The VEX Continuum – VEX Library

The VEX Continuum enables educators to create a cohesive STEM learning plan for students from Kindergarten through high school, and beyond. The VEX Continuum consists of a series of VEX platforms, grounded in a continuity of resources, curriculum, and materials, so that teachers and students can build upon their STEM learning from year to year.

Reaching School STEM Learning Goal with the VEX Continuum

The VEX Continuum is an entire K-12 solution, designed for educators, that consists of seven VEX platforms – VEX 123, VEX GO, VEX IQ, VEX EXP, VEX V5, and VEX CTE. All of which can be augmented with VEXcode VR.

The VEX Continuum supports school-wide STEM learning goals through the educational resources provided within and across platforms. The curricular resources within the VEX Continuum enable teachers and students to build on skills and concept knowledge in intentional, targeted ways. Each of the STEM domains is addressed through curricular activities and resources, like STEM Labs, that are age appropriate, and give students an opportunity to apply their learning through more complex building and projects as they get older.

The following tables show examples of STEM learning goals, and how they are met throughout the VEX Continuum.

S - Science

Scientific Thinking and Experimentation

Platform	How Learning Goals are Met
VEX 123	Students make predictions, conduct observations, and draw conclusions from their explorations of cause and effect with the 123 Robot.
VEX GO	Students make predictions and engage in experimentation with VEX GO builds to gather and represent data, as well as participate in conversations where observations are used to support a theory or argument.
VEX IQ	Students apply a process of inquiry to make predictions, test, and iterate on VEX IQ projects to explore scientific concepts, and document their observations and data in writing.
VEX EXP	Students gather data from experiments to iterate on an EXP robot build or project using their data to inform their iterations and create more functional robot designs or projects.
VEX V5	Students gather and apply data from experiments to repeatedly iterate on a V5 build or project using patterns in the data to create a more functional project.
VEX CTE	Students gather data about the functionality of the CTE Workcell and 6-Axis Robotic Arm, and observe patterns in the data to make adjustments to the design and code to optimize performance.

Physical Science

Platform	How Learning Goals are Met
VEX 123	Students explore concepts related to force and motion using the 123 Robot.
VEX GO	Students construct and use VEX GO builds to plan and conduct investigations around balanced and unbalanced forces, and use observations of an object’s motion to make predictions.
VEX IQ	Students apply Newton’s 3rd law of motion to a problem involving two colliding objects, as well as plan an investigation to provide evidence that a change in motion depends on the sum of forces.
VEX EXP	Students apply their learning to iterate on the design of a CatapultBot in order to score points in a classroom robot basketball competition.
VEX V5	Students analyze data to support the claim that Newton’s 2nd law of motion describes the mathematical relationship among net force, its mass, and its acceleration.
VEX CTE	Students apply their learning to a robotic arm, to construct a conveyor system to move and sort objects of different properties.

T - Technology

Using Technology As a Tool

Platform	How Learning Goals are Met
VEX 123	Students use the 123 Robot as a tool to accomplish a task, like driving around an object.
VEX GO	Students construct and use VEX GO builds to solve a given problem, like using a mechanical claw.
VEX IQ	Students construct and code mechanisms and robots to solve authentic problems, like navigating a warehouse with a robot, or designing the best Clawbot for picking up and moving Cubes in a classroom competition.
VEX EXP	Students construct and code robots to perform in classroom competitions with real-world applications, such as creating a Clawbot that moves Buckyballs effectively and efficiently.
VEX V5	Students construct stronger robots, to solve real-world problems, like safely delivering objects with precision in various settings.
VEX CTE	Students construct and code an automated workcell, to engage and build workforce development skills.

Computer Science

Platform	How Learning Goals are Met
VEX 123	Students are introduced to Computer Science concepts, like programming language, behaviors, and commands.
VEX GO	Students use VEXcode GO to create block-based coding projects that sequence commands together to create complex behaviors.
VEX IQ	Students build more advanced projects in VEXcode IQ (Blocks or Text), to create algorithms using different control structures and compound control structures and loops.
VEX EXP	Students build more advanced projects in VEXcode EXP (Blocks or Text) as well as creating more complex algorithms using a variety of compound control structures and loops.
VEX V5	Students use VEXcode V5 to apply modularity when using functions, external libraries, and APIs, to make use of general, reusable solutions for commonly occurring tasks.
VEX CTE	Students build projects in VEXcode (Blocks or Text) with variables, loops, and other complex control structures to use the 6-Axis Robotic Arm and other components of the CTE Workcell with precision.

E - Engineering

Building

Platform	How Learning Goals are Met
VEX 123	Students create and construct with the Art Ring on their 123 Robot.
VEX GO	Students use the VEX GO Kit to create builds from build instructions.
VEX IQ	Students engage in more open-ended building using VEX IQ.
VEX EXP	Students engage in open-ended building with the EXP metal construction system in order to optimize robot performance in classroom competitions.
VEX V5	Students engage in open-ended building with the V5 metal construction system to create their robot designs.
VEX CTE	Students build a workcell using the elements of the CTE Workcell Kit and adapt the build to control the flow of materials in an open-ended challenge.

Design

Platform	How Learning Goals are Met
VEX 123	Students examine data from tests of two objects designed to solve the same problem to compare results, and gather information about a problem that can be solved by creating a new object.
VEX GO	Students design a problem that reflects a need or want and includes criteria for success, as well as create multiple solutions to a problem.
VEX IQ	Students apply the engineering design process to solve engineering challenges. They develop, test, and evaluate solutions, optimizing them through iteration. Students document their data throughout and use it to inform the iterative process.
VEX EXP	Students apply the engineering design process to iterate on their metal robot builds to solve various challenges. They develop, test, and evaluate designs collaboratively, optimizing them through iteration. Students document data throughout and use it to make data-based decisions.
VEX V5	Students evaluate a solution to a complex problem based on prioritized criteria and tradeoffs.
VEX CTE	Students adapt the CTE Workcell based on the specific task to be accomplished in an open-ended challenge, adding or changing elements of the design to make the workcell function as intended and move elements from one location to another.

M - Mathematics

Spatial Reasoning

Platform	How Learning Goals are Met
VEX 123	Students practice spatial reasoning to plan and code the path a 123 Robot will need to travel on the Field.
VEX GO	Students practice spatial reasoning to build VEX GO models from build instructions, and create mental models to solve problems, like driving a Code Base on a course.
VEX IQ	Students apply spatial reasoning to create VEX IQ mechanisms that are constructed to accomplish a task, like building a claw that is the appropriate size to move an object on a robot.
VEX EXP	Students apply spatial reasoning to create manipulators for their robots designed to accomplish a particular task. They iterate on the design to produce the best advantage in a classroom competition, like scoring the most goals in a robot soccer game.
VEX V5	Students apply spatial reasoning to their V5 robot designs and construction, as well as use mental models to construct code that accomplishes a task, like lifting an object with a robot and moving it to a specific location.
VEX CTE	Students apply spatial reasoning to code the 6-Axis Robotic Arm to move to specific locations through understanding the Cartesian coordinate system.

Math Operations

Platform	How Learning Goals are Met
VEX 123	Students use the 123 Robot to practice addition and subtraction concepts, skills, and problem-solving.
VEX GO	Students construct and use VEX GO builds to practice multiplication and division of whole numbers and fractions, as well as area and perimeter.
VEX IQ	Students apply ratios and proportional relationships to their VEX IQ builds, and practice linear algebra and linear functions in their projects.
VEX EXP	Students use the Pythagorean Theorem to calculate the distance for their robot to drive to create code in VEXcode EXP that optimizes their robot’s movement.
VEX V5	Students apply more complex algebra and functions concepts and problem-solving to their projects.
VEX CTE	Students apply geometry, algebra, and functions to derive values that the 6-Axis Robotic Arm, sensors, and conveyors use in order to sort and move objects with precision.

A variety of STEM Labs are included within each platform, offering complete plug-in units of curriculum, using VEX products, designed to meet STEM learning objectives and curricular standards. STEM Labs are like an online teacher’s manual, in which all of the tools and resources needed to complete a lesson are provided.

STEM Labs Units connecting to each concept or goal identified in the charts above, are offered across the VEX Continuum. For instance, the Technology goal of “Using technology as a tool”, can be accomplished with growing depth as students grow older.

Platform	How Learning Goals are Met	STEM Lab Example
VEX 123	Students use the 123 Robot as a tool to accomplish a task, like driving around an object.	In the Number Line STEM Lab Unit, students code their 123 Robot to drive along a number line, to help solve basic addition or subtraction problems.
VEX GO	Students construct and use VEX GO builds to solve a given problem, like using a mechanical claw.	In the Helping Hand STEM Lab Unit, students build an adaptation claw, and test and iterate on their build to make it better able to pick up and move objects effectively.
VEX IQ	Students construct and code mechanisms and robots to solve authentic problems, like navigating a warehouse with a robot, or designing the best Clawbot for picking up and moving Cubes in a classroom competition.	In the Castle Crasher STEM Lab Unit, students build and code a BaseBot with Optical and Distance Sensors to seek, crash, and clear cubes from the Field in the Castle Crasher competition.
VEX EXP	Students construct and code robots to perform in classroom competitions with real-world applications, such as creating a Clawbot that moves Buckyballs effectively and efficiently.	In the Up and Over STEM Lab Unit, students explore how to design a Clawbot to collect, pick up, and move Buckyballs from one side of the Field to the other in order to compete in the Up and Over competition.
VEX V5	Students construct stronger robots, to solve real-world problems, like safely delivering objects with precision in various settings.	In the Medbot STEM Lab Unit, students code a robot to navigate a hospital to deliver items with accuracy in the Automed Challenge, based on real-world robotic applications in hospitals.
VEX CTE	Students construct and code an automated workcell, to engage and build workforce development skills.	In the Material Transportation STEM Lab Unit, students build the conveyor systems to work with the CTE Workcell and code them to move materials from one location to another using sensor feedback, emulating automated sorting in factory settings.

Alternatively, an Engineering goal around building can be accomplished using each of the VEX platforms with growing complexity.

Platform	How Learning Goals are Met	STEM Lab Example
VEX 123	Students create and construct with the Art Ring on their 123 Robot.	In the Touch to Code STEM Lab Unit, students build an attachment for the Art Ring to move objects off a Field Tile with their 123 Robot, to use the robot to help “clean your room.”
VEX GO	Students use the VEX GO Kit to create builds from build instructions.	In the Simple Machines STEM Lab Unit, students construct several simple machines, like an inclined plane, from building instructions, and test them to see how they work.
VEX IQ	Students engage in more open-ended building using VEX IQ.	In the Up and Over STEM Lab Unit, students explore how to design and build a Clawbot to collect, pick up, and move cubes for the Up and Over classroom competition.
VEX EXP	Students engage in open-ended building with the EXP metal construction system in order to optimize robot performance in classroom competitions.	In the Robot Soccer STEM Lab, students explore how to create a manipulator on their robot to grab, pass, and score goals in a Robot Soccer competition.
VEX V5	Students engage in open-ended building with the V5 metal construction system to create their robot designs.	In the Design by Request STEM Lab Unit, students explore different kinds of manipulators as they design and build a robot that can perform multiple functions.
VEX CTE	Students build a workcell using the elements of the CTE Workcell Kit and adapt the build to control the flow of materials in an open-ended challenge.	In the Logistics Sorting Challenge, students use their CTE Workcell to complete an open-ended challenge as they fulfill a shipping manifest where products come from multiple areas and need to be distributed to multiple locations. Students explore the layout of their workcell and determine the flow of materials needed to complete the challenge.

Supporting Educators with the VEX Continuum

The VEX Continuum allows educators and schools to align their STEM learning, creating a vertically and horizontally aligned curriculum, across and within grade levels. Other subject areas, like math or literacy, have a predictable progression, where educators know what concepts and foundations students have been exposed to, and can then build upon skills from year to year. The VEX Continuum brings this same concept of vertical alignment to STEM learning. Teachers and students can build on their learning from year to year, as products and curricular resources in the VEX Continuum grow with them. Students that have been using VEX 123 can progress to VEX GO in a fluid way, taking their knowledge from VEX 123 and applying it to new and exciting STEM challenges in VEX GO. Similarly, students can bring their building and coding skills from VEX GO to VEX IQ, where they can use those skills to create more complex robots, or participate in larger scale competitions. VEX EXP provides students with a first experience in building metal robots while engaging in classroom competitions designed to advance both engineering and coding skills. That accumulated knowledge can then be applied with VEX V5 in a competition setting. This continual scaffolding enables students and educators to grow together.

For educators, the VEX Continuum enables a horizontal alignment of curriculum as well, so teachers on the same grade level are teaching with common resources and materials. Rather than teaching isolated STEM lessons, educators can collaborate and share experiences, plan together, and mentor one another when they have a shared system to work from. Students also benefit, as they are having similar STEM learning experiences, and working with the same materials, no matter which class they are in, or which teacher they have.

A classroom scene featuring educators engaging with a computer planning their lessons together, illustrating the collaboration teachers can have as well across the continuum.

Vertical and horizontal alignment of this nature enables greater educator collaboration to take place. This then fosters the development of a Professional Learning Community among educators, where intentionality and best practices can be institutionalized and supported across grade levels, and even from school to school. Educators are essentially speaking a shared language of STEM learning, setting themselves up for shared successes and collective growth.

Once educators enter the VEX ecosystem, the continuity of resources across platforms makes it easy to plan, teach, and collaborate with others, both within and across grade levels, year after year.

Continuity of Curriculum – STEM Labs are formatted similarly across platforms, so that educators have a predictable resource to teach from. VEX 123 and VEX GO STEM Labs follow a three part form of Engage - Play - Share; VEX IQ (2nd gen) and EXP STEM Labs also follow a three part form - Learn, Practice Compete. VEX IQ (1st gen) and VEX V5 STEM Labs follow a five part form of SPARK (Seek - Play - Apply - Rethink - Know). VEX EXP and CTE STEM Labs also include open-ended challenge Units.
Continuity of the VEX Library – The VEX Library is the online library of all things VEX, with reference articles for troubleshooting, coding, building, and teaching across the VEX Continuum.
Continuity of Preparation – VEX Professional Development Plus (PD+) offers both free, online, self-paced professional development training for each platform in the VEX Continuum as well as more advanced professional development as a subscription. Educators engage in hands-on learning with VEX materials to complete the courses, gaining valuable experience that directly relates to what you and your students will be doing in class. VEX PD+ provides a wide array of additional professional development opportunities for each platform as well.
Continuity of VEXcode – VEXcode is consistent across all VEX platforms and across the coding method (Blocks and Text). As educators and students progress from elementary, to middle, to high school and beyond, they never have to learn a different block, code, or toolbar interface.

Whether you are a teacher returning to the same platform, or an educator changing grade levels and switching platforms, or are teaching a STEM class and using multiple platforms during the year, this continuity of resources will enable you to teach with confidence.

Facilitating Student Learning with the VEX Continuum

For students, the VEX Continuum enables them to learn at their own pace, placing the emphasis on the process of learning, not the product being created. Student learning is rarely linear, and as such, revisiting concepts over time is part of education. The ability to do so, and to use and reuse familiar tools, like VEX construction systems or VEXcode, enables educators to meet students where they are, and scaffold their learning accordingly. Reteaching and differentiation are made easy with VEX educator resources. Within each platform are common resources that can be used to offer extra practice, or additional challenges, so that all students can progress, and a classroom as a whole can be engaged.

A boy and girl working together with a V5 robot in a classroom setting, showcasing collaboration and learning in robotics education, part of the VEX Continuum.

From VEX 123 through VEX V5 and CTE, students engage with VEX materials and curriculum through collaborative learning in groups. Group work is organized in STEM Labs by dividing efforts into roles and responsibilities. For the youngest students with VEX 123, turn taking is emphasized, and strategies are offered to support teachers as they facilitate the development of “Robot Rules”, and engage in group conversations with students. VEX GO scaffolds this into roles of Builder and Journalist, and offers a Robotics Roles & Routines worksheet in each STEM Lab, with guidance for organizing building tasks, turn taking during activities, and group decision making. VEX IQ continues this path, expanding to include three roles – Builder, Recorder, and Programmer – with organizational cues for each role embedded throughout the student-facing material in the STEM Labs. VEX IQ (2nd gen) and EXP STEM labs emphasize collaborative decision making throughout the labs. Suggestions for supporting student collaboration are also available for IQ and EXP in our STEM Library.

Shaping learning experiences around group work not only serves to help teachers organize their classroom effectively, but also supports the development of valuable social-emotional and 21st century skills. As students iterate on projects, make mistakes and try again, and solve problems together, they are building resilience as well as knowledge. By actively practicing turn taking, group decision making, collaborative problem solving, and engaging in meaningful discussions about projects, students learn how to work well with others, while also learning about STEM concepts. This continued practice over the course of the VEX Continuum can foster the development of a larger classroom and school culture, where mistakes are seen as learning opportunities, and students grow comfortable with iteration, questioning, and collaborative processes of learning.