This is a collection of resources for teachers which includes tutorial videos, pdf guidelines, downloadable programme installation file and coding platforms
This is a great collection of short coding activities to introduce coding block- and line coding in schools
This is a collection of structured project-based curricula where students create projects with code. The project are broken down in lessons which highlights specific coding skills
(Focusing on Scratch)
CS First is a free computer science curriculum that makes coding easy to teach and fun to learn. CS First empowers every teacher to teach coding with free tools and resources. The learners learn through video tutorials and block-based coding in Scratch. CS First is build on on a Learning Management System which allows the teacher to manage and track learner participation
Bootup: Scratch JR (Year 1 - 3)
In this curriculum, students learn the ABCs of coding using Scratch, a block-based programming language. The curriculum is project-based and interest-driven - learners can progress from puzzles to more complex scenario-based projects. Every project includes a lesson plan and a variety of teacher resources embedded throughout the lesson.
Bootup: Scratch (Year 4+)
This curriculum is an extension of the Scratch JR curriculum and follows the same approach but with more complex projects and longer timelines. The learners are gradually introduced to a variety of practices and concepts while simultaneously learning a variety of new blocks and tools in Scratch
Prepare The Learning Journey
Step 11: Find activity sets/curriculums that has your objectives as outcomes
FOR THE PURPOSE OF THIS TRAINING, WE WILL USE THE CREATIVE COMPUTING CURRICULUM TO WORK FROM.
Imagine for a moment you have searched the web for resources and after long debates your school decides on this specific set of activities. As with many online resources, you need to adapt what you find to fit your school context.
Step 12: Package your term/year programme
Consider the following and decide how it will impact on your selection?
There are so many activities - which do you select?
How much time does learners spend at the coding club?
Which other elements influence your selection?
The Participant Registration
Step 13: Discuss what should be in a participant registration form. Have you thought of involving the parents at this stage?Each participant can design an online registration form which they can use at their school in future. Those that feel uncertain about how to go about creating a form, pair up with members of your team and learn from them to go an try at home on your own.
Prepare for sessions
Step 14: Take the next hour and work through as many of the activities your group identified for the term/year plan. You can even be strategic and divide the activities among group members to provide feedback on the challenges experienced during the selected activities.
Even if the sessions are downloaded and ready for use, it is important that you prepare at least 2 or 3 sessions in advance. This will allow you to ensure the following:
See whether the skills required for the completion of a task has been obtained.
Know the steps and challenges so that if learners have difficulty you have some experience in dealing with the challenge
However, it should be emphasised that teachers need not be know all-knowing adult in the "learn-to-code" movement, but he/she should try and be resourceful when challenges surface and above all, ensure that the learning journey is enjoyable . learners will not remember what you say but they will remember how you made them feel.
Step 15: Based on the course experience, give a feedback summary of what teachers should consider as they plan for their coding club. Rename your document and upload it to the shared folder in the next unit.