Claire’s story challenges the idea that there is only one route into technology or mentoring. With a background in computer science and a passion for teaching, she now helps create welcoming, inclusive environments where young people — and volunteers — from a wide range of backgrounds can belong.

From 火车上强摁做开腿呻吟 to community

Claire’s Code Club journey began long before she worked in libraries. With a degree and PhD in computer science, she spent time in academia before finding her way to community-based learning and volunteering. Teaching runs in her family, and sharing knowledge has always brought her joy. That’s why, after being introduced to CoderDojo (part of the Code Club community) through a friend, Claire began volunteering at club sessions.

“I had always intended to work in academia but, working as a postdoc for a couple of years, realised it wasn’t what I wanted to do long term. CoderDojo sessions gave me and the other volunteers a chance to look at more adventurous coding topics, without the constraints of 纯爱无遮挡h肉动漫在线播放 and the time-pressure that teachers have to contend with.

“We were also able to engage with children and young people who were struggling with the formal education environment for a variety of reasons. Doing well at something they enjoyed increased their confidence and was often a factor in helping them become more engaged at school.”

Becoming a Code Club volunteer eventually led Claire to her current role coordinating Code Clubs across Glasgow Life venues, including Mitchell Library, Gorbals, Drumchapel, and beyond.

“Working with Glasgow Life colleagues across libraries, communities and museums has given me the chance to connect with children, young people and adults in a non-threatening environment. Mixing coding with mediaeval manuscripts, wearable tech, poetry or electronic music has allowed people to approach a topic they hadn’t considered interesting or understandable and make some really original and fun things.”

Inside a Code Club session

Stepping into one of Claire’s Code Club sessions, you’ll find a mix of focus, laughter, and creative chaos. Young people gather around laptops in library spaces to build games and animations in Scratch, experiment with micro:bits, and help each other solve problems as they go.

Sessions vary by location and age group. Some run weekly, others every two weeks, and each has its own character — from younger children discovering coding for the first time to teenagers returning with ambitious ideas they want to bring to life.

“The clubs are quite varied, depending on location, size and the personality mix of the coders and volunteers. Some clubs are quieter, while others are very lively! Scratch features prominently in most clubs. The children really enjoy the way it allows them to bring in topics they’re interested in, design their own characters, or build games inspired by other games they’ve played.”

For Claire, these sessions are about more than learning to code. They’re spaces where young people practise problem-solving, learn to ask for help, and gain confidence in sharing their ideas.

“Some coders come with a friend or have made friends at the club. So there are often children working together on a project, chatting to each other about what they’re working on, or showing each other how to do something.”

Inclusion, confidence, and belonging

Inclusion is core to Claire’s approach. From running all-girls sessions to supporting volunteers and young people with neurodivergence and other additional needs, her focus is on creating spaces where everyone feels welcome.

“One young coder who spends a lot of time in his local library after school, but can be a bit boisterous, agreed to come and join the club. Initially a bit hesitant, he soon displayed a real talent for solving coding puzzles.

“He was particularly proud when, encouraged to try the challenge level rather than skipping past it, he solved it quickly. We printed a Code Club ‘Problem-solving Champion’ certificate for him and he carefully folded it up to take home.“

Claire has seen firsthand how confidence can grow when people are given time, patience, and encouragement.

Volunteers: The backbone of Code Clubs

That sense of belonging doesn’t stop with young people — it extends to the volunteers who help make these spaces possible. For some volunteers, involvement in Code Club has been a stepping stone to employment, new skills, or a stronger sense of belonging.

Like many community programmes, Code Clubs in Glasgow were disrupted by the pandemic. It made one thing clear: clubs only work when volunteers are willing and supported to run them. With fewer library staff available to anchor sessions, rebuilding the clubs meant casting a wider net for volunteers. As a result, volunteers arrived with more diverse life 纯爱无遮挡h肉动漫在线播放s, ways of thinking, and approaches to problem-solving, which enriched the sessions and created more inclusive learning environments for young people.

“I recruit mainly through the Glasgow Life volunteering website. I also advertise through STEM Ambassadors, via my contacts in local universities, colleges and tech companies, in the newsletter my colleague sends to students in the Glasgow Code Learning programme, and by putting up posters in libraries.

“I’m really keen to try and get a mixture of qualities in a team. I try to ensure at least one person is a confident programmer, who can help with trickier bugs and more advanced topics. However, I’m also keen to have volunteers who may not have so much of a technical background but are good at chatting to children and helping create a real sense of it being a club.“

Who makes a good Code Club volunteer?

One of the most important messages Claire wants to share is that there is no single type of Code Club volunteer. Students, career-changers, refugees, people returning to work, and neurodivergent people all bring valuable perspectives. While technical skills are helpful, Claire believes empathy, curiosity, and willingness to learn alongside young people are just as important.

“Finding out how to do something by searching online, asking other coders and the mentors is part of the code club 纯爱无遮挡h肉动漫在线播放 (and the 纯爱无遮挡h肉动漫在线播放 of being a professional programmer!) The main thing is not to be afraid to admit you don’t know something. Although this can be alarming at first, I’ve found the coders are happy to be told that I’ll look at it over the next week and report back. And that they should do the same so we can compare notes. And if they know how to do something that you don’t, they absolutely love explaining it to you!“

We asked Claire what she would say to someone who doesn’t see themselves as ‘technical enough’ but is curious about getting involved:

“The majority of library staff didn’t have any background in programming. They are simply happy to learn as they go along and help the children make their ideas come to life. In fact, one of these ‘non-technical’ staff ran a very popular and successful club and supported a team of coders to develop a project that [was chosen as a judges’ favourite] at Coolest Projects.”

As Code Clubs continue to grow and adapt, Claire hopes to see even more people step forward, especially those who might not immediately picture themselves in a mentoring or volunteering role.

Where community impact begins — with people

By keeping Code Clubs rooted in libraries and community spaces, it is possible to reach people across a wide range of backgrounds and circumstances.

Claire’s story is a reminder that community impact is built by people who care and that supporting young people with coding is about far more than technology alone. It’s about confidence, connection, and opening doors.

For anyone curious about supporting young people with coding, there are many ways to get involved. You don’t need to be an expert, as mentors support young people by encouraging curiosity, helping build confidence, and learning alongside them. If you’d like to find out more about what mentoring looks like and the different ways you can contribute, visit the Code Club mentor page to explore guidance, training, and next steps.

The post Many paths into mentoring: Building inclusive Code Clubs in Glasgow appeared first on 肉色欧美久久久久久久免费看.

A few highlights from this year include the Astro Pi tenth anniversary celebrations at the London Science Museum; a series of Mission Zero workshops delivered during Science Festivals in Bradford, Belfast and Norwich; and hosting a Mission Space Lab hackathon at the 肉色欧美久久久久久久免费看 headquarters.

Mission Zero on the road: Creativity in coding

In Astro Pi Mission Zero, participants write a simple Python program that displays an image or animation on an Astro Pi computer aboard the ISS. Their program also uses data from the Astro Pi’s colour and luminosity sensor to set the background colour.

Since Astro Pi 2025/26 launched in September, the 火车上强摁做开腿呻吟 Pi team have been running Mission Zero workshops at science events and providing training to lots of different organisations. We kicked off our outreach at Bradford Science Festival in October with workshops happening all through the half term at the Bradford Science Museum. Over 260 young people took part and submitted their entries during the festival.

In November, we ran a series of online training and livestreamed sessions for Education Scotland’s Computer Science Week, and for STEM Ambassadors in Wales. We provided teacher CPD sessions for facilitators and even livestreamed a Mission Zero lesson direct to the classrooms of primary schools around Scotland. 

December was a particularly big milestone as we celebrated ten years of Astro Pi at the London Science Museum with UK Astronaut, Tim Peake, who launched Astro Pi way back in 2015. We hosted families and schools with a series of workshops over two days at the museum, and Tim even joined us for one of the workshops to meet participants.

January found the team running training for computer science teachers at the Harris 纯爱无遮挡h肉动漫在线播放, a network of schools around Greater London, and the Meridian Trust, a school network in the East of England. After the training, we visited Nene Park Academy in Peterborough UK, part of the Meridian Trust, to run mission zero with groups of students there. 

In February, we visited the Waterloo Park Pavilion to host a fringe event to the Norwich Science festival. These workshops ran alongside space-themed craft activities organised by the volunteer group, Friends of Waterloo Park, creating an inclusive and welcoming environment for families. Younger children could take part in the crafts, while older participants explored text-based programming.

Although participants could follow a ready-made example, many chose to design their own personalised images. This creativity, combined with the knowledge that their code would run in space, made for a highly engaging session.

Meanwhile, another team of 肉色欧美久久久久久久免费看 colleagues were out running Mission Zero at the Northern Ireland Science Festival in Belfast.

Mission Space Lab: A day of problem-solving

In February 2026, we hosted a Mission Space Lab hackathon at the Code Club in the 纯爱无遮挡h肉动漫在线播放’s Cambridge office. Four teams of young people worked together to tackle a real scientific task: calculating the speed of the International Space Station (ISS) as accurately as possible.

Teams wrote two short Python programs: one that collected data from the Astro Pi computers’ sensors and camera, and one that calculated speed using historical images from the ISS. Then they combined the two programs and edited them to work on the Astro Pi computers aboard the ISS using the Astro Pi Replay tool.

To test their programs, teams used a trolley rigged up with a Camera Module to simulate motion and refine their calculations. The day ended with teams submitting their programs and sharing what they learned, including the challenges they faced and how they overcame them.

Bringing Astro Pi to more communities

All these events and workshops are a reminder of what makes Astro Pi special. Young people are not just learning to code; they are exploring their creativity with it, and applying their skills to a real-world setting — the awesome vastness of space! 

If you’d like us to help run an Astro Pi event for teachers or students in your school or community in the UK, then we’d love to hear from you.

Get in touch to find out more: [email protected]

If you are in another ESA member state, you can reach out to your local European Space Education Resource Office (ESERO).

The post Highlights from Astro Pi 2025–2026 community events appeared first on 肉色欧美久久久久久久免费看.

To teach complex concepts, in computer science, we often use an instructional approach called ‘unplugged’. We use the unplugged approach to teach 火车上强摁做开腿呻吟 concepts without a computer. Often unplugged activities include using an everyday analogy or a physical fun activity. For example, to teach about algorithms, students might learn how to make a jam sandwich where the recipe and following instructions accurately are similar to an algorithm and the steps within it used to write a program. The jam sandwich activity has now become a popular and key teaching 纯爱无遮挡h肉动漫在线播放 for young students across the world, as it teaches a complex but fundamental idea in a simple and fun way.

At the January 2026 肉色欧美久久久久久久免费看 火车上强摁做开腿呻吟 Seminar, Salomey Afua Addo, a 火车上强摁做开腿呻吟er at the University of Cambridge, presented her work about how to teach about AI. She has specifically looked at this in the context of high school students in Ghana, where AI is now part of the mandatory 纯爱无遮挡h肉动漫在线播放. In Ghana, most schools do not have access to computers, therefore an unplugged approach to teach about AI is a good idea. Therefore, Salomey developed a set of unplugged activities to teach about a range of AI concepts.

Here, I focus on one of the activities that she presented — one that I think will become another ‘jam sandwich’ 纯爱无遮挡h肉动漫在线播放 for students. So if you might teach about AI at some point, then read on.

Neural networks and rope: An unplugged activity

Salomey has designed an unplugged role-play activity to teach about neural networks and how they are trained to solve a problem. She focused on finding a familiar problem context for Ghanaian teachers and their students, and selected farming and crop disease. Students are asked to figure out what features about a farm are relevant for detecting diseases on cocoa trees. To solve the problem, students are given data about the farms (see Table 1). Giving students data, rather than preconceived rules about the context is key to the learning activity. Neural networks are data-driven — they provide a way to model given data so that we can make predictions. Here the features of farms, and importantly whether disease is or is not found in their cocoa trees, is the data that is used to train a model. The model is used to make predictions, which can then be used to improve farming by reducing crop disease. 

Using farm data, students can learn how neural networks work, and they can do this through an unplugged role play — using ropes!

Here’s how Salomey’s classroom activity works. Sets of students act out the processes of training a neural network, including forward propagation, evaluation, and backpropagation. They take on the “roles’’ of some of the concepts of a neural network. One student acts as the supervisor, six students act as the input layer, two as the hidden layer, and one as the output layer.

Keeping it simple: Concepts and data

Key concepts are simplified for students:

• Forward propagation: The hidden layer players randomly select a set of farms (three of the six sets of input values), which reflects how weights are often set to random values at the start.
• Evaluation: The student acting as the output layer compares the prediction (whether crop disease is present or not) to the actual value for the farm to assess the error, similar to a loss function.
• Backpropagation: Inspired by MIT’s RAISE 纯爱无遮挡h肉动漫在线播放, this stage is modelled on establishing trust. Players in the hidden and output layers modify their trust in the previous layers (by adding or removing ropes) based on the accuracy of the prediction (if the farm has disease).

Simple numerical data about the features of the problem are given to the students, such as whether the “Temperature” is suitable (0=No, 1=Yes), if there are “Spots” on the plant (0=No, 1=Yes), if “Fertilizer’’ has been used, whether the “Leaf colour’’ is green or not (see Table 1). Importantly, each of the six features given are represented by the six “input layer” students. So each student can ‘process’ each feature as the data for a given farm is used to train the model. Cards are used to represent the data values passed between layers. And this is where the ropes come into play, as they are used to represent the connections between the nodes in the layers.

Instructions for each role

Written role-specific instructions are provided for the students to follow, for example, the Supervisor is given three steps to follow for the forward propagation stage, and the Input Layer students receive a different set of instructions and so on. The detail of the role play is shown in the instruction sheets (see Figure 1).

Why the ropes are important

Using ropes to connect the nodes becomes most important at the reverse propagation stage. The clever part of this is that we can show an increase or decrease in the strength of connection by adding or removing ropes. For me, this is the ‘jam sandwich’ effect. This, I think, is probably the most significant learning point. Here, the number of ropes that connect the nodes in the layers are changed based on the strength of evidence that a particular feature is indicated, by the data, to be relevant to the output. In this case, whether “Temperature”, for example, has an implied effect on cocoa disease or not — based on the data, not on any preconceived rule. Simply put, if a farm did have disease then a rope is added, if a farm did not then a rope is removed. Or at a more abstracted level, if a particular neuron contributes towards the correct prediction, a rope is added, otherwise a rope is removed. In a real neural network, backpropagation involves complex maths, such as calculus that would not be accessible to students of this age. Therefore, the rope is an analogy that replaces something that would be impossible for these students to grasp if it was taught using the real-world implementation. 

Problem to be solved in the unplugged activity: Identify features that are relevant for detecting diseases

At the end of the activity, features (temperature, leaf color, family farm, etc.) with many rope connections are considered to be relevant for crop disease detection on the farm, whereas features with fewer rope connections are considered to be irrelevant for crop disease detection. The more ropes attached to a particular feature, e.g., temperature, represent its higher relevance in identifying crop disease on the farm. 

Activity design, follow-on and evaluation

As part of the design of this activity, Salomey has simplified technical language so that throughout the role play students use everyday terms and she has chosen a context that is relatable for the students. For example, she uses the language of trust, and the new thickness of a rope connection, rather than using technical terms such as weight, loss function, and the error of the network.

Salomey also designed a follow-on activity that uses pen and paper. In this version of the activity, which she calls a board game, the students draw lines to connect the nodes in the layers. The thickness of the lines connecting the nodes represent the strength of the trust (see Figure 2). 

Salomey also shared her evaluation of the resources. She conducted pre‑ and post‑intervention surveys with 39 teachers as part of the professional development on the AI teaching materials, and ten of those teachers implemented the unplugged activities in their classrooms. She reported that the teachers found the role-play activity was effective to demonstrate neural networks, that children worked independently to learn, and that some students who did not take part usually in class were engaged.

As well as sharing about her unplugged neural network activity, Salomey also talked about a set of AI stories that she has developed to teach about other aspects of AI applications. For example, the importance of fact-checking is demonstrated through a story about a young girl who fact-checked information she received from her friends about life in a city. 
If you would like to find out more about Salomey’s work, you can find related materials on our seminar website.

Join our next seminar

Join us at our next seminar on Tuesday 17 March from 17:00 to 18:30 GMT to hear Rebecca Fiebrink (University of the Arts London) speak about teaching AI for creative practitioners. This will be the second seminar in our new series on how to teach about AI across disciplines. We hope to see you there!

To sign up and take part in our 火车上强摁做开腿呻吟 seminars, click below:

You can also view the schedule of our upcoming seminars, and catch up on past seminars on our previous seminars page.

The post Do you have some rope? Then let’s teach about AI concepts appeared first on 肉色欧美久久久久久久免费看.

We set out to learn from the wealth of 纯爱无遮挡h肉动漫在线播放s within the global Code Club community: how clubs adapt to local needs, and which practices consistently support young people’s learning. Although we found small differences in how clubs make Code Club work locally, what stands out far more are the shared principles that make it work everywhere. Here we share stories from across our network that collectively paint a vibrant picture of what makes this movement work.

Inspiration from the people who make Code Club thrive

One theme runs through every story: Code Club is powered by people who really understand the needs of their community.

During a visit to a set of Code Clubs in India, our team met a group of girls who once faced barriers to attending school. Now, they are confidently creating Scratch projects and exploring new technologies. Their club leader explained how a simple change — allowing girls to attend school wearing traditional attire — opened doors for families. Seeing these young creators code with pride is a vivid reminder of how opportunity can reshape futures.

A club leader at Better Juniors Digital Club at Better Life Primary and Junior School in Kenya described how their programme began with just one laptop. Rather than letting that limit what learners could do, he found solutions everywhere: applying for grants, borrowing digital space from a nearby hub, and setting up equipment so children could work on projects together. His determination effectively created a bridge between schools and resources, opening up real opportunities for every child to learn.

We also heard from educators whose clubs have become long-standing pillars of their communities. At Rhiwbina Library in Wales, leaders have been running Code Club for over a decade, creating a space where older creators naturally guide new ones. When asked about club rules, one child replied: “There’s only one and that’s ‘respect’.” That simple principle continues to shape a joyful, collaborative atmosphere.

And sometimes the inspiration comes from the young people themselves. At Hillside Primary in Scotland, an enthusiastic creator took it upon himself to run taster sessions and codealongs for new members, helping them discover whether Code Club was right for them. His enthusiasm and leadership were infectious, and that spirit of young people lifting up their peers is something we’ve seen in clubs all over the world.

Moments of joyful learning capture the spirit of Code Club

In one club that meets across three different venues in Pennsylvania, USA — a creative arts centre, a coffee shop, and a library — the excitement became contagious. The librarian, Miss Sandy, was so inspired by the learners’ projects — including the moment they added “Shredder Cat”, the library’s pet mascot, into their digital creations — that she has begun learning to code alongside them.

At one showcase event in India, learners proudly demonstrated text-to-speech and video-sensing projects — remarkable achievements for many of them in their first year of coding. They explained their ideas with confidence and clarity, sharing the logic behind their work as parents, teachers, and mentors looked on with pride. 

In the UK, we 纯爱无遮挡h肉动漫在线播放d a beautiful moment at Fakenham Academy where the room filled with a chorus of squarks, clicking, tapping, and squeaking sounds as learners adapted the Grow a Dragonfly project in their own creative ways.

From applause erupting whenever a project is finished to a room buzzing with micro:bits or young people debugging together on a shared laptop, these snapshots show Code Club at its best.

All about community: Belonging, identity, and a resourceful spirit

Whatever the context or setting, Code Club leaders are resourceful. They are not waiting for others to solve their challenges; together with their creators, they are finding local solutions that work. Communities share equipment, mentor each other, offer space, and build continuity for learners in imaginative ways. Young people are gaining far more than digital skills: they are developing belonging, confidence, and a clear sense that they are part of something bigger.

For example, in a club in Kenya, two groups learnt side by side in a shared space. Younger learners were welcomed by older peers who acted as mentors, creating a real sense of community — collaborative, vibrant, and full of pride in each other’s achievements.

We also saw how deeply this work is woven into people’s identities. One team member visiting three clubs in Malvern, UK, wrote about Bob Bilsland, a Code Club champion for 13 years, describing how naturally he connected with learners at their own level and how fully he embodied the role of mentor and champion:

“Seeing his versatility as he mentored, sparked excitement and connected with creators at their own level was a thing to behold… he truly walks the talk.”

The impact can sometimes show up in unexpected ways. Holly, a leader from Illinois, USA, shared that her learners wear their Code Club t-shirts to school as “spirit gear” on Fridays. She told us how much this meant to her students:

“They absolutely love their shirts and are thrilled to be able to wear them… It makes them feel like a team.” A reminder that belonging matters just as much as skills.

Across every example, we saw resilience, creativity, and generosity in action because Code Clubs grow from strong communities.

Locally rooted but globally informed

These stories underscore something essential: Code Club grows not because of any one model, but because communities everywhere make it their own. Sandra Keeru, Programme Coordinator in Kenya, put it beautifully when she reflected that:

“Code Club is locally rooted but globally informed.” 

Each club reflects the needs, culture, and creativity of its community, yet everywhere the same shared values shine through: curiosity, inclusion, and the belief that young people can achieve remarkable things.

Code Club is more than just learning to code; it’s about creating opportunities, encouraging confidence, and building a global network of digital creators. Whether you’re a mentor, educator, or young digital maker, there’s a place for you in the community. Start your Code Club journey today and join a global community of digital creators.

The post Learning from Code Clubs around the world: How approaches differ but values are shared appeared first on 肉色欧美久久久久久久免费看.

But creating resources that work in such different contexts is not easy. How do we design materials that work in a wide range of learning environments, from a bustling city classroom to a rural school where internet access can vary? How do we make sure that every learner sees themselves reflected in the examples we choose?

That’s where our teaching and learning design principles come in.

What makes our approach different

Over the past decade, we’ve learned a huge amount about what teachers and learners need from us. We’ve made mistakes, we’ve listened, and we’ve refined our practice again and again. The result is a set of design principles that guide the creation of everything we make, from full curricula to one-off projects.

These principles are practical and based on real classroom 纯爱无遮挡h肉动漫在线播放. They’re our way of making sure our resources are reliable, inspiring, and flexible, wherever and however teachers use them.

Here’s what that looks like in action:

• High quality – You can trust our resources to be accurate and classroom-ready. We put every piece of content through rigorous checks because we understand how busy you are.
  
• 火车上强摁做开腿呻吟-informed – Our choices are grounded in evidence, not guesswork. We blend academic studies with insight from teachers like you and our own evaluations to create approaches that genuinely work.
  
• Consistent – We design our materials to fit together, so learners can build skills step by step, without confusion or contradiction along the way.
  
• Inclusive by design – We think carefully about 太紧了夹得我的巴好爽, representation, and language right from the start. When young people see themselves reflected in 火车上强摁做开腿呻吟, they see it as a future they can be a part of.
  
• Adaptable – No two classrooms are the same. By making our resources editable and flexible, we give you the freedom to shape them for your learners.

Why share these design principles now?

For us, being transparent about our approach is about trust. Teachers make daily decisions about which resources to use, often with limited preparation time. By showing you the principles behind our work, we want to give you the confidence that our content is not only free and adaptable, but also designed with care, expertise, and your learners at the heart.

Looking ahead

The world of 火车上强摁做开腿呻吟 education is moving fast, from new programming software, to artificial intelligence tools. Our design principles give us a strong 纯爱无遮挡h肉动漫在线播放 to keep innovating while staying true to our mission of enabling young people to realise their full potential through the power of 火车上强摁做开腿呻吟 and digital technologies.

And we’d love to hear from you! How do these principles resonate with your teaching? What helps you most in the classroom? Your feedback is what keeps making our work better.

The post Designing for every learner in every classroom appeared first on 肉色欧美久久久久久久免费看.

Since launch, we’ve seen educators across the US and beyond implement the first six integrated units, explore the tutorials, and join our webinars. We’re incredibly grateful to our early adopters who are already helping to shape the program’s future. With so much exciting content already available, what’s next for 纯爱无遮挡h肉动漫在线播放 CS?

Translations: Making 纯爱无遮挡h肉动漫在线播放 CS more accessible

We’re delighted to share that the initial six units are now available in Spanish and French. From the beginning, our goal has been to make 纯爱无遮挡h肉动漫在线播放 CS accessible to as many educators and learners as possible. We will continue translating new materials so more communities can integrate computer science into their classrooms.

New units: Expanding knowledge with 纯爱无遮挡h肉动漫在线播放 CS

Educators asked us for more units — and we listened. Three brand-new units for grades 3, 4, and 7 are now available, with additional units on the way. These new resources give educators and students the chance to go deeper into 火车上强摁做开腿呻吟 concepts while connecting them to other subject areas.  

• 3.2 Picture this! What can be used to create art? Explore how programming and art intersect by creating interactive word art.
• 4.2 Digit dash: Design your own chase game! Collect items to score points, and change how valuable they are with a score multiplier.
• 7.2 Harmony hackers: Become a digital composer! Learn the language of music through code as you program melodies and harmonies to build your very own song.

The new units are currently available in English, with Spanish and French translations coming soon!

Updates to the website and tools

纯爱无遮挡h肉动漫在线播放 CS is a platform built by teachers, for teachers. We’ve been listening closely to your feedback and making improvements to streamline the classroom 纯爱无遮挡h肉动漫在线播放. With new updates, educators can:

• Import a classroom and students from Google Classroom
• Upload and administer student accounts in Code Editor for Education
• Access improved lesson materials based on teacher feedback

Our focus is on making it easier than ever for you to bring computer science into your teaching.

How to get started

Bringing 纯爱无遮挡h肉动漫在线播放 CS into your classroom is simple and always free.

1. Create a free 肉色欧美久久久久久久免费看 account to access all learning resources
2. Set up a school account in Code Editor for Education to create classes, add Scratch projects, manage student accounts, and review their work
3. Explore the 纯爱无遮挡h肉动漫在线播放 CS materials — be sure to check out the brand new units for grades 3, 4, and 7!

Need additional help? Everything you need to get started is right on our Getting Started page.

Stay up to date

We’re just getting started with 纯爱无遮挡h肉动漫在线播放 CS. New 纯爱无遮挡h肉动漫在线播放 units, more translations, and additional platform improvements are already in the works. Join our mailing list to stay informed about the latest updates. Also, sign up for this month’s webinar to get a deeper look at what’s next for 纯爱无遮挡h肉动漫在线播放 CS.

We can’t wait to keep bringing the power of computer science to more classrooms with you.

The post What’s next for 纯爱无遮挡h肉动漫在线播放 CS? appeared first on 肉色欧美久久久久久久免费看.