About the course
Through the creation of their own cartoons and computer games, the children develop logical and algorithmic thinking. This helps them in school.
1 academic year
8 – 12 years old

Groups of 8-12 children
Once a week
90 minutes
Weekdays or weekends

Visual programming develops a child's imagination and teaches them to correctly set goals and search for ways to achieve them in game form
In addition to working at the computer, the children draw, think, invent and design in groups, and give presentations
At the end of the course, the children will create their own project - a game, a cartoon, or an interactive book
What will a child learn in a programming course:

To think logically

To program cartoons and online games

To think up algorithms to create their own projects
Scratch programming

To work in a team

To apply basic programming and algorithm concepts
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Subject plan
Module 1. Introduction

Topics

- Linear algorithm - Scratch interface

- Loops

- Starting arrangements

- Planning

- Events


Educational outcomes

- The students compose linear and loop algorithms, including a few programs that start from different events.

- They orient themselves with the platform and Scratch interface

- They understand the principles of an iterative approach to program development.

- The changing parameters are set at the beginning of the program.


Settings:

- mistakes are normal;

- routine processes can be automated;

- any difficult task can be solved by breaking it into a few simple tasks.


Contents

- tasks on the platform, mini-projects in Scratch, and tasks in the workbook to learn the material;

- an interactive project in which elements change their appearance when the program is run by pressing a key or clicking on a character (sprite).


Module 2. Navigating the space

Topics

- Coordinates and the coordinate plane

- Turns in a certain direction

- Turns at a number of degrees

- Messages


Educational outcomes

- The students solve tasks using the iterative approach.

- They understand the principles of program testing and error correction

- They determine and set the position of an object in the space.

- They program the interaction of objects and transitions between stages using messages.

- With other students, they discuss and develop multiple options for solving the same task.

Settings:

- a difficult task can be solved by breaking it into a few simple tasks;

- I can create cartoons;

- I'm interested in studying the world in which I live.


Contents

- tasks on the platform, mini-projects in Scratch, and tasks in the workbook to learn the material;

- a cartoon in which animation is implemented with an appearance change and movement and interaction of objects.


Module 3. Making a game

Topics

- Conditions and operator selection

Procedures

- Controlling characters

- Testing and feedback during project development


Educational outcomes

- Students develop programs iteratively.

- When compiling the program, they test it and correct errors.

- They plan the game, highlighting elements of the game and determining the sequence of actions to implement it.

- They set the rules of the game and control the characters.

- They organize the code using sub-programs.

- They give each other feedback from the user's point of view.

- They present their projects


Settings:

- a difficult task can be solved by breaking it into a few simple tasks.


Contents

- tasks on the platform, mini-projects in Scratch, and tasks in the workbook to learn the material;

- a game in which rule checking is implemented and there are winning and losing situations.


Module 4. Logic

Topics

- Logical operators: AND, OR, NOT

- Loop with a condition

- Random numbers

- Ranges and coordinate areas


Educational outcomes

- The students set the stage area for the appearance or movement of an object.

- They analyze the task, offer a few solutions, and set conditions in the best possible way to solve the task.

- Make a plan, dividing the task into subtasks.

- They take responsibility and understand their impact on the overall result.

- They test the project and modify it taking into account feedback.


Settings:

- optimally formulated conditions make code easy to read and use;

- a task can have several correct answers;

- There are many ways to use existing knowledge


Contents

- tasks on the platform, mini-projects in Scratch, and tasks in the workbook to learn the material;

- a game created by a group in which there are several levels or parts


Module 5. Variables

Topics

- Variables

- Data types

- Score

- Procedures with parameters


Educational outcomes

- The students come up with complex rules of the game, winning situations, and conditions for the characters.

- They create and call variables to store information in.

- They apply different operations to different types of data (numbers, strings, logical expressions)

- They choose the best way to solve the task and implement it.

- They write code that is understandable to other people.

- They evaluate the projects of other students according to the criteria and give feedback.

- Independently plan and implement their projects.


Contents

- tasks on the platform, mini-projects in Scratch, and tasks in the workbook to learn the material;

- individual projects using the programming tools covered.


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