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Code School Finland

Code School Finland

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Code School Finland

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What is Code School Finland?

Code School Finland provides training and teaching materials for programming and robotics in primary education.

Code School Finland's material library consists of learning modules and hands-on implementation projects for primary education grades. The library fulfills the objectives set for programming in the Finnish and UK national core curriculums as well as the US CSTA K-12 standards. Projects are integrated with subject studies, such as chemistry, arts and music and can be used for phenomenon-based learning. Programming is done with Scratch.

Code School Finland also provides good teacher materials for teachers to learn the required skills themselves.

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Age Range5-7, 8-10, 11-13, 14-16
LanguagesEnglish

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5 out of 5

from 1 Verified Review

Code School Finland has collected 0 reviews in the past 6 months

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Code School Finland
Johanna Salmela

International Sales Manager; Partner

Saaga Travel, Finland

Used Code School Finland occasionally for 5 years+

Apr 2022

I have had the pleasure of cooperating with Code School Finland in joint international projects for several years, when we have developed and provided joint coding camps for international students and teachers in Oulu, Northern Finland. The cooperation has always been really efficient, flexible and customer-focused. I really appreciate the high quality pedagogy of Code School Finland.

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Pedagogy

Certified by Education Alliance Finland

EAF Evaluation is an academically-backed approach to evaluating the pedagogical design of a product. EAF evaluators assess the product using criteria that covers the most essential pedagogical aspects in the learning experience.
Passive
Active
Code School Finland provides comprehensive materials for teachers to teach the basics of programming for their students. All the activities are designed so that that the students are in the center of the activity. After a demonstration to the new subject or practicing of the new concepts, there are activating challenges or tasks for the students. Most of the tasks are open-ended so it's up to the students to decide how they want to solve the problem at hand. The activities include using Scratch
Rehearse
Construct
The learning is based on coming up with solutions to open-ended problems. Students get to solve broad-based problems that usually combine several subjects from mathematics to arts and physical education. Students get to use their imagination and be creative during the process, so the end-results might differ from student to student. The beginning of a new project is usually quite teacher-led and structured but it is possible for the teacher to modify the approach if needed.
Linear
Non-linear/Creative
Code School Finland's program follows a linear, predetermined user progression. It doesn't require any previous coding experience neither from the teachers or students. Even though the activities are for a certain age group, it is easily done so that a bit older students without any previous experience start from the easiest activities and continue to the following ones. It is easy for teachers to predict what students will learn throughout the learning process.
Individual
Collaborative
Most of the learning activities can be done with another student or in small groups. This way the collaboration and information sharing is in the core of the program. Students are responsible for each other so that they will get the project done in a set timeline and they get to rehearse collaboration skills and communication.

Learning goals

Certified by Education Alliance Finland

The supported learning goals are identified by mapping the product against the selected reference curriculum and soft skills definitions most relevant for the 21st century.

  • Practicing to use arts as a way to express
  • Understand what algorithms are, how they are implemented as programs on digital devices, and that programs execute by following precise and unambiguous instructions.
  • Use logical reasoning to predict the behaviour of simple programs.
  • Create and debug simple programs.
  • Understanding technological system operations through making
  • Using technology as a part of explorative and creative process
  • Using technological resources for finding and applying information
  • Practicing logical reasoning, algorithms and programming through making
  • Experiencing and exploring sounds and music from different sources
  • Learning to acquire, modify and produce information in different forms
  • Developing problem solving skills
  • Practicing to create questions and make justifiable arguments based on observations
  • Practicing to look things from different perspectives
  • Practicing to plan and execute studies, make observations and measurements
  • Practicing strategic thinking
  • Practicing persistent working
  • Practicing to evaluate one's own learning
  • Practicing creative thinking
  • Encouraging students to be innovative and express new ideas
  • Recognise common uses of information technology beyond school.
  • Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts.
  • Use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs.
  • Use sequence, selection, and repetition in programs; work with variables and various forms of input and output.
  • Select, use and combine a variety of software on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information.
  • Analysing problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems
  • Evaluating and applying information technology, including new or unfamiliar technologies, analytically to solve problems
  • Practicing to be responsible, competent, confident and creative users of information and communication technology
  • Understanding and applying the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation
  • Using information technology to create programs, systems and a range of content
  • Create, reuse, revise and repurpose digital artefacts for a given audience, with attention to trustworthiness, design and usability.
  • Design, use and evaluate computational abstractions that model the state and behaviour of real-world problems and physical systems.
  • Understand several key algorithms that reflect computational thinking [for example, ones for sorting and searching]; use logical reasoning to compare the utility of alternative algorithms for the same problem.
  • Understand simple Boolean logic [for example, AND, OR and NOT] and some of its uses in circuits and programming; understand how numbers can be represented in binary, and be able to carry out simple operations on binary numbers.
  • Understand the hardware and software components that make up computer systems, and how they communicate with one another and with other systems.
  • Undertake creative projects that involve selecting, using, and combining multiple applications, preferably across a range of devices, to achieve challenging goals, including collecting and analysing data and meeting the needs of known users.
  • Ikäkaudelle sopivien ongelmanratkaisu- ja tutkimustehtävien avulla viritetään uteliaisuutta ja kiinnostusta ympäröivän maailman ilmiöitä kohtaan sekä vahvistetaan taitoa jäsentää, nimetä ja kuvailla ympäristöä.
  • Oppilaita kannustetaan kysymään ja kuuntelemaan, tekemään tarkkoja havaintoja, etsimään tietoa sekä tuottamaan ja kehittelemään yhdessä ideoita ja esittämään työnsä tuloksia.
  • Ajattelun taitoja harjoitellaan ongelmanratkaisu- ja päättelytehtävin sekä uteliaisuutta, mielikuvitusta, kekseliäisyyttä ja toiminnallisuutta hyödyntävin ja edistävin työskentelytavoin.
  • Ohjataan oppilaita huomaamaan asioiden välisiä vuorovaikutussuhteita ja keskinäisiä yhteyksiä.
  • Työn suunnittelua, tavoitteiden asettamista sekä työskentelyn ja edistymisen arviointia harjoitellaan.
  • Vahvistetaan taitoa asettaa kysymyksiä ja hakea niihin vastauksia itsenäisesti ja yhdessä toisten kanssa havaintoja tehden sekä erilaisia tietolähteitä ja apuvälineitä hyödyntäen. Samalla kehittyvät oppilaiden edellytykset tunnistaa pohdittavaan asiaan liittyviä erilaisia näkökulmia ja löytää uusia oivalluksia sekä harjaantua vähitellen asioiden kriittiseen tarkasteluun.
  • Ajattelun taitoja kehitetään luomalla monimuotoisia tilaisuuksia itsenäiseen ja yhteiseen ongelmanratkaisuun, argumentointiin, päättelyyn ja johtopäätösten tekemiseen sekä asioiden välisten vuorovaikutussuhteiden ja keskinäisten yhteyksien huomaamiseen ja siten systeemiseen ajatteluun.
  • Harjoitellaan keinoja tarkkaavaisuutensa ja keskittyneisyytensä ylläpitämiseen sekä ohjausta teknologian ja muiden apuvälineiden hyödyntämiseen opiskelussaan.
  • Oppilaita kannustetaan ottamaan vastuuta opiskeluun liittyvien tavoitteiden asettamisesta, työn suunnittelusta ja oman työskentelyprosessin ja etenemisen arvioinnista.
  • Tehdään havaintoja ja harjaannutetaan havaintoherkkyyttä, haetaan monipuolisesti tietoa sekä tarkastellaan käsillä olevaa asiaa kriittisesti eri näkökulmista.
  • Tiedon rakentumisen erilaisia tapoja tutkitaan yhdessä ja oppilaita rohkaistaan tuomaan esille omaa kokemustietoaan ja pohtimaan sen merkitystä ajattelulleen.
  • Hankitaan tietoa teknologian kehityksestä ja vaikutuksista eri elämänalueilla ja monenlaisissa ympäristöissä.
  • Opastetaan oppilaita teknologian vastuulliseen ja turvalliseen käyttöön ja tarkastellaan siihen liittyviä eettisiä kysymyksiä.
  • Tarkastellaan teknologian monimuotoisuutta ja merkitystä.
  • Oppilaat oppivat ymmärtämään teknologian kehitystä, monimuotoisuutta ja merkitystä omassa elämässä, kouluyhteisössä ja yhteiskunnassa.
  • Oppilaita opetetaan ymmärtämään teknologian toimintaperiaatteita ja kustannusten muodostumista sekä harjoittelemaan sen vastuullista käyttöä ja teknologisten ideoiden kehittämistä ja mallintamista.
  • Keskustellaan ja luodaan yhdessä tvt:n turvallisia käyttötapoja ja hyviä käytöstapoja.
  • Harjoitellaan laitteiden, ohjelmistojen ja palveluiden käyttöä ja opetellaan niiden keskeisiä käyttö- ja toimintaperiaatteita.
  • Harjoitellaan näppäintaitoja sekä muita tekstin tuottamisen ja käsittelyn perustaitoja.
  • Opetellaan tieto- ja viestintäteknologian keskeistä käsitteistöä.
  • Tieto- ja viestintäteknologian perustaitoja harjoitellaan ja opitaan käyttämään niitä opiskelun välineinä.
  • Harjoitellaan laitteiden, ohjelmistojen ja palveluiden käyttöä ja opetellaan niiden keskeisiä käyttö- ja toimintaperiaatteita.
  • Opetellaan tieto- ja viestintäteknologian keskeistä käsitteistöä.
  • Tutustutaan, mihin tarkoituksiin tieto- ja viestintäteknologiaa käytetään lähiympäristössä ja mikä sen merkitys on arjessa.
  • Harjoitellaan sujuvan tekstin tuottamista ja käsittelyä eri välineillä ja oppitaan myös kuvan, äänen, videon ja animaation tekemistä.
  • Ohjelmointia kokeillessaan oppilaat saavat kokemuksia siitä, miten teknologian toiminta riippuu ihmisen tekemistä ratkaisuista.
  • Oppilaat oppivat käyttämään erilaisia laitteita, ohjelmistoja ja palveluita sekä ymmärtämään niiden käyttö- ja toimintalogiikkaa.
  • Oppilaita kannustetaan toteuttamaan tvt:n avulla ideoitaan yksin ja yhdessä toisten kanssa.
  • Tutkitaan tieto- ja viestintäteknologian vaikutusta arkeen ja otetaan selvää sen kestävistä käyttötavoista.
  • Harjoitellaan systematisoimaan, organisoimaan ja jakamaan tiedostoja sekä valmistamaan erilaisia digitaalisia tuotoksia itsenäisesti ja yhdessä.
  • Ohjelmointia harjoitellaan osana eri oppiaineiden opintoja.
  • Syvennetään oppilaiden käsityksiä eri laitteiden, ohjelmistojen ja palvelujen käyttö- ja toimintalogiikasta.
  • Debug (identify and fix) errors in an algorithm or program that includes sequences and simple loops.
  • Decompose (break down) the steps needed to solve a problem into a precise sequence of instructions.
  • Develop plans that describe a program’s sequence of events, goals, and expected outcomes.
  • Give attribution when using the ideas and creations of others while developing programs.
  • Develop programs with sequences and simple loops, to express ideas or address a problem.
  • Compare and refine multiple algorithms for the same task and determine which is the most appropriate.
  • Create programs that include sequences, events, loops, and conditionals.
  • Decompose (break down) problems into smaller, manageable subproblems to facilitate the program development process.
  • Modify, remix, or incorporate portions of an existing program into one's own work, to develop something new or add more advanced features.
  • Take on varying roles, with teacher guidance, when collaborating with peers during the design, implementation, and review stages of program development.
  • Test and debug (identify and fix errors) a program or algorithm to ensure it runs as intended.
  • Use an iterative process to plan the development of a program by including others' perspectives and considering user preferences.
  • Create programs that use variables to store and modify data.
  • Create clearly named variables that represent different data types and perform operations on their values.
  • Decompose problems and subproblems into parts to facilitate the design, implementation, and review of programs.
  • Distribute tasks and maintain a project timeline when collaboratively developing computational artifacts.
  • Document programs in order to make them easier to follow, test, and debug.
  • Seek and incorporate feedback from team members and users to refine a solution that meets user needs.
  • Systematically test and refine programs using a range of test cases.
  • Design and iteratively develop programs that combine control structures, including nested loops and compound conditionals.
  • Design projects that combine hardware and software components to collect and exchange data.
  • Model how computer hardware and software work together as a system to accomplish tasks.
  • Collect data using computational tools and transform the data to make it more useful and reliable.
  • Practicing to work with others
  • Learning to listen other people’s opinions
  • Learning decision-making, influencing and accountability
  • Practicing to give, get and reflect feedback
  • Enabling the growth of positive self-image
  • Practicing time management
  • Encouraging positive attitude towards working life
  • Learning to plan and organize work processes
  • Practicing decision making
  • Practicing versatile ways of working
  • Connecting subjects learned at school to skills needed at working life
  • Practicing to notice causal connections
  • Learning to build information on top of previously learned
  • Encouraging to build new information and visions
  • Learning to combine information to find new innovations
  • Practicing to notice links between subjects learned
  • Building common knowledge of technological solutions and their meaning in everyday life
  • Using technology resources for problem solving
  • Use technology purposefully to create, organise, store, manipulate and retrieve digital content.
  • Use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies.
  • Understand a range of ways to use technology safely, respectfully, responsibly and securely, including protecting their online identity and privacy; recognise inappropriate content, contact and conduct, and know how to report concerns.
  • Understand how instructions are stored and executed within a computer system; understand how data of various types (including text, sounds and pictures) can be represented and manipulated digitally, in the form of binary digits.
  • Observe intellectual property rights and give appropriate attribution when creating or remixing programs.
  • Model daily processes by creating and following algorithms (sets of step-by-step instructions) to complete tasks.
  • Understand computer networks, including the internet; how they can provide multiple services, such as the World Wide Web, and the opportunities they offer for communication and collaboration.
  • Use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content.
  • Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.
  • Model the way programs store and manipulate data by using numbers or other symbols to represent information.
  • Using correct terminology, describe steps taken and choices made during the iterative process of program development.
  • Use 2 or more programming languages to solve a variety of computational problems; make appropriate use of data structures [for example, lists, tables or arrays]; design and develop modular programs that use procedures or functions.
  • Create procedures with parameters to organize code and make it easier to reuse.
  • Incorporate existing code, media, and libraries into original programs, and give attribution.
  • Use flowcharts and/or pseudocode to address complex problems as algorithms.
  • Describe choices made during program development using code comments, presentations, and demonstrations.
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Last updated 3rd December 2022
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