Tag Archives: Code Club

Celebrating the community: Douglas and Oasis Mathare

Post Syndicated from Sophie Ashford original https://www.raspberrypi.org/blog/celebrating-the-community-douglas-and-oasis-mathare/

We love hearing from members of the community and sharing the stories of amazing young people, volunteers, and educators who are using their passion for technology to create positive change in the world around them.

Last year, we shared the story of Douglas, founder and director of Oasis Mathare, an organisation using technology to open doors for young people in one of Nairobi’s largest informal settlements. 

In our latest community story, we meet Douglas again, this time alongside the mentors and young people at the heart of Oasis Mathare’s Code Clubs. 

Together, they share what coding really means for a community where most young people don’t finish formal education, and where the opportunity to learn a new skill can genuinely change the course of a life.

Douglas’ motivation

Douglas has always been clear about why technology sits at the heart of everything Oasis Mathare does.

“Technology does not have a boundary. It knows no gender, no race. As long as you have access to a computer, you have access to the internet, and you’re being guided, the opportunities are limitless.”

This belief didn’t come from his own journey with formal education — it came from an internet cafe and a lot of curiosity and independent learning. Douglas grew up in Mathare knowing that most young people there were not likely to finish formal education. Rather than seeing that as inevitable, he saw it as a hurdle to overcome.

Douglas smiling and talking with young people outside Oasis Mathare.

“I used to go to a nearby internet café where I learned some basic graphic design and got my first employment with no formal training. And I realised it’s really possible to gain a decent livelihood with just skills.”

What Code Club looks like in Mathare

Oasis Mathare now runs Code Clubs in schools and at its own centre, introducing children to programming long before they might encounter it anywhere else. Code Club and the Raspberry Pi Foundation’s learning pathways have become key drivers of the positive impact.

Douglas looking out over Mathare.

“The resources that we use from [the Foundation] are structured in a really creative way to help kids learn. Initially we had developed curricula to run a Code Club, there were some missing pieces, but now with the Raspberry Pi Foundation pathways, it has sort of bridged the gap that we were facing.”

Students becoming mentors

Perhaps the most powerful thing happening at Oasis Mathare right now is the pipeline forming from learners to leaders. Many young people who come through Code Club go on to volunteer, becoming role models for the children sitting where they once sat.

“It feels so nice seeing students becoming mentors. They act as role models to the Code Club participants. As they are being mentors, it improves their communication and delivery. We are giving them opportunities to work with us to sharpen their skills so that they can get to a greener pasture.”

Keziah, a mentor, shared what drew them to Code Club:

“Being idle around the community can lead to so many negative impacts, so I decided to join Code Club to volunteer, hoping to have a better connection and career growth.”

Four young people working together at a laptop.

Faith, a student and mentor, shared a key discovery:

“My thought was like coding is only for genius kids and the smart ones. But I will encourage a young learner to actually partake in this. Coding is not hard. It’s actually fun.”

Hope, another mentor, shared just how impactful being a part of a young person’s journey can be:

“The moment the kids realised they belong to a Code Club is when I see their face light up when their projects run. They made me feel achieved. They made me feel, as a facilitator, as a good mentor. And that’s changed me.”

It’s a reminder that Code Club isn’t just about code. It’s about what happens to a young person’s sense of themselves when they build something that works.

A message to young people everywhere

Douglas shared his wish for any young person living in an underserved community who feels like their future has already been written for them.

Douglas leading a Code Club session in a classroom.

“For any young person from Mathare or any other underserved community around the globe who feels that their future is limited, I would like to tell you that it is really possible. It is really possible to change your life, as long as you have a positive mind, you have hope, and you’re working hard.”

Inspired to make an impact in your community?

Douglas and the team at Oasis Mathare are proof of what’s possible when young people have access to learning resources, guidance, and belief. You can find out more about their work at oasismathare.org.

If their story has inspired you to bring coding to young people in your own community, Code Club makes it straightforward to get started, with free resources, training, and a supportive global community behind you. Find out more at codeclub.org.

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From one club to a global movement: Celebrating 15 years of CoderDojo!

Post Syndicated from John McAtominey original https://www.raspberrypi.org/blog/from-one-club-to-a-global-movement-celebrating-15-years-of-coderdojo/

4 years ago I decided to start a new CoderDojo in my community. The logic was simple: to provide the best support I could to the CoderDojo community, I wanted to understand what it was really like to be a CoderDojo Champion. And so, with the help of local volunteers, Selby CoderDojo was born. We had an amazing response from the community, we’ve been running every month since then to meet demand, and we’ve been the catalyst for the launch of six other local clubs reaching hundreds of young people every month.

CoderDojos embrace fun, creativity, collaboration, and openness
CoderDojos embrace fun, creativity, collaboration, and openness

This month, Selby CoderDojo celebrated its 40th Dojo event. 40 opportunities for young people to come together, have fun, learn new skills and build new creations. 40 opportunities to see that moment a young person lets out a scream of joy, claps their hands, and jumps up and down when they turn on an LED for the first time. 40 opportunities for young people and parents to genuinely collaborate on a project, and 40 opportunities to see young people grow as they find their voice and proudly show off their new creations to a room full of people. When you create a space for young people to have fun and get creative with technology on their terms, there’s so much joy to see.

15 years of CoderDojo

This year we celebrate 15 years since the first-ever CoderDojo event in Cork, Ireland. I want to say a huge thanks to co-founders James Whelton and Bill Liao for starting a movement that embraces the power of non-formal education and continues to impact so many young people, including those right here in my community in Selby. We also owe a massive thank you to every Mentor, Champion, supporter, funder, parent, and of course every single Ninja past and present who have made CoderDojo what it is.

CoderDojo create opportunities to learn and get creative with tech for tens of thousands of kids
CoderDojo create opportunities to learn and get creative with tech for tens of thousands of kids

Today there are over 600 active CoderDojos running around the world, creating opportunities for tens of thousands of young people. CoderDojos are part of the Code Club movement, the world’s largest coordinated network of free coding clubs for young people, with over 10,000 Code Clubs meeting monthly.

Representatives from Dojos around the world took part in our global partners summit Raspberry Fields earlier this month
Representatives from Dojos around the world took part in our global partners summit Raspberry Fields earlier this month

Earlier this month we held Raspberry Fields, our first global partners summit in Cambridge. It was great to have representatives from Dojos around the world join in important conversations about the future of computing education and the impact of AI. Undoubtedly schools play a significant role in preparing young people for the future, but not every child thrives at or even attends school. Every conversation, panel discussion, and workshop at Raspberry Fields reminded me that the original CoderDojo approach — championing non-formal education and embracing fun, creativity, collaboration, and openness — is still immensely important. I’m really proud that these values remain a core part of CoderDojo and the wider Code Club movement today.

Continuing the mission

Raspberry Fields was a useful reminder that even in the age of AI, it’s imperative that we encourage and enable young people to learn to code. We need to help young people understand, question and shape the AI systems affecting their lives, and we need to think carefully about how we reach young people who can’t or don’t access school. We need even more clubs that will continue the mission that CoderDojo began.

The 2025 DojoCon event in the Netherlands welcomed our CEO Philip Colligan among its guests
The 2025 DojoCon event in the Netherlands welcomed our CEO Philip Colligan among its guests

Launching a CoderDojo is one of the most rewarding things I’ve ever done. I’m proud to be part of both CoderDojo and Code Club, and I’m proud that we continue to support all of our clubs, no matter what name they choose. If you’d like to join or launch a club in your community, head to the Code Club website to get started — I promise you won’t regret it!

Thank you to James, Bill, and everyone who has been part of the CoderDojo journey. Be cool!


PS For those of you reading this in the community in Ireland, where CoderDojo first began all those years ago, I can’t wait to hear your experiences and learn together in Athlone at Meet, Learn, Make this October.

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Enhancing your enrichment offer? Code Club is the answer

Post Syndicated from John McAtominey original https://www.raspberrypi.org/blog/code-club-enrichment-offer-schools-free-support/

There’s something really special about a Code Club. It’s a unique space for young people to get creative with technology on their terms, explore what interests them, and learn through experimenting and having fun. But speak to any Code Club leader and they’ll tell you: Code Club delivers so much more than just coding skills.

Two young people work together at a Code Club.

In the thousands of free Code Clubs across the world, you’ll see young people not only make amazing tech creations, but also grow as people. You’ll see young people find their voice and grow in confidence as they present what they’ve made to a room full of friends and parents. You’ll see them show a problem in their code to their friends and work as a team to fix it. You’ll see young people come up with the most creative digital solutions to challenges they see around them.

The ideal enrichment activity for the age of AI

We’re delighted that the UK government recently recognised Code Club as a key resource to help schools enhance their enrichment offer. This confirms what the community tells us, and what independent research shows: that Code Club works. Not only does it help young people develop their programming skills, but it also builds life skills including confidence, resilience, and problem solving. And Code Club is completely free. Schools, libraries, and community centres can set up Code Clubs using their existing equipment, and register their clubs to access all our free resources and support for getting started and running successful club sessions for the long term.

A Code Club session in a school classroom filled with young people working together at laptops.

And what about AI? There’s no getting around it, at the moment AI dominates almost every conversation about computing education, and this includes enrichment and non-formal activities too. All young people should have the power and agency to understand, question, and shape the AI systems increasingly affecting their lives. We believe that kids still need to learn to code in the age of AI, and we’ve created resources and coding projects for Code Clubs that help young people understand how AI tools work, and how to use them carefully. 

A Code Club in every UK school and library

Last year we announced our ambition to support every school and library in the UK to set up a free Code Club so that young people can develop the skills and knowledge they need to thrive in the age of AI.

Two young people smiling whilst working on their laptop with an adult mentor by their side.

Now we’re pleased to announce a package of free support for UK trusts and local authorities that are interested in becoming growth partners and setting up Code Clubs across their networks. If you join us as a growth partner, you will get:

  • Direct support from a member of our team, who will work with you to get new Code Clubs running
  • Training for your team on how to run a great Code Club experience
  • Exclusive partner logos to use on your website and in social media posts
  • Resources to promote and celebrate your clubs
  • The chance to be included in our global communications
  • Priority places at our community events
  • Access to a digital platform to monitor and manage your clubs
  • A welcome pack including some of our most popular resources
  • And of course, easy-to-follow projects for your young people

If you would like to find out more about how Code Club can enhance your enrichment offer, how easy it is to get started, and how we can help, please get in touch!

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Support your young people with our AI literacy resources

Post Syndicated from Jenni Hutchings original https://www.raspberrypi.org/blog/ai-education-resources-ai-awareness-day/

At the Raspberry Pi Foundation, we believe that alongside learning to code, a crucial part of computing education is building AI literacy skills. Amidst the rapid pace of development and the growing impact of AI tools, it is increasingly important for educators everywhere to feel equipped to address the topic of AI with their learners, to help young people understand their world, be responsible users of AI technologies, and prepare to become the future creators of these technologies. 

We work at the leading edge of AI education, combining research and industry expertise with practical classroom experience to define what AI means for computing education, and how to best support teachers and learners to understand these technologies. 

Whether you are a teacher, a Code Club mentor, or a parent, we have a wide range of free resources to help you teach your young people about AI, and learn more about it yourself.

Explore our teaching resources

We offer a variety of teaching materials to help you bring AI into your setting. You do not need to be a professional educator or have a background in computer science to use these resources, and we provide everything you need to guide your learners with confidence.

Experience AI is our free AI literacy programme, developed in collaboration with Google DeepMind. Through ready-to-use classroom resources, including lesson plans, presentations, and hands-on activities, the programme helps educators all over the world teach their learners about how AI works, as well as its wider social and ethical implications. You and your learners will investigate AI tools, explore real-world uses of AI, and engage with critical issues such as bias, fairness, and transparency, helping learners to understand AI and use it responsibly. The lessons currently available are designed for learners aged 11–14, and we are releasing resources for other age groups this year.

To help bring Experience AI to more educators and learners around the world, we work with a global network of partner organisations, who help us provide tailored and translated resources and offer localised, high-quality training and support for educators in their regions. Experience AI resources are currently available in 19 languages, and have already been downloaded in more than 180 countries. In recognition of its impact, in 2025 Experience AI was named a laureate of the UNESCO King Hamad Bin Isa Al-Khalifa Prize for the Use of ICT in Education.

“[Experience AI] has definitely changed my outlook on AI. I went from knowing nothing about it to understanding how it works, why it acts in certain ways, and how to actually create my own AI models and what data I would need for that. I would 100% recommend others who don’t know much about AI to try it out.” – Student, Arthur Mellows Village College, UK

If you are looking to introduce school-aged young people to AI with short, beginner-friendly coding  and digital making projects, take a look at our collection of Code Club projects about AI and machine learning. These projects are a great way to spark curiosity and investigate how AI and machine learning works.

In the projects, learners get hands-on with a range of AI tools and platforms, and explore different applications of AI, such as image recognition, voice recognition, and (for learners aged 13 and over) generative AI. For example, in Doodle detector, learners use Machine Learning for Kids with Scratch to create a machine learning application that can identify what they have drawn. 

The projects feature clear step-by-step instructions, and many include video tutorials, to help learners work at their own pace and in a style that suits them. We also provide mentor guidance to help you prepare.

An illustration of an image classification application correctly identifying a drawing of an apple.
Learners can explore topics such as image classification through our collection of Code Club projects about AI and machine learning

For resources to support older learners to build their understanding of AI, head to Ada Computer Science. Ada Computer Science is our free online platform for computer science students and teachers, developed in partnership with the University of Cambridge. It provides comprehensive resources for learners aged 14–19 across the breadth of computer science, including detailed learning materials about AI and machine learning. The materials include helpful definitions, clear explanations, and carefully designed self-marking questions to support young people’s learning.

Learners aged 14–19 can build their knowledge of AI and machine learning on our Ada Computer Science platform
Learners aged 14–19 can build their knowledge of AI and machine learning on our Ada Computer Science platform

Explore our learning and training opportunities for educators

To help you build your knowledge around AI technologies and grow your confidence to teach your young people about this important topic, we offer a range of learning resources and professional development opportunities, all for free. They are open to everyone, so we invite you to dive into any that interest you.

For flexible, self-paced learning options, take a look at the following free online courses, which cover a range of topics within AI:

  • Introducing AI: Investigate how AI systems work and how to evaluate them, and explore the benefits, risks, and ethical issues related to them. This course is made up of 2 modules, and takes around 2–4 hours to complete.
  • AI literacy for teachers and school leaders: Learn how to support your students and staff to understand, use, and critically assess AI technologies. This course takes around 1–2 hours to complete. 
  • Machine learning and AI: Discover machine learning and how it works, and train your own AI models using free online tools. This course is made up of 4 modules, and takes around 4–8 hours to complete.
Learn more about AI through our free online courses for educators
Learn more about AI through our free online courses for educators

You might also be interested in Hello World, our free magazine and podcast for educators teaching computing and AI. Each magazine is packed with resources, discussions, news, and ideas, and you can subscribe to receive each issue as soon as it is released. The next issue, coming in July, will focus on critical thinking in the age of AI. You can download our previous issues to explore articles about a variety of topics within AI too. What’s more, you can continue your learning with the Hello World podcast, which accompanies the magazine and features discussions with educators and researchers from around the world. Visit the podcast page to discover previous episodes exploring vibe coding and programming education, AI education around the world, and more.

Hello World Issue 29 - Safety & security
Hello World Issue 29 – Safety & security

To learn about research-informed teaching strategies to help you as you explore AI with your learners, you can read these short Pedagogy Quick Reads:

  • Anthropomorphism: Explore how to help learners avoid thinking of AI systems as human-like, to support their understanding.
  • Computational Thinking 2.0: Consider how computational thinking is evolving and how to help learners develop the computational thinking skills they need to understand modern digital systems involving AI.
  • Feedback literacy: Explore how feedback literacy can help teachers and learners interact effectively with feedback generated by AI tools.
A Pedagogy Quick Read entitled ‘The effects of anthropomorphisation on students’ mental models of AI’.
A Pedagogy Quick Read entitled ‘The effects of anthropomorphisation on students’ mental models of AI’.

For more insights from computing education research, you can join our monthly online research seminars. Our 2026 research seminar series focuses on teaching about AI across the curriculum, delving into research on teaching and learning about AI from disciplines beyond computer science, including the arts, sciences, and humanities. Our next seminar takes place on 16 June, and you can catch up on previous seminars from our current series here. You can also explore our archive of recordings from previous seminar series, with themes including teaching about AI and data science, teaching programming (with or without AI), and more.

Bring AI into your classroom today

All of these resources and learning opportunities are available to anyone interested in educating young people about AI, anywhere in the world. We hope they help you gain understanding, confidence, and inspiration to guide your young learners to engage with AI safely and responsibly, and to learn valuable skills that will help them navigate their world.

“Let the students explore, advance, and grow. And who knows — maybe one of our students will go on to become a mentor or leader in this field someday.” – Ana Judith Zavaleta, computer science teacher, Mexico, speaking about Experience AI

If you are in the UK, you can also use these resources to get involved with the first-ever AI Awareness Day, a new nationwide campaign designed to build AI literacy across UK schools, which is taking place on 4 June.

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Start small, dream big with Code Club: Become an Incubator Partner

Post Syndicated from Zoe Davidson original https://www.raspberrypi.org/blog/become-a-code-club-incubator-partner/

Imagine places for young people to not just learn to use technology but to understand it, shape it, and build with it. That’s what you can create by partnering with the Raspberry Pi Foundation on Code Club, the global movement of computing clubs where school-age young people develop the confidence to create with digital technologies.

We’re looking for organisations worldwide to join us as new Incubator Partners and bring Code Club to young people in their regions.

What is the Incubator programme about?

Through our non-funded 12-month global Incubator programme, we support a diverse network of organisations to establish and grow free Code Clubs in their communities. By combining your local knowledge and community connections with our tried and tested projects, training, and support, you can build something that lasts and grows.

As a partner, you’ll join a global network of organisations all working toward the same goal: giving young people access to free, inclusive, and inspiring opportunities to learn coding and digital making.

“Many of our partners are non-profit and volunteer-led, driven by a real commitment to their communities. It’s incredibly inspiring — and we’re excited to keep growing this global network of partners so even more young people can benefit.” – Sonja Bienert, Senior Global Partnerships Manager 

By joining, you’ll get partner-specific access to events like global meetups, online workshops, and Coolest Projects, as well as materials to support your fundraising. Your Code Clubs will be able to use our wide range of free, creative projects for young people, including activities about AI, and activities that support clubs with limited devices. And you’ll be able to build collaborations with other partners in the network.

Real stories from our partners

Across the world, our partners are already transforming lives.

Full Stack Vision Foundation, Aruba

In Aruba, Full Stack Vision Foundation has grown Code Club from a single library session into a thriving network of ten clubs:

“Giving young people the ability to make, create, and sustain technological solutions is what the Caribbean wants.” – Bruce Harms, Founder and President of Full Stack Vision Foundation

Three smiling young tech creators at a computer screen during a Code Club session in Aruba.

By adapting projects to reflect local culture — like reimagining a Scratch project around aloe vera instead of sugar — the team at Full Stack Vision ensures young people see themselves in what they’re creating.

Orientations Training Centre, Sudan & Egypt

In Sudan and Egypt, Orientations Training Centre has reached over 450 active members through a mix of in-person and online clubs:

“I learned that coding is not just about computers – it’s about solving problems and helping people.” – Yasmin, Code Club attendee

A young tech creator and a mentor look at a laptop screen during a Code Club session in Egypt.

“Start small but dream big. A Code Club can change lives – not just by teaching coding but by nurturing problem-solvers, innovators, and leaders for the future.” – Abdelmoneim Mohammed, CEO of Orientations Training Centre

Their work shows how getting creative with digital technology can unlock confidence, leadership, and ambition.

STEMUP Educational Foundation, Sri Lanka

In Sri Lanka, STEMUP Educational Foundation started with a single Code Club in a public library and has grown into a nationwide movement supported by more than 1,500 volunteers, reaching young people across both urban and rural communities.

Young people showcase their tech creations at Coolest Projects.

After attending a Coolest Projects event for young tech creators during the partner meetup we held in Malaysia, STEMUP brought the tech showcase to Sri Lanka for the first time in 2024, giving young people the chance to share their creations and connect with others. The event sparked huge excitement, with schools even organising transport so students could take part.

“That kind of energy… because they don’t have these opportunities to showcase what they have built, connect with like-minded people, connect with industry… I think that’s a really unique opportunity kids are having.” – Prabhath, founder of STEMUP Educational Foundation

A global movement powered by local leaders

Every partner brings something unique: local insight, cultural context, and a deep understanding of their community. Together, we’re building a global movement that is inclusive, creative, and full of possibility. 

“I feel part of something bigger — a worldwide movement where kids everywhere are learning to create with technology, not just consume it. Being a global partner means we can learn from what’s working in other countries, adapt those ideas to Bangladesh, and also contribute our own innovations back to the network. The global connection gives Code Club Bangladesh more recognition locally — it reassures schools, volunteers, and funders that we’re part of a trusted, established initiative.” – Code Club Bangladesh partner

Are you ready to get started?

You can register today to start your Code Club Incubator Partner application. If you’re passionate about empowering young people and ready to grow a network of computing clubs in your community, we’d love to hear from you.

Fill in the registration form to take the first step towards becoming an Incubator Partner:

We can’t wait to welcome the next group of Code Club Partners.

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Many paths into mentoring: Building inclusive Code Clubs in Glasgow

Post Syndicated from Sophie Ashford original https://www.raspberrypi.org/blog/many-paths-into-mentoring-building-inclusive-code-clubs-in-glasgow/

Across Glasgow’s libraries, Code Clubs are opening doors for young people to explore creativity, problem-solving, and confidence through coding. Behind many of these sessions is Claire Quigley, who supports volunteers and helps Code Clubs thrive in community spaces across the city.

Claire Quigley

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 computing 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 curriculum 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.”

Young learner at a Code Club in Glasgow

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.”

Young learners at a Code Club

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 experiences, ways of thinking, and approaches to problem-solving, which enriched the sessions and created more inclusive learning environments for young people.

Young learner at a Code Club

“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 experience (and the experience 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.

Young learner at a Code Club

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.

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Levelling up with Python: Create with data

Post Syndicated from Sarah Lygoe original https://www.raspberrypi.org/blog/levelling-up-with-python-create-with-data/

Learning Python often starts with the same building blocks: variables, functions, and loops. However, once young people have learnt these essential foundations, they may be eager to grow their skills and start using Python to explore data and create something meaningful to them. 

A young learner showing a Python project in the Code Editor.

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.

A young learners is excited about his Python project.

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.

A illustration featuring examples of different types of graphs: a line graph, a bar chart, and a venn diagram.

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 research, 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 computing 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.

A young learner uses the Code Club Projects site on computer to do Python coding.

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.

An illustration of a robot on wheels.

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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Learning from Code Clubs around the world: How approaches differ but values are shared

Post Syndicated from Sarah Lygoe original https://www.raspberrypi.org/blog/learning-from-code-clubs-around-the-world-how-approaches-differ-but-values-are-shared/

Every week, young people around the world gather in libraries, classrooms, community centres, and makerspaces to create with code. From Gujarat to Glasgow, Nairobi to New Jersey, the settings may differ, but the energy is unmistakable. 

Code Club meeting at the shared hub at AEF Reuben in Kenya
Code Club meeting at the shared hub at AEF Reuben in Kenya

We set out to learn from the wealth of experiences 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.

Welspun Vapi Code Club in Gujarat
Welspun Vapi Code Club in Gujarat

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.

Fiona Lindsay and pupils at Hillside Primary School in Scotland
Fiona Lindsay and pupils at Hillside Primary School in Scotland

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.

Miss Sandy, Ruth, and her Code Club in Pennsylvania
Miss Sandy, Ruth, and her Code Club in Pennsylvania 

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 experienced 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.

Learners in a Code Club in Kenya.

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 Raspberry Pi Foundation.

From learners to leaders: Jayantika and Ruturaj’s journey as Code Club youth mentors

Post Syndicated from Sarah Lygoe original https://www.raspberrypi.org/blog/from-learners-to-leaders-jayantika-and-ruturajs-journey-as-code-club-youth-mentors/

Two remarkable teenagers from Pune in the state of Maharashtra, India — Jayantika (age 16) and Ruturaj (age 14) — have turned curiosity into community impact.

Jayantika (age 16) and Ruturaj (age 14) taking part in Coolest Projects India.
Jayantika, Ruturaj, and their friends at Coolest Projects India 2025.

With support from the Bidkar Foundation and the Raspberry Pi Foundation, they now help run five Code Clubs, reaching over 200 young people in rural areas of Pune. Along the way, they have twice received the Coolest Projects Judges’ Favourite Award: first online in 2023, and again at Coolest Projects India in September 2025. 

How it all began

For Jayantika and Ruturaj, the spark for coding began at home. During the pandemic, when schools were closed and days felt long, their father encouraged them to try something new.

“When we were at home and there was nothing to do,” recalls Jayantika, “my dad introduced us to coding, and from that time till this date we are participating — and yeah, we love it.”

In 2021, they joined their local Code Club, run by the Bidkar Foundation, which provides coding opportunities for young people in rural areas of Pune. That moment opened a door to creativity neither of them expected. Scratch projects soon filled their weekends with problem-solving, and Ruturaj found himself fascinated by how games worked.

“I was too curious how games were made,” he says. “After a while in Code Club, I learned new things and got the answers to my questions.”

As their confidence grew, so did their sense of purpose. They wanted others to experience the same excitement they had discovered. “We thought these things should be shared with others,” says Jayantika. “So that’s why we started a Code Club and began teaching — to spread awareness and knowledge to everyone.”

Reaching out to rural learners

Each weekend, Jayantika and Ruturaj set out for nearby villages, with laptops, lesson plans, and a sense of possibility. Their aim is simple but powerful: to bring coding opportunities to children who might otherwise never encounter them. “Village students must also learn coding and get opportunities to come in front,” explains Jayantika.

Jayantika (age 16) and Ruturaj (age 14)

What started modestly — “one computer and seven students” — has become a thriving network of clubs that now reaches hundreds of young learners. Their father, Mr Bidkar, has been by their side throughout, watching as their initiative has grown from a small idea to something that’s changing lives. “Now we are 25 computers, 200-plus children,” he says proudly.

Inside their Code Club sessions

Their Code Club sessions are lively and filled with curiosity. Children crowd around laptops, excited to build their next animation or game. The mentors blend teaching with fun, alternating between theory and practice to keep things engaging.

“At first, we take theory classes — we explain what’s the game,” says Jayantika. “At the end we let them sit on computers.”

Some weeks are spent planning and others creating. “We give them a plan, and then next time they create,” she explains. Younger learners, aged six to ten, start with small projects such as animations or motion-based activities. Older learners tackle bigger challenges in Scratch, building their own games from ideas they’ve brainstormed together.

Jayantika (age 16) and Ruturaj (age 14)

Sessions end with a much-loved tradition: “After the session ends, we give them 15–20 minutes to do whatever they want,” says Ruturaj. “Because they’re very curious.” The pair work in perfect rhythm. “I manage one group and Ruturaj manages another,” says Jayantika. “If any doubt is there, we solve them together.”

Mentoring has given both siblings new confidence and skills. “At first we were only on Scratch, and now we’ve expanded our knowledge,” says Jayantika. “Next, we’re going to start robotics. It is simple and it is creative also and it can connect to Scratch.”

The role of a mentor

Over time, Jayantika and Ruturaj have learned that mentoring is as much about listening as it is about instructing.

“Sometimes their questions are not so obvious,” laughs Jayantika. “Like ‘Why can’t we change the sprite?’ or ‘Why can’t we use another block?’ We can explain to a certain limit, but after that we are speechless!”

These moments, she says, are part of the magic of teaching. They push the mentors to explore new ways of explaining and to see coding from a beginner’s perspective again. 

Watching their students succeed brings the biggest reward. “We feel very happy that the students are listening to us and they’re doing what we wanted — and they’re even adding extras,” says Jayantika. “Most of them tell us they want to create another project; they want more time.”

And for those thinking about becoming mentors, they both agree that empathy is key. “If you want to teach them, you must become a student,” says Ruturaj. 

“First, think at the students’ level… explain in simple language and give more time to experiment,” adds Jayantika.

Looking ahead

Ruturaj dreams of exploring game development and cybersecurity, while Jayantika hopes to move into web and app design. Together, they balance logic and creativity, each complementing the other’s strengths.

“Even though both are coding, we are on different paths,” she smiles.

Bidkar foundation young learners in the classroom

For anyone curious about coding, Ruturaj’s advice is simple: “Do it by yourself. Make projects by yourself, share them, and learn from others.” Jayantika adds: “Coding has no limits. You can create anything you imagine — open your mind, open your creativity.”

Their father, rightly, is proud not just of their achievements but of how they have inspired others to learn. From a single laptop to five thriving Code Clubs, Jayantika and Ruturaj’s journey shows what’s possible when young people lead with passion and purpose. With support from their family, the Bidkar Foundation, and the Raspberry Pi Foundation’s India team, they’re proving that talent truly is everywhere — opportunity just needs a spark.

Thank you, Jayantika and Ruturaj, for inspiring young people across India and around the world.

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Code Club Conference 2025: Creativity, community, and collaboration in Cambridge

Post Syndicated from Sarah Lygoe original https://www.raspberrypi.org/blog/code-club-conference-2025-creativity-community-and-collaboration-in-cambridge/

Over the first weekend in November, members of the global Code Club community came together for two inspiring days of learning, creativity and connection. The annual event celebrates the people who make Code Clubs happen, allowing them to share ideas, explore new tools, and connect with others who help young people learn to code.

Educator at Code Club Conference attending a workshop

Exploring new technologies and inclusive teaching

Saturday began with hands-on sessions that brought creativity and technology together, exploring large language models and prompt engineering in Collaborating with LLMs and being a prompt boss. There was a lot of laughter from attendees about how large language models can produce confident but incorrect answers if given vague prompts, but many left inspired to experiment with new technologies in their own clubs.

“First time there and it was amazing. Met loads of great people and the amazing code club crew. I learnt loads of new skills around AI and Arduino.” – An attendee

Explore AI with creators in your club using our AI and machine learning projects.

Educator in a workshop, using a micro:bit

Collaboration that counts brought mentors together to discuss common challenges like volunteer retention, limited resources, and communication barriers. A crowd favourite was a shared volunteer toolkit, as well as event checklists and safeguarding resources.

“What I enjoyed most about the Clubs Conference was the opportunity to meet other facilitators and hear their stories — their successes and challenges. These conversations validated the volunteer work I do and reminded me of the impact of our clubs.” – An attendee

From the theatre sessions, you can watch Inclusive learning – Supporting Deaf learners in clubs which was both moving and insightful. We learnt that visual demonstrations, colour cues, and repetition were key to supporting Deaf learners. One memorable quote captured the spirit of the session:

“The children couldn’t speak to us. The children — we couldn’t hear their voices but by the eighth week we were able to hear their voices from what they built on the screen and it was echoing all around the classroom.” – Chidi Duru

Find out more about Chidi’s joy of coding alongside Deaf creators.

Learning and making across continents

The weekend’s talks showcased the reach of Code Club worldwide, with volunteers sharing their experiences of collaboration, sustainability, and creativity.

Watch Lessons from resourceful Code Clubs in India, which highlighted the ingenuity of young learners in under-resourced settings, while Hands-on with the Raspberry Pi Pico showcased low-cost, high-impact projects from Kenya and South Africa.

Speakers showed how community clubs adapt to local needs with unplugged activities and coding games inspired by cricket and kabaddi, empowering young people to solve real problems and celebrate curiosity through play. Excitingly, these new resources will be launching early next year; keep an eye on our activities page to be among the first to try them out!

Two attendees during a workshop working together

In the session Code Club Projects Unplugged, facilitators shared the idea of “hiding the vegetables” — hiding the learning inside the fun. Whether through a collaborative Scratch game, a micro:bit prop on stage, or a Pico gadget solving a real problem, this approach helps young people learn through play. They remember the joy, and the skills come naturally.

Learning beyond the screen

Teaching tech away from the computer screen shared a fun unplugged cybersecurity activity, The Chicken Shop, where learners role-play social engineering scenarios. Its success came from clear printed instructions, movement, humour, and strong debriefing. 

Educators sharing ideas during a workshop

Learning coding outside the box explored how to engage young people with diverse learning styles while the Arduino crash course gave attendees a taste of physical computing and C++ programming in action. Workshops on AI, sustainability, and youth empowerment with Raspberry Pi computers and Unlocking Code Club resources helped club leaders discover practical ways to inspire problem-solving and make use of all the support available through Code Club.

The message from the sessions was clear: young people learn best when technology is human and hands-on.

Showcasing creativity with Coolest Projects

Coolest Projects – get involved! championed creativity over competition. Any young person under 18 can submit their project, including unfinished ideas. In-person and online showcases celebrate progress, imagination, and teamwork.

Speaking on the closing panel, Code Club leader Rachael Coultart talked about the importance of Coolest Projects as a rare platform for children to talk about their learning. She spoke about the experience of one particular child, explaining that it had made a powerful impression on her, saying:

“It had such a huge impact. I felt so proud of her and what she’d achieved. Afterwards, her parents told me that they felt it was the first time she had really been seen.”

What the community is taking forward

The community is united in its commitment to making Code Clubs inclusive, creative, and sustainable. 

  • Context matters — projects that reflect local interests and challenges motivate young people to learn
  • Accessibility is central: visual cues, repetition, interpreters, and inclusive resources support every learner
  • Structure builds confidence; start with simple, guided activities before open-ended exploration
  • Volunteers are vital; shared toolkits, checklists, and training help them deliver engaging sessions
  • Celebration and affordability matter too: regular showcases and tools like the micro:bit, Pico, and Crumble keep computing fun, hands-on, and accessible for all

“Thank you. Clubs Conference is a highlight of my year.” – An attendee

Stay connected

If you want to stay up to date with the latest news, events and opportunities from Code Club, sign up for our newsletter and be part of the growing global community.

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Marie’s story: Bringing coding to kids in Tottenham

Post Syndicated from Sophie Ashford original https://www.raspberrypi.org/blog/maries-story-bringing-coding-to-kids-in-tottenham/

We love hearing from members of the community and sharing the stories of amazing young people, volunteers, and educators who are using their passion for technology to create positive change in the world around them.

Marie is a force of nature. As the founder of Breadline London, a grassroots community project in Haringey, she has spent years supporting families with essential services — she’s run a food bank, offered budgeting advice, and hosted well-being workshops. But when she heard about Code Club, she saw another way to help local children: by giving them the skills to shape their futures.

From community support to coding

Marie had no background in tech, but that didn’t stop her. She knew that many families in Tottenham couldn’t afford extracurricular activities like coding classes, and she was determined to change that.

“I’ve wanted a coding club for children, children in Tottenham, because that’s not something that is actually here,” she explains. “Unfortunately for us, we are on the very high end of poverty… and some of our children in this area don’t get the opportunity to attend things like coding club.”

With the support of Haringey Giving and the Raspberry Pi Foundation, Marie launched her Code Club at Tottenham Community Sports Centre. She started from scratch, learning alongside the kids, attending free training at the Raspberry Pi Foundation’s headquarters in Cambridge, and soaking up everything she could about coding.

“I don’t know anything about coding. Nothing. But going to the training days, it was so inspiring. I got so excited thinking, these are the things I can hopefully share with the children.”

Creating a space to experiment

Marie’s club is more than just learning how to code — it’s about teamwork, creativity, and confidence.

Marie helps a young learner with a coding task in her Code Club.

“They need to learn these skills outside of a school environment, outside of a place where it’s really structured. I want them to come in, experiment, make things up as they go along. Sometimes they follow instructions, but mostly, they just try things out.”

She also sees her role as a mentor, even if the kids sometimes know more than she does!

“Most of the children know more about coding than I do. So for me, it’s just about encouraging them: ‘What’s next? What else can you add to your project?’ And helping parents understand that they need to let the children create what they want to create, not just steer them.”

Discovering Coolest Projects

Marie’s journey didn’t stop with Code Club. When she learnt about Coolest Projects, a global showcase where kids celebrate what they’ve built with code, she knew she had to take her club to one of the in-person events.

Marie helps a young learner with a coding task in her Code Club.

“I was in Cambridge when I first heard about it, and this fabulous young woman spoke about Coolest Projects. I just felt so excited to take the children somewhere that’s just kids, just kids learning about coding and developing these amazing things. I even said, ‘Even if no one from my club comes, I’m going by myself!’”

Taking the kids to Coolest Projects was a game-changer. They saw what was possible, talked to other young coders, and left inspired.

“Next year, when we go again, everybody’s going to have a project. Seeing the kids’ faces when adults wanted to try their projects, it was so exciting for them!”

Making a change

Marie is proof that you don’t need to be a tech expert to start a Code Club — you just need passion and a willingness to learn.

Two educators are chatting at a workshop.

Marie’s message to others who are thinking about setting up a coding club but worry about their lack of experience is simple: 

“Start a [Code Club] because the children will help you to run [it]. They will help you. They will help each other. Don’t get put off running a coding club because you don’t know how to code. Because I don’t[…]and I love it.”

Marie’s story is a testament to what’s possible when someone believes in their community and takes action. She is creating opportunities for young people in Tottenham, giving them a space to learn, collaborate, and dream big regardless of their background. We can’t wait to see what her club achieves next!

For more information to help you set up a Code Club in your community, visit codeclub.org.

Help us celebrate Marie and her dedication to opening doors for young creators by sharing her story on X (formerly Twitter), LinkedIn, and Facebook.

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Improvements to the Code Club Projects website

Post Syndicated from Divya Mahadevan original https://www.raspberrypi.org/blog/improvements-to-the-code-club-projects-website/

Getting creative with technology is now easier than ever on the Code Club Projects website. If you’ve visited Code Club Projects recently, you may have noticed that the site has changed over the last few months. In the spring, we launched an initiative to make it easier to find a project. I’m excited to share some of the changes we’ve made based on feedback from young people and mentors. 

A mentor with a young coder in a Code Club session.

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 experience; step-by-step guidance is very useful and effective.” – Code Club mentor, Tunisia

Screenshot of level on project card and filters

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

Screenshot of different Interest categories on the Code Club Projects site.

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 [Raspberry Pi Foundation projects are] really easy to understand and encourage young people to learn more and more.” – Code Club leader, Brazil

Screenshot of different Technology categories on the Code Club Projects site.

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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Dedication to digital education in Bangladesh: Meet Shajan

Post Syndicated from Sophie Ashford original https://www.raspberrypi.org/blog/dedication-to-digital-education-in-bangladesh-meet-shajan/

We love hearing from members of the community and sharing stories of amazing young people, volunteers, and educators who are using their passion for technology to create positive change in the world around them.

Today, we introduce Shajan, a digital storyteller and senior business advisor at the BBC, whose extraordinary personal and professional journey has led him to champion digital literacy for young people in Bangladesh.

Shajan at a computer.

Family roots in Bangladesh

Shajan is British-born, but his roots deeply connect him to Bangladesh. This connection was instilled by childhood holidays to Bangladesh, as well as his late father, who emigrated to the UK in the 1960s but always encouraged Shajan to maintain ties with the community he left behind. Shajan’s pull towards Bangladesh intensified after his father’s passing fifteen years ago. 

“I always thought I’d like to do something, carry on the work he left behind with efforts in building schools and supporting his local community.”

The memory of his sister Khela, who passed away at just 12 years old while in Bangladesh, also motivates Shajan. He says, “She was a really creative person, really into her arts and crafts and learning.”  

Khela’s loss fuels Shajan’s desire to do something specifically for the young people of Bangladesh, connecting with their potential for creativity and learning.

Setting off on a new path

Shajan’s 15 years of working for the BBC led him to discover the power of digital education. In 2015, he project-managed the BBC’s “Make It Digital” campaign, a UK-wide initiative addressing the National Digital Skills Gap. 

As part of this, he led partnerships with organisations like Code Club

“That experience showed me how digital tools could unlock creativity in young people and build their confidence.”

During his visits to Bangladesh, Shajan observed a widening digital divide. Young people, especially in rural areas, lacked access to basic internet and computers. Teachers faced heavy workloads, and many students needed to pause their education to support their families. Seeing no equivalent to Code Club in Bangladesh to inspire young people, Shajan felt he had to act. Before he knew it, he was requesting a six-month career break. 

“I said, ‘This is what I always wanted to do. If I don’t do it now, I will miss the opportunity.’” 

With the support of both the BBC and Code Club, Shajan packed his bags and moved to Dhaka, the capital city of Bangladesh.

Creating a movement

Shajan’s initial goal was to raise awareness and build a sustainable model for Code Club in Bangladesh. Recognising that teachers needed support to run clubs, Shajan’s strategy was to engage university students as volunteers. He organised a national coding festival, leveraging these student volunteers to connect with schools and prepare young participants for a Scratch-based project challenge. The event received lots of media attention, encouraging interest and inspiring a new generation of coders.

Students at Code Club Bangladesh.

However, there were some hurdles that had to be worked around, including unreliable internet connections, limited access to computers, and unstable electricity supply. Beyond practical challenges, Shajan faced a crucial mindset shift. 

“Not everybody’s convinced yet that their children should be doing coding. For many families, generating immediate income takes precedence over digital education. Balancing the need to put food on the table with the long-term benefits of coding remains a constant battle.”

Despite these obstacles, Shajan’s efforts proved successful. Some of the creators from the 2016–2017 classes, now in their twenties, have pursued computer science and now share how Code Club helped them on their paths. He also organised an incredible exchange program, bringing creators and mentors from Code Club South Korea to Bangladesh for a seven-day visit. Despite not sharing a language, creators connected through the language of code, an experience Shajan describes as inspiring for the young people and adults alike.

Students from South Korea visiting Code Club Bangladesh.

A new chapter

Shajan’s focus now is to launch a Coolest Projects event in Sylhet, the place his father was born and a region he wants to focus on before taking Coolest Projects national as well.

He is actively engaging with teachers and student volunteers across the city, with strong support from Nooraiya Khan, an ICT Lecturer with a background in computer science. Nooraiya is working hard with Shajan to co-lead all Code Club activities in Bangladesh, bringing valuable expertise and shared passion to the movement.

Shajan believes the current digital landscape offers new opportunities. He is a strong advocate for the role of artificial intelligence (AI) in education, viewing it as a way to help bring opportunities to all young people. He plans to introduce AI-focused Code Club projects to Bangladesh, ensuring the next generation is prepared for a future driven by technology.

For Shajan, Code Club Bangladesh is “for everybody”. He wants to ensure that no child, especially girls and those from underserved communities, is left behind. He would welcome anyone interested in helping the young people of Bangladesh, including teachers, educators, tech professionals, and government bodies, to join Code Club Bangladesh’s journey.

If you’d like to support young people in your community to explore coding, why not start a Code Club? The team will support you every step of the way with resources, training, and a collaborative community.

Find out more on the Code Club website.

The post Dedication to digital education in Bangladesh: Meet Shajan appeared first on Raspberry Pi Foundation.

Celebrating impact: Code Clubs are thriving in Kenya and South Africa

Post Syndicated from Vicky Fisher original https://www.raspberrypi.org/blog/celebrating-impact-code-clubs-are-thriving-in-kenya-and-south-africa/

Across Kenya and South Africa, Code Clubs are going from strength to strength. We’re excited to share their incredible progress and positive impact with you and shine a spotlight on our fantastic partner organisations, whose support makes it all possible!

Young people use laptops to do their coding tasks.

Partnering up to increase our reach

Code Club is a thriving global community of clubs where young people can develop the confidence to create with digital technologies in a fun and supportive space. In Kenya we’ve been working closely with Oasis Mathare, Young Scientists Kenya, Kenya Connect, Tech Kidz Africa, STEAM Labs Africa, and Futures Infinite, while in South Africa we’ve teamed up with Keep a Child Alive and Coder:Level Up.

We used a train-the-trainer model to help our partners in Kenya and South Africa train Code Club mentors. We began by training community trainers from each partner, who then went on to deliver training to club mentors. This has allowed us to reach 1,498 mentors across both countries. Club mentors told us how grateful they have been to these partners for their ongoing support, including providing training and visiting the clubs.

As part of our ongoing evaluation of the Code Club programme in Kenya and South Africa, we’ve collected feedback from our partners, club mentors, and creators via feedback surveys, club visits, and focus groups to help us understand the impact of our work.

Douglas from Oasis Mathare (second from left) with members of the Raspberry Pi Foundation team.

Reaching areas of disadvantage

There are 397 Code Clubs running in Kenya and 622 in South Africa — we estimate we’re reaching over 42,000 young people through Code Clubs and nearly 20,000 through related one-off events such as summer programmes.

This broad reach means that young people who might otherwise have had limited or no access to computing are now engaging with coding, and doing so in truly exciting ways. 

One Kenyan Code Club leader, working in a particularly disadvantaged and marginalised area, said Code Club was so important to young people as it means “you don’t have to be left behind”. They shared that such a large number are attending the club — and that many more are wanting to join — because young people are  eager to be “part of the digital future”.

Impact on young people

89% of surveyed mentors reported an increase in their young people’s skills in coding and confidence to engage with emerging technology. 

According to one South African Code Club mentor, taking part in Code Club “changes your perception and thinking…. it’s possible to do things… it becomes a reality because it’s not a really difficult thing. It’s something that you can do step by step and it really changes the mindset. It really redefines how someone thinks.”

Young people work together on a coding task.

Mentors consistently told us that young people are collaborating more, and supporting each other in their learning journeys. One South African young person perfectly captured this spirit: “if they don’t know something, we can teach it to them.” 

Mentors also shared that young people are inspired to continue developing their coding and computing skills beyond club sessions. They’re actively seeking opportunities to deepen their knowledge and are already thinking about how they could use their newfound skills in their future careers.

Empowering Code Club mentors

Overall, club mentors felt well prepared to run clubs and found the training high quality and useful. This is reflected in the high percentage of mentors who agreed that the training increased their skills, confidence, and knowledge, with some partners showing an agreement rate as high as 91%. 

Partners have also worked hard delivering extra training on requested topics such as additional computer skills and mentorship to help mentors feel more confident running Code Clubs.

A mentor running a Code Club.

Continuing to improve

We recognise the unique challenges that can arise when running clubs in areas of Kenya and South Africa where access to technology and the internet isn’t always consistent. We’re continuing to develop resources and support for these clubs, as well as working with partners to better understand what their clubs need.

We’re also continually reflecting on and refining our train-the-trainer model to understand how best to equip community trainers with the confidence and skills they need to train others. 

Next steps

The dedication and hard work of our partners have been instrumental in allowing us to significantly expand our reach and impact in Kenya and South Africa. Alongside this incredible growth, we’ve strengthened our commitment by increasing the size of our teams operating directly from both countries. This means we can continue to grow our support for our thriving Code Club communities.

We’re excited to have a number of new partners setting up Code Clubs over the next year. We look forward to sharing the invaluable insights and feedback we’ve received from our existing partners to ensure our new partners are fully supported and feel empowered to deliver transformative Code Clubs in their areas.

Watch this space!

The post Celebrating impact: Code Clubs are thriving in Kenya and South Africa appeared first on Raspberry Pi Foundation.

From coder to mentor: Meet Isabelle

Post Syndicated from Sophie Ashford original https://www.raspberrypi.org/blog/from-coder-to-mentor-meet-isabelle/

We love hearing from members of the community and sharing stories of amazing young people, volunteers, and educators who are using their passion for technology to create positive change in the world around them.

Meet Isabelle, a youth mentor at a library Code Club, whose inspiring story tells how a passion for helping others and a love for reading led back to a childhood interest, shaping an unexpected and rewarding journey.

Isabelle celebrating her 18th birthday.

Saturdays spent at the library

Isabelle’s coding journey began around the age of nine. An avid reader, she regularly attended her local library in Stourbridge with her gran. When they saw there was a Code Club held on a Saturday morning, they both decided it might be a good skill for Isabelle to learn.

“I used to have like an entire folder of all the projects I’d completed. I’ve still got it somewhere in my room!” 

She quickly progressed through Scratch, Python, and HTML, even finding herself teaching the adults at the club at some points! But, as secondary school approached, her involvement naturally tapered off as she began to focus on her studies.

A return through volunteering 

In secondary school, Isabelle was looking for volunteering opportunities as part of her Duke of Edinburgh (DofE) award. Remembering her positive experiences at the library, and continued love of books, she initially considered volunteering there. Then, she had an idea.

“I suddenly thought ‘What if they still do Code Club?’ I really enjoyed it when I did it and I still remembered enough about it to help others. So, I felt like I could actually be useful instead.”

Isabelle reached out, and thanks to her gran’s long-standing connection with the library, she was remembered and welcomed back. What started as a three-month commitment for her DofE award soon extended to six. 

“I really looked forward to each session at the library and decided to stick with it for the whole time.”

Embracing the chaos and connection

Isabelle’s return coincided with the Code Club restarting. Stepping into a mentoring role, she quickly found herself in the thick of it. With five computers and a group of new young people, most of whom had no prior coding experience, the first sessions were a whirlwind. 

“It’s like the best kind of chaos. It doesn’t get easier as such. But it’s so fun meeting these new kids, they’re all different and they bounce off each other.”

She works closely with Lucy, the club leader, helping manage the flow of projects and supporting the children as they navigate everything from creating Scratch accounts to tackling challenging projects.

Isabelle at her club in Stourbridge with Code Club Community Coordinator Rujeko.
Isabelle with Lucy, Stourbridge Library Assistant, and Rujeko, Code Club Community Coordinator

More than just code

While the technical skills are central, Isabelle emphasises that Code Club offers so much more. She’s seen shy children blossom, making new friends and becoming more involved.

“I think there’s the whole element of socialising as well. And beyond coding, kids develop essential IT skills, like learning how to use a mouse and keyboard. Something many who just use tablets and phones don’t know!”

Four years and counting  

Isabelle, now preparing to go on to further education, could not have predicted how her mentoring journey would turn out. What began as a three-month DofE requirement has turned into a four-year commitment. 

“It has just never been something that I thought ‘oh, I don’t want to do this anymore’. It’s just part of the weekly routine now. It’s been four years and it’s shocking how quickly it’s gone.”

Isabelle’s dedication hasn’t gone unnoticed. She’s built strong bonds with the staff and gained invaluable experience. She’s learned to organise, work in a team, and even run sessions independently, developing skills that will be invaluable for her future.

“I like the bond that I have with the staff and with Lucy. It feels great to be trusted that much and it has just been such a nice experience.” 

Lucy, Stourbridge Code Club leader and Library Assistant, shared her experience with the club and collaborating.

“Since Code Club offers so much more than just coding — confidence building, creativity, friendship, etc. — it plays an important role for children and young people in the community. The library is much more than just a place for books, and hosting Code Club here creates a welcoming space where young people can explore technology away from the classroom.”

“Isabelle has been absolutely fantastic both in supporting us with club admin as well as supporting the children with their coding! She understands the projects inside and out and is brilliant at not only solving problems, but also, importantly, encouraging the club to find ways of solving problems themselves. Our Code Club couldn’t have become what it is today without her input!”

Isabelle’s advice for future mentors

As Isabelle prepares to head off to the Bath Spa University to study media communications and publishing, she offers this advice for other young people considering becoming a Code Club mentor…”just go for it!” 

Isabelle admits to being anxious at times, but the experience has significantly boosted her confidence. 

“It built my confidence a bit more. You make friends along the way and you learn a lot of new things. And don’t worry if you don’t have a lot of coding experience. I don’t think you need it. I had a little bit but I was still basing it mainly off of reading the project instructions. And in all fairness, the instructions are really helpful!”

Mentoring at Code Club isn’t just about teaching, it’s about learning, growing, and connecting. It’s an opportunity to give back, build confidence, and discover the joy in supporting the next generation of digital creators. As Isabelle’s journey shows, sometimes the most rewarding paths are the ones you never planned to take.

Lucy shared why she thinks having youth mentors involved with Code Club is such an important dynamic.

“Youth mentors are great as role models and inspiration for children, and as a young person themselves they build such a great rapport with the club members. A mentor who’s closer to their age often feels more approachable, which helps create a comfortable and encouraging environment for them.”

If Isabelle’s story has inspired you, why not explore the world of coding? You can get started at home with over 250 free projects on the Code Club Projects website.

Looking for a little extra support in your own coding journey or open to mentoring others? Join a Code Club near you to meet a like-minded and supportive community.

The post From coder to mentor: Meet Isabelle appeared first on Raspberry Pi Foundation.

Creating a space for connection and code: Meet Seung Woo (Tony), Canada

Post Syndicated from Sophie Ashford original https://www.raspberrypi.org/blog/creating-a-space-for-connection-and-code-meet-seung-woo-tony-canada/

We love hearing from members of the community and sharing the stories of amazing young people, volunteers, and educators who are using their passion for technology to create positive change in the world around them.

Seung Woo, also known as Tony, is a 17-year-old student from Canada and the co-founder of his school’s Code Club, alongside his teacher, Kay. A curious and driven teen with big ambitions in computer science, Tony is not only passionate about technology, but also dedicated to building a safe, welcoming space where others can learn, explore, and grow alongside him.

Tony working on a programming project using a laptop.

A spark of inspiration

Tony’s fascination with computers started early, driven by his love of video games, coding, and, perhaps most memorably, his admiration for Tony Stark, the comic-book and film character who becomes the superhero Iron Man! The idea of building something powerful from scratch stuck with him.

“My whole life, I have been curious about the inner workings of a computer and my inspiration for coding is Tony Stark or Iron Man from the Marvel Cinematic Universe!”

Tony’s early coding journey wasn’t without its challenges. Finding the right resources was difficult, and staying motivated during tough moments was often hard without a support system.

“Like many others, I was independently taught, and during this time of independent learning I’d find many different roadblocks and challenges that I had to overcome alone. A big setback for me was finding the right resources in order to learn how to code. Another big obstacle for me was motivation. I would find myself losing interest in a project. I didn’t have the exterior motivation to help me push through the inevitable hardships that come with coding.”

That’s where the idea for a coding club began to take shape.

Creating a community of coders

Tony co-founded the Code Club at Collège Jeanne-Sauvé in December 2024 with that exact vision in mind — he wanted to provide a fun, collaborative, and welcoming environment where students of all skill levels could explore their love of technology together.

“I created the coding club to help everyone on their journey of computer science, no matter their skill level, and that is exactly what it is turning out to be. Finding resources is easier than ever with a teacher and all of the amazing members.”

Tony’s teacher and co-founder, Kay, shared why Code Club was the right fit for the school.

“I thought Code Club was the best way to start our club for a few reasons. The amount of coding language options was varied and appealed to the different learners in our club. It was also important for us to promote our club and let our community know about the presence of a coding club in our school, and Code Club helped us do so via their online presence.”

What makes Code Club special

For Tony, the secret ingredient behind his club’s success is simple: teamwork.

“Without teamwork, our club wouldn’t really be a club, it would simply be an ensemble of people coding in their own little cubicles, much like a stereotypical office job, and to me, that does not sound too enjoyable. Teamwork is our little secret ingredient in problem-solving and building motivation, we embrace it by creating a safe space where everyone can speak their minds without judgement!”

Members are free to choose their own learning paths. No matter the project, the atmosphere is always filled with laughter, energy, and curiosity.

“Coding should be something that is fun — not stressful like others may make it seem. Celebrating achievements, making short term goals, and problem solving with friends are all great ways that we make coding fun in our club. A second word would be teamwork. Without teamwork, our club wouldn’t really be a club.”

Teamwork, he adds, transforms what could be a solitary activity into something social and deeply motivating.

Looking to the future

Tony hopes the club will continue to grow, bringing more students into the world of coding and helping them feel at home in it. His story is a great reminder that learning to code isn’t just about computers — it’s about building community, confidence, and creativity.

“I wanted to create a space where everyone would be accepted and encouraged to learn more about coding and not be ashamed to ‘nerd out’ about this subject like I do very frequently. I’ve dreamed of creating a space that embraces this beautiful passion.”

If you’d like to explore coding, you can get started at home with over 250 free projects

For a little more support, or if you’re open to mentoring others, you can also join a Code Club. Check our website to find a club near you and become part of a like-minded and welcoming community.

The post Creating a space for connection and code: Meet Seung Woo (Tony), Canada appeared first on Raspberry Pi Foundation.

Giving back through Code Club | Meet Douglas

Post Syndicated from Sophie Ashford original https://www.raspberrypi.org/blog/giving-back-through-code-club-meet-douglas/

We love hearing from members of the community and sharing the stories of amazing young people, volunteers, and educators who are using their passion for technology to create positive change in the world around them.

Growing up in Mathare, one of Nairobi’s largest informal settlements, Douglas experienced first-hand what it meant to go without access to education and opportunity. His experience sparked a Code Club journey that is already hugely inspiring… and it’s only just getting started.

Douglas (second from left) with members of the Raspberry Pi Foundation team
Douglas (second from left) with members of the Raspberry Pi Foundation team

Driven by a desire to help 

For Douglas and many of his peers, the limited access to education in Mathare often meant being left with no clear path to earn a livelihood. Douglas saw opportunity in technology — he wanted to increase access in this field for the young people in Mathare and raise their ambitions.

“Why are we doing technology? Because we believe that tech does not have a boundary. As long as you have access to the internet and you can learn some basic skills… the opportunities are limitless.”

That belief became the keystone of Oasis Mathare, an organisation co-founded by Douglas and a group of others with similar lived experiences. Like Douglas, most of the founding members haven’t followed a standard path with formal schooling, but all understand the power of technology to transform lives.

From Photoshop to programming

Douglas’ own tech journey began humbly, and was sparked by his curiosity.

“After primary, I didn’t go straight to high school. I spent two years working in a nearby barber shop. Then I think I just fell in love with computers. I learned how to do some basic stuff with design and used to play around with Photoshop.”

From there, he taught himself web design and programming skills, which began to open new doors. Eventually, he went back to university to study business and information technology to deepen his knowledge, but even before that, Douglas had already started giving back.

“We used to hold a club providing a space for kids to come and play games on computers. That sort of grew from just Saturdays to a few times a week… and now it’s full time.”

One of Oasis Mathare’s Code Clubs in action
One of Oasis Mathare’s Code Clubs in action

Why Code Clubs?

Today, Oasis Mathare runs intensive software engineering and robotics programs that last between 9 and 12 months. But back in the early days of the organisation, Douglas quickly realised that many young people were struggling to keep up — not because of ability, but because they’d never used a computer before.

“So, we started Code Clubs to introduce these principles of programming at an early age… and we actually realised that those who have gone through Code Club take less time to complete our software engineering and robotics classes.”

Code Clubs now serve as a stepping stone at Oasis Mathare. They help introduce computer literacy and programming concepts to young people early, making it easier for them to thrive in more advanced programs.

The power of role models

The impact of the program is already visible. Many graduates of Oasis Mathare programs go on to volunteer and eventually teach, serving as role models for the younger learners.

“Oasis Mathare has 6 full-time staff. There are 12 Code Club leaders. They are our graduates from the software engineering program. We are plugging them into the Code Clubs to help them gain confidence and help the next generation.”

The Code Clubs are held both in schools and at the Oasis Mathare centre, creating safe, structured environments for learning, experimenting, and collaborating.

Douglas supporting a Code Club mentor
Douglas supporting a Code Club mentor

Building with what they have

Before setting up Code Clubs, Oasis Mathare ran STEM clubs that used a variety of resources, but the cost and maintenance became a barrier. When they discovered Code Club’s free-to-access resources, everything changed.

“We found [the resources] very useful. The good thing about Code Club is you can plan sessions using resources that are freely available, like Scratch. It’s really straightforward.”

The biggest challenge now? Internet access is limited, so Douglas and his team often work offline. The team have started using the Raspberry Pi Foundation’s offline resources, and look forward to more being available in the future.

What’s next for Douglas and Oasis Mathare?

Douglas and the Oasis Mathare team have already achieved so much. This was recognised with a royal seal of approval in 2018, when Douglas was honoured with the Queen’s Young Leaders Award by Queen Elizabeth at Buckingham Palace. Through the award, he gained access to world-class mentoring and leadership training from the University of Cambridge, helping him to amplify his impact back home.

So, what’s next? Douglas’ vision for the future is bold and clear.

“The main idea is to ensure that all kids in Mathare know at least one computer language. Not for the sake of it, but to use the principles of programming to solve their local problems.”

By learning coding, young people build more than just technical skills. They learn to think critically, work in teams, and solve problems in their communities. For Douglas, that’s the real impact.

“The overall goal is to ensure that no youth in Mathare are left behind and they all have the opportunity to develop essential skills from an early age.”

Students at an Oasis Mathare Code Club working together

Looking further ahead

Oasis Mathare runs Code Clubs weekly, all year round, and Douglas is always looking for ways to expand the program’s reach, especially through partnerships, sponsorships, and sharing their successes so far.

With more resources, more local leaders, and a whole community behind him, Douglas is rewriting the narrative for young people in Mathare. You can find out more about Oasis Mathare on their official website.

If you’d like to support young people in your community to explore coding, why not start a Code Club? The team will support you every step of the way with resources, training, and a collaborative community. Find out more on the Code Club website.

The post Giving back through Code Club | Meet Douglas appeared first on Raspberry Pi Foundation.

Code, karaoke, and creativity: Meet Matthew

Post Syndicated from Sophie Ashford original https://www.raspberrypi.org/blog/code-karaoke-and-creativity-meet-matthew/

We love hearing from members of the community and sharing stories of amazing young people, volunteers, and educators who are using their passion for technology to create positive change in the world around them.

It’s especially inspiring to hear about young people who are not only passionate about technology, but who are also driven to share that passion with others. Meet Matthew, a 15-year-old creator and youth mentor at Code Club, who builds his own projects and inspires peers by organising hackathons.

Matthew and his team at Cool as Hack at the RPF offices
Matthew and his team at Cool as Hack at the RPF offices

Matthew’s early experience with coding 

Matthew’s journey into the world of coding began at a young age. His initial exposure was through Scratch at school in Singapore. From there, he began exploring self-learn platforms in his own time, getting to grips with HTML and basic web development.

His enthusiasm for creating led him to participate in a technology week in Year 6, where he took on a BBC micro:bit challenge. He dedicated his summer holiday to developing a token system that encouraged community recycling, using an ultrasonic sensor to award points for good behaviour. This early project showcased his knack for problem-solving and innovation.

What truly captivated Matthew was the possibility of combining the logical challenges of competitive programming with the joy of project creation.

Matthew with his device developed in Year 6 to promote recycling behaviour in his residential community
Matthew with his device developed in Year 6 to promote recycling behaviour in his residential community

Connecting with the community

Through YouthHacks, an initiative he co-founded to support teenage hackathon organisers, Matthew aims to expand access to hackathons across the UK (a hackathon is an event where individuals or teams work intensively over a relatively short time period to build software, hardware, or other kinds of technology). Matthew wants to offer advice and support, making it easier for young people to run their own hackathons. He puts a lot of time into ensuring that the content and atmosphere truly resonate with the participants.

“So, we made YouthHacks basically as an idea to be able to support these teenage organisers, you know, like hackathons for teenagers by teenagers.”

Matthew’s connection with the Raspberry Pi Foundation came from his keen interest in the hackathon community and a need for a local venue. Having previously toured the Foundation’s offices for a school robotics club, he decided to reach out when organising a satellite hackathon called Counterspell.

This initial collaboration led to further events at the Foundation, including Scrapyard Cambridge and, more recently, Cool as Hack.

Coolest Projects hackathon: A new approach to collaborative coding 

Cool as Hack was Matthew’s third event held at the Raspberry Pi Foundation offices. Unlike traditional hackathons with intense time pressure, this event, inspired by the spirit of Coolest Projects, aimed to be more relaxed and collaborative. 

“For this, people could bring in their own project scraps and then they could put it together with a team, finalise it, and then enter it to Coolest Projects.” 

The focus was on showcasing creativity and sharing projects globally, rather than competitive prizes. Everyone then entered their creations into the Coolest Projects online showcase.

Young coders at Cool as Hack
Cool as Hack in progress at RPF HQ. Credit: W O Wallace

Cool as Hack was a huge success. The atmosphere was incredible — there was even a karaoke session and a “swag shop” where participants could exchange tokens earned for innovative ideas or project milestones. This token system, designed by Matthew and harking back to his own recycling project from years ago, created a fun and engaging reward system.

Inspiring the next generation

Matthew’s drive to organise these events and encourage other young people to code stems from his enjoyment of project creation and the community aspect of hackathons. 

“Well, I suppose it links back to me enjoying making projects and when you attend a hackathon, it’s not a competition really. It’s more of a social event. So, you’re making a project and then you’re meeting quite a lot of coders, or even artists and musicians, and so many other people.”

Young coders at Cool as Hack at the RPF offices
All of the creators that took part in Cool as Hack. Credit: W O Wallace

Now a regular volunteer at the Raspberry Pi Foundation’s monthly Code Club in Cambridge, Matthew remains focused on encouraging others into tech. For aspiring young coders, he says that coding is far more diverse and creative than many might initially perceive, encompassing art, storytelling, and problem-solving. Matthew’s advice is simple: 

“Enjoy the process and as you learn new things you’ll realise that all of this is like super interesting, and that there are so many ways to make what you want. Just enjoy it and continue meeting new people and, yeah, be creative.” 

Matthew’s journey shows how an intro to computing at a young age can lead to an incredible amount of impact. With his continued dedication, he’s sure to inspire many more young minds to start on their own coding adventures.

If you would like to explore coding, you can get started at home with over 250 free projects

Looking for a little extra support in your own coding journey or open to mentoring others? Join a Code Club near you to meet a like-minded and supportive community.

The post Code, karaoke, and creativity: Meet Matthew appeared first on Raspberry Pi Foundation.

Begin your Code Club journey: Set up a club today

Post Syndicated from Lou Loxley original https://www.raspberrypi.org/blog/begin-your-code-club-journey-set-up-a-club-today/

Inspired to set up a Code Club but not sure where to start? In this blog we hear from the amazing network of Code Club leaders and mentors, and we give you practical tips on how to take the first steps to set up your own club. 

Two young coders at a Code Club.

About Code Club

Code Club is a thriving global community of clubs where young people can develop the confidence to create with digital technologies in a fun and supportive space. Code Clubs run in schools, libraries and other community settings. We have already supported 2 million school-aged young people worldwide to make things they care about with code.

We offer free training and ongoing support for anyone who would like to set up a Code Club — you don’t need to have a background in coding and technology to get involved.

Two teachers give their tips on setting up a Code Club

“If you’re thinking of starting a Code Club, do it. The Code Club team has everything created — all the resources are available.” – Peter Hutyan, Code Club mentor, The Mease Spencer Academy, UK. 

Peter, a primary school teacher, has been running a Code Club for seven years at The Mease Spencer Academy in Derby, UK.

A man smiling.

“When I started Code Club, I didn’t know how to do Scratch”, says Peter about the block-based coding tool that lots of young learners start with. “So I made myself learn how to use Scratch and I was two to three lessons ahead of the kids. Basically I’ve done what the kids will do — I’ve read the instructions and created the code. It’s such a phenomenal experience of enriching young people’s lives, and you see the smile and sense of accomplishment on their faces. It’s the best day ever.”

Rachael Coultart is the Computer Subject Leader at St Nicholas Primary School, Stevenage, UK and has run a Code Club for over ten years.

A woman laughing.

“I think the benefits of running a Code Club for our school are that it really develops children’s collaboration skills, really develops their perseverance, their thinking skills, their independence”, Rachael says. 

“The key ingredients that I think make a Code Club successful is enthusiasm, from the adults who are there, a kind of passion to learn together and make mistakes together. I kind of think that sets the scene for the children to make mistakes as well. And I think having that freedom outside the classroom is what makes a Code Club really successful.” – Rachael Coultart, Computing Subject Leader, St Nicholas Primary School, UK

Club mentors share why they were inspired to start a club

Saad Koubeissi runs four Code Clubs in libraries in London, UK.

A man smiling.

“Code Club, for me personally, is about providing children with things I didn’t have when I was younger”, says Saad. “I went to youth clubs and stuff but it was never, like, so specific in tech, it was more, like, playing football. So Code Club, I think, by starting off early, it’s introducing children not only to identifying those skills, but also the terminologies, providing that. And being able to be part of that change for those children is welcome for me, to be honest.” 

Bob Bisland is a mentor who started his first Code Club twelve years ago after a career in technology. He now runs three clubs in Malvern, UK.

A man smiling.

“Everyone should set up a Code Club. This is such a rewarding thing to be able to do. I am sharing my passion and my knowledge with another generation of children, and I’m seeing them learn what coding is all about.”

Ready to start? Three steps to set up a Code Club

We provide everything you need to make starting a club straightforward, including hundreds of free coding projects to help you tailor your sessions to the interests of your young tech creators. Our projects are available in up to 40 languages.

  1. Choose your venue. Code Clubs are held in lots of different places, such as schools, libraries and community centres.
  2. Register your club. Complete your application to start your club. We’ll ask for a few details, e.g. the address of your club. 
  3. Start running your club. You can access our free training on how to prepare to run a Code Club. Our Code Club leader guide also includes helpful information for running your club. 

Running a Code Club is a fun and rewarding way to engage young people and help them learn valuable skills for the future. Start your Code Club journey today by finding out more about setting up a club.

The post Begin your Code Club journey: Set up a club today appeared first on Raspberry Pi Foundation.

New to coding? Resources to help children learn to code

Post Syndicated from Lou Loxley original https://www.raspberrypi.org/blog/new-to-coding-resources-to-help-children-learn-to-code/

Here at the Raspberry Pi Foundation we believe ensuring every child knows how to code will equip them with the skills to thrive in the future. 

But what do we mean by coding and how can you get started?

Two young coders at a Code Club.

Coding is how humans give instructions to computers. Machines process and execute these instructions to perform the task you want — whether it’s making an LED light flash, designing your own avatar and making it dance, or creating a website.

Coding underpins the digital technologies that are ubiquitous in our daily lives: the apps on your phone, the software in your TV, and in life-saving devices in hospitals — even making sure your supermarket is fully stocked.

By learning to code, young people can develop the skills and knowledge that we need in an increasingly digital world.

So how can you get started?

Code Club

One of the best ways for school-aged young people to get started with coding is to find your local Code Club — a fun and supportive space where young people develop the skills and confidence to create with digital technologies. They might program their first-ever game or animation in Scratch, create their own step counter with a micro:bit, or use Python to control a robot!

There are around 2,000 Code Clubs across the UK and Ireland and nearly 6,000 more around the world, running in schools and communities – and they are totally free! As well as learning to code, young creators work together, gain confidence and a sense of belonging, and build their skills in problem solving and teamwork. You can read more about the benefits in this independent evaluation of Code Club.

Two young coders at a Code Club.

Creators use our free, step-by-step projects to learn different coding languages and skills. We have hundreds of free coding and computing projects for all experience levels and interests. For example, young people can start to code to make a character catch a bus, then move on to building a musical instrument, and even try out creating a project that uses artificial intelligence.

This handy guide for mentors will help you find which projects are right for you and your creators. Read on to find out more about our free coding resources.

Scratch 

Scratch is a good way for young people to begin their journey in coding. Scratch is a block-based language, which allows children to assemble code to produce games, animations, and stories.

The Raspberry Pi Foundation has hundreds of Scratch projects that young creators can try out, but the best place to start is with our Introduction to Scratch path. This will provide young people with the basic skills they need, and then encourage them to build projects that are relevant to them, culminating in their creation of their own interactive ebook.

A mentor and a young person at a Code Club.

Web design

Websites are integral to many of our lives, and we believe that it is important for young people to learn how the websites and apps they visit are created with code.

That is why we have an Introduction to web development path that enables young creators to make their own simple webpages and apps with HTML, CSS, and JavaScript and share them with their friends. The path helps them create webpages about subjects that they care about, and they also learn about accessible web design.

Python

Once children feel confident using Scratch, Python is a brilliant next step. It’s a real-world programming language used by professionals, but it’s also simple enough for beginners. Python helps young people move from blocks to text-based code, deepening their understanding of how programming works. It’s easy to read, which means learners can focus on thinking logically and building exciting projects. Our Python path for beginners is the perfect place to start, and we have loads more Python projects for them to explore as their skills grow.

Artificial intelligence

Our new artificial intelligence (AI) path allows young people to discover the foundational concepts of machine learning through creative and interactive projects using AI applications and technologies. Working with voice recognition, facial recognition, and other AI technologies, young people gain a broader understanding of how AI can be applied in different contexts.

A mentor helps a young person with a coding task at a Code Club.

Physical computing with Raspberry Pi

For young creators interested in interacting with the real world using code, our physical computing projects help them discover how to use electronic components. These projects show how to build things with buttons, switches, buzzers and LEDs using Scratch and a Raspberry Pi computer, or using Python and a Raspberry Pi Pico microcontroller.  

Physical computing with micro:bit

Another fun option for young people who want to explore physical computing is the micro:bit. This is a small programmable device with an LED display, buttons, and sensors, and it can be used to create games, animations, interactive projects, and lots more. A visual programming language called MakeCode can be used to control a micro:bit. Or the micro:bit can be programmed using Scratch or text-based languages such as Python, offering an easy transition for young creators as their coding skills progress. Have a look at our free collection of micro:bit resources to learn more.

Next steps

When young people are confident in these areas, they could try creating and exploring 3D worlds with the power of Unity. And what about creating using a Raspberry Pi computer? These beginner projects help you learn to set up and configure your Raspberry Pi and get started.

A mentor supports young coders at a Code Club.

Fancy running your code in space or submitting your project to our showcase?

Once you’re up and running, we have two fun ways kids can get even more out of coding.

The European Astro Pi Challenge allows kids to run their code in space. We have two levels: 

  • Mission Zero, suitable for beginners, where they code a personalised image for the astronauts on the International Space Station
  • Mission Space Lab, where kids’ code solves a scientific task on board the International Space Station

And young people can also submit their creations to Coolest Projects. This is a celebration of young digital creators and the amazing things they make with technology. We have a global online showcase, as well as in-person Coolest Projects events in several countries. 

And if you’ve been inspired to set up a new Code Club, or volunteer at a Code Club near you, find out the next steps here.

The post New to coding? Resources to help children learn to code appeared first on Raspberry Pi Foundation.