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

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

    Reading Time: 4 minutes

    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.

    Website: LINK

  • Essential tips to integrate computer science into your lessons: Teacher tips from CSTA 2025

    Essential tips to integrate computer science into your lessons: Teacher tips from CSTA 2025

    Reading Time: 4 minutes

    In our latest podcast miniseries, we spoke to educators live from the CSTA 2025 annual conference in Cleveland, Ohio, to hear their top tips for integrating computer science (CS) into other subjects.

    Behind the scenes of Meg Wang, editor of the Hello World magazine presenting the latest episodes of the Hello World podcast, from CSTA 2025.

    Hello World editor, Meg Wang and the team met teachers in the exhibit hall for real-time reflections and essential teacher tips on teaching cross-curricular CS. They spoke to some amazing educators from across the United States and had a great time interacting with everyone in attendance.

    “Meeting teachers and hearing first-hand about their experiences, challenges, and triumphs was invaluable. It was amazing to meet Hello World writers in person, and to also meet future writers. Like I said at the conference, Hello World is for educators, by educators, so that means you! Everyone has valuable experience or useful advice to share, and we’re here to help you amplify that.” – Meg Wang, editor of the Hello World magazine

    Who features in the episode, and what are their tips?

    Lisa Wenzel, CS teacher from Maryland, USA

    Lisa Wenzel, CS teacher in Maryland, USA, smiling and holding a physical copy of Hello World, issue 27.

    Lisa’s top tip for integrating computer science into your lessons is to start with topics that you’re passionate about. If you’re not a CS teacher yourself, Lisa suggests finding a colleague who teaches the subject. She advises having a chat with them to explore how you can include CS concepts into subjects you’re particularly interested in.

    “I guarantee you that they’re going to have something […] to teach [another subject], and it’s going to involve computer science.” 

    Through peer discussions and collaboration between educators, you’ll discover engaging ways that you can incorporate CS into your teaching. Give it a try the next time you’re chatting to a CS teacher.

    Tiffany N. Jones, CS and Cybersecurity teacher in Georgia, USA

    Tiffany N. Jones CS & Cybersecurity teacher in Georgia, USA smiling showcasing her article in Hello World Issue 27.

    Tiffany N. Jones, author of ‘Belonging in Tech’ (featured on page 82 of Hello World Issue 27), shares her top tip to seamlessly integrate computer science into other subjects. 

    Using the example of a class studying ocean health and pollution, Tiffany shares how you can introduce students to real-world applications of computer science by exploring how sensors and microcontrollers can be used to collect environmental data. 

    She then suggests exploring how databases and programming languages can be used to analyse and visualise the data that the sensors and microcontrollers have recorded. This not only deepens your learner’s scientific understanding but also demonstrates how computing concepts are used in real-world industry practices.

    Rick Ballew, CS and Engineering teacher in Minnesota, USA

    Rick Ballew CS & Engineering teacher in Minnesota, USA smiling holding a physical copy of Hello World issue 27

    Rick’s top tip for integrating CS is to first think about your favourite lesson and consider ways that you can introduce computational thinking.

    In the podcast, Rick says:

    “chances are, computational thinking is already a part of that lesson you’re doing. Call it out to the students, and that’s going to help them to start understanding how computer science is baked into everything we do.” 

    Rick also offers a great example from his experience as a band teacher. He shares how learning to read a new piece of music is very similar to the steps involved in computational thinking. s

    “[You’ve] got to break it down. There’s abstraction. You’ve got to figure out the sequencing, and you create the way that you’re going to learn it. And that is all part of computational thinking.” 

    This approach shows students that CS isn’t just coding; it’s a way of thinking that can be applied across disciplines.

    Listen now

    To hear more practical teacher tips and discover what else our guest teachers had to say, listen to or watch the full episode here. 

    We hope this episode inspires you and helps you to engage your students in computing. We’d love to hear your thoughts, your feedback, and any of your own tips on how to integrate CS into other subjects. Share your advice in the comments section below.

    We hope you enjoy the episode!

    More to listen to next week

    Next week, we’ll be sharing an interesting conversation between Ben Garside, Senior Learning Manager (AI Literacy) at the Raspberry Pi Foundation, Leonida Soi, Learning Manager (Kenya) at the Raspberry Pi Foundation, and two of our global Experience AI partners, Monika Katkutė-Gelžinė from Vedliai in Lithuania, and Aimy Lee from Penang Science Cluster in Malaysia.

    Selfie with the Hello World Podcast team

    They’ll be exploring what AI education looks like around the world and what teachers need to feel confident teaching it.

    You can watch or listen to each episode of our podcast on YouTube, or listen via your preferred audio streaming service, whether that’s Apple Podcasts, Spotify, or Amazon Music. 

    Subscribe to Hello World today to ensure you never miss a podcast episode or issue of the magazine.

    Website: LINK

  • Giving back through Code Club: Meet Douglas

    Giving back through Code Club: Meet Douglas

    Reading Time: 5 minutes

    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.

    Website: LINK

  • Code, karaoke, and creativity: Meet Matthew

    Code, karaoke, and creativity: Meet Matthew

    Reading Time: 4 minutes

    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.

    Website: LINK

  • Hello World 27 out now: Integrated computer science

    Hello World 27 out now: Integrated computer science

    Reading Time: 3 minutes

    While in some countries, such as England, computing is taught as a standalone subject, in others, like the USA, computing concepts are integrated across the school curriculum. In our brand-new issue of Hello World, out today for free, educators share ways to integrate computer science into your classroom.

    Hello World Issue 27 front cover

    Integrating CS to broaden participation

    The argument for making computing and computer science (CS) standalone has often been about quality. We’ve heard educators say that teaching CS as part of other subjects can be hard, especially if you don’t have a CS background. On the other hand, integrating computer science into other subjects can offer a more accessible entry point for young people, broadening participation in CS education. And the critical thinking and problem-solving skills young people gain through computer science can enhance their learning of any subject. 

    As digital technology increasingly shapes our world, it may be that thoughtful cross-curricular CS education is the most effective way to empower all young people to become confident and critical technology users.

    Issue 27 of Hello World features a range of practical articles with ideas for integrating CS over a variety of subjects at the primary, elementary, and high-school levels.

    For example:

    • James Abela shares how to teach coding across the curriculum using OctoStudio and the concepts of sequence, selection, and repetition
    • Jesualdo Martínez Molina presents hands-on examples of weaving together cross-curricular and modern foreign languages in the primary classroom
    • Jane Waite introduces the Autonomy framework, which explores whether we can effectively teach two things at once

    Also in this issue:

    • Laurie Gale introduces PRIMMDebug, a new way to teach debugging
    • Teresa Harris Boag defines strategies for a whole-school approach to artificial intelligence (AI) to engage parents and school staff in developing an effective AI strategy
    • Tiffany Jones shares how she ensures that students can see themselves in tech

    And much, much more.

    Jake Baskin, Executive Director of the Computer Science Teachers Association, says in this issue of Hello World: “If you’re a teacher who is implementing CS principles in your classroom, you are a computer science teacher.”

    Whether CS is your specialist subject or not, Hello World is full of ideas from your fellow educators on how to inspire your students. 

    New podcast series

    The Hello World podcast is also back, with a miniseries in audio and video focused on integrated CS. If you’re subscribed via a podcast app, the three new episodes will show up in your feed on Tuesdays. Or you can already listen to the new episodes today via the exclusive links inside issue 27.

    Hello World Editor: Meg Wang, presenting an episode of the Hello World Podcast

    Share your thoughts & subscribe to Hello World

    We hope you enjoy this issue of Hello World. Please get in touch with your article ideas or what you would like to see in the magazine.

    • Subscribe to Hello World for free to never miss a magazine issue
    • Subscribe to the Hello World podcast using your podcast app of choice
    • Share your thoughts and ideas about the new Hello World issue and episodes with us via the Raspberry Pi Foundation social media channels
    • Find out how you can write for the magazine

    Website: LINK

  • Begin your Code Club journey: Set up a club today

    Begin your Code Club journey: Set up a club today

    Reading Time: 4 minutes

    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.

    Website: LINK

  • New to coding? Resources to help children learn to code

    New to coding? Resources to help children learn to code

    Reading Time: 5 minutes

    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.

    Website: LINK

  • A Code Club in every school and library

    A Code Club in every school and library

    Reading Time: 5 minutes

    Today we are starting a campaign to support every school and library in the UK to set up a free Code Club to make sure that all young people can develop the skills and knowledge they need to thrive in the age of AI.

    A young person celebrates at a Code Club.

    Over the past decade, Code Club has provided more than 2 million young people with the opportunity to learn how to build their own apps, games, animations, websites, robots, and so much more. 

    We know that getting hands-on, practical experience of building real projects with technology works. Independent evaluations have shown that attending a Code Club not only helps young people develop their programming skills, but also builds wider life skills such as confidence, resilience, problem-solving, and communication. All of which we know are essential if they are going to thrive in a world where AI is ubiquitous. 

    Right now, there are over 2,000 Code Clubs meeting in schools and libraries all over the UK, organised by an amazing community of teachers, educators, and volunteers from all walks of life. We want to see that number grow. 

    A young person and mentor at a Code Club.

    You don’t need technical skills to mentor at a Code Club. The Raspberry Pi Foundation provides free, self-guided projects that help young people learn how to create with different technologies. We have over 200 Code Club Projects on our website, all of which are developed by expert educators, based on evidence of how young people learn, and rigorously tested; so we know that they are effective.

    That includes a set of projects that support the safe exploration of AI technologies, helping young people understand how AI works, its possibilities and limitations.

    A screenshot of the AI projects on our website.

    We also provide training and support to help you set up and run your Code Club, all of which is available at no charge.  

    I can promise you that the hour you spend in a Code Club will be the highlight of your week. I always come away from Code Club inspired and optimistic about what young people can achieve if we give them a sense of agency over technology.

    Three young persons cheer at a Code Club.

    If you have been inspired to set up your own Code Club, you can find all the information you need to run your own club here. 

    You don’t have to take my word for it: here’s Janine, a Computer Science teacher and long-time Code Club mentor from Stoke-on-Trent sharing her experience.

    Janine Kirk is a Computer Science Teacher at The King’s Church of England Academy in Stoke-on-Trent, UK, who has been running a Code Club for over ten years. She has been inspired by the campaign for a Code Club in every school and library in the UK, to set up clubs in six other schools in her multi-academy trust.

    Setting up a Code Club is really easy as a teacher, as you can just tag it onto the end of your school day, or during lunch. The website is clear and easy to use — and once you have signed up, you have access to additional resources to promote your club. Code Club gives time and space to explore coding in a completely different way than in a classroom. For me, it’s about seeing what programs really inspire students: it gives an insight into how students like to code, ideas of preferred coding language, and tasks they keep coming back to. Running a Code Club has also allowed me to build relationships with students outside of the classroom environment, and all of this spills into my lessons and improves my teaching practice.

    A young person connects a Raspberry Pi computer at a Code Club.

    For students, Code Club is a great space where they can collaborate and work on their chosen tasks. Students often comment on how they look forward to Code Club and how they have continued their projects at home. It also allows students much more variety in enrichment activity, as Code Club is often popular with students who are neurodivergent. It’s amazing to see the children grow in confidence and friendship as they find likeminded students to support each other. 

    My students really love the certificates they can earn. We have been inspired by the excellent activities that revamp the old ways of teaching programming and give them a really nice spin. In fact, I have used the resources in computer science lessons too, as they are often much more visual and fun for the students to create. 

    A young person and mentor at a Code Club.

    Since joining Code Club I have felt part of a community. I receive regular updates, and attending events such as the Clubs Conference really helps inspire creative ways to teach coding. As a computing teacher in a secondary school, you are often part of a very small team — but Code Club has allowed me to feel part of something bigger, and I know that should I need support, they are always there with friendly advice. It really is the best thing that I have done in my career.

    Are you inspired to set up your own Code Club? Then find more information on how to get started running a club today.

    Website: LINK

  • Coolest Projects 2025: Where 11,980 young tech creators shared their ideas

    Coolest Projects 2025: Where 11,980 young tech creators shared their ideas

    Reading Time: 4 minutes

    From AI-powered inventions to eco-friendly gadgets, young creators from around the world have once again amazed us at this year’s Coolest Projects online showcase. An incredible 11,980 participants from 41 countries shared 5,952 tech projects in our online gallery, and every single one showed creativity and commitment to learning something new.

    A young creator playing a game made in Scatch

    Coolest Projects is an annual global showcase for young people who love to make things with technology, whether it’s a clever Scratch game, a hardware hack, or an app that solves a real-world problem. 

    In 2025, we introduced a brand new AI category, supported by Amazon Future Engineer and Allianz, which drew over 100 impressive entries, covering everything from mood-sensing AI tools to jellyfish vs plastic bag image classifiers.

    Last week, we celebrated all of these brilliant makers in a special livestream event. As always, a panel of VIP judges selected a few standout creations to highlight this year. You can catch up on the livestream here.

    Meet our 2025 judges below and find out which projects inspired them the most.

    Judges’ favourite projects 2025

    Kelly Shiohira | Director, Global Science of Learning Education Network

    Kelly is the director of the Global Science of Learning Education Network, a global group of scientists, researchers, and educationalists working to improve learning experiences for all. With a strong background in AI and education technology, Kelly was awarded the UNESCO Confucius Prize for Literacy.

    Check out Kelly’s favourites:

    The AI favourites

    Matt Gascoyne | Engineer at British Antarctic Survey

    Matt is a software and electronics engineer at the British Antarctic Survey, developing innovative digital projects in some of the world’s most remote environments. From testing code in the freezing Antarctic to debugging with penguins nearby, Matt brings creativity and resilience to his tech work.

    Check out Matt’s favourites:

    The Games favourites

    Ebona Eastmond-Henry | Augmented Reality Partnerships at Niantic

    Ebona leads product marketing in EMEA at Niantic, the creators of Pokémon GO. With a background in fashion and television, she brings a flair for storytelling to the world of augmented reality and mixed reality.

    Check out Ebona’s favourites:

    The Scratch favourites

    Amar Kedare | Programs Lead, WPP Foundation

    Amar leads digital education initiatives at the WPP Foundation, enabling underserved youth to explore tech through coding, robotics, and design. Recognised as the Young CSR Leader in 2023, Amar combines creativity, technology, and social impact to empower the next generation.

    Check out Amar’s favourite projects:

    The Advanced favourites

    Discover more projects and get inspired

    Now that you’ve met the judges and seen some of the standout projects they picked, why not explore the full Coolest Projects 2025 online showcase? Dive into thousands of brilliant ideas from young creators around the world — and let their creativity spark your next big tech project!

    In-person events still to come in 2025

    For some creators, there’s still time to get involved this year, with in-person events coming up in India, South Africa, Ghana, and more. Head to our website to see if there’s an in-person event happening near you.

    2 young creators speaking to a judge at Coolest Projects UK

    Want to know more about the next online showcase?

    Coolest Projects will be back online and with in-person events around the globe in 2026. Sign up to the newsletter to be the first to hear about dates, deadlines, and exciting updates.

    Thank you to our sponsors

    Support from our Coolest Projects sponsors means we can make the online showcase and celebration livestream an inspiring experience for the young people taking part. We want to say a big thank you to Broadcom Foundation, Allianz, Amazon Future Engineer, Qube-RT, Avnet and GoTo.

    Website: LINK

  • Experience CS: A free integrated curriculum for computer science

    Experience CS: A free integrated curriculum for computer science

    Reading Time: 4 minutes

    Experience CS is a brand-new, free, integrated computer science curriculum for elementary and middle school educators and anyone working with students aged 8 to 14. A key design principle for Experience CS is that any educator can use it. You don’t need a computer science qualification or previous experience in teaching computer science classes to deliver engaging and creative learning experiences for your students. That’s why, as US Executive Director, I’m especially pleased to announce the launch of the first six units in the curriculum today.

    A vibrant yellow background with the text "Introducing Experience CS" centered. Four colorful, abstract shapes resembling coding blocks in purple, yellow, orange, and blue are placed around the text.

    Read on to explore the new learning materials available and how you can start using them in your school.  

    Six integrated computer science units 

    Experience CS enables educators to teach computer science through a curriculum that integrates CS concepts and knowledge into core subjects such as math, science, and social studies. Ashly Tritch, computer science immersion specialist at Olson Middle School in Bloomington, MN, USA, said, “Cross-curricular computer science is important because it shows students how coding and tech skills can be used in other subjects like math, science, or even art. It helps make learning more interesting and helps kids understand how computer science connects to real life. The lessons that the Raspberry Pi Foundation is creating will be super engaging, with fun and creative activities that keep students curious and excited to learn.”

    Six integrated computer science units are available to access, with more on the way. The units have been released in beta, and we would love to hear your feedback as we continue to make updates to the lesson materials. Each of the units includes an overview with a summary of the topics covered and a series of six to eight lessons, including lesson plans, slide decks, student-facing materials, and starter projects within our Code Editor for Education. 

    We have designed the units to be cross-curricular, so students can learn about computer science concepts while deepening their understanding of related subject area content. For example, in “The me project,” grade 4 students (ages 9–10) explore the basics of Scratch, personalise sprites, and develop programs to create an animation that tells a story all about them. The project could be integrated into language arts lessons, enabling young learners to explore visual representation and write their own unique stories. In the “Smart communities” unit, students in grade 6 (ages 11–12) explore ways in which computing and technology can be used to create environments that are responsive to the needs of community members; this could be included within science or technology lessons.

    Three educational unit cards are displayed: "Weather watchers", "The me project" and "Take a tour”.

    Initially, the curriculum and resources have been mapped to national and local standards in the US and Canada, including the K–12 Computer Science Teachers Association Standards for Students, but they are available for teachers and students anywhere in the world to use.

    You can register for a free Raspberry Pi Foundation account to start downloading the learning materials, including lesson plans, slide decks, student activity sheets and assessment criteria. 

    A version of Scratch built especially for schools 

    Experience CS has been built from the ground up to support safe, confident computing lessons in real classrooms. It includes self-directed creative projects using the popular programming language Scratch. We have built a version of Scratch that is especially for schools. That means it doesn’t have the community and sharing features that are central to the full Scratch platform. Instead, everything runs in a closed, classroom-ready environment that supports safeguarding policies and fits with school filtering systems. Simple and intuitive learning management features enable teachers to create accounts, set assignments, and review progress.

    How to get started 

    On the “Getting Started” page, teachers will find everything they need, including helpful videos and tutorials. The next webinar takes place on 16th July, where we will walk you through all six units available at launch and show you how easy it is to get started with the learning materials. Whether you’re a CS teacher, general education teacher, administrator, or someone who works with school-aged young people, this session will give you the practical tools and guidance you need to bring Experience CS to life in your classroom or program.

    Professional development 

    No matter your experience or skill level, the Experience CS content has been designed to be easy to use. However, we also provide professional development (PD) opportunities to help build confidence in teaching computer science. 

    Teachers anywhere in the world can access free online courses offering flexible, self-paced learning to help you confidently teach block-based programming with effective, inclusive computing pedagogy. Our new course will develop your understanding of semantic waves while highlighting research-backed activities and examples directly from Experience CS units. 

    Help shape Experience CS

    Experience CS is supported by Google and builds on the fantastic work they have done to support educators and students through CS First. The team behind Experience CS includes educators with significant experience in teaching CS in elementary and middle school settings, and it is based on extensive classroom testing and research. We will continue to develop and improve the curriculum and resources in response to feedback from teachers and students. If you would like to help shape the future of Experience CS by testing new features and providing valuable feedback to improve the programme, sign up for the mailing list. 

    What next? 

    We can’t wait for you to explore Experience CS. We will continue to release more curriculum units as well as make the materials available in French and Spanish. Get a head start ready for the next school year by registering for a free Raspberry Pi Foundation account, which will allow you immediate access to all the lesson materials, and then create your school account to begin creating classes, add a scratch project to a class, manage student accounts and view student work.

    Website: LINK

  • Adapting our computing curriculum resources for Kenya — the journey so far

    Adapting our computing curriculum resources for Kenya — the journey so far

    Reading Time: 4 minutes

    Young people everywhere deserve a high-quality computing education. But what a high-quality computing education looks like differs depending on a learner’s culture, context, and the existing provision in the country they live in. Therefore, adapting our educational resources for a range of contexts is a key part of our work at the Raspberry Pi Foundation, for example when we collaborate with partners to localise our Computing Curriculum resources.

    Two young people using a computer.

    In this blog post, we share our experiences of adapting curriculum resources with our partners in Kenya, and the impact of this work. This is the first post in a mini-series of three — look out for the upcoming ones about our partnerships in the Indian states of Odisha and Telangana.

    Our computing curriculum partnerships in Kenya

    Last year, we embarked on partnerships in two areas of Kenya and aimed to roll out computing curriculum resources to students in grades 4 to 9 in Kenyan schools:

    During the 2024 academic year, we trained 39 local community trainers, who subsequently trained 453 teachers. We also adapted The Computing Curriculum materials to develop resources — lesson plans, presentation slides, and supporting activities — that are relevant and engaging in the schools our partners work with.

    Educators participate in a teacher training in Kenya.

    Impact in 2024

    We estimate that around 55,000 students were reached by our Kenya computing curriculum resources in 2024. Most teachers who had used our resources felt the lessons had improved their students’ knowledge and skills. Of those who responded to our follow-up survey:

    • 94% agreed that their students had improved their knowledge of computing concepts
    • 92% agreed that their students have developed their computing skills
    • 90% agreed that their students better understand how to use technology safely.
    Young people using tablets in a classroom.

    This was supported by conversations with teachers and students. In student focus groups, students were able to list topics they had learned about and skills they had developed.

    “….The lessons have had a significant positive impact on the students. They now demonstrate greater confidence in using technology, particularly with tasks involving programming in Scratch. This has improved their problem-solving skills and made them more engaged in learning.” – Teacher, Mombasa

    “In my computing lessons, I’ve learned how to use a computer safely and properly. I learned how to type, use the mouse, and open programs. We also learned about coding, which is really fun because we can make things happen on the screen by giving the computer instructions. I’ve also learned how to create a simple document using software like Excel sheets. I really enjoy using the computer to solve problems and make things work.” – Learner, Arid and Semi Arid Lands

    Implementation: Challenges, solutions, and building on progress

    While teachers tended to agree that students’ skills and knowledge had increased, fewer felt that most students had achieved the specific learning objectives identified in the resources. This was often due to the content being only partially delivered, for example, due to limited availability of computing equipment in schools. However, many students lacked prior experience with the topics covered in the lessons, suggesting a large improvement in their skills compared to a low baseline.

    Young people learning about computing in a classroom.

    Similarly, some training sessions were affected by challenges with the equipment, infrastructure, and learning environment available. Teachers were appreciative of the training and many have begun to deliver the computing lessons, but often lacked prior experience with computing and hence requested additional support.

    In response to feedback from partners and teachers, we made some updates to our Computing Curriculum and training resources in preparation for the 2025 academic year. For example, we increased the alignment to Kenya’s national curriculum, prepared a more comprehensive teacher guide, and incorporated time for teachers to discuss solutions to common delivery challenges during training.

    Educators participate in a teacher training in Kenya.

    In 2025, we are working with partners to upskill even more teachers and broaden the reach of our computing lessons to a further four counties. Our partners have now begun upskilling both new and existing teachers on the updated resources, and we will continue to work with them to monitor and evaluate their programme’s success in the coming months.

    Want to learn more about our curriculum resources?

    You can access our free Computing Curriculum resources on our website — we are currently working to make the materials for Kenya, and for India, downloadable there.

    Look out for the next blog in this mini-series in July!

    Website: LINK

  • Young creators on the move at Coolest Projects Belgium 2025

    Young creators on the move at Coolest Projects Belgium 2025

    Reading Time: 3 minutes
    Children celebrating the 10th anniversary of Coolest Projects Belgium.

    This year marked the 10th anniversary of Coolest Projects Belgium. The meticulously organised event was held in April by our partner CoderDojo Belgium, at Technopolis in Mechelen. Themed ‘On the move’, the event invited young creators to interpret movement however they liked – which they did in an impressive number of ways, creating projects ranging from mobile robots and Scratch animations to AI tools, health tech devices, and a musical drink maker.

    With 52 inspiring creations showcased by 71 young people, there were too many awesome projects to list individually in this blog post. Here are just a few of our highlights from a day filled with big ideas and brilliant builds.

    Photo of a Raspberry Pi Pico W.

    Rune | IINTS (Insulin Is Not the Solution)

    Rune, who has type 1 diabetes, built his own open-source insulin pump powered by Raspberry Pi Pico W and featuring a custom motor-controlled delivery system designed in Autodesk Fusion. Rune’s pump calculates insulin doses based on carbohydrate amounts entered – all with the goal of empowering people, raising awareness, and making medical technology more accessible.

    Rune enjoying themselves during the event.

    Amir | AmirAI 

    Amir might only be 10, but he is already experimenting with chatbots and AI in creative and playful ways. His self-coded AI assistant could respond live to visitors’ prompts, producing jokes and answers to questions. Amir’s project was a great demonstration of how accessible complex technologies can be when you give young people space to explore them.

    A project created by Jules named Operatie Mocktail.

    Jules | Operatie Mocktail

    This Arduino-powered machine blends mocktails based on your music choices. Pick a song, and the machine mixes a custom drink to match the song’s mood. It is a joyful combination of engineering, flavour science, and artistic flair. Jules described it best: “I want to create a unique drinking experience that connects taste and music in a surprising way.” We think it’s just right!

    Mona after attending Coolest Projects.

    Mona | On the Move

    Mona’s project is a reimagination of Michael Rosen’s poem On the Move created in Scratch, featuring animation, sound, and voice-over. It is a wonderful example of how digital storytelling can give new life to spoken word, and how creative coding platforms like Scratch provide space for emotion and expression.

    Digital making: more than just a skill

    Beyond these projects, the showcase included creations such as autonomous robots, arcade games, imaginative interface devices, and even a computer-controlled magic wand factory made of Lego bricks. Whether it was a creator’s very first Scratch project or a hand-built automaton, the range of work on display showed that coding and digital making are not just skills – they’re tools for self-expression, exploration, and change.

    We would like to say a massive thank you to CoderDojo Belgium for hosting such an incredible event, and to the young creators, families, volunteers, and judges who made it such a success.

    We are already looking forward to seeing what participants will create next!

    Website: LINK

  • From player to maker: Learn to code by creating your own game

    From player to maker: Learn to code by creating your own game

    Reading Time: 3 minutes

    At Code Club, we believe learning to code should be as fun as it is empowering — what better way to start than making your own game?

    A mentor and a young tech creator at a computer at a Code Club session.

    Whether it’s about pixelated pirates, racing robots, or a time-travelling llama, creating a game is one of the most exciting ways to explore coding. We’ve seen young people go from “I like Minecraft” to “I’ve built a space adventure with hedgehogs” in no time at all.

    Why games?

    Games are more than just fun. They’re also a brilliant gateway into problem solving, creativity, and computational thinking. When you create your own game, you learn how to:

    • Use logic and sequences to control what happens
    • Trigger events and interactions through code
    • Build characters, stories, and rules — and see them come to life

    And perhaps most importantly, you get instant feedback. If your code doesn’t quite work, you’ll know right away, and you’ll have the chance to fix it, test it, and improve it.

    Three fun game projects to try today

    We’ve created a free library of step-by-step game projects that work in a browser, that require no previous experience, and that let imagination lead the way.

    Here are three brilliant beginner-friendly projects to try at Code Club or at home:

    Catch the dots

    • Learn: Basic events and movement in Scratch
    • Make: A quick-fire reaction game where you catch a moving dot
    • Try: Changing the sprites or making the dot move faster over time

    Target practice

    • Learn: Broadcasting, scorekeeping, and setting difficulty
    • Make: A game that tests your speed and accuracy
    • Try: Adding levels, custom backgrounds, or sound effects

    Don’t collide!

    • Learn: Cloning, timers, and collision detection
    • Make: A fast-paced game where the player must dodge incoming objects
    • Try: Changing the game to set it in space, underwater, or inside a volcano

    What does the community think?

    Games are a great starting point because they’re naturally motivating: young people see what they’ve made work, and that’s incredibly empowering.

    “I started with ‘Catch the dot’. I changed the sprite to a spaceship and then added power-ups and space cats. Now I’m making my own levels!”
    – Lila, 11, Creator

    “When my son made his first Scratch game, it was the first time he explained what a loop was to me. Games build confidence.”
    – Laura, parent and Code Club Mentor

    Build, remix, and level up

    Once you’ve finished a project, the real fun begins. With just a few changes, creators can build their own levels or make the game more challenging, design custom characters and backdrops, or invent brand new rules and mechanics.

    And if they want to share ideas and collaborate with others, joining a Code Club is the perfect next step.

    Three young tech creators at laptops at a Code Club session.

    Ready to get started?

    You can find all the projects mentioned here — and many more — on the Code Club projects site. They’re free to use and designed to help creators grow in confidence as they learn to code.

    All our projects focused on game creation can be found here.

    Every coding journey begins with a single click. Let’s press start!

    Website: LINK

  • How to give your students structure as they learn programming skills

    How to give your students structure as they learn programming skills

    Reading Time: 5 minutes

    Creating a computer program involves many different skills — knowing how to code is just one part. When we teach programming to young people, we want to guide them to learn these skills in a structured way. The ‘levels of abstraction’ framework is a great tool for doing that. This blog describes how using the framework will benefit you and your learners in the computing classroom.

    Two learners at a laptop in a computing classroom.

    We’re also excited to share our new Pedagogy Quick Read, which you can download for free to:

    • Find practical tips for using the ‘levels of abstraction’ framework with your learners
    • Read a summary of the research behind the framework

    Learning to program: Everything at once?

    Creating a program from the ground up can be daunting, especially for new learners. Without support, they’ll likely get stuck sooner or later; programs rarely work the first time round. And the more complex the problem that a program is addressing, the more likely it is that the first version of the program won’t work.

    In a computing classroom, two girls concentrate on their programming task.

    One reason that learning to program can be challenging is that it involves understanding a lot of specific concepts and applying many varied skills. From early on in their learning journey, young people need to have a firm grasp of concepts such as repetition, selection, variables, and functions. Also fundamental to learning to program well is the skill of abstraction: understanding a task and identifying which details are relevant and which can be ignored.

    To get to grips with all these different concepts and skills, young people need structure — otherwise they’ll try to hold everything in their head at once, and likely feel overwhelmed by the cognitive load. This sort of experience may cause them to disengage instead of persisting. They may even decide that programming is not for them.

    In light of these challenges, the ‘levels of abstraction’ framework is a great tool for teaching.

    The benefits of the ‘levels of abstraction’ framework

    The framework breaks programming down into four levels, each focusing on a different aspect of creating a program:

    • Problem: Analysing the problem or task the program should address, to understand and record the requirements.
    • Design: Turning the analysis into an algorithm — a set of steps for the computer to follow to create the desired output. This can involve flowcharts or storyboards, but importantly no code.
    • Code: Developing the code based on the design (and building the physical components if any are involved).
    • Running the code: Testing the code, checking outputs, and debugging where necessary.

    Throughout the processes of developing a program, learners (and professional programmers) move between these levels as they implement their designs and debug them, sometimes even returning to the problem level if more analysis or clarification is needed.

    Young child in the classroom using Scratch to program.

    Potential benefits of the ‘levels of abstraction’ framework for teachers:

    • It helps you break down the activity of programming into discrete parts.
    • It helps you engage your learners, as you can show them that programming involves more than knowing how to code.
    • If your learners get stuck with their programming, the framework can help you guide them to a solution.

    Potential benefits for learners:

    • The framework will help them think through all the steps needed to create a program that works, and practise their problem-solving skills and analytical thinking.
    • They will more readily see how programming connects to their world — at the problem level — and find aspects of programming where they have strengths and can use their creativity.
    • They will gain a stronger idea of how software is built in the tech sector.

    Our new Quick Read shares tips on how to best use the framework in your teaching.

    Things to aim for when using the framework with your learners:

    • Be aware of what level they are working at and when it’s time to switch to a different one.
    • Understand that, when they encounter an issue with their program, they can step back and use the framework to figure out where the issue comes from. The issue might be a bug in the code, the algorithm not working as intended, or a description of the problem not taking into account something important.

    We hope you find the framework useful. If you have ideas for how to use it in your teaching, why not share them in the comments?

    Teaching programming: The wider context

    When following the ‘levels of abstraction’ approach, learners need to explain how programs work and debug them. That means program comprehension is a key skill here. You may have already helped your learners to develop and practise this skill, for example with the PRIMM approach. The Block Model is another useful tool for helping your learners talk about various aspects of a program. And if you use the pair programming approach in programming activities, your learners can improve their program comprehension by talking about their code with each other. On our website, you’ll find more guidance on the best ways to teach programming and computing.

    Photo of a young person coding on a desktop computer.

    And what about generative artificial intelligence (AI) tools for programmers? In the age of AI, we think young people still need to learn to code because it empowers them to navigate and think critically about all digital technologies, including AI. And while generative AI tools can help a skilled programmer create quality code more quickly, more research is needed to show whether such tools help school-age young people build their understanding as they learn to code. You can see some of the great work being done in this area if you catch up with our 2024 research seminar series.

    The ‘levels of abstraction’ framework is useful in your teaching no matter what tools young people use to create programs. Even with an AI tool, they will still need to work at all four levels of abstraction to program effectively. 

    Website: LINK

  • Igniting innovation: How Experience AI is empowering teachers and students across Kenya

    Igniting innovation: How Experience AI is empowering teachers and students across Kenya

    Reading Time: 4 minutes

    This blog post is written by Victor Murithi, Communications and Media Consultant at Young Scientists Kenya, one of our global partners for Experience AI in Kenya.

    When over 100 teachers from across Kenya gathered at Kangaru High School in Embu County for the Kenya Science and Engineering Fair Nationals in April, few anticipated just how transformative a two-day workshop could be. Delivered by the Experience AI Young Scientists Kenya (YSK) team, with support from the Raspberry Pi Foundation, the training sparked more than curiosity — it sparked a shift in mindset.

    This wasn’t just about introducing new tools: it was about empowering teachers to confidently lead their students into an artificial intelligence (AI)-driven future.

    Students in a classroom learn about Experience AI.

    National reach and local impact

    What began as a plan to train just 40 teachers quickly grew into something much bigger. By the time the workshop kicked off, 104 teachers from over 80 schools across 37 counties in Kenya, had registered and participated — nearly tripling the initial target.

    This overwhelming interest confirmed a powerful insight: teachers are eager to understand AI, not only to better prepare their students for the future, but also for their own professional growth.

    The workshop’s curriculum didn’t just focus on technical skills, it aimed to create confidence, clarity, and community among the attendees — key ingredients for successfully integrating AI into teaching and learning.

    “Helping teachers move past their fear of AI and understand its potential is incredibly powerful. Because AI is the future, and through this training, we’re reaching the minds that will shape it,” explained Lucy Mwaniki, AI Community Trainer at YSK.

    Practical skills, real outcomes

    As part of the training, the attendees completed interactive worksheets, tested basic machine learning models, and sat a final comprehension test, something they found both validating and motivational.

    “We were able to do the summative test… which turned out to be a very effective way of us understanding how in-depth and how well they grasped the knowledge,” says Lucy Mwaniki.

    In one standout session, teachers collaboratively brainstormed ways AI could address national educational challenges. Ideas included models to assist students in selecting academic pathways within Kenya’s Competency Based Curriculum (CBC). Several teachers also successfully built working models, demonstrating the potential of applied learning. 

    “It was a very eye-opening session… some of the teachers were able to create a very basic model, which was a wonderful experience for them,” Lucy Mwaniki explains. 

    What made this training exceptional was its immediate applicability and long-term vision. By the end of two days, teachers weren’t just AI-aware — they were AI-ready, with many already starting to explore how AI tools could support entrepreneurship, lesson planning, and personalised learning pathways.

    Students in a classroom setting; two of them are using a laptop to learn about AI.

    Celebrating our achievements and impact 

    At the close of the training, each teacher received a Certificate of Participation, recognising their commitment to professional development and their new capacity to bring AI into the classroom. The awarding of certificates added a sense of accomplishment and pride, reinforcing that teachers are key drivers of technological transformation in education.

    And the impact of the training was measurable:

    • 95% of teachers agreed that the training increased their knowledge and confidence to teach AI concepts
    • 88% of teachers agreed that the training was high quality and useful for preparing them to teach the Experience AI lessons

    But it doesn’t end there, as Vanessa Inziani, Head of Programs at YSK, explains, “Our commitment doesn’t end with the training — we continue to support educators with resources, mentorship, and follow-up to ensure success in delivering the program in the classroom.”

    Looking ahead towards a promising AI journey

    With the rapidly evolving digital landscape, AI is no longer a distant concept — it’s a present-day classroom necessity. Yet, introducing AI into schools isn’t just about technical literacy; it’s about confidence, clarity, and community and the approach the Young Scientist Kenya team and Experience AI delivered during the two-day training is anchored in this belief. 

    As AI continues to shape the global education landscape, programs like Experience AI provide the bridge needed to equip teachers, inspire students, and future-proof education systems. The Kangaru High School session was not a one-off — it was a catalyst for systemic change. 

    Experience AI is scaling. As it expands across Kenya and beyond, the benefits are clear:

    • Empowered educators who gain confidence and skills to integrate AI in their teaching
    • Future-ready students who grasp foundational AI concepts and their real-world applications
    • Sustainable impact as trained teachers go on to influence thousands of learners in their communities

    The journey from fear to fluency starts with a single step, a willingness for us all to explore what’s possible. Together, we can equip educators, inspire students, and shape Kenya’s future, one AI-literate classroom at a time. 

    About Experience AI

    Experience AI is an AI literacy programme, co-developed by the Raspberry Pi Foundation and Google DeepMind, that teaches students aged 11 to 14 about AI and machine learning. Thanks to funding from Google.org, Young Scientists Kenya has partnered with the Raspberry Pi Foundation to provide free training to Kenyan educators, equipping them with the skills they need to effectively deliver the programme in their settings. They are one of two global partners working with the Raspberry Pi Foundation in Kenya.

    You can find out more about the programme on our website: rpf.io/expai-ysk-blogpost

    Website: LINK

  • Bringing data science to life for K–12 students with the ‘API Can Code’ curriculum

    Bringing data science to life for K–12 students with the ‘API Can Code’ curriculum

    Reading Time: 7 minutes

    As data and data-driven technologies become a bigger part of everyday life, it’s more important than ever to make sure that young people are given the chance to learn data science concepts and skills.

    David Weintrop
    David Weintrop
    Rotem Israel-Fishelson
    Rotem Israel-Fishelson
    Peter F Moon
    Peter F Moon

    In our April research seminar, David Weintrop, Rotem Israel-Fishelson, and Peter Moon from the University of Maryland introduced API Can Code, a data science curriculum designed with high school students for high school students. Their talk explored how their innovative work uses real-world data and students’ own experiences and interests to create meaningful, authentic learning experiences in data science.

    Quick note for educators: Are you interested in joining our free, exploratory data science education workshop for teachers on 10 July 2025 in Cambridge, UK? Then find out the details here.

    David started by explaining the motivation behind the API Can Code project. The team’s goal was not to turn students into future data scientists, but to offer students the data literacy they need to explore and critically engage with a data-driven world. 

    The work was also guided by a shared view among leading teachers’ organisations that data science should be taught across all subjects in the K–12 curriculum. It also draws on strong research showing that when educational experiences connect with students’ own lives and interests, it leads to deeper engagement and better learning outcomes.

    Reviewing the landscape

    To prepare for the design of the curriculum, David, Rotem, and Peter wanted to understand what data science education options already exist for K–12 students. Rotem described how they compared four major K–12 data science curricula and examined different aspects, such as the topics they covered and the datasets they used. Their findings showed that many datasets were quite small in size, and that the datasets used were not always about topics that students were interested in.

    A classroom of young learners and a teacher at laptops

    The team also looked at 30 data science tools used across different K–12 platforms and analysed what each could do. They found that tools varied in how effective they were and that many lacked accessibility features to support students with diverse learning needs. 

    This analysis helped to refine the team’s objective: to create a data science curriculum that students find interesting and that is informed by their values and voices.

    Participatory design

    To work towards this goal, the team used a methodology called participatory design. This is an approach that actively involves the end users — in this case, high school students — in the design process. During several in-person sessions with 28 students aged 15 to 18 years old, the researchers facilitated low-tech, hands-on activities exploring the students’ identities and interests and how they think about data.

    One activity, Empathy Map, involved students working together to create a persona representing a student in their school. They were asked to describe the persona’s daily life, interests, and concerns about technology and data:

    The students’ involvement in the design process gave the team a better understanding of young people’s views and interests, which helped create the design of the API Can Code curriculum.

    API Can Code: three units, three key tools

    Peter provided an overview of the API Can Code curriculum. It follows a three-unit flow covering different concepts and tools in each unit:

    1. Unit 1 introduces students to different types of data and data science terminology. The unit explores the role of data in the students’ daily lives, how use and misuse of data can affect them, different ways of collecting and presenting data, and how to evaluate databases for aspects such as size, recency, and trustworthiness. It also introduces them to RapidAPI, a hub that connects to a wide range of APIs from different providers, allowing students to access real-world data such as Zillow housing prices or Spotify music data.
    2. Unit 2 covers the computing skills used in data science, including the use of programming tools to run efficient data science techniques. Students learn to use EduBlocks, a block-based programming environment where students can draw in JSON files from RapidAPI datasets, and process and filter data without needing a lot of text-based programming skills. The students also compare this approach with manual data processing, which they discover is very slow.
    3. Unit 3 focuses on data analysis, visualisation, and interpretation. Students use CODAP, a web-based interactive data science tool, to calculate summary statistics, create graphs, and perform analyses. CODAP is a user-friendly but powerful platform, making it perfect for students to analyse and visualise their data sets. Students also practise interpreting pre-made graphs and the graphs and statistics that they are creating.

    Peter described an example activity carried out by the students, showing how these three units flow together and build both technical skills and an understanding of the real-world uses of data science. Students were tasked with analysing a dataset from Zillow, a property website, to explore the question “How much does a house in my neighbourhood cost?” The images below show the process the students followed, which uses the data science skills and tools from all three units of the curriculum.

    Slide from an API Can Code lesson.
    Slide from an API Can Code lesson.
    Slide from an API Can Code lesson.
    Click on an image to enlarge it.

    Interest-driven learning in action

    A central tenet of API Can Code is that students should explore data that matters to them. A diverse range of student interests was identified during the design work, and the curriculum uses these areas of interest, such as music, movies, sports, and animals, throughout the lessons.

    The curriculum also features an open-ended final project, where students can choose a research question that is important to them and their lives, and answer it using data science skills.

    The team shared two examples of memorable final projects. In one, a student set out to answer the question “Is Jhené Aiko a star?” The student found a publicly available dataset through an API provided by Deezer, a music streaming platform. She wrote a program that retrieved data on the artist’s longevity and collaborations, analysed the data, and concluded that Aiko is indeed a star. What stood out about this project wasn’t just the fact that the student independently defined stardom and answered their research question using real data, but that this was a truly personal, interest-driven project. David noted that the researchers could never have come up with this activity, since they had never previously heard of Jhené Aiko!

    Jhené Aiko, an R&B singer-songwriter
    Jhené Aiko, an R&B singer-songwriter 
    (Photo by Charito Yap, licensed under CC BY-ND 2.0)

    Another student’s project analysed data about housing in Washington DC to answer the question “Which ward in DC has the most affordable houses?” Rotem explained that this student was motivated by her family thinking about moving away from the city. She wanted to use her project to persuade her parents to stay by identifying the most affordable ward in DC that they could move to. She was excited by the outcome of her project, and she presented her findings to other students and her parents.

    These projects underscore the power of personally important data science projects driven by students’ interests. When students care about the questions they are exploring, they’re more invested in the process and more likely to keep using the skills and concepts they learn.

    Resources

    API Can Code is available online and completely free to use. Teachers can access lesson plans, tutorial videos, assessment rubrics, and more from the curriculum’s website https://apicancode.umd.edu/. The site also provides resources to support students, including example programs and glossaries.

    Join our next seminar

    In our current seminar series, we’re exploring teaching about AI and data science. Join us at our next seminar on Tuesday, 17 June from 17:00 to 18:30 BST to hear Netta Iivari (University of Oulu) introduce transformative agency and its importance for children’s computing education in the age of AI.

    To sign up and take part in our research seminars, click below:

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

    Website: LINK

  • Astro Pi 2024/25: Another stellar year of space education concludes

    Astro Pi 2024/25: Another stellar year of space education concludes

    Reading Time: 4 minutes

    We’re thrilled to celebrate yet another incredible year of young people reaching for the stars, as the European Astro Pi Challenge 2024/25 draws to a close. Teams from across Europe and ESA Member States are now receiving their well-deserved certificates and data from the International Space Station (ISS). It’s been a truly inspiring year, showcasing the phenomenal talent and dedication of young coders and scientists.

    A photograph of a young learner coding on a computer for Mission Zero

    The European Astro Pi Challenge is an ESA Education project run in collaboration with us here at the Raspberry Pi Foundation. It offers young people the amazing opportunity to conduct scientific investigations in space by writing computer programs that run on Raspberry Pi computers on board the ISS, called Astro Pis.

    There‘s a lot to celebrate from this year’s Astro Pi, so let’s take a look at some of the highlights for each of our inspiring Missions: Mission Zero and Mission Space Lab.

    A selection of images taken by Mission Space Lab teams
    Figure 1: A selection of images taken by Mission Space Lab teams

    Mission Zero: Inspiring coding, creativity, and inclusion

    Mission Zero reached more young people than ever before in 2024/25, with 25,405 young people participating in 17,285 teams. After passing the rigorous testing and moderation processes, an amazing 17,109 teams (25,210 young people) were successful in getting their programs to run on the ISS. 

    One of the great things about Mission Zero is that we see a good gender balance in participation. This year, 44% of participants identified as “female” and 4% as “prefer to self-describe”, “prefer not to say”, or “other”. This means that Mission Zero has achieved a more balanced gender representation than is typically seen in computing subjects, where the ratio is around 20:80 girls to boys.

    Mission Space Lab: More teams have their programs run in space

    Mission Space Lab gives young people the opportunity to calculate the speed of the ISS in orbit using sensor and camera data collected from the Astro Pis on board the ISS. This year, 1859 young people in 552 teams participated in Mission Space Lab. Notably, 309 Mission Space Lab teams, or 95% of submissions, ran their programs on the ISS and are now analysing the data they collected. That’s 73 more teams achieving flight status than in 2023/24, and a total of 1084 young people receiving unique data sets from space and certificates. 

    Running a program in space is very different from testing it on the ground. It’s always interesting to see how well your program has performed and how accurate the final output is. Below, you can see a scatter graph of the team estimates produced by their programs. The actual speed of the ISS is no secret: it’s travelling about 7.67 kilometres per second. How have teams performed with the ISS speed task?

    Mission Space Lab teams’ speed estimates graph
    Figure 2: Mission Space Lab teams’ speed estimates graph

    Inspiring and impactful

    Another highlight from this year has been seeing how impactful participation can be for young people and mentors facilitating the activity. We receive lots of valuable feedback from the Astro Pi community each year, and it’s always heartwarming to hear what your experience has been and how we can improve the challenge. Here are a couple of quotes from the community who took part this year:

    Mission Zero mentor: “Having their programs run in space really motivated them to take part because it was an exciting reward and something they wanted to talk about with their friends.”

    Parent of a Mission Zero participant: “I was completely inexperienced in Python, but easily managed to help my 7-year-old.”

    More Code Clubs participating in 2024/25

    It has been great to see lots of Code Clubs taking part in Astro Pi this year, both for Mission Zero and Mission Space Lab. This year, 986 young people from 700 teams did Mission Zero at their Code Club: that’s double the number from 2023/24. Plus, 43 Mission Space Lab teams from Code Clubs took part. That’s 143 young people, or almost double the number compared to the year before. 

    We ran two code-alongs for the Code Club community this year, and it is encouraging to see increases for both missions. We will continue to support young people from all settings who want to take part in Astro Pi next year, whether it’s at school, Code Club, or other venues.

    An educator helps young learners with a coding project

    Conclusion

    In summary, it’s been a great year for Astro Pi. We’ve reached lots of young people through the challenge, met many inspiring mentors, and seen some really positive trends. Plus, all the operations on the space station that make Astro Pi possible went smoothly: when you are running programs in space, that isn’t always the case! 

    None of it would have been possible without the tireless efforts of the teachers, mentors, and educators who help run Astro Pi in your communities. From everyone here at Mission Control, thank you. 

    If you’d like to tell us how we can provide more support to help you run Astro Pi, please email contact@astro-pi.org.

    We’ll be back for more stellar space adventures in coding in September 2025.

    Website: LINK

  • Discover the incredible impact of Code Club: The Code Club annual survey report 2025

    Discover the incredible impact of Code Club: The Code Club annual survey report 2025

    Reading Time: 3 minutes

    We’re pleased to share highlights from the 2025 Code Club annual survey report today, showcasing another year of incredible achievements and the positive impact of the global Code Club community. 

    children at computers in a classroom.

    Code Club is a global movement of free coding clubs where school-aged young people — called creators — develop the confidence to create with digital technologies. Code Clubs take place in schools and community venues like youth clubs, libraries, and maker spaces and are run by teachers, educators, and volunteers from all walks of life — known as mentors. These incredible mentors make Code Clubs possible and we are so grateful for their hard work.

    About the 2025 survey report

    This Code Club annual survey report presents key responses from 775 mentors gathered via surveys and feedback from partners.

    This year, 7,494 Code Clubs have confirmed they have been active in the last two years, with clubs in 102 countries. We estimate 257,000 creators are involved in clubs and 43% of creators are female. As one UK Code Club mentor put it: “Girls who didn’t think it was for them now have confidence”.

    Three learners laughing at a laptop in a Code Club.

    Code Clubs have a positive impact on young creators

    In 2024, an independent evaluation by the Durham University Evidence Centre for Education provided evidence of positive outcomes for young people attending Code Clubs. We are continuing to build on this evidence, with 96% of mentors responding to our surveys agreeing that creators have increased skills in computing and digital making, as well as increased confidence to engage with technology as a result of attending a Code Club. 

    Here are a few of the examples mentors gave of the impact Code Club has on creators: 

    • Confidence: “[Creators become] more confident using technology and making friends. Some really come out of their shell compared to when they started.” – Code Club mentor, UK  
    • Skill development: “They come into the club with no coding skills (some barely know how to use a computer) and leave as competent, literate, coders.” – Code Club mentor, Canada
    • Enjoyment: “One of our core principles is that coding should be fun… we give them creative ways to expand on the task. They learn to push themselves a bit beyond a task, and look for more things.” – Code Club mentor, the Netherlands  
    • Social skills: “One great outcome has been the socialization that occurs. Kids in our club are definitely making friendships and improving their soft skills.” – Code Club mentor, USA  
    • Continued participation: “It has increased their passion for tech and how to create new things to solve problems.” – Code Club mentor, Ghana
    Learners in a computing classroom.

    Increasing access to technology

    Code Club also plays an important role in increasing access to technology for creators who would otherwise not have access. We work with partners across the world to run clubs in areas of educational disadvantage to ensure that Code Clubs are available to creators from all backgrounds to address this need.

    Kenyan children work on a physical computing project.

    In some regions, Code Club provides creators with their first significant encounter with digital making. A mentor in Kenya told us that Code Club ensured that creators in his area were not “left behind”. A Code Club mentor in Tunisia told us  “[…] access to coding is very limited, our club contributes to reducing this inequality”.

    Next steps

    Read the full report to dive deeper into the data and stories from the Code Club community!

    We are an impact-focused organisation and are always looking to understand how we can improve and increase the impact we have on the lives of children and young people. Over the coming weeks we will be reviewing the feedback we have received to understand how we can support the Code Club community even better.

    Website: LINK

  • Join our free data science education workshop for teachers

    Join our free data science education workshop for teachers

    Reading Time: 2 minutes

    Are you a teacher who is interested in data science education for key stage 5 (age 16 to 18)? Then we invite you to join our free, in-person workshop exploring the topic, taking place in Cambridge, UK on 10 July 2025.

    Teachers at a workshop.

    You will be among the very first educators to see some of our first test activities for teacher training to build data science concepts, and your contributions will feed into our future work. Sign up by 20 June to take part.

    Data science: What do we need to teach school-age learners?

    Current artificial intelligence (AI) methods, especially machine learning (ML), rely heavily on data. While young people learn mathematics, and some statistics, at school, data science concepts are not commonly taught.

    Teachers at a workshop.

    To complement our work on AI literacy, we have been investigating what data science teaching resources and education research are currently available.

    Our goals for this work are:

    1. To figure out what data science concepts may need to be taught in schools, initially with a focus on key stage 5
    2. To develop related teacher professional development and classroom resources

    Join us to discuss data science education

    If you are interested in data science education for young people, and maybe even have experience of teaching it to learners aged 16 to 18 in your school (in any subject, including computer science, social sciences, mathematics, statistics, and ethics), please join our free workshop on Thursday 10 July in our office in Cambridge. We are able to reimburse some travel expenses.

    At the workshop:

    • We would love to hear about your experience of teaching any elements of data science
    • We will share some exploratory concept building activities with you and discuss them together

    You’ll be the first group of working teachers we will share these activities with — your feedback will be invaluable, and you’ll have the chance to shape our work going forward.

    If you are interested, please fill in this form by Friday 20 June:

    You will then receive more information from us by 27 June. Spaces in the workshop are limited, so please do not book any travel until we confirm your space.

    We’re looking forward to shaping the future of data science education with you.

    PS In our current seminar series, researchers from around the world are presenting their latest work on teaching about AI and data science. You can catch up on past sessions and sign up for upcoming ones on our website.

    Website: LINK

  • Why kids still need to learn to code in the age of AI 

    Why kids still need to learn to code in the age of AI 

    Reading Time: 3 minutes

    Today we’re publishing a position paper setting out five arguments for why we think that kids still need to learn to code in the age of artificial intelligence.

    A whimsical cartoon of someone struggling with vibe coding at a desktop computer and a second person with a superhero cape and a t-shirt saying 'programmer' coming to their rescue.
    Generated using ChatGPT.

    Just like every wave of technological innovation that has come before, the advances in artificial intelligence (AI) are raising profound questions about the future of human work. History teaches us that technology has the potential to both automate and augment human effort, destroying some jobs and creating new ones. The only thing we know for sure is that it is impossible to predict the precise nature and pace of the changes that are coming. 

    One of the fastest-moving applications of generative AI technologies are the systems that can generate code. What started as the coding equivalent of autocomplete has quickly progressed to tools that can generate increasingly complex code from natural language prompts. 

    This has given birth to the notion of “vibe-coding” and led some commentators to predict the end of the software development industry as we know it. It shouldn’t be a surprise then that there is a vigorous debate about whether kids still need to learn to code. 

    In the position paper we put forward five arguments for why we think the answer is an unequivocal yes.

    We need humans who are skilled programmers 

    First, we argue that even in a world where AI can generate code, we need skilled human programmers who can think critically, solve problems, and make ethical decisions. The large language models that underpin these tools are probabilistic systems designed to provide statistically acceptable outputs and, as any skilled software engineer will tell you, simply writing more code faster isn’t necessarily a good thing. 

    Learning to code is an essential part of learning to program

    Learning to code is the most effective way we know for a young person to develop the mental models and fluency to become a skilled human programmer. The hard cognitive work of reading, modifying, writing, explaining, and testing code is precisely how young people develop a deep understanding of programming and computational thinking. 

    Learning to code will open up even more opportunities in the age of AI 

    While there’s no doubt that AI is going to reshape the labour market, the evidence from history suggests that it will increase the reach of programming and computational approaches across the economy and into new domains, creating demand for humans who are skilled programmers. We also argue that coding is no longer just for software engineers, it’s becoming a core skill that enables people to work effectively and think critically in a world shaped by intelligent machines. From healthcare to agriculture, we are already seeing demand for people who can combine programming with domain-specific skills and craft knowledge. 

    Coding is a literacy that helps young people have agency in a digital world

    Alongside the arguments for coding as a route to opening up economic opportunities, we argue that coding and programming gives young people a way to express themselves, to learn, and to make sense of the world. 

    And perhaps most importantly, that learning to code is about power. Providing young people with a solid grounding in computational literacy, developed through coding, helps ensure that they have agency. Without it, they risk being manipulated by systems they don’t understand. As Rushkoff said: “Program, or be programmed”.  

    The kids who learn to code will shape the future

    Finally, we argue that the power to create with technology is already concentrated in too small and homogenous a group of people. We need to open up the opportunity to learn to code to all young people because it will help us mobilise the full potential of human talent, will lead to more inclusive and effective digital solutions to the big global challenges we face, and will help ensure that everyone can share in the societal and economic benefits of technological progress. 

    The work we need to do 

    We end the paper with a call to action for all of us working in education. We need to challenge the false narrative that AI is removing the need for kids to learn to code, and redouble our efforts to ensure that all young people are equipped to take advantage of the opportunities in a world where AI is ubiquitous.

    You can read the full paper here:

    The cartoon image for this blog was created using ChatGPT-4o, which was prompted to produce a “whimsical cartoon that expresses some of the key ideas in the position paper”. It took several iterations.

    Website: LINK

  • Young tech creators take over Bradford at Coolest Projects UK

    Young tech creators take over Bradford at Coolest Projects UK

    Reading Time: 5 minutes

    Bradford was buzzing with excitement this May as over 170 young digital makers from across the UK gathered for Coolest Projects UK 2025 at the Life Centre to celebrate the amazing things young people create with technology. Run by the Raspberry Pi Foundation and hosted by BBC science presenter Greg Foot, the free, in-person event brought together budding creators, families, mentors, and even a few troops of Scouts for a fun-filled day.

    From AI tools and advanced programming to Scratch games and hardware builds, the showcase featured an incredible range of projects from 113 Coolest Projects participants and 58 scouts. Every young person received thoughtful feedback from industry professionals, the chance to try hands-on coding challenges, and the thrill of sharing what they built with a welcoming crowd and other creators.

    Two young creators connecting on the day over a project.

    A day of discovery and digital making

    Coolest Projects UK 2025 wasn’t just about showcasing finished products; it celebrated every part of the creative journey. Many creators shared works-in-progress or prototypes, sparking conversations around design, problem-solving, and learning through code.

    One of the day’s highlights was an interactive escape room designed just for the event, giving attendees a chance to flex their logical thinking and collaboration skills. And for 58 visiting Scouts, the day was a chance to earn their Digital Maker Badge and share their creations with the showcase participants.

    Two young scouts getting hands-on at a workshop.

    Greg Foot is known for BBC Radio 4’s Sliced Bread and other popular science shows. He brought energy and enthusiasm as host, sharing stories and celebrating young people’s creativity on stage.

    Greg hosting the awards ceremony where every participant received an award along with a few being given the extra recognition of judges’ favourite.

    A platform for everyone

    Many of this year’s participants came from local Code Clubs, CoderDojos, and schools across the UK. Others had worked independently to bring their ideas to life. The event encouraged collaboration and connection, with creators exchanging feedback, learning from each other, and celebrating shared interests.

    Earlier this year, young people from Bradford also had the chance to take part in hands-on workshops. Held at the National Science and Media Museum, they were guided on getting started with digital making and developing their own project ideas for the showcase.

    Featured projects

    Here are a few of the projects that were showcased on the day. Each one demonstrates the power of digital tools and the fun and creativity that young people bring to their Coolest Projects journeys. Here’s what the creators had to say about their work, what inspired them, and their experiences of the day:

    Arlo | MUST. EAT. DONUTS., AI

    Arlo’s interactive game featured AI models that used face and mouth tracking to make the main character, called Chompy, mirror the movements of the player. Arlo’s game was inspired by a session at his Code Club. He came across a video sensing motion plug-in and realised he could make a game that used the player’s head as the controller. 

    “It is a fun and silly game for all to play. I also created the artwork myself in my own style, as drawing is another one of my passions, alongside coding. I would love to come back next year, maybe in a different category. I wanted to enter because I got the chance to share my coding and drawing skills, and I was excited to think others may play a game I created.”

    Arlo showing his project to the event host Greg Foot.

    Felicia and Francesca | The Silent Forest, Scratch

    Felicia and Francesca created a top-down, Zelda-style RPG in Scratch, where the player explores a pixel world and interacts with characters and objects. Instead of using the keyboard, the game is controlled with a Micro:bit. Felicia shared with us why they wanted to showcase the game at Coolest Projects.

    “I went to Coolest Projects UK because I love making things with Scratch and wanted to show my game to other people. It was a fun way to share what I built, see what other kids made, and learn new ideas. I wanted to challenge myself and be part of something really cool!”

    Eesa, Yahya and Yusha | Let’s Speak Arabic!, Scratch

    Let’s Speak Arabic is an interactive program designed to help people learn conversational Arabic. Eesa, Yahya, and Yusha are home educated and study a book called Al Arabiyyah Bayna Yadayk together. This inspired them to think about fun ways to upgrade their study, and the idea for gamifying their learning through Scratch was born. The team shared a little about their experience:

    “The event was awesome. Actually, it was even better than we imagined! We loved meeting people from all over the country, really enjoyed playing other people’s games, and got lots of ideas for what we could code in the future. And, our parents were so proud we got judge’s favourite!”

    Jay | J Bot, Hardware

    Jay is a long-time friend of the Foundation and has been taking part in Coolest Projects online and in person for the past few years. He wowed again this year with his life-sized J Bot and shared with us why he thinks Coolest Projects is such an important event for the young creator community.

    “I know it might seem a bit intimidating to come and showcase in front of all these people, but I feel more and more people should try and get involved [in Coolest Projects] because it’s a really good community of people. And they are really supportive as well. So I would just say, give it a go. Don’t be nervous because people are here to help you along the way.”

    Jay showing his project, J Bot, to another young creator.

    What’s next?

    Coolest Projects UK continues to grow as a platform for the next generation of changemakers. We can’t wait to see what they create next!

    Although the online showcase and Foundation-led events are now closed for this year, there are still many more partner events happening globally throughout 2025.

    Visit coolestprojects.org to learn more.

    A young creator showcasing her hardware project.

    Code Club: A place to keep creating

    Coolest Projects is just one part of the Raspberry Pi Foundation’s work to help young people explore computing. Across the UK and Ireland, over 2000 free Code Clubs offer sessions where young people build digital skills, grow in confidence, and work on creative projects with others. Across the world, there are nearly 6000 more clubs running.To find your local Code Club or get involved as a volunteer, head to codeclub.org.

    Website: LINK

  • Bridging the divide: Connecting global communities with Experience AI

    Bridging the divide: Connecting global communities with Experience AI

    Reading Time: 6 minutes

    From smart devices to workplace tools, AI is becoming part of everyday life and a major part of how people are thinking about the future — raising big questions about access, skills, and readiness.

    As governments around the world create AI strategies for the decade ahead, many are seeing an urgent need to address the large gap between how AI tools are already impacting jobs and people’s lives, and making sure young people have the chance to gain the skills and knowledge to keep up with this rapid pace of technological change. This gap is larger still when it comes to opportunities for educationally underserved communities.

    A group of students and educators holding an Experience AI poster.

    That’s why we’re excited to share how Experience AI, our AI literacy programme, is helping organisations around the world create these much-needed opportunities for young people.

    The value of a global network

    Experience AI was co-developed in 2022 by us and industry experts at Google DeepMind with a clear mission: to equip teachers with free, accessible, easy-to-use classroom resources that build AI literacy from the ground up. The programme offers a suite of materials to help students understand real-world applications of AI, the basics of machine learning, and the ethical considerations around these technologies.

    A picture of Philip Colligan delivering a talk.

    In 2023, we started building an international Experience AI network by collaborating with a group of our existing educational partners. We saw a huge amount of interest and received very positive feedback, and through our partnerships we reached an estimated one million young people. In late 2024, with support from Google.org, we tripled the size of our Experience AI partner network to 21, with new organisations joining from across Europe, the Middle East, and Africa. In this way, we aim to reach an additional 2.3 million young people by December 2026, helping them to gain the knowledge and skills to confidently engage with AI in an ever-changing world.

    Each partner in the Experience AI network is a unique educational organisation looking to create lasting social change. Through their local knowledge and networks, we can present Experience AI to educators and students in a way that is engaging and relevant for local communities. 

    A group of students participating in an Experience AI session.

    Partners help us to adapt and translate our resources, all while making sure that the core pedagogy and design principles of Experience AI are preserved. Just as importantly, these organisations train thousands of teachers on how to use the materials, providing educators with free support. With their work, they reach communities that otherwise may have never had the opportunity to learn about AI.

    We asked some of our partners to share their insights on the impact Experience AI is having on the teachers and young people in their communities.

    Building communities

    The Latvian Safer Internet Centre (LSIC), an initiative of our partner, the Latvian Internet Association (LIA), is dedicated to helping young people protect themselves online, and to preparing them for a fast-changing digital economy. As an Experience AI partner, they aim to train 850 teachers and support 43,000 students to build a strong foundation in AI literacy through the programme.

    “We hope to spark a cultural shift in how AI is […] taught in Latvian schools. Our goal is for AI literacy to become a natural part of digital competence education, not an optional extra.”

    A woman is delivering a presentation about Experience AI.

    Based in Riga, the team is travelling to 18 different regions across Latvia to bring in-person professional development to teachers, including those in rural communities far from major cities. By meeting teachers where they are, the LIA are creating invaluable networks for learning and support between communities. Through hands-on training, they are also supporting teachers to bring Experience AI into their own classroom, creating examples which are suited for their learners.

    “We chose an in-person training model because it fosters a more collaborative and engaging environment, especially for teachers who are new to AI. Many educators, particularly those who are less confident with digital tools, benefit from direct interaction, real-time discussions, and the chance to ask questions in a supportive setting.” 

    As an Experience AI partner, the Latvian Internet Association is not just delivering content but working to strengthen digital competency across the country and ensure that no teacher or student is left behind in Latvia’s AI journey. 

    One teacher shares: “The classroom training was truly valuable: it gave us the chance to exchange ideas and reflect on our diverse experiences. Hearing different perspectives was enriching, and I’m glad we’re shaping the future of our schools together.”

    “AI is for everyone”

    EdCamp Ukraine’s mission is to unite educators and help them to grow. Operating from their main base in Kharkiv, near the Eastern border and the frontline of the ongoing war in Ukraine, they see AI as both a tool for new technological breakthroughs and as something that can help build a fairer, more efficient, and resilient society.

    “We firmly believe AI should not only be an object of study — it must become a tool for amplifying human potential. AI should also not be a privilege, but a resource for everyone. We believe the Experience AI programme can truly transform education from the bottom up.”

    A man is delivering a presentation about Experience AI to a group of educators.

    Within their community of 50,000 teachers, EdCamp Ukraine ensures that every educator, regardless of their living conditions or where they work, can access high-quality, relevant, and accessible support. For the organisation, the ongoing situation in Ukraine means being flexible with planning, preparing for a range of different outcomes, and being ready to pivot delivery to different locations or to an online setting when needed. These same considerations apply to EdCamp Ukraine’s teacher community, who need to be ready to adapt their lessons for any scenario.

    “Recognising these war-related challenges helps us see the bigger picture and always have contingency plans in place. We think ahead and develop flexible scenarios.”

    Two educators looking at a laptop screen.

    This year, the team piloted Experience AI through their community of trainers, who, when they’re not training, are busy teaching in the classroom. Teacher Yuliia shared how her students valued the opportunity to be creators, rather than just users of technology:

    “One student, who is an active AI user, kept silent during the lesson. I thought he wasn’t interested, but during the reflection he shared a lot of positive feedback and expressed his gratitude. Other students said it was important that they weren’t just told about AI — they were using it, creating images, and working with apps.”

    A group of educators looking at a laptop screen.

    EdCamp Ukraine plans to roll out training for Ukrainian teachers this autumn, reaching 2,000 teachers and 40,000 young people by the end of next year. 

    More countries, more classrooms 

    Two new partners in Nigeria are about to join the Experience AI network, and there are many more organisations in more countries coming soon. As our partner network continues to grow, we are excited to reach more communities and give more young people around the world the chance to build AI literacy skills and knowledge. 

    You can find out more about Experience AI on the website. If your organisation is interested in partnering with us to deliver Experience AI, please register your interest and we will let you know about opportunities to work with us.

    Website: LINK