CODING EXPRESSTEACHER
GUIDE
45025
LEGOeducation.com

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TABLE OF CONTENTSLESSONS
Teacher Guide Introduction .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .

3

Learning Grid .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .

7

Beginner – First Trip .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .

10

Exploring the red and green action bricks

Appendix. .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .

32

Beginner – Train Sound .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .

13

Exploring sequencing and the blue, yellow,
and white action bricks

Intermediate – O-Shaped Track. .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .

16

Exploring loops with the O-shaped track

Intermediate – Y-Shaped Track .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .

18

Exploring conditional statements with the
Y-shaped track

Intermediate – Character – Caterpillar (App) .  .  .  .  .  .

21

Exploring storytelling and social emotional
development

Intermediate – Music – Animal Concert (App) .  .  .  .  .  .

24

Using digital tools to design and express ideas

Advanced – Journey – Troubles on the Road (App) .  .  .

27

Practicing problem-solving

Advanced – Mathematics – Distance (App) .  .  .  .  .  .  .  .  .

30

Making predictions and measuring distances2

INTRODUCTION

CODING EXPRESS
Teacher Guide Introduction
Who is the material for?
The Coding Express Teacher Guide is designed to help early years and foundation stage(EYFS) teachers develop children’s understanding of cause and effect relationships, and earlycoding concepts, such as sequencing, looping, and conditional statements. Using theselessons, you will support the children’s learning, helping them to practice early computational
thinking skills like: coding, problem-solving and using digital tools to design and express ideas.
At the same time, they will be developing early literacy, communication and language skills.

Watch Video

What is it for?
Designed for early years and foundation stage children, the Coding Express Set uses a
relevant theme that naturally incorporates early coding skills. Working with the set, children will
intuitively use computational thinking to develop designs and express ideas as they build a
train and tracks, and position action bricks to affect the train’s behavior.
The Coding Express Teacher Guide provides fun and engaging opportunities for exploring
early coding-related concepts. Using the Teacher Guide, you can facilitate engaging earlycoding lessons in which children think like digital age learners as they build train tracks ofvarious shapes. Most importantly, the physical and digital lessons will help children to become
problem-solvers by enhancing their creativity, collaboration, and communication skills.

©2019 The LEGO Group.

3

INTRODUCTION

What is it?
The Coding Express includes 234 bricks and the following support materials.
1.	 A “Getting Started” activity card
Use these five quick steps to introduce children to the unique elements of the set, including
the train engine, train tracks, and action bricks.
2.	An Introduction Guide
A complete overview of the Coding Express solution, the app, the building cards, how to start
the train engine, and where to download the Teacher Guide.
3.	A Coding Express poster
An overview of the action brick’s behaviors and inspiration for different ways of setting up thetrain tracks.
4.	Six Building Cards
These two-sided cards show a variety of inspiration models; the green-sided cards show
simple models and the blue-sided cards show more challenging models.
45025_Booklet.indd 1,3

AGES 2-5

FOR 3-6 CHILDREN• The building cards provide inspiration to help
the children build their models.
Green cards – less challenging models.
Blue cards – more challenging models.

Artwork Supply: ASV
Artwork Designer: NNM• They can also design and build their own
unique models.

UV - Whole
UV - Partial
Water BasedVarnish

CODING EXPRESSPROGRAM EXPRESSZ
DIGI-ZUG
ĀTRĀ PROGRAMMĒŠANA
L’EXPRESS DU CODAGE
デュプロ® プログラミングトレインセット
EXPRESSO DA PROGRAMAÇÃO ПРОГРАММИРУЕМЫЙ ЭКСПРЕСС

Status for this Print
Contract Proof

Five steps to a great start:
1 Demonstrate how to lay the track pieces.
Let the children discover the different
shapes the tracks can make. Encouragethem to experiment with the track switches
and red rail stoppers. Have them build a
track with three or four different end points.
2 Choo-choo! Introduce the train engine.
Demonstrate how to start and stop theengine, then have each child take a turnstarting and stopping it. Show them how tomove the engine from one end of the track
to the other so that everyone can have aturn.

LEARNING OBJECTIVES

Art no. 45025 v29_v39
Materiale no.: 6253034
LE Preschool poster (A2 420x594)
CYAN MAGENTAYELLOW BLACKTEACHER TIPSGETTING STARTED
CODING EXPRESS
45025

This Getting Started activity card will help you introduce
the Coding Express set to your early years and foundation
stage (EYFS) children. The activities are designed tofamiliarise children with the unique elements of the set,
which include a train engine and action bricks. Aftercompleting some or all of these activities, you candownload the Teacher Guide for more in-depth activities
related to early coding skills.

3 Show the children how to position the action
bricks along the train track. Ask them to lay
one of the action bricks on the track andthen start the engine. Have them describe(Visual Master)

Textmaster(Contents of text & barcode)

what they observe when the engine goesover the action bricks. Repeat this for all of
the action bricks and then let the children
experiment with the bricks in free play.

Approved by:Marketing Lead(acc. Artwork Checklist)

Design Lead(acc. Artwork Checklist)

4 Show the children the building cards one ata time and ask them to describe what theysee. Ask whether they have been to any ofthe places shown on the cards and torecount their experiences. Have the children
work together to build at least three of theplaces shown on the building cards.

CMA Creative(acc. Final Layout)

GPM-NP(Graphic Artwork)

Text(Legal text, translations)

Prepress(Barcode, Preflight)

GGQ(Visual Graphic Quality)

5 Now put all of the pieces together! Ask
the children to place their models along the
track. Encourage them to use the engine
and the action bricks to transport figures toand from the different destinations along
the track.

Early Technology & Science• Exploring and using simple
technology• Understanding cause and effect• Making predictions and observations• Developing computational thinking• Developing spatial thinking

1

Download the teacher guide:
LEGOeducation.com/preschoolsupport

2

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12
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4

LEGO and the LEGO logo are trademarks of the/sont des marques de commerce du/son marcas registradas de LEGO Group. ©2019 The LEGO Group. 20180221V1

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0

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2
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LEGOeducation.com/preschoolsupport

45025_Poster.indd 1

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6/7/18 5:48 PM

Less challenging
EinfachMoins difficile
Meno impegnativo
Más sencillo
Menor desafio
Kevésbé nehéz
Zema sarežģītības pakāpe
较低难度
難易度低め
Менее сложные

4
5

245025_Inbox Card_2.indd

5/21/18 1:10 PMPM
5/21/18 1:09

45025_Inbox

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Card_2.indd

Push-and-Go
Tekan-dan-Jalan
Tolak dan Mula
Push-And-Go
押すと動き出す
Push-and-Go
Iedarbināšana pastumjot Инерционный двигатель
推动— —让火车自动前行

Action Bricks
Funktionsbausteine
Briques d’action
Mattoncini multifunzione
Ladrillos de acción
Peças de AçãoInteraktív elemek

1

Aktivitātes klucīši
感应积木
Bata Aksi
Bata Tindakan
アクションブロックАктивные кубики

LEGO and the LEGO
logo are trademarksof the/sont des marques
son marcas registradasde commerce du/de LEGO Group. ©2018
The LEGO Group. 6253038

TEACHER TIPSGETTING STARTED

to help• The building cards provide inspiration
the children build their models.
models.
Green cards – less challenging
Blue cards – more challenging models.
their own
• They can also design and build
unique models.

CODING EXPRESS
45025

Speaker
Lautsprecher
Haut-parleur
Altoparlante
AltavozColuna10/29/18 5:59 PM

HangszóróSkaļrunis扬声器
Pembesar Suara
スピーカーДинамикColour Sensor
Color Sensor
Farbsensor
Capteur de couleur
Capteur de couleursSensore di colore
Sensor de color
Sensor de Cor
Színérzékelő
Krāsu sensors
色彩传感器Sensor Warna
カラーセンサーДатчик цвета

Light
Licht
Lumière
Luce
Luz
Fény

Gaisma
指示灯
Lampu
ライト
Свет

AGES 2-5

let’s build on every
child’s natural curiosity

FOR 3-6 CHILDREN

will help you introduce
This Getting Started activity card
reschoolers. The
the Coding Express set to your pchildren with theactivities are designed to familiarize
include a train engine
unique elements of the set, whichsome or all of theseand action bricks. After completing
Teacher Guide for more
activities, you can download thecoding skills.
in-depth activities related to early

LEARNING OBJECTIVESFive steps to a great start:pieces.
1 Demonstrate how to lay the track
erent
Let the children discover the diffshapes the tracks can make. Encourageswitchesthem to experiment with the trackbuild aand red rail stoppers. Have themend points.
track with three or four different
engine.
2 Choo-choo! Introduce the train
theDemonstrate how to start and stopa turnengine, then have each child takehow tostarting and stopping it. Show them
the track
move the engine from one end of
have ato the other so that everyone canturn.
the action
3 Show the children how to position
them to lay
bricks along the train track. Ask
andone of the action bricks on the trackdescribe
then start the engine. Have themgoeswhat they observe when the engine
for all ofover the action bricks. Repeat thischildrenthe action bricks and then let theplay.
experiment with the bricks in freecards one at
4 Show the children the building
what theya time and ask them to describe
to any ofsee. Ask whether they have beentothe places shown on the cards andthe children
recount their experiences. Haveof thework together to build at least threeplaces shown on the building cards.
Ask
5 Now put all of the pieces together!
along thethe children to place their models
enginetrack. Encourage them to use thefigures toand the action bricks to transport
along
and from the different destinations
the track.

Early Technology & Science• Exploring and using simple
technology• Understanding cause and effect• Making predictions and observations• Developing computational thinking• Developing spatial thinking

Download the teacher guide:
LEGOeducation.com/preschoolsupport

Stop
AnhaltenArrêt
ParadaParar
Apstāšanās
停止
Berhenti
停止するОстановка

RefuelChange direction
Light on/off
Sound
AuftankenÄndern der Fahrtrichtung
Licht ein/aus
Geräusche
Plein
Changement de direction
Lumière allumée/éteinte
Son
Carburant
Cambia direzione
Luce accesa/spenta
Suono
Rifornimento
Cambio de sentido
Luz
SonidoRepostaje
Mudar a direção
Luz ligar/desligar
Som
Reabastecer
Irányváltás
Fény ki/beHangÜzemanyag feltöltés Gaismu ieslēgšana/izslēgšana
Kustības virziena maiņa
Skaņa
Degvielas uzpilde
改变火车运行方向
灯光开/关
声音
加油
Ubah arah
Lampu hidup/matiSuara
Isi ulang
進行方向を変える
ライト オン/オフ
BunyiИзменение направления движения
Isi SemulaВключение/выключение света
音
燃料を入れるЗвукЗаправка
LEGOeducation.com/preschoolsupport

Teaching Material
Material für Erzieher
Supports pédagogiques
Matériel didactiqueMateriale didattico
Material didáctico
Material Didático
Oktatási anyagok
Mācību materiāls教材Учебные материалы

CODING EXPRESSTEACHER
GUIDE
45025
LEGOeducation.com

LEGOeducation.com/preschoolsupport

45025_Booklet.indd 5-6

11/7/18 10:04 AM

Additionally, the Coding Express App is available to download free of charge from the App
Store and Google Play.

How are the learning objectives achieved?
In each lesson, strategic questions guide the children through the process of applying earlycoding concepts and skills, while the LEGO® DUPLO® building activities reinforce creativity,
inquiry, and exploration.
The Coding Express Teacher Guide includes four lessons to be used with the physical set andfour app-based lessons.
• The physical lessons are designed to help children understand the key concepts of earlycoding: sequencing, looping, and conditional statements (if…then…)• In the app-based lessons, children apply the knowledge they’ve gained from the physicallessons and practice these skills in a more engaging way, specifically targeting many of theprime and specific learning areas of the EYFS Framework.

©2019 The LEGO Group.

More challenging
Anspruchsvoll
Plus difficile
Più impegnativo
Más complicado
Maior desafio
Nagyobb kihívást jelent
Augsta sarežģītības pakāpe
较高难度
難易度高め
Более сложные

LEGOeducation.com/Preschoolsupport

On/offIeslēgt/izslēgt
Ein/Aus
开/关
Marche/arrêt
Hidup/mati
Encendido/apagado Buka/Tutup
Ligado/Desligado
オン/オフ
Be/ki
Вкл./выкл.

Motor
MoteurMotoreMotors电机モーターДвигатель

2

4

INTRODUCTION

The table of contents gives a brief description of the topics covered in each lesson. The
lessons are labeled as beginner, intermediate, or advanced, based on the skills andknowledge necessary to complete them. Feel free to select and adapt the lessons according
to what is most relevant and appropriate for your children. The mini videos in each lesson givea good overview of each lesson and should help you to easily prepare and facilitate the lessons.

Watch Video

Lesson Structure
Each lesson is structured according to a natural learning flow, which promotes successful
learning outcomes. The Engage, Explore, and Explain phases, which are the first three phasesof each lesson, can be done in one session. The Elaborate phase is more challenging and canbe completed during a later session. The Evaluate phase summarises the specific learning
skills covered in each lesson.

EngageDuring the Engage phase, physical games, short stories, and discussions will spark children’s
curiosity and activate their existing knowledge while preparing them for a new learning
experience.

ExploreIn this phase, the children will participate in a hands-on building activity. As their hands createmodels of people, places, objects, and ideas, their minds will organise and store new
information related to these structures.

Explain
During the Explain phase, children will have the opportunity to reflect on what they have done,
and to talk about and share insights they have gained during the Explore phase of the lesson.

Elaborate
New challenges in this phase build upon the concepts children learned previously in thelesson. These extension activities enable children to apply their newly-acquired
knowledge, reinforcing what they have learned.

©2019 The LEGO Group.

5

INTRODUCTION

Evaluate
The Coding Express lessons have been developed based on the science, mathematics, andtechnology guidelines from the National Association for the Education of Young Children(NAEYC), Head Start, and the 21st Century Early Years Learning skills.
The lessons in this teacher guide have been localised using the Statutory Framework for the
Early Years Foundation Stage and the Early Years Foundation Stage Profile 2019 Handbook.
The learning grid and the 21st century learning skills framework give an overview of thelearning values that are mentioned throughout this Teacher Guide. The learning goals listed at
the end of each lesson can be used to determine whether each child is developing therelevant skills. These bullet points target specific skills or pieces of information that arepracticed or presented during each lesson.
The statements below, taken from the Statutory Framework for the Early Years Foundation
Stage, highlight the importance of planning and implementing the kind of play-based,
exploratory learning found in this guide:* Each area of learning and development must be implemented through planned, purposefulplay and through a mix of adult-led and child-initiated activity. Play is essential for children’sdevelopment, building their confidence as they learn to explore, to think about problems, andrelate to others. Children learn by leading their own play, and by taking part in play which isguided by adults.
In planning and guiding children’s activities, practitioners must reflect on the different ways thatchildren learn and reflect these in their practice. Three characteristics of effective teaching andlearning are:• playing and exploring - children investigate and experience things, and ‘have a go’• active learning - children concentrate and keep on trying if they encounter difficulties, andenjoy achievements• creating and thinking critically - children have and develop their own ideas, make links
between ideas, and develop strategies for doing things©2019 The LEGO Group.

6

LEARNING GRID

(Statements taken from the Statutory Framework for the Early Years Foundation Stage)

Beginner

Intermediate

Mathematics

JourneyMusic

CharacterGRID

Y Shaped Track

First Trip

LEARNING

Train sound

CODING EXPRESSO Shaped Track

LESSONS

Advanced

The Prime AreasPERSONAL, SOCIAL &EMOTIONAL
DEVELOPMENTPHYSICALDEVELOPMENTCOMMUNICATION &LANGUAGE

Listening & Attention

Understanding

Speaking

Children listen attentively in a range of situations
Children follow instructions involving several ideas
or actions
They answer ‘how’ and ‘why’ questions about theirexperiences and in response to stories or eventsChildren express themselves effectively, showing
awareness of listeners’ needs
They develop their own narratives and explanations
by connecting ideas or eventsChildren show good control and co-ordination inlarge and small movements

Moving & Handling

They move confidently in a range of ways, safely
negotiating space
They handle equipment and tools effectively

Self-confidence & self-awareness

They are confident to speak in a familiar group, willtalk about their ideas, and will choose theresources they need for their chosen activities

Managing Feelings & Behaviour

Children talk about how they and others show
feelings

Shape, space & measures

Children play co-operatively, taking turns withothers
They show sensitivity to others’ needs and feelings
Continues...

©2019 The LEGO Group.

7

LEARNING GRID... Continued(Statements taken from the Statutory Framework for the Early Years Foundation Stage)

Beginner

Intermediate

Mathematics

JourneyMusic

CharacterGRID

Y Shaped Track

First Trip

LEARNING

Train sound

CODING EXPRESSO Shaped Track

LESSONS

Advanced

EXPRESSIVEARTS &DESIGNUNDERSTANDING THE
WORLD

MATHEMATICSThe Specific Areas
Numbers

Shape, space & measures

Children count reliably with numbers from 1 to 20
Children use everyday language to talk about
position, distance
They recognise, create and describe patterns

People & Communities

Children talk about past and present events in theirown lives and in the lives of family members

The worldChildren know about similarities and differences inrelation to living things
They make observations of animals

Technology

Children recognise that a range of technology isused in places such as homes and schools
They select and use technology for particularpurposes

Exploring & using media &materials

Children sing songs, make music …. andexperiment with ways of changing themBeing imaginative

They represent their own ideas, thoughts andfeelings through design and technology, role-playand stories©2019 The LEGO Group.

8

21ST CENTURY SKILLS– EARLY LEARNING– fully covered– partially covered

Beginner

Intermediate

Mathematics

JourneyMusic

Character

Y-Shaped Track

LEARNING

First Trip

EARLY

Train Sound

21 ST CENTURY SKILLS

O-Shaped Track

LESSONS

Advanced

Creativity and innovation
Critical thinking and problem-solving
Communication
Collaboration
Flexibility and adaptability
Initiative and self-direction
Social and cross-cultural
Productivity and accountability
Leadership and responsibility
Information and media literacy
For more information, visit the 21st century skills website.

©2019 The LEGO Group.

9

BEGINNER – LESSON PLAN

Beginner – First Trip

LEARNING OBJECTIVESFor up to six childrenChildren will:• Understand the function of action
bricks• Understand how to use the different
types of bricks• Use action bricks to complete tasks

Materials Needed: Coding Express Set (45025)
Vocabulary: Action brick, stop (as a noun), destination, most, train station, journeyEngageAsk the children if they have ever travelled on a train, underground train or tram.
Where did they go?
Tell them they’re going to play the choo choo train game!
• Have the children line up and put their hands on the shoulders of the person in front of them.
• Explain that when you say, “go” they will move around the classroom like a choo choo train,
and when you say, “red light” they will slow the train down and stop.
• Play a few rounds of the choo choo train game.

Watch Video

Explore• Have each group pick a building card and build one of the models shown in the sidebar.
• When the children have finished building, ask them to work together to build a double-ended
track.
• Make sure the track is long enough to fit the train station and the destination (using eighttrack pieces is recommended).
• Start at the train station and use a LEGO® DUPLO® figure as a passenger.
• Tell the children that the passenger would like to go fishing at the harbour.
• Can you help them get to the harbour?

Tip: The children can take any buildng card and build any of the models to sit alongside theirtrack.
The children don’t have to build what’s on the building cards. They can build any feature theywould like.

Continued >©2019 The LEGO Group.

10

BEGINNER – LESSON PLAN

The children are likely to stop the train one of three ways:• By hand, which they’ve learned in the getting started activities• Using the red action brick• Using the red end points

ExplainShow the three different ways of stopping the train.
Talk to the children about the red action bricks.
Ask questions like:• How many red action bricks did you use?
• Where did you place the red action brick(s) and why?
• Where did the train stop?

Elaborate
Encourage the children to build a longer track and to create more stops.
Pique their interest in using the green action bricks on the track.
Ask questions like:• What did you see when the train went over green action bricks?
• How can we help the train get back to the station?

Continued >©2019 The LEGO Group.

11

BEGINNER – LESSON PLAN

Evaluate
Evaluate the children’s skills development.
Can the following areas of learning be observed?:• Children listen attentively in a range of situations.
• Children follow instructions involving several ideas or actions.
• They answer ‘how’ and ‘why’ questions about their experiences and in response to stories or
events.
• They develop their own narratives and explanations by connecting ideas or events.
• Children show good control and co-ordination in large and small movements.
• They move confidently in a range of ways, safely negotiating space.
• They handle equipment and tools effectively.
• They are confident to speak in a familiar group, will talk about their ideas, and will choose theresources they need for their chosen activities.
• Children talk about past and present events in their own lives and in the lives of family
members.
• They select and use technology for particular purposes.
• They represent their own ideas, thoughts and feelings through design and technology,
role-play and stories.

©2019 The LEGO Group.

12

BEGINNER – LESSON PLAN

Beginner – Train SoundFor up to six children

Materials Needed: Coding Express set (45025)
Vocabulary: Approach, refill, petrol / service station, react, describe
Coding Concept: Sequencing – the order in which commands are executed by a computer

LEARNING OBJECTIVESChildren will:• Understand the function of action
bricks• Use action bricks to complete tasks• Define the train’s journey(sequencing)EngageAsk the children if they have ever been to a train station.
Talk with the children about what they might have seen.
Ask questions like:• How did you know when a train was approaching? (different trains will signal this in different
ways. For example, a steam train will make a whistle sound, more modern trains may signal
their arrival via a station announcement etc.)• What made the trains move? (Trains use different sources of energy to move, such as wood,electricity, diesel / petrol, etc.)
Tell the children that they’re going to play another choo choo train game!
Have the children line up and put their hands on the shoulders of the person in front of them,
just like they did last time.
Explain that when you say, “yellow light” they’ll make a “choo choo” sound and walk around theclassroom.
When you say, “blue light” it means the train needs fuel; they should stop and make a “bloop
bloop” sound to refill the train with fuel.

Watch Video

Tip: If the children are ready for a challenge, make the game more difficult by adding the red
and green actions from the choo choo train game you played in the previous beginner lesson.
ExploreHave each group pick a building card and build one of the models shown in the sidebar (e.g., apicnic area, petrol station, and train).
When the children have finished building, ask them to work together to build a double-ended
track (using eight track pieces is recommended).
Continued >©2019 The LEGO Group.

13

BEGINNER – LESSON PLAN

Let’s start the train!
Use some LEGO® DUPLO® figures as passengers.
Tell the children that the passengers would like to go from the picnic area to the petrol station.
Can you help them get to the gas station?

Explain
Talk to the children about the action bricks.
Ask questions like:• Where did you place the blue action brick(s) and why?
• Where did you place the yellow action brick(s) and why? (Try to tie this back to the Engage
discussion; a steam whistle sound is a warning.)• Can you describe the train’s journey? (i.e., the train started from…. and passed… and stopped
at…)

Elaborate
Encourage the children to build a longer track and to create more stops.
Pique their interest in using all of the action bricks in appropriate places.
Ask questions like:• What happened when the train went over the white brick?
• Think about how you placed the action bricks and models along the track. Can you describe
the train’s journey?
The white action brick turns the train’s light on and off. Print out the tunnel image and position it
over the track (see sidebar for an example). Place the white action bricks on both sides of thetunnel and ask the children to observe what happens when the train goes through the tunnel.

Continued >©2019 The LEGO Group.

14

BEGINNER – LESSON PLAN

Evaluate
Evaluate the children’s skills development.
Can the following areas of learning be observed?:• Children listen attentively in a range of situations.
• Children follow instructions involving several ideas or actions.
• They answer ‘how’ and ‘why’ questions about their experiences and in response to stories or
events.
• They develop their own narratives and explanations by connecting ideas or events.
• Children show good control and co-ordination in large and small movements.
• They move confidently in a range of ways, safely negotiating space.
• They handle equipment and tools effectively.
• They are confident to speak in a familiar group, will talk about their ideas, and will choose theresources they need for their chosen activities.
• Children talk about past and present events in their own lives and in the lives of family
members.
• Children recognise that a range of technology is used in places such as homes and schools.
• They select and use technology for particular purposes.
• They represent their own ideas, thoughts and feelings through design and technology,
role-play and stories.

©2019 The LEGO Group.

15

INTERMEDIATE – LESSON PLAN

Intermediate – O-Shaped Track – Looping
For up to six children

Materials Needed: Coding Express set (45025)
Vocabulary: During, daily, weekly, often, usually

LEARNING OBJECTIVESChildren will:• Understand use of the O-shaped
track for repeating sequences• Be able to compare different train
track shapes and their uses

Coding Concept: Looping – repeating a portion of code a set number of times until aprocess is complete

EngageAsk the children if there’s anything they do many times a day or week (e.g., brushing their teeth,
showering, cleaning their room).
Tell the children that they are going to play another game!
Model a sequence of hopping, jumping, running, walking backwards, dancing, spinning, orother actions in a circle.
Ask the children to copy what you have just done and to repeat (i.e., loop) the sequence atleast twice.

Watch Video

Tip: For younger children and beginners, limit your loop to just one or two actions.
ExploreAsk the children to combine curved and straight track pieces to make an O-shaped train track(six curved and four straight pieces is recommended).
Using the building cards, have the children build two or three places they would like to visit on
the train (see sidebar for an example).
Let’s go on a day trip!
Use some LEGO® DUPLO® figures as passengers.
Tell the children that the passengers would like to have a picnic in the forest and then visit the
beautiful castle.
Can you help the passengers take the train to the forest and then to the castle?

Tip: Remind the children to use action bricks to make sure that the train will be able to stop at eachlocation. Encourage them to use the blue action bricks for any stops with drinks, water, or fuel.
Continued >©2019 The LEGO Group.

16

INTERMEDIATE – LESSON PLAN

Explain
Tell the children that the passengers enjoyed their trip so much that they would like to do it
again!
Talk with the children about how they could help make this happen.
Ask questions like:• Will you be able to help the passengers take the same trip again? How? (The O-shaped track
creates loops.)• Which action bricks will you use and why?

Elaborate
Encourage the children to build a double-ended track next to the O-shaped track.
Talk about the difference between the two types of tracks.
Ask questions like:• What are the differences between these two types of tracks?
• Will you be able to repeat the same journey on the double-ended track? Why or why not?

Evaluate
Evaluate the children’s skills development.
Can the following areas of learning can be observed?:• Children listen attentively in a range of situations.
• Children follow instructions involving several ideas or actions.
• They answer ‘how’ and ‘why’ questions about their experiences and in response to stories or
events.
• They develop their own narratives and explanations by connecting ideas or events.
• Children show good control and co-ordination in large and small movements.
• They move confidently in a range of ways, safely negotiating space.
• They handle equipment and tools effectively.
• They are confident to speak in a familiar group, will talk about their ideas, and will choose theresources they need for their chosen activities.
• They recognise, create and describe patterns.
• They select and use technology for particular purposes.
• They represent their own ideas, thoughts and feelings through design and technology,
role-play and stories.

©2019 The LEGO Group.

17

INTERMEDIATE – LESSON PLAN

Intermediate – Y-Shaped Track– Conditional Statements

LEARNING OBJECTIVESChildren will:• Understand that the Y-shaped trackprovides options• Design and optimise solutions• Be able to compare different train
track shapes and their uses (i.e.,sequencing, looping and conditional
statements)

For up to six children
Materials Needed: Coding Express set (45025)
Vocabulary: If-then statement, conductor, signal, indicate, switch
Coding Concept: Conditional Statement – if-then statements that modify how code is
executed

EngageTell the children that they are going to play the “coloured tickets game”. Choose at least three
spots around the classroom to be “train stops.”
Let the children help to name them after their favorite places (e.g., playground, amusementpark).
Place different colour bricks at each stop and use the same colour bricks as “tickets.”
You can act as the conductor, giving the children tickets according to where they would like togo.
As you hand out the tickets, introduce the use of if-then statements (e.g., if you have a redticket, then you go to…).
Ask the children to walk to their destinations and check whether the brick’s colour is same astheir “ticket” colour.

Watch Video

ExploreNow the children are going to build their own coloured tickets game!
Show them the Y-shaped track and the part of the track with a switch.
Ask them to build a similar Y-shaped track and at least two stops along the track (see sidebar
for an example).
Explain that they should use different colour bricks to indicate the stops they have built; justlike in the game they have just played.
Choose one child to be the conductor who passes out bricks to be used as “train tickets.”
Continued >©2019 The LEGO Group.

18

INTERMEDIATE – LESSON PLAN

Have each child put a LEGO® DUPLO® figure on the train, sending it to the destination matching
their “ticket.”Don’t forget to ask each child where their figure is going.

Tip: Remind the children that they have to guide the train by moving the red switch on the
track. Also remind them to use action bricks to make the train stop. Use the term “if-then” after
each child is given their ticket.
Explain
Tell the children that trains give signals to indicate where they want to go.
Explain that this is not very much different from how they have just used coloured tickets to tellwhere they wanted to go.
Talk to the children about how trains give signals.
Ask questions like:• What signals can trains give? (Make a “choo choo” sound.)• Can trains give signals without making sounds? (e.g., by flashing their lights, giving a colour
signal, or by how they are decorated)• Which type of signal do you think is best? Why?

Elaborate
Encourage the children to use both track switches to build a three-ended or Q-shaped track.
Talk about the logistics of running a train on this type of track.
Ask questions like:• How will you give signals now that you have more destinations?
• How will you help the train to go back and visit other stops? (By using the green action brick.)

Continued >©2019 The LEGO Group.

19

INTERMEDIATE – LESSON PLAN

Evaluate
Evaluate the children’s skills development.
Can the following areas of learning can be observed?:• Children listen attentively in a range of situations.
• Children follow instructions involving several ideas or actions.
• They answer ‘how’ and ‘why’ questions about their experiences and in response to stories or
events.
• Children express themselves effectively, showing awareness of listeners’ needs.
• Children show good control and co-ordination in large and small movements.
• They move confidently in a range of ways, safely negotiating space.
• They handle equipment and tools effectively.
• They are confident to speak in a familiar group, will talk about their ideas, and will choose theresources they need for their chosen activities.
• They select and use technology for particular purposes.
• They represent their own ideas, thoughts and feelings through design and technology,
role-play and stories.

©2019 The LEGO Group.

20

INTERMEDIATE – LESSON PLAN

Intermediate – Character – Caterpillar

LEARNING OBJECTIVESFor up to four childrenChildren will:• Understand that the behaviour of theaction bricks is different when using
the app• Recognise and understand different
emotions• Be able to use the app to create
storiesMaterials Needed: Coding Express set (45025), Coding Express App
Vocabulary: Sad, angry, sneeze, dress, healthy, peek-a-boo
EngageRead the children this story about a little caterpillar:

There was a caterpillar who loved all kinds of colours and she always dressed in lotsof colours. She went to nursery / reception, just like all of you! Her favorite thing to do
at nursery / reception was to play hide-and-seek, and she loved to eat snacks with

Watch Video

her friends. But sometimes, she got upset because she was very tired after playing
for a long time. The best way to make her happy again was to let her nap for a little
while. In the winter, sometimes the caterpillar got sick. Her teacher always took goodcare of her, wiping her nose and giving her water to drink.

Tip: Feel free to adapt this story to make it more relatable for your class.

Continued >©2019 The LEGO Group.

21

INTERMEDIATE – LESSON PLAN

ExploreSay to the children:
I’d like to know more about this little caterpillar, wouldn’t you? Let’s build her!
Build a caterpillar and a train track.
Now experiment with the app.
Put the caterpillar on the track and allow the children to explore the different functions of eachbutton.
Place one action brick of each colour on the track.
Have the children take turns using the app to control the caterpillar.
What happens to the catterpillar on the screen after the LEGO DUPLO caterpillar passes eachaction brick?

Explain
Talk to the children about the emotions they have seen the caterpillar show in the app.
Ask questions like:• What emotions did you see on the caterpillar’s face?
• Why was she sad, angry, happy, or playful?
• Can you create something using LEGO® bricks or other things to make the caterpillar feel
happy or cheerful?

Elaborate
Encourage the children to create models to match each of the caterpillar’s emotions.
Combine all of the models to make a story!
Talk to the children about being a good friend.
Ask questions like:• When our friends are sad, how can we help them to be happy again?
• How can we take care of our friends when they are sick?
• How can you be a good playmate and friend?

©2019 The LEGO Group.

22

INTERMEDIATE – LESSON PLAN

Evaluate
Evaluate the children’s skills development.
Can the following areas of learning can be observed?:• Children listen attentively in a range of situations.
• Children follow instructions involving several ideas or actions.
• They answer ‘how’ and ‘why’ questions about their experiences and in response to stories or
events.
• Children express themselves effectively, showing awareness of listeners’ needs.
• They handle equipment and tools effectively.
• They are confident to speak in a familiar group, will talk about their ideas, and will choose theresources they need for their chosen activities.
• Children talk about how they and others show feelings.
• Children play co-operatively, taking turns with others.
• They show sensitivity to others’ needs and feelings• They select and use technology for particular purposes.
• They represent their own ideas, thoughts and feelings through design and technology,
role-play and stories.

More Ideas
Use this lesson’s format to create lessons for the Troll and the Robot in the app. Create yourown stories for the characters in the Engage phase and explore more interesting emotions
with your children.

©2019 The LEGO Group.

23

INTERMEDIATE – LESSON PLAN

Intermediate – Music – Animal Concert

LEARNING OBJECTIVESFor up to four children

Materials needed: Coding Express (45025), Coding Express App
Vocabulary: Animal sounds, compose, concert, melody, safari
EngageAsk the children if they know what sounds different animals make.
Have them try to imitate some of these sounds.
Pick a song about animals that is well-known to your class and sing and/or dance to it.
Tell the children that the safari bus is full of children from nursery / reception today.
They are going to a concert performed by forest animals!
Would you like to join them and meet all of the animal singers?

Children will:• Understand that the behaviour of theaction bricks is different when using
the app• Be able to recognise different animal
sounds• Be able to compose a simple
melody using digital tools

Watch Video

ExploreBuild the safari bus and a train track (an O-shaped track is recommended).
Now experiment with the app.
Put the safari bus on the track and allow the children to explore the different functions of eachbutton in the app.
Place one action brick of each colour on the track.
Have the children take turns using the app to “drive” the bus.
What happens after the bus passes each action brick?

Explain
Talk to the children about the sounds they have just heard.
Ask questions like:• What did you hear when the bus went over the action bricks?
• Did you know those animal sounds?
• What animals did you hear? (Ask the children to build the animals they’ve named.)
Ask the children to place each animal next to its action brick.
Use the app to see if the sound matches the animals they have built.

Continued >©2019 The LEGO Group.

24

INTERMEDIATE – LESSON PLAN

Elaborate
Tell the children that they are going to make their own animal concert!
Have the children place the action bricks in any order on the track to compose their own
music!
Talk to the children about their composition.
Ask them what they would like to express with their music (e.g., happiness, excitement, niceweather).
Encourage the children to sing and dance to their music.
Stuffed animals or similar toys can be used as props for their performance.

Evaluate
Evaluate the children’s skills development.
Can the following areas of learning can be observed?:• Children listen attentively in a range of situations.
• Children follow instructions involving several ideas or actions.
• They answer ‘how’ and ‘why’ questions about their experiences and in response to stories or
events.
• Children express themselves effectively, showing awareness of listeners’ needs.
• They handle equipment and tools effectively.
• They are confident to speak in a familiar group, will talk about their ideas, and will choose theresources they need for their chosen activities.
• Children play co-operatively, taking turns with others.
• Children know about similarities and differences in relation to living things.
• They make observations of animals• They select and use technology for particular purposes.
• Children sing songs, make music …. and experiment with ways of changing them.
• They represent their own ideas, thoughts and feelings through design and technology,
role-play and stories.

Continued >©2019 The LEGO Group.

25

INTERMEDIATE – LESSON PLAN

More Ideas
Use this lesson’s format to create lessons for the Music Band in the app. Involve different
instruments in the Engage phase discussion and explore more interesting sounds with yourchildren.
For a more challenging music lesson, try Are you sleeping Brother John? to the tune of Frère
Jacques
1. Investigate the melody of each action brick.
2. Sequence the action bricks to match the song.
3. Compose a new song by remixing the action bricks.

©2019 The LEGO Group.

26

ADVANCED – LESSON PLAN

Advanced – Journey – Trouble on the RoadLEARNING OBJECTIVESFor up to four childrenChildren will:• Understand that the behaviour of theaction bricks is different when using
the app• Understand various traffic signs• Be able to solve common problemson the road

Materials Needed: Coding Express set (45025), Coding Express App
Vocabulary: Remind, police officer, traffic sign, potential, avoid
EngageTalk to the children about traffic rules.
Ask questions like:• Do you know any traffic rules? What are they?
• Why do we need to follow traffic rules?
Tell the children that everybody needs to follow the traffic rules.
Explain that traffic signs are one way of reminding people of the rules.
Show the four traffic signs from the set and ask the children if they can guess what they mean.
Tell them they are going to play a game!
Place the traffic signs around the classroom and ask the children to pretend they are eachdriving their own high-speed train.
Explain that they should slow down or stop when approaching marked areas.
Act as a police officer controlling the flow of traffic, or ask one of the children to do it.

Watch Video

ExploreHave each group of children pick a building card and build the model shown.
Have the children work together to build a Y-shaped track and place their models alongside it.
Place the action bricks in random places along the track.
Now experiment with the app.
Put the train on the track and allow the children to explore the different functions of eachbutton.
Let’s start the train!
Have the children take turns using the app to “drive” the train.
What happens after the train passes each action brick?

Continued >©2019 The LEGO Group.

27

ADVANCED – LESSON PLAN

Explain
Talk to the children about the problems they’ve seen in the app.
Ask questions like:• What did you see after the train passed each stop?
• How will you solve the problem?
• Which traffic sign do you need in order to solve each problem?

Elaborate
Encourage the children to play and to use all of the traffic signs.
Ask if they can think of any other important things to keep in mind in order to stay safe in traffic.
Encourage the children to create their own traffic signs or models to help keep them safe intraffic.
Have them place their creations along the track and explain why they placed them where they
did.

Evaluate
Evaluate the children’s skills development.
Can the following areas of learning can be observed?:• Children listen attentively in a range of situations.
• Children follow instructions involving several ideas or actions.
• They answer ‘how’ and ‘why’ questions about their experiences and in response to stories or
events.
• They handle equipment and tools effectively.
• They are confident to speak in a familiar group, will talk about their ideas, and will choose theresources they need for their chosen activities.
• Children play co-operatively, taking turns with others.
• Children recognise that a range of technology is used in places such as homes and schools.
• They select and use technology for particular purposes.
• They represent their own ideas, thoughts and feelings through design and technology,
role-play and stories.

Continued >©2019 The LEGO Group.

28

ADVANCED – LESSON PLAN

More Ideas
Use this lesson’s format to create lessons for the Passengers and the Four Seasons in the app.
In the Engage phase, talk about the passengers’ accessories and how the seasons shouldlook; explore more interesting destinations with your children.

©2019 The LEGO Group.

29

ADVANCED – LESSON PLAN

Advanced – Mathematics – Distance

LEARNING OBJECTIVESFor up to four childrenChildren will:• Understand how to measure
distance• Be able to compare distances• Be able to do simple mathematics

Materials needed: Coding Express set (45025), Coding Express App
Vocabulary: Measure, distance, step, compare, vehicles, reverse
EngageTalk to the children about distance.
Ask questions like:• How did you get to school today?
• Why do you think some people walk or cycle while others take the bus?
Would you like to play a game?
Choose two or three spots around the classroom to be “train stops.”
Name the stops.
Ask the children to walk from one stop to the next and count how many steps they havewalked.
Compare the number of steps between each of the stops.
Talk about which distance is longer and why.

Watch Video

ExploreHave the children pick building cards and work together to build the models shown (threemodels are suggested).
Ask them to build a double-ended track and place their models alongside it.
Now experiment with the app.
Let’s start the train!
Ask the children how many numbers they have seen in the app. Can they count from thesmallest number to the biggest?
Press each number and see how far the train moves.
Have the children pick the number(s) that will help the train reach each stop

Tip: Make sure the engine is connected to the app before experimenting with the different
numbers.
Continued >©2019 The LEGO Group.

30

ADVANCED – LESSON PLAN

Explain
Talk to the children about distance.
Ask questions like:• Why do people use different vehicles like bikes, cars, and airplanes?
• When do people take airplanes or buses?
• When do they walk or cycle?

Elaborate
Encourage the children to build more stops and decide the distance between them.
Ask questions like:• Which distance is the shortest/longest between the stops and how long is it?
• Can you describe the path of the train’s journey? (e.g., it started from…, stopped or passed…,
and ended at…)

Evaluate
Evaluate the children’s skills development.
Can the following areas of learning can be observed?:• Children listen attentively in a range of situations.
• Children follow instructions involving several ideas or actions.
• They answer ‘how’ and ‘why’ questions about their experiences and in response to stories or
events.
• They handle equipment and tools effectively.
• They are confident to speak in a familiar group, will talk about their ideas, and will choose theresources they need for their chosen activities.
• Children count reliably with numbers from 1 to 20.
• Children use everyday language to talk about position, distance• They select and use technology for particular purposes.
• They represent their own ideas, thoughts and feelings through design and technology,
role-play and stories.

More Ideas
Use this lesson’s format to work with Longer Distances and explore more numbers with yourchildren!

©2019 The LEGO Group.

31

PRINTABLE MODEL CARD

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32

PRINTABLE MODEL CARDTEACHER TIPSGETTING STARTED• The building cards provide inspiration to help
the children build their models.
Green cards – less challenging models.
Blue cards – more challenging models.

CODING EXPRESS
45025

AGES 2-5• They can also design and build their own
unique models.

FOR 3-6 CHILDREN

This Getting Started activity card will help you introduce
the Coding Express set to your early years and foundation
stage (EYFS) children. The activities are designed tofamiliarise children with the unique elements of the set,
which include a train engine and action bricks. Aftercompleting some or all of these activities, you candownload the Teacher Guide for more in-depth activities
related to early coding skills.

Five steps to a great start:
1 Demonstrate how to lay the track pieces.
Let the children discover the different
shapes the tracks can make. Encouragethem to experiment with the track switches
and red rail stoppers. Have them build a
track with three or four different end points.
2 Choo-choo! Introduce the train engine.
Demonstrate how to start and stop theengine, then have each child take a turnstarting and stopping it. Show them how tomove the engine from one end of the track
to the other so that everyone can have aturn.

LEARNING OBJECTIVES

3 Show the children how to position the action
bricks along the train track. Ask them to lay
one of the action bricks on the track andthen start the engine. Have them describe

what they observe when the engine goesover the action bricks. Repeat this for all of
the action bricks and then let the children
experiment with the bricks in free play.
4 Show the children the building cards one ata time and ask them to describe what theysee. Ask whether they have been to any ofthe places shown on the cards and torecount their experiences. Have the children
work together to build at least three of theplaces shown on the building cards.
5 Now put all of the pieces together! Ask
the children to place their models along the
track. Encourage them to use the engine
and the action bricks to transport figures toand from the different destinations along
the track.

Early Technology & Science• Exploring and using simple
technology• Understanding cause and effect• Making predictions and observations• Developing computational thinking• Developing spatial thinking

Download the teacher guide:
LEGOeducation.com/preschoolsupport
LEGO and the LEGO logo are trademarks of the/sont des marques de commerce du/son marcas registradas de LEGO Group. ©2019 The LEGO Group. 20180221V1

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33

PRINTABLE MODEL CARD

45025_Booklet.indd 1,3

10/29/18 5:59 PM

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34

PRINTABLE MODEL CARD

1Less challenging
EinfachMoins difficile
Meno impegnativo
Más sencillo
Menor desafio
Kevésbé nehéz
Zema sarežģītības pakāpe
较低难度
難易度低め
Менее сложные

4
2

545025_Inbox Card_2.indd

5/21/18 1:10 PMPM
5/21/18 1:09

45025_Inbox

3

Card_2.indd

1

LEGOeducation.com/Preschoolsupport

On/offEin/Aus
Marche/arrêt
Encendido/apagado
Ligado/Desligado
Be/ki

Ieslēgt/izslēgt
开/关
Hidup/mati
Buka/Tutup
オン/オフ
Вкл./выкл.

Push-and-Go
Tekan-dan-Jalan
Tolak dan Mula
Push-And-Go
押すと動き出す
Push-and-Go
Iedarbināšana pastumjot Инерционный двигатель
推动— —让火车自动前行

Action Bricks
Funktionsbausteine
Briques d’action
Mattoncini multifunzione
Ladrillos de acción
Peças de AçãoInteraktív elemek

Aktivitātes klucīši
感应积木
Bata Aksi
Bata Tindakan
アクションブロックАктивные кубики

LEGO and the LEGO
logo are trademarksof the/sont des marques
son marcas registradasde commerce du/de LEGO Group. ©2018
The LEGO Group. 6253038

TEACHER TIPSGETTING STARTED

to help• The building cards provide inspiration
the children build their models.
models.
Green cards – less challenging
Blue cards – more challenging models.
their own
• They can also design and build
unique models.

CODING EXPRESS
45025

Motor
MoteurMotoreMotors电机モーターДвигатель

Speaker
Lautsprecher
Haut-parleur
Altoparlante
AltavozColuna45025_Booklet.indd 5-62More challenging
Anspruchsvoll
Plus difficile
Più impegnativo
Más complicado
Maior desafio
Nagyobb kihívást jelent
Augsta sarežģītības pakāpe
较高难度
難易度高め
Более сложные

HangszóróSkaļrunis扬声器
Pembesar Suara
スピーカーДинамикColour Sensor
Color Sensor
Farbsensor
Capteur de couleur
Capteur de couleursSensore di colore
Sensor de color
Sensor de Cor
Színérzékelő
Krāsu sensors
色彩传感器Sensor Warna
カラーセンサーДатчик цвета

Light
Licht
Lumière
Luce
Luz
Fény

Gaisma
指示灯
Lampu
ライト
Свет

AGES 2-5

let’s build on every
child’s natural curiosity

FOR 3-6 CHILDREN

will help you introduce
This Getting Started activity card
reschoolers. The
the Coding Express set to your pchildren with theactivities are designed to familiarize
include a train engine
unique elements of the set, whichsome or all of theseand action bricks. After completing
Teacher Guide for more
activities, you can download thecoding skills.
in-depth activities related to early

LEARNING OBJECTIVESFive steps to a great start:pieces.
1 Demonstrate how to lay the track
erent
Let the children discover the diffshapes the tracks can make. Encourageswitchesthem to experiment with the trackbuild aand red rail stoppers. Have themend points.
track with three or four different
engine.
2 Choo-choo! Introduce the train
theDemonstrate how to start and stopa turnengine, then have each child takehow tostarting and stopping it. Show them
the track
move the engine from one end of
have ato the other so that everyone canturn.
the action
3 Show the children how to position
them to lay
bricks along the train track. Ask
andone of the action bricks on the trackdescribe
then start the engine. Have themgoeswhat they observe when the engine
for all ofover the action bricks. Repeat thischildrenthe action bricks and then let theplay.
experiment with the bricks in freecards one at
4 Show the children the building
what theya time and ask them to describe
to any ofsee. Ask whether they have beentothe places shown on the cards andthe children
recount their experiences. Haveof thework together to build at least threeplaces shown on the building cards.
Ask
5 Now put all of the pieces together!
along thethe children to place their models
enginetrack. Encourage them to use thefigures toand the action bricks to transport
along
and from the different destinations
the track.

Early Technology & Science• Exploring and using simple
technology• Understanding cause and effect• Making predictions and observations• Developing computational thinking• Developing spatial thinking

Download the teacher guide:
LEGOeducation.com/preschoolsupport

Stop
AnhaltenArrêt
ParadaParar
Apstāšanās
停止
Berhenti
停止するОстановка

RefuelChange direction
Light on/off
Sound
AuftankenÄndern der Fahrtrichtung
Licht ein/aus
Geräusche
Plein
Changement de direction
Lumière allumée/éteinte
Son
Carburant
Cambia direzione
Luce accesa/spenta
Suono
Rifornimento
Cambio de sentido
Luz
SonidoRepostaje
Mudar a direção
Luz ligar/desligar
Som
Reabastecer
Irányváltás
Fény ki/beHangÜzemanyag feltöltés Gaismu ieslēgšana/izslēgšana
Kustības virziena maiņa
Skaņa
Degvielas uzpilde
改变火车运行方向
灯光开/关
声音
加油
Ubah arah
Lampu hidup/matiSuara
Isi ulang
進行方向を変える
ライト オン/オフ
BunyiИзменение направления движения
Isi SemulaВключение/выключение света
音
燃料を入れるЗвукЗаправка
LEGOeducation.com/preschoolsupport

Teaching Material
Material für Erzieher
Supports pédagogiques
Matériel didactiqueMateriale didattico
Material didáctico
Material Didático
Oktatási anyagok
Mācību materiāls教材Учебные материалы

CODING EXPRESSTEACHER
GUIDE
45025
LEGOeducation.com

LEGOeducation.com/preschoolsupport

11/7/18 10:04 AM

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35

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Art no. 45025 v29_v39
Materiale no.: 6253034
LE Preschool poster (A2 420x594)
CYAN MAGENTAYELLOW BLACK

Artwork Supply: ASV
Artwork Designer: NNM

VarnishUV - Whole
UV - Partial
Water Based

CODING EXPRESSPROGRAM EXPRESSZ
DIGI-ZUG
ĀTRĀ PROGRAMMĒŠANA
L’EXPRESS DU CODAGE
デュプロ® プログラミングトレインセット
EXPRESSO DA PROGRAMAÇÃO ПРОГРАММИРУЕМЫЙ ЭКСПРЕСС

Status for this Print
Contract Proof(Visual Master)

Textmaster(Contents of text & barcode)

Approved by:Marketing Lead(acc. Artwork Checklist)

Design Lead(acc. Artwork Checklist)

CMA Creative(acc. Final Layout)

GPM-NP(Graphic Artwork)

Text(Legal text, translations)

Prepress(Barcode, Preflight)

GGQ(Visual Graphic Quality)

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LEGOeducation.com/preschoolsupport

45025_Poster.indd 1©2019 The LEGO Group.

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This page is for printing on paper size A3 (420x297 mm)

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CURIOUS

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CREATIVEEXPLORATION
Build confidence
and bringideas to life

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n g u a g e d ev e lopHelp your EYFS children
develop ­important skills
LEGO® Education Preschool solutions stimulate
children’s natural curiosity to explore together
and learn through play. Our early years solutions
will support you in developing your children in
the following ways:- give them social skills to collaborate andcommunicate with the world around them- let them discover their own capabilities andacquire fundamental life skills- develop crucial skills for school readinessfocusing on four key learning areas essential
for early childhood development: Creative
Exploration, Social and Emotional Development,
Early Mathematics and Science, and Early
Language and Literacy
Find out more...

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