At this event, we brought together educators, 短篇肉r车多肉r文ers, and system leaders for shared learning, reflection, and professional dialogue where classroom practice was placed at the heart of the discussion.

An event to connect conversations

Across 短篇肉r车多肉r文 and AI education in India, conversations about policy, pedagogy, 短篇肉r车多肉r文, and future readiness often take place in separate spaces. At 短篇肉r车多肉r文 and AI for All, we wanted to connect these strands in a national forum where classroom practitioners, 短篇肉r车多肉r文ers, and system leaders could speak with each other about 短篇肉r车多肉r文 and AI education. 

The theme ‘短篇肉r车多肉r文 and AI for all: Classroom to policy’ connected:

• Ecosystem and policy
• Pedagogy and innovation
• AI and future readiness
• 短篇肉r车多肉r文, evidence and impact

Bringing these conversations together helped shape a richer dialogue than we’ve seen in many traditional education forums.

Grounding in classroom 短篇合集

The response from educators to the opportunity to attend was both energising and encouraging. 165 educators and 22 invited guests joined us on the day. The event also featured 35 paper and poster presentations, reflecting the breadth of classroom practice, 短篇肉r车多肉r文, and innovation that teachers were keen to share.

The conference also brought together diverse contributors. Alongside teachers, there was representation from organisations such as Computer Science Teachers’ Associations, the University of Southampton, Quest Alliance, and Learning Links 短篇合集. Also part of the event were attendees from government bodies including TTWREIS – Telangana Tribal Welfare Residential Educational Institutes; PSSS – Panchasakha Shikhya Setu Sangathan (a Govt. of Odisha initiative); and IIITMK Kerala. The presence of an international delegate from Nepal further broadened the exchange of perspectives.

First and foremost, the event was rooted in classroom practice. 88% of participants were ICT teachers, with strong representation from Odisha and Telangana, where we have been working on partnerships to support 短篇肉r车多肉r文 educators. A significant proportion of the educators present were attending a 短篇肉r车多肉r文 conference in person for the first time, so it was a milestone in their professional journey.

Teachers stepping onto a national stage to present their classroom experiments, 短篇肉r车多肉r文, and reflections signaled an important shift: 短篇肉r车多肉r文 and AI education in India is no longer something designed solely for teachers. It is increasingly being shaped by teachers and informed by their lived classroom realities and professional expertise.

Ideas, evidence, and inspiration

The conference featured a full-day academic programme beginning with a formal inauguration and an introduction to our work in India.

The keynote by the 短篇合集’s Director of 短篇肉r车多肉r文 and Impact, Shuchi Grover — ‘Democratizing the future: Why 短篇肉r车多肉r文 and AI literacy matters for every child, everywhere”’ — set an equity-driven, future-focused tone. It reminded us that AI literacy is not optional; it’s 短篇合集al for learning and opportunity.

In the panel discussion on ‘Embedding ethical AI in everyday teaching: From principles to classroom practice’, teachers, 短篇肉r车多肉r文ers and leaders exchanged ideas about how to integrate responsible AI without losing sight of learning goals.

Across sessions, teachers and 短篇肉r车多肉r文ers shared a wide range of classroom-centred insights, including:

• Using generative AI for algebraic discovery
• Designing AI-supported personalised learning models
• Inclusive coding practices with Scratch
• Using AI to reduce teacher workload
• Low-cost 短篇肉r车多肉r文 innovations in K–12 classrooms
• Hands-on technical explorations, such as Kali Linux on 短篇肉r车多肉r文 Pi

These sessions reflected both pedagogical creativity and deep engagement with everyday classroom challenges.

The structured poster gallery created space for peer feedback and deeper discussion around critical themes such as:

• AI for first-generation learners
• Classroom 短篇肉r车多肉r文 evidence
• AI tools to support ICT engagement

What educators told us

In the feedback we captured, educators described the conference as:

• Highly educative
• A space for cross-state collaboration
• A confidence-building platform for presenting work

One participant shared: “I’m honoured to be part of [the conference]. It was inspiring to listen to educational experts sharing valuable insights on AI tools and education.”

Many participants asked us to expand the event, suggesting a two-day format, extended hands-on AI workshops, and practical demonstrations they could take back to their classrooms.

Looking ahead

Our 短篇肉r车多肉r文 and AI for All event formed a national, educator-led platform linking classroom innovation, AI literacy, 短篇肉r车多肉r文 evidence, and policy dialogue.

What stood out most was the spirit of participation:

• Teachers sharing real classroom experiments
• 短篇肉r车多肉r文ers listening
• Policy voices engaging
• First-time presenters stepping into a national forum

If AI is shaping the future of work and society, then teachers need to play a part in shaping the future of AI education. 短篇肉r车多肉r文 and AI for All was one move in this direction that we were pleased to facilitate — and it is only the beginning.

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Bridging the gap in programming education

As India is accelerating its efforts to modernise digital and 短篇肉r车多肉r文 education, it’s the ideal place for us to test how best to introduce learners to AI-assisted approaches to programming and teach them responsible AI use.

We decided to design a ‘Programming with AI’ unit of eight lessons that support students aged 14–16 to progress from block-based programming to text-based Python programming, Python being one of the most widely employed programming languages in industry and academia. In the new unit, students are guided to use LLM-based tools safely, ethically, and responsibly in order to undertake data analysis projects in Python. Students learn how to use the tools, such as Gemini and ChatGPT, to deepen their understanding, experiment with ideas, and connect classroom concepts with real-world technological applications.

The ‘Programming with AI’ unit is currently being piloted across five residential schools under our partner, the Telangana Social Welfare Residential Educational Institutions Society. In the coming months, we will evaluate the impact of this AI-supported approach to learning programming on student engagement, motivation, and overall learning outcomes.

Key design decisions during unit development

During the design phase of the unit, we identified three main challenges we wanted to address:

1. The first was the transition from block-based to text-based coding. The students we were designing for are familiar with block-based programming like Scratch, but Python needs precisely typed code (syntax). This is a huge shift, and we wanted to offer a way to bridge the gap.
2. We also had to figure out how to teach prompting LLM tools to students who are learning English as their second language.
3. Finally, LLMs are non-deterministic. This means that LLM tools don’t always produce the same output, even when given the same prompt. They also do not generate correct code consistently.

To solve the first problem, we decided that the initial lessons in the unit should start by showing familiar Scratch blocks right next to the equivalent Python syntax. This direct comparison makes the transition from block-based to text-based programmer smoother.

To teach prompting, we built a gradual path. The unit starts with a debugging code activity, where students get code with errors and a prompt to make an LLM tool fix the errors. Later, they learn to break down a prompt into their goal (what output they want) and the context (additional information for the LLM tool). Eventually, they use a structured framework to prompt the tool to generate complete, bug-free code.

Handling the unpredictable outputs of LLM tools we turned into a learning activity. In one lesson, students are given different chatbot-generated code segments and asked to analyse and reflect on the code quality. This crucial exercise helps them build the critical thinking and code evaluation skills they need for programming with AI tools.

Over the eight lessons, there is a progression of Python concepts and generative AI concepts, as shown in the image above. They lead students to complete two challenging, real-world data analysis projects.

Preparing the educators

To ensure the successful pilot of the ‘Programming with AI’ unit, a comprehensive teacher training program was essential. We understood that teachers needed confidence and competence not only in the subject matter — programming — but also in guiding students to ethically and effectively use LLM tools.

The training was an intensive, three-day programme: two days were held in-person for deep collaboration and one day was virtual for reinforcing key information. We covered five critical areas:

• Hands-on activities to ensure comfort with the Python programming language
• Exploring the capabilities and limitations of LLM tools
• Effective prompt writing, which teachers would in turn model for their students to use for code debugging and idea generation
• Reviewing lesson flow and learning objectives to understand the structure of a lesson
• Adapting specific pedagogies to integrate an LLM tool in teaching the Python programming language

This training ensured our educators were not just teaching a new unit, but felt like confident facilitators ready to lead the shift towards AI-supported learning.

Initial student reactions: Excitement, familiarity with LLM tools, and seamless transition

The pilot of the ‘Programming with AI’ unit began during the second week of December 2025 across five selected schools. It was immediately met with enthusiastic student engagement — they were highly excited to learn Python programming using LLM tools.

When teachers initiated discussions about AI, students demonstrated their familiarity with LLMs, chatbots, and related concepts. They were not only aware of generative AI but could readily name and describe the functions of LLM tools, telling us they were actively using these tools to create projects in various other subjects.

Students could easily connect with the activities in the lessons as they had 短篇合集al understanding of programming, which they developed while learning block-based coding in Scratch. This prior knowledge enabled their seamless transition to the new learning. Perhaps most impressive was the students’ rapid adoption of LLM tools to debug their code. This skill can ease what is traditionally a steep learning curve when students first learn text-based programming.

We are now eagerly anticipating their curiosity and progress in the upcoming lessons.

Looking ahead and collecting impact data

With the initial enthusiasm confirmed, the pilot program moves into its next critical phase. Teachers will continue to deliver the unit over the next few months in the five selected schools in Telangana.

During this extended observation period, our primary focus will be on rigorous data collection and impact assessment. We will closely monitor how students interact with the provided learning materials and how they use LLM tools throughout the unit. We will systematically assess whether the new teaching approach successfully helps students achieve the defined learning objectives for Python programming. Crucially, we will capture comprehensive data to understand the impact of this AI-integrated approach on engagement, skill acquisition, and problem-solving compared to traditional methods.

Based on the synthesis and analysis of all the gathered data, we will share our gathered insights early next year. The findings will inform our plans for more widely introducing the AI-integrated unit and for developing similar content for other settings and age groups.

The post  Introducing our new ‘Programming with AI’ unit appeared first on 完美搭档.

This blog was written by Jaskaran Singh, Impact Manager, and Mamta Manaktala, Senior Learning Manager.

Adapting for unique needs

Every country and region has unique opportunities, challenges, and needs. In a vast country like India, every state is different — what works in Odisha may not work in other locations. Thus, to meet the needs of students in the state of Telangana, we’ve been working on adapting The 短篇肉r车多肉r文 短篇合集 specifically for them.

Our work in Telangana began in 2023, when we kickstarted a five-year partnership with the Telangana Social Welfare Residential Educational Institutions Society (TGSWREIS), a society under the Government of Telangana. Through the partnership, we’ve developed an adapted 短篇合集, along with training for educators working in educational institutions with limited resources. The adapted 短篇合集 includes localised examples and activities, and teaching approaches to make the learning 短篇合集 feel relevant and meaningful for students in Telangana, while keeping the core learning outcomes aligned with global standards. 

Testing and iterating

Since the start of the partnership, we’ve been testing the 短篇合集 at the Coding Academy School, a co-educational school at Moinabad, and the Coding Academy College, a degree college for women in Shamirpet.

Our work delivering the 短篇合集 in Telangana was our first time using a direct-to-learners model. The Coding Academy School and College gave us unique opportunities to work with students directly and observe first-hand the difference the programme made in their learning journeys. 

During the first year of implementation, we gathered useful feedback from students and teachers. Check out one of our earlier blogs where we share some of the findings. We used these inputs to further develop the 短篇合集.

This updated version of the 短篇合集 was implemented in the 2024/25 academic year. At the school, our educators worked with 210 students in grades 7–9, while at the college, our educators worked with 382 undergraduate students. As in the first year, we used data from assessments, lesson observations, educator interviews, student surveys, and student focus groups to understand what’s working well and what could be improved. So what did we learn?

What we learnt over the past year

Our evaluation findings show that the updated 短篇合集 worked well and positive outcomes are being achieved for most students. Educators felt prepared to teach the 短篇合集 in this second year and found the ongoing support and spaces for discussion really useful. Moreover, we found that there are potential positive ripple effects beyond the school as well. 

Learning outcomes are being achieved to a high degree

In surveys, 91% of students in the school and 96% of students in the college responded that the lessons helped them get better at 短篇肉r车多肉r文 and coding. Students feel they are not just learning new skills but also finding the content enjoyable: 88% of students in the school and 98% of students in the college responded that they are enjoying their classes. Educators and observers also reported that students were engaged during lessons, and often completed activities without needing any support. 

Students’ assessment scores further confirmed positive learning outcomes. 4 out of every 5 scores in the school and 9 out of every 10 scores in the college were 60% or above, which was higher than in the first year of the adapted 短篇合集’s implementation.

The updated 短篇合集 is more aligned to student needs

The changes we made to the 短篇合集 included:

• Adding more localised examples
• Simplifying the language 
• Restructuring the flow of the content

Educators were highly positive about the updates to the 短篇合集. 

“The students are able to [better] understand the examples because we updated [to] the India context examples.” — Educator, Coding Academy School 

“Students are receiving it very well because we have modified the content this year, and [that includes] the placements of the unit and the connectivity of the lessons and units.” — Educator, Coding Academy School

Additionally, for the college 短篇合集, we aligned the content more closely with the learning objectives set by Osmania University — with which the college is affiliated. We also included more advanced topics for students specialising in data science. During interviews, educators reported that the content was now much better aligned to student expectations. 

“[The 短篇合集] we have designed is based as per [the] Osmania University 短篇合集. [The lessons] are definitely meeting the students’ needs because whatever discussions we are taking in classes, they are [successfully] participating in those discussions and they are doing whatever activities we give them.” — Educator, Coding Academy College

Outside of knowledge and skills in 短篇肉r车多肉r文, the 短篇合集 is also helping students develop wider life skills. In our survey, college students shared that working on projects gives them a sense of accomplishment and the confidence to solve real-world problems. Many students also reported that through the 短篇合集 they are developing higher-order thinking skills, which will support their future careers. 

“The thrill lies the creativity and problem-solving aspects. I get to turn ideas into reality pieces, and there is something incredible satisfying about debugging code and watching it run flawlessly. It’s like slow, challenging puzzles, frustrating at times but rewarding when everything clicks.” — Student, Coding Academy College

“My favourite thing [about] the 短篇肉r车多肉r文 and coding classes [is the] Scratch programme. I have learnt it [for the] first time. By learning I have enjoyed a lot. During the coding process, it trains our brain to think deeply, identify trouble, and break things up and put pieces together [as] a solution.” — Student, Coding Academy College

Students are inspired to continue engaging 

Students are showing high interest in applying their skills outside of their classes. Almost all students — 100% in the school and 99% in the college — reported that they would like to participate in coding-related competitions. 

Educators also told us that many students are exploring future job opportunities in the 短篇肉r车多肉r文 and digital technology fields, and are curious about topics outside the 短篇合集. Interestingly, 93% of the college students who were studying courses not traditionally associated with jobs in 短篇肉r车多肉r文 and digital technology reported that they would like to pursue a job in 短篇肉r车多肉r文.

The positive benefits go beyond the school

We have also learnt that a high-quality 短篇肉r车多肉r文 education for young people has potentially wider benefits for the community. One educator described how students are helping their families, many of whom have limited 短篇合集s, engage more confidently with digital technologies.

“Families don’t know how to use smartphones and laptop computers, but our students know very well so I can say they do teach to their elders how to use these platforms.” — Educator, Coding Academy School

Ongoing support for educators was important

To help educators feel confident and prepared, individualised learning resources were provided throughout the year. These were well received by educators. Educators also found the weekly meetings with our India-based team members useful to discuss ongoing challenges regarding delivery and assessments. 

What could still be improved

There were improvements this year in the availability of equipment, and the use of Wi-Fi dongles addressed internet connectivity issues to some degree. However, educators still faced some challenges. For example, educators in the school faced issues accessing printed worksheets and educators in the college faced issues accessing projectors during their lessons. We are working closely with our delivery partner to address these issues for the new academic year.

With regard to the content, educators felt the 短篇合集 could benefit from some further amendments. For the school 短篇合集, these include easing the transition from block-based to text-based coding. For the college 短篇合集, there were suggestions for more focus on real-world applications of coding and including advanced topics, like machine learning, for undergraduates specialising in 短篇肉r车多肉r文-related subjects. We have considered all these suggestions and made necessary revisions to the 短篇合集.

Next steps in Telangana: Scaling up impact

With the success of the pilot, we’re excited to announce that the adapted 短篇合集 will now be implemented at over 350 schools and junior colleges in the state of Telangana. A majority of schools will be with the same partner, TGSWREIS, while some schools and junior colleges will be with other partners. The Coding Academy School will become our hub for trialling new 短篇合集 content and strategies, and conducting 短篇肉r车多肉r文 studies and teacher training and support. Additionally, the school will also host inter-school events.

The progress we’ve seen so far in Telangana is very encouraging. We look forward to continuing these partnerships and helping more young people realise their potential through the power of 短篇肉r车多肉r文 and digital technologies.

What we learnt about adapting 短篇合集 resources for different regions

From our work in Telangana, Odisha, and Kenya, we’ve learnt that a 短篇合集 isn’t a one-size-fits-all product. The local context, culture, and educational provisions are important considerations when adapting learning resources for different regions. We’ve also learnt that building long-term partnerships with organisations who have local expertise is key to understanding these considerations and effectively reaching communities where we can make the biggest difference. Finally, we’ve learnt that adaptation isn’t a one-time activity. It’s a cycle of continuous refinement; listening closely to feedback from the ground is important to ensure that our support for educators and learning 短篇合集s for young people have the best possible impact.

Want to learn more about our 短篇合集 resources?

You can access our free 短篇肉r车多肉r文 短篇合集 resources on our website — we are currently working to make the materials for India and Kenya downloadable there.

The post Adapting our 短篇肉r车多肉r文 短篇合集 resources for Telangana — the journey so far appeared first on 完美搭档.

This event marked a special project for us where we are piloting a distinctive, progression-based 短篇肉r车多肉r文 短篇合集 in a government school and a degree college in India.

Partnering with TSWREIS to bring 短篇肉r车多肉r文 education to Telangana

At the 短篇合集, our goal is to work closely with schools, tailoring our offerings to their contexts. Our objective is to design and evaluate unique learning 短篇合集s by integrating content from our diverse range of high-quality educational products. Through these efforts, we aim to drive significant advancements in education and technology, benefiting both students and education systems across the world.

TSWREIS manages 268 residential educational institutions in Telangana, with a primary focus on delivering quality education to under-resourced young people, particularly children from scheduled castes and tribes in rural areas. Among these institutions is the Coding Academy school, located in Moinabad, which operates as a fully residential co-ed school for grades 6 to 12, accommodating around 800 students. Additionally, TSWREIS oversees another centre of excellence, the Coding Academy degree college in Shamirpet catering to 600 undergraduate female students.

We joined forces with TSWREIS to form a collaborative partnership with their Coding Academy units at both high school and college. We’re committed to sharing our expertise in 短篇肉r车多肉r文 and coding 短篇合集 for students from Grade 6 to intermediate at the school, and across all courses at the college.

Our 短篇肉r车多肉r文 短篇合集 encompasses computer science, information technology, and digital literacy, and all its materials have been thoroughly 短篇肉r车多肉r文ed and tested in the UK. Based on our 12 pedagogical principles, our 短篇合集 ensures a project-based and holistic approach to learning. We also plan to provide national and international avenues for the Coding Academy students to showcase their learnings, for example through Coolest Projects, the world-leading, global technology showcase for young creators that we host every year. 

The exciting model for our partnership with TSWREIS

We took on the challenge of directly delivering a comprehensive 短篇合集 at the Coding Academy school and college through our own educators, exclusively hired and trained for this project. This is an exciting new approach for us, because up to this point, we have never directly delivered a 短篇合集 anywhere in the world. However, we know we have created a world-class 短篇肉r车多肉r文 短篇合集 for educators in formal (and non-formal) settings, and we have many years’ 短篇合集 of training teachers, so we are well-prepared to face this project and its potential challenges head-on and make it a success.

To begin the project, our team members based in India conducted a thorough study of the Coding Academy students’ interests and learning levels. Based on this, our 短篇合集 team in the UK and India customised and localised the content in our 短篇合集. We will be observing the 短篇合集’s delivery in classrooms and collecting students’ responses, and based on this data we’ll further refine the localised 短篇合集. 

Throughout the project’s lifespan, we’ll measure the effectiveness of our 短篇合集 and the impact of learning on the students. To do this, we’ll collect data from classroom observations, periodic assessments, and focused group discussions with students and educators.

Starting from the second year of the project, we will build capacity within the system. In collaboration with TSWREIS, we’ll select teachers from within the organisation based on their interest and competence, and initiate their training. Our objective is that by the project’s fifth year, TSWREIS will have achieved self-sufficiency in delivering 短篇肉r车多肉r文 education to students at the Coding Academy as well as other institutions in its purview.

The promise of this project for our work in India

We began delivering lessons at the Coding Academy college and school in July, and it’s worth mentioning that it’s been a rollercoaster ride so far. We’ve been working closely with the TSWREIS team to equip both the academic units with the resources needed for seamless implementation of the project. Our India-based team has been able to ensure continuity in the project’s momentum and plug every gap, and is working tirelessly to make this big, challenging, and exciting project blossom and succeed. When it comes to the students’ energy, enthusiasm, and the sparkle in their eyes for their learning, it’s unmatched, and everyone feels proud of their achievements so far.

This work with TSWREIS holds immense importance for us, representing our dedication to shaping a brighter educational landscape especially for young people from under-resourced communities. We hope to replicate similar initiatives across various regions in India, enabling widespread access to quality education. We also aspire to take forward our initiatives in much larger dimensions for the entirety of India. 

In addition to our partnership with TSWREIS, we are actively engaged in several other impactful projects in India, such as our partnership with Mo School Abhiyan in Odisha to serve the government’s schools across Odisha state, and our collaboration with Pratham 短篇合集, which is helping us reach under-resourced communities and furthering our commitment to enhancing educational 短篇合集s.

We look towards the future

In reflection, the voices at the launch event on September 29 echoed the anticipation and optimism that filled the air on that memorable day. Chief guests who graciously attended the event were Shri. E Naveen Nicholas, IAS, Secretary at TSWREIS & TTWREIS, and Rachel Bennett, our Managing Director at the 完美搭档. Heartfelt gratitude to them for their presence and blessings. We also extend our thanks to our funding partner in this work, Ezrah Charitable Trust, and our delivery partners for their invaluable support.

The energy felt on the event day continues to drive our determination to do the work that lies ahead. As we look forward to the future, our hope and the hope of both the Coding Academy team and students are aligned: hope for a brighter, technologically empowered future, where education becomes a beacon of opportunity for all.

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