve problems NSW Science and Technology K–6 Syllabus (Implementation from 2027) For explanatory points & implementation advice for each dot point, please visit the NESA Science and Technology K–6 Curriculum site Early Stage 1 STE-PQU-01 poses questions based on observations to collect data Identify and safely use digital devices and apps for a purpose Follow a series of steps to record, save and retrieve data Stage 1 ST1-PQU-01 poses questions based on observations and information to investigate cause and effect ST1-DAT-01 collects, represents and uses data to identify patterns and relationships ST1-PQU-01 poses questions based on observations and information to investigate Describe how digital systems are used in everyday life and for learning Create a sequential algorithm that controls a digital device Use the basic features of common digital tools to capture, save and retrieve data to communicate and collaborate following agreed rules NSW Mathematics K – 10 Syllabus Content A student: Early Stage 1 MAE-RWN-01 demonstrates an understanding of how whole numbers indicate quantity MAE-FG-01 recognises, describes and continues repeating patterns MAE-GM-01 describes position and gives and follows simple directions MAE-GM-02 describes and compares lengths MAE-GM-03 identifies half the length and the halfway point Stage 1 MA1-GM-01 represents and describes the positions of objects in familiar locations MA1-GM-02 measures, records, compares and estimates lengths and distances using uniform informal units, as well as metres and centimetres MA1-GM-03 creates and recognises halves, quarters and eighths as part measures of a whole length NSW K – 10 Science Syllabus mapping for all our incursions Print a PDF detailing NSW K-6 mapping VIC Science Syllabus Content VIC Curriculum F–10 Version 2.0 For explanatory points & implementation advice for each dot point, please visit the VIC Curriculum F-10 site. Digital Technologies Curriculum Foundation to Level 2 explore patterns in data and represent data as objects, pictures, symbols, numbers and words. VC2TDI2D01 explore and use the basic features of common digital tools to create, locate and communicate content for a diverse audience. VC2TDI2D02 explore and use the basic features of common digital tools to share content and collaborate, demonstrating agreed behaviours and supported by trusted adults. VC2TDI2D03 Mathematics Curriculum Foundation name, represent and order numbers, including zero to at least 20, using physical and virtual materials and numerals VC2MFN01 identify and compare attributes of objects and events, including length, capacity, mass and duration, use direct comparisons and communicate reasoning VC2MFM01 describe the position and location of themselves and objects in relation to other people and objects within a familiar space VC2MFSP02 Level 1 recognise, represent and order numbers to at least 120 using physical and virtual materials, numerals, number lines and charts VC2M1N01 measure the length of shapes and objects using informal units, recognising that units need to be uniform and used end-to-end VC2M1M02 give and follow directions to move people and objects to different locations within a space VC2M1SP02 Level 2 recognise, represent and order numbers to at least 1000 using physical and virtual materials, numerals and number lines VC2M2N01 measure and compare objects based on length, capacity and mass using appropriate uniform informal units and smaller units for accuracy when necessary VC2M2M01 identify common uses and represent halves, quarters and eighths in relation to shapes, objects and events VC2M2M02 locate positions in two-dimensional representations of a familiar space; move positions by following directions and pathways VC2M2SP02 Science Curriculum Foundation to Level 2 experiences can be used as a basis for posing questions to explore observed patterns and relationships, and to make predictions. VC2S2I01 observations, findings and ideas can be shared with others by using everyday and some scientific vocabulary. VC2S2I06 VIC F – 6 Science Syllabus mapping Print a PDF detailing VIC P-6 mapping
What Students Experience: A Foundation in Computational Thinking This workshop is part coding, part mapping, and part mathematics. Students transition from being passive technology users to active creators by learning how digital systems follow precise, sequential instructions. 1. Defining the Logic We begin by defining what a robot is and how we control it. Students learn that Bee-Bots follow sequential steps, requiring them to plan their commands both spatially and in a specific order to achieve a goal. 2. Guided Exploration Students are given their first coding challenge: programming the Bee-Bot to move from a flower to the hive and back. This builds the foundational confidence needed for complex multi-step navigation. 3. Collaborative Challenge Working in small groups, students navigate specialised maze challenges, word mats, and maths mats. Finally, groups construct their own mazes for their peers to solve, demonstrating mastery of directional logic. Real-World Connections The lesson concludes with an interactive discussion on the role of robotics in our daily lives. Students identify robots they may have at home and explore how automated systems are used across industries to solve problems and assist people. A Alexander School Robotics Incursion Our students had an incredible time learning to code with Fizzics Education! It was wonderful to see them collaborating to solve maze challenges and building their computational skills. View on Facebook A Alexander School Bee-Bot Challenges Bee-Bots in action! A fantastic hands-on day of discovery. Thank you to the Fizzics team for making robotics so accessible and engaging for our students. View on Facebook EST. 2004 Our Commitment to Quality Science Education A Trusted School Partner for hundreds of schools. At Fizzics Education, we know science is naturally captivating. Our 20-year history is built on delivering reliable, syllabus-aligned visits that engage students and meet the curriculum & practical requirements of the classroom. ✓ Consistency & Care Supporting Australian schools and teachers since 2004. ✓ Real Feedback Guided by unedited reviews from educators and principals. ✓ Qualified Presenters Facilitated by experienced science educators focused on student learning. Real, Verified, Unedited Trustpilot
STEM Full Day Accelerator - Primary Create a Full Day STEM Accelerator or join us for a rapid science upskill! For schools outside of metropolitan areas please contact us to discuss how this science workshop can be run online or visit your school as part of a regional visit. Click below to know more! Science Full day STEM accelerator – Primary Teachers Teacher Professional Learning – One hour STEM Ideation Coding Full Day TPL – Primary Teachers Online courses Read More
STEM Full Day Accelerator - Primary Create a Full Day STEM Accelerator or join us for a rapid science upskill! For schools outside of metropolitan areas please contact us to discuss how this science workshop can be run online or visit your school as part of a regional visit. Click below to know more! Science Full day STEM accelerator – Primary Teachers Teacher Professional Learning – One hour STEM Ideation Coding Full Day TPL – Primary Teachers Online courses Read More
Scientist Q & A Often students attend our science workshops and shows with questions that stem beyond the covered topic area. Ask a scientist aims to give students a chance to get their questions answered! Run as a 30-minute session at a cost of $70 inc. GST. Read More
Scientist Q & A Often students attend our science workshops and shows with questions that stem beyond the covered topic area. Ask a scientist aims to give students a chance to get their questions answered! Run as a 30-minute session at a cost of $70 inc. GST. Read More
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