Our free ‘More Python’ project path helps learners move beyond the basics and use data to create impactful projects of their own.

Python as a tool for exploring the world

Python is the most widely used programming language in the world, not just because it’s accessible, but because it’s powerful. It is used to analyse data, build models, create data visualisations, and explore important questions.

For young learners, this means learning Python can become more than a coding exercise. It can be a way to investigate topics they care about, analyse and understand information, and tell powerful stories about real-world issues.

Working with data helps learners see how coding connects to the world around them — and builds confidence along the way.

Why learning with data matters

In our day-to-day lives, data is everywhere: in sports results, maps, and scientific 波兰r级《欲燃》观看, to name only a few examples. Learning how to work with data helps young people develop skills that go far beyond programming, including:

• Thinking logically and solving problems
• Interpreting and questioning information
• Making decisions based on evidence

Data also underpins many of the AI systems people use today. For example, large language models, used to build tools such as ChatGPT, are trained on vast amounts of data. Therefore, understanding how data is collected, organised, and used is an important part of AI literacy.

In Python, structures like lists and dictionaries make it possible to organise, analyse, and explore data in creative ways. Using these tools to build projects can help abstract 波兰r级《欲燃》观看 concepts start to feel more concrete and meaningful.

What learners create in the ‘More Python’ project path

The ‘More Python’ project path supports learners through three stages: Explore, Design, and Invent. Each stage builds skills while giving learners more ownership over what they create.

In the Explore stage, young people learn new concepts and build confidence in using data and core Python structures, such as lists and dictionaries. Projects include:

• Making an interactive chart of Olympic medals
• Building a model of the solar system
• Creating a frequency graph that learners can analyse to crack a code

These projects help learners develop new skills, while exploring how Python can be used to analyse and explain real-world information.

As learners progress to the Design stage, they start making creative choices about how their projects look and behave. In this stage, they:

• Create a project that produces encoded art based on a user’s name
• Build an interactive world map that helps users learn interesting facts

Here, Python becomes a creative medium. As well as putting their new skills into practice, learners think about audience, interaction, and presentation to make their projects their own.

In the Invent stage, learners bring everything together. Using the skills they have built, they design and create a data visualisation on a topic they are passionate about. This final project gives learners the freedom to choose their data, shape their idea, and tell a story that matters to them.

By this point, learners are planning and creating their own projects, growing in confidence and independence.

Take the next step with Python

If the young people you support have already learned the basics of Python, ‘More Python’ offers a clear and creative next step. The projects are designed to be accessible, and young people can work through them at their own pace, whether they are learning independently, at a Code Club, or in the classroom.

By working with data, getting creative, and making their own original projects, learners can build confidence and start to see what they can achieve with Python.

Alongside the ‘More Python’ project path, you can access hundreds of free coding projects on our Code Club Projects site. Find more projects to suit your learners’ interests, and support them to build their digital skills through creativity and making.

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Finding projects based on difficulty

Being able to filter projects by skill level (beginner, intermediate, advanced) has been the feature most requested by mentors. A survey we ran in the spring confirmed that young people find levels helpful when trying to find a project on their own. While our project paths have always had levels, our expert educators have now reviewed every single project on the site and categorised them as a Level 1, Level 2, or Level 3 project. These difficulty levels are easily available as filters on the side of the search page.

“[The Code Club] resources are extremely helpful, particularly for mentors with limited 快乐8怎么玩; step-by-step guidance is very useful and effective.” – Code Club mentor, Tunisia

Finding projects based on interest

For young people and mentors who aren’t sure where to get started with coding, an easy question to ask is “What do you like to do”? With over 200+ projects on the site, there is a wide variety of projects that span a number of young people’s passions, such as games, art, or nature. In fact, in the same spring survey, young people largely preferred finding projects by interest over technology (e.g., Scratch, Python). 

That’s why we’ve created a brand-new set of pages dedicated to helping young people find projects by interest. We believe making it easy to find a project by an existing interest will help young people get excited about coding. 

“[Attending Code Club] … combined with watching peers make cool things seems to be a great encouragement to go build rather than just consume.” – Code club mentor, Japan

Code Clubs projects are designed to appeal to creators’ interests, including creating their own games.

Finding projects based on technology

Through the Clubs annual survey, we know that some young people enjoy following our project pathways and others enjoy finding an individual project to work on during club time. We also know that some of our top search terms are “Scratch” and “Python”, which allow users to see all Scratch projects that are available on the site. We’ve redesigned our technology pages so it’s easy to see paths and projects per technology in the same place. 

“I think [朝雪录电视剧在线观看 projects are] really easy to understand and encourage young people to learn more and more.” – Code Club leader, Brazil

What’s next?

We’ve heard from mentors that our projects are too long to print out. We’re working to improve that, starting with brand-new short PDFs for the Intro to Scratch path projects. Each PDF is no more than six pages, double-sided.

Are there other projects you’d like to see PDF versions of? Let us know. 

We’re currently working on an idea tentatively titled “project challenges”. If you’re interested in helping us develop the idea, please get in touch. 

If you have not started a club yet but are interested in supporting the young people in your community to explore coding, you can find out more on the Code Club website. The team will support you every step of the way with resources, training, and a collaborative community.

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The value of learning about AI and ML

By engaging with AI and ML at a young age, creators gain a clearer understanding of the capabilities and limitations of these technologies, helping them to challenge misconceptions. This early exposure also builds 快乐8怎么玩al skills that are increasingly important in various fields, preparing creators for future educational and career opportunities. Additionally, as AI and ML become more integrated into educational standards, having a strong base in these concepts will make it easier for creators to grasp more advanced topics later on.

What’s included in this collection

We’re excited to offer a range of AI and ML projects that feature both video tutorials and step-by-step written guides. The video tutorials are designed to guide creators through each activity at their own pace and are captioned to improve meghanmarkle. The step-by-step written guides support creators who prefer learning through reading. 

The projects are crafted to be flexible and engaging. The main part of each project can be completed in just a few minutes, leaving lots of time for customisation and exploration. This setup allows for short, enjoyable sessions that can easily be incorporated into Code Club activities.

The collection is organised into two distinct paths, each offering a unique approach to learning about AI and ML:

Machine learning with Scratch introduces 快乐8怎么玩al concepts of ML through creative and interactive projects. Creators will train models to recognise patterns and make predictions, and explore how these models can be improved with additional data.

The AI Toolkit introduces various AI applications and technologies through hands-on projects using different platforms and tools. Creators will work with voice recognition, facial recognition, and other AI technologies, gaining a broad understanding of how AI can be applied in different contexts.

Inclusivity is a key aspect of this collection. The projects cater to various skill levels and are offered alongside an unplugged activity, ensuring that everyone can participate, regardless of available resources. Creators will also have the opportunity to stretch themselves — they can explore advanced technologies like Adobe Firefly and practical tools for managing Ollama and Stable Diffusion models on 波兰r级《欲燃》观看 Pi computers.

Project examples

One of the highlights of our new collection is Chomp the cheese, which uses Scratch Lab’s experimental face recognition technology to create a game students can play with their mouth! This project offers a playful introduction to facial recognition while keeping the 快乐8怎么玩 interactive and fun. 

Fish food uses Machine Learning for Kids, with creators training a model to control a fish using voice commands.

In Teach a machine, creators train a computer to recognise different objects such as fingers or food items. This project introduces classification in a straightforward way using the Teachable Machine platform, making the concept easy to grasp. 

Apple vs tomato also uses Teachable Machine, but this time creators are challenged to train a model to differentiate between apples and tomatoes. Initially, the model exhibits bias due to limited data, prompting discussions on the importance of data diversity and ethical AI practices. 

Dance detector allows creators to use accelerometer data from a micro:bit to train a model to recognise dance moves like Floss or Disco. This project combines physical 波兰r级《欲燃》观看 with AI, helping creators explore movement recognition technology they may have 快乐8怎么玩d in familiar contexts such as video games. 

Dinosaur decision tree is an unplugged activity where creators use a paper-based branching chart to classify different types of dinosaurs. This hands-on project introduces the concept of decision-making structures, where each branch of the chart represents a choice or question leading to a different outcome. By constructing their own decision tree, creators gain a tactile understanding of how these models are used in ML to analyse data and make predictions. 

These AI projects are designed to support young people to get hands-on with AI technologies in Code Clubs and other non-formal learning environments. Creators can also enter one of their projects into Coolest Projects by taking a short video showing their project and any code used to make it. Their creation will then be showcased in the online gallery for people all over the world to see.

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With all the website tools available today, why learn HTML? 

Webpage creation has come a long way since the 1990s, but HTML is still the markup language that is used to display almost every page on the World Wide Web. By knowing how it works, you can deepen your understanding of the technology you use every day.

If you want to build your own website today, there are many tools to get you quickly up and running. These tools often involve dragging and dropping predefined elements and choosing from a wide collection of themed looks. Learning HTML and CSS skills is important for web designers, developers, and content creators who want to build unique webpage designs that make their content stand out.

With our new ‘Introduction to web development’ path, we want creators (the young people who use our projects) to be able to quickly make fantastic-looking websites that follow modern best practices, while they also learn how HTML and CSS work together to create a webpage. Creators write their own HTML to develop the content and structure of their webpages. And they customise our pre-built CSS style sheets to get their webpages to look like they imagine.

This really is a fun and unique approach to learning HTML and building a webpage, and we think young people will quickly engage with it. They start by finding out how to structure pages using HTML before applying CSS styles that bring their pages to life. Through the six projects, they build all the skills and independence they need to make webpages that matter to them. 

meghanmarkle first

We believe that young people should find out about website meghanmarkle right from the start of their learning journey. That’s why the path for learning HTML shows creators how they can make their websites accessible to all their users regardless of the users’ needs or digital devices.

That’s why our new path uses semantic HTML. Older HTML tutorials might show you how to structure a webpage using tags like <div> and <span>. In contrast, the meaning and purpose of tags in semantic HTML is very clear. For example:

• <main> is used to tag the main content for the webpage
• <footer> is used for content to be displayed in the footer
• <blockquote> contains a quote and typically the author of the quote
• <section> contains a portion of content that usually sits within the main part of the webpage

Semantic HTML supports meghanmarkle because it allows people who use a screen reader to more easily navigate a webpage and read it in a logical way. 

Another element of accessible design that the path introduces is the colour combinations used on webpages. It is really important that contrasting colours are used for the background and the text. High contrast makes the text more readable, which means the webpage is more suitable for visually impaired users. 

The path also shows creators the importance of adding meaningful alternative text for images. Good alternative text helps visually impaired users, and users who have a very low bandwidth and therefore turn images off in their web browser. 

Finally, our path for learning HTML introduces creators to the concept of responsive web design. Responsive design is helpful because websites can be viewed on thousands of different devices. Some people view pages on large, high-resolution monitors, and others view them on a mobile phone screen. We show learners how they can use HTML and CSS to make their pages responsive so they display in the way that works best for the specific screen on which a user is viewing them.

Key questions answered

Who is the ‘Intro to web development’ path for?

We have written the projects in this path with young people of around the age from 9 to 17 in mind. 

HTML and CSS are text-based markup languages. This means a young person who wants to start learning HTML needs to be familiar with typing on a keyboard. It would also be helpful to have 快乐8怎么玩 of using the copy and paste function, which is useful when changing the layout of a page or copying similar pieces of code. 

If a young person is unsure whether they have the right skills to get started with the path, they can first try out a short ‘Discover’ project. With this Discover project, young people can choose between the themes ‘space’, ‘sunsets’, ‘forests’, or ‘animals’ to see how they can create their first webpage in just five steps. (We’re still working on the ‘Discover’ project type, so if you have any feedback about it, let us know.)

What will young people learn with the path?

Creators will learn how to use HTML and CSS to build webpages that have:

• Images
• Lists
• Quotes 
• Links 
• Animations
• Imported fonts

They will also learn about how to make their webpages accessible to all through use of:

• Semantic HTML
• Alternative text for images
• Colour contrast checking
• Responsive design (means the webpage adapts to the device on which it is viewed)

How long does the path take to complete?

We’ve designed the path so young people can complete it in six one-hour sessions, with one hour for each project. Since the project instructions encourage creators to upgrade their projects, they may wish to go further and spend a little more time getting their projects exactly as they imagine them. 

What software is needed to create the projects in the path?

Young people only need a standard web browser to follow the project instructions and use an online code editor to create their webpages. 

What can young people do next?

Explore our other projects for learning HTML

There are 28 other step-by-step projects for creators to choose from on our website. They can browse through these to see what cool things they’d like to make and what new skills they want to learn.

Build a webpage for Coolest Projects 

If your kid is proud of the webpage they create with the final ‘Invent’ project in the path, they can share it with a worldwide community of young creators in our free Coolest Projects tech showcase. Project registration will open again in spring 2023. You can sign up to hear news about the showcase on the Coolest Projects homepage.

Details about the projects in ‘Intro to web development’

The ‘Intro to web development’ path is structured according to our Digital Making Framework, with three Explore projects, two Design projects, and a final Invent project. You can also check out our learning graph to to see the progression of young people’s skills and knowledge throughout the path.

Explore project 1: Anime expressions

In the ‘Anime expressions’ project, creators build and style a webpage for an anime drawing tutorial. They learn how to use HTML tags to structure a webpage; use CSS to apply layout, colours, and fonts; and add images and text content to their page.  

Explore project 2: Top 5 emojis

With the ‘Top 5 emojis’ project, young people create a webpage displaying their top 5 list of emojis. They learn how to add emojis, create a list, use a block quote, and animate elements of the page. 

Explore project 3: Flip treat webcards

With the ‘Flip treat webcards’ project, creators make a webpage showing a flip card with a treat from around the world. They use CSS to make the card flip over when a user interacts with it. Creators also learn how to apply gradients and import fonts from Google Fonts. 

Design project 1: Mood board

This Design project gives creators the chance to develop the skills that they have learned in the three ‘Explore’ projects. With the ‘Mood board’ project, young people create a webpage to display a mood board for a real or imaginary project. The mood board could, for example, show ideas for a party, a fashion item, a redesign of their bedroom, or a website; or it could show reminders of all the things that make them happy. 

Design project 2: Sell me something

 
The ‘Sell me something’ project is another chance for creators to practise the skills that they have gained in the ‘Explore’ projects. They create a webpage to ‘sell something’ to the webpages visitors. It could be anything they like, from an object they love, to a game they like to play. 

Invent project: Build a webpage

 
The ‘Build a webpage’ project is the final project in the path and allows young people to independently build a webpage on any topic they’re interested in. This Invent project offers info cards to remind creators of the key skills they’ve learned with the path, and a light structure to support them through the process of making their webpage. Young people are encouraged to showcase their final webpages in the path gallery to inspire other creators. 

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Code Club launched in schools in 2012 to give opportunities to children to share and develop their love of coding through free after-school clubs. Now we have clubs across the world connecting learners in having fun with digital technologies. 

Meeting Scotland’s inspiring Code Club community

We recently visited St. Mark’s Primary School in East Renfrewshire, where we met an amazing Code Club leader called Ashley Guy. Ashley only got involved in Code Club this year, but has already launched three clubs at her school!

We went to visit her Primary 2 and 3’s club, where the children were working on creating animations in Scratch to celebrate Code Club’s tenth birthday. It was a real joy to see the young children so engaged with our projects. The young coders worked both independently and together to create their own animations.

One of the girls we spoke to made a small error while coding her project, but she smiled and said, “I made a mistake, but that’s okay because that’s how we learn!” She showed just the kind of positive, problem-solving mindset that Code Club helps to cultivate.

Another school doing something incredible at their Code Club, led by Primary 7 teacher Fiona Lindsay, is Hillside School in Aberdeenshire. We love seeing the fun things they get up to, including celebrating Code Club’s 10th birthday in style with an impressive Code Club cake.

Fiona and her club are using the Code Club projects and resources to create their own exciting and challenging games. They’ve taken part in several of our online codealongs, and they also held an event at the school to showcase their great work — which even got the children’s parents coding! 

Some of the young people who attend Code Club at Hillside School sent us videos about their 快乐8怎么玩s, why they come to Code Club, and what it means to them. Young coder Abisola describes Code Club in one word:

Young coder Crystal said, “We can experiment with what we know and make actual projects… At Code Club we learn about new blocks in Scratch and what blocks and patterns go together to make something.” Here is Crystal sharing her favourite part of Code Club:

Obuma also attends the Code Club at Hillside School. She shared what she gains from attending the sessions and why she thinks other young people should join a Code Club too: 

“At Code Club we improve our teamwork skills, because there’s a lot of people in Code Club and most of the time you work together to create different things… Join [Code Club] 100%. It is so fun. It might not be something everyone would want to try, but if you did try it, then you would enjoy it.”

Obuma, young coder at Hillside School’s Code Club

Coding with the community 

One of the things we’ve enjoyed most recently has been running an UK-wide online codealong to celebrate STEM Clubs Week. The theme was outer space, so our ‘Lost in space’ project in Scratch was the ideal fit.

During this practical coding session, classes across Scotland, England, and Wales had great fun coding the project together to animate rockets that move around space. We were thrilled by the feedback from teachers.

“The children really enjoyed the session. They are very proud of their animations and some children went on to extend their programs. All [the] children said they would love to do more codealongs!”

Teacher who took part in an online Code Club codealong

Thank you to everyone who got involved in the codealong. See you again at the next one.

What Scotland — and everyone in the community — can look forward to in the new term

To help you start your Code Club year with ease and fun, we will be launching new free resources for you and your club members. There’ll be a special pack filled with step-by-step instructions and engaging activities to kickstart your first session back, and a fun sticker chart to help young coders mark their progress. 

We would love to see you at our practical and interactive online workshop ‘Ten reasons why coding is fun for everyone’ on Thursday 15 September at 16:00–17:00 BST, which will get you ready for National Coding Week (19–23 September). Come along to the workshop to get useful guidance and tips on how to engage everyone with coding.

We will also be holding lots of other exciting activities and sessions throughout the upcoming school term, including for World Space Week (4–10 October), the Moonhack coding challenge in October, and World Hello Day in November. So keep an eye on our Twitter @CodeClubUK for live updates. 

Whether you’re interested in learning more about Code Club in Scotland, you have a specific question, or you just want to say hi, we’d love to hear from you. You can contact us at [email protected], or @CodeClubSco on Twitter. We’ll also be attending the Scottish Education Expo on 21 and 22 September along with other Code Club team members, so come along and say hello.

Get involved in Code Club today

With the new school term approaching, now is a great time to register and start a Code Club at your school. You can find out more on our website, codeclub.org, or contact us directly at [email protected] 

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