About the course
A fascinating immersion into the world of game development and the first steps towards mastering a highly-demanded profession
1 academic year
10 – 11 years old
Groups of 12 children offline
Groups of 6 students online
10 – 11 years old
Groups of 12 children offline
Groups of 6 students online
Once a week
90 minutes
Weekdays or weekends
90 minutes
Weekdays or weekends
During the course, children will learn all basic tools for game development in Roblox Studio and learn the basics of the Lua scripting language
Children decide themselves what game and characters they will create. Teachers will always help with their ideas implementation
During Algorithmics' classes kids will learn creativity and critical thinking as well as develop presentation and teamwork skills
What will a child learn in a programming course:
Program puzzles and logic tasks
Develop game story lines and understand different game strategies
Design different types of players
Develop game story lines and understand different game strategies
Design different types of players
Create their own games on the Roblox Studio platform and write scripts in Lua
Promote their game on the Roblox platform and attract new players
Promote their game on the Roblox platform and attract new players
Fill out an application and very soon one of our specialists will contact you
Subject plan
Module 1. Introduction
Topics
- Linear algorithm - Scratch interface
- Loops
- Starting arrangements
- Planning
- Events
Educational outcomes
- The students compose linear and loop algorithms, including a few programs that start from different events.
- They orient themselves with the platform and Scratch interface
- They understand the principles of an iterative approach to program development.
- The changing parameters are set at the beginning of the program.
Settings:
- mistakes are normal;
- routine processes can be automated;
- any difficult task can be solved by breaking it into a few simple tasks.
Contents
- tasks on the platform, mini-projects in Scratch, and tasks in the workbook to learn the material;
- an interactive project in which elements change their appearance when the program is run by pressing a key or clicking on a character (sprite).
Module 2. Navigating the space
Topics
- Coordinates and the coordinate plane
- Turns in a certain direction
- Turns at a number of degrees
- Messages
Educational outcomes
- The students solve tasks using the iterative approach.
- They understand the principles of program testing and error correction
- They determine and set the position of an object in the space.
- They program the interaction of objects and transitions between stages using messages.
- With other students, they discuss and develop multiple options for solving the same task.
Settings:
- a difficult task can be solved by breaking it into a few simple tasks;
- I can create cartoons;
- I'm interested in studying the world in which I live.
Contents
- tasks on the platform, mini-projects in Scratch, and tasks in the workbook to learn the material;
- a cartoon in which animation is implemented with an appearance change and movement and interaction of objects.
Module 3. Making a game
Topics
- Conditions and operator selection
Procedures
- Controlling characters
- Testing and feedback during project development
Educational outcomes
- Students develop programs iteratively.
- When compiling the program, they test it and correct errors.
- They plan the game, highlighting elements of the game and determining the sequence of actions to implement it.
- They set the rules of the game and control the characters.
- They organize the code using sub-programs.
- They give each other feedback from the user's point of view.
- They present their projects
Settings:
- a difficult task can be solved by breaking it into a few simple tasks.
Contents
- tasks on the platform, mini-projects in Scratch, and tasks in the workbook to learn the material;
- a game in which rule checking is implemented and there are winning and losing situations.
Module 4. Logic
Topics
- Logical operators: AND, OR, NOT
- Loop with a condition
- Random numbers
- Ranges and coordinate areas
Educational outcomes
- The students set the stage area for the appearance or movement of an object.
- They analyze the task, offer a few solutions, and set conditions in the best possible way to solve the task.
- Make a plan, dividing the task into subtasks.
- They take responsibility and understand their impact on the overall result.
- They test the project and modify it taking into account feedback.
Settings:
- optimally formulated conditions make code easy to read and use;
- a task can have several correct answers;
- There are many ways to use existing knowledge
Contents
- tasks on the platform, mini-projects in Scratch, and tasks in the workbook to learn the material;
- a game created by a group in which there are several levels or parts
Module 5. Variables
Topics
- Variables
- Data types
- Score
- Procedures with parameters
Educational outcomes
- The students come up with complex rules of the game, winning situations, and conditions for the characters.
- They create and call variables to store information in.
- They apply different operations to different types of data (numbers, strings, logical expressions)
- They choose the best way to solve the task and implement it.
- They write code that is understandable to other people.
- They evaluate the projects of other students according to the criteria and give feedback.
- Independently plan and implement their projects.
Contents
- tasks on the platform, mini-projects in Scratch, and tasks in the workbook to learn the material;
- individual projects using the programming tools covered.
Topics
- Linear algorithm - Scratch interface
- Loops
- Starting arrangements
- Planning
- Events
Educational outcomes
- The students compose linear and loop algorithms, including a few programs that start from different events.
- They orient themselves with the platform and Scratch interface
- They understand the principles of an iterative approach to program development.
- The changing parameters are set at the beginning of the program.
Settings:
- mistakes are normal;
- routine processes can be automated;
- any difficult task can be solved by breaking it into a few simple tasks.
Contents
- tasks on the platform, mini-projects in Scratch, and tasks in the workbook to learn the material;
- an interactive project in which elements change their appearance when the program is run by pressing a key or clicking on a character (sprite).
Module 2. Navigating the space
Topics
- Coordinates and the coordinate plane
- Turns in a certain direction
- Turns at a number of degrees
- Messages
Educational outcomes
- The students solve tasks using the iterative approach.
- They understand the principles of program testing and error correction
- They determine and set the position of an object in the space.
- They program the interaction of objects and transitions between stages using messages.
- With other students, they discuss and develop multiple options for solving the same task.
Settings:
- a difficult task can be solved by breaking it into a few simple tasks;
- I can create cartoons;
- I'm interested in studying the world in which I live.
Contents
- tasks on the platform, mini-projects in Scratch, and tasks in the workbook to learn the material;
- a cartoon in which animation is implemented with an appearance change and movement and interaction of objects.
Module 3. Making a game
Topics
- Conditions and operator selection
Procedures
- Controlling characters
- Testing and feedback during project development
Educational outcomes
- Students develop programs iteratively.
- When compiling the program, they test it and correct errors.
- They plan the game, highlighting elements of the game and determining the sequence of actions to implement it.
- They set the rules of the game and control the characters.
- They organize the code using sub-programs.
- They give each other feedback from the user's point of view.
- They present their projects
Settings:
- a difficult task can be solved by breaking it into a few simple tasks.
Contents
- tasks on the platform, mini-projects in Scratch, and tasks in the workbook to learn the material;
- a game in which rule checking is implemented and there are winning and losing situations.
Module 4. Logic
Topics
- Logical operators: AND, OR, NOT
- Loop with a condition
- Random numbers
- Ranges and coordinate areas
Educational outcomes
- The students set the stage area for the appearance or movement of an object.
- They analyze the task, offer a few solutions, and set conditions in the best possible way to solve the task.
- Make a plan, dividing the task into subtasks.
- They take responsibility and understand their impact on the overall result.
- They test the project and modify it taking into account feedback.
Settings:
- optimally formulated conditions make code easy to read and use;
- a task can have several correct answers;
- There are many ways to use existing knowledge
Contents
- tasks on the platform, mini-projects in Scratch, and tasks in the workbook to learn the material;
- a game created by a group in which there are several levels or parts
Module 5. Variables
Topics
- Variables
- Data types
- Score
- Procedures with parameters
Educational outcomes
- The students come up with complex rules of the game, winning situations, and conditions for the characters.
- They create and call variables to store information in.
- They apply different operations to different types of data (numbers, strings, logical expressions)
- They choose the best way to solve the task and implement it.
- They write code that is understandable to other people.
- They evaluate the projects of other students according to the criteria and give feedback.
- Independently plan and implement their projects.
Contents
- tasks on the platform, mini-projects in Scratch, and tasks in the workbook to learn the material;
- individual projects using the programming tools covered.
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