Make It Happen Club

About

Make It Happen Club (SCIO) is a charity with the aim to inspire childrens digital learning! We run an innovative and exciting App Design competition for entire Primary Schools across Scotland. Here is our story...

2018

Our Humble Beginnings

An idea to inspire childrens digital learning started with 4 schools in the Glasgow area reaching 2000 children with our Space Unicorn Maths.
March 2019

10,000 children and counting!

Our volunteers took Make It Happen to 16 schools and 10,000 pupils! Using our low tech paper competition entries and Thunkable to build winning apps with the pupils inspired us as much as the children!
April 2019

1,500+ app installs around the world!

Our winning apps have been installed across the Globe from China to the USA to the Republic of Congo to Argentina and Vietnam!
April 25th 2019

A Charity is Born

Make It Happen Club registered as a charity SCIO SC049247! Our aim ... to Inspire Childrens Digital Learning!
September 14th 2019

Insp-Hire!

Running Make It Happen workshops as part of this event for children aged 4-14 and their parents.
Be Part
Of Our
Story!

Contact Us

We would love you to take part too - Contact us by email or on twitter

Teaching

Teachers have so many demands on their time, here are some curated suggestions and resources differentiated by stage and fully linked to the Curriculum for Excellence.

Digital Skills Planner - Early Level

Early level ready made digital skills planner fully linked to the Curriculum for Excellence with suggestions and resources.

Digital Skills Planner - First Level

First level ready made digital skills planner fully linked to the Curriculum for Excellence with suggestions and resources.

Digital Skills Planner - Second Level

Second level ready made digital skills planner fully linked to the Curriculum for Excellence with suggestions and resources.

Primary Coding Progression

Skills, Resources and Suggestions for Coding Progression from Primary 1 to 7 split by year group.

You Can Make It Happen

A Complete Guide to help you run the Make It Happen app design competition at your local school or club.

InspHire - Make It Happen

All our Make It Happen resources for the InspHire event!

Our Winners 2019

Every Make It Happen winner!

CS Beats Maker

Saint Josephs, Clarkston

History Timeline Quiz

Saint Clares, Newton Mearns

The Tune

Saint Mirins, Kings Park

Jokes for Punctuation

Saint Cadocs, East Renfrewshire

Piano Word

Saint Convals, Shawlands

Port Francais

Saint Michaels, Port Glasgow

Munchie Maths

Craigmarloch, Port Glasgow

Word Join

Carolside, Clarkston

Go Get Dressed

Saint Thomas, Neilston

Bee Appy

Onthank Primary, Kilmarnock

Answer to Win

Kirkton Primary, Carluke

Around the World in French

Burnside Primary, Burnside

Gator Grammar

Saint John The Baptist, Uddingston

Get Inspired

A collection of our favourite sites and resources to enable everyone to Make It Happen in the classroom or at home.

Hour of Code

One-hour tutorials in over 45 languages. No experience needed. Ages 4 to 104.

hourofcode.com

Code Club

A global network of free coding clubs for 9–13 year olds.

codeclub.org

Thunkable

Thunkable is the platform where anyone can build their own mobile apps. Available for iOS and Android.

thunkable.com

Teach Computing Science

A Guide for Primary and Early Years Practitioners

teachcs.scot

Cyber Skills Lesson

An amazing collection of free interactive cyber skills lessons that get kids excited and engaged!

cyberskillslesson.com

Scratch

With Scratch, you can program your own interactive stories, games, and animations — and share your creations with others in the online community.

scratch.mit.edu

CoSpaces Edu

Make AR and VR in the classroom!

cospaces.io/edu

micro:bit

Power your imagination with code.

micro:bit

Lego Mindstorms

Learn to program lego robots!

lego/mindstorms

Google Education

A rich set of products, resources and tools for Education from Google.

edu.google.com

Microsoft Education

A rich set of products, resources and tools for Education from Microsoft.

www.microsoft.com/en-gb/education

Apple Education

A rich set of products, resources and tools for Education from Apple.

www.apple.com/uk/education/

Our Amazing Team

Alan Torrance

Space Unicorn

Gillian McLennan

Glittery Unicorn

Frances Quinn

Magical Unicorn

Aidan Martin

Sparky Unicorn

Laura Torrance

Rainbow Unicorn

Kirsty Martin

Starlight Unicorn

Contact Us

We are always looking to inspire schools, teachers and volunteers.

Get in touch

Digital Skills Planner

Early Level

Created and curated by the amazing Digital Literacy Working Party in Saint Josephs, Clarkston.

Download Word

Searching, processing and managing information responsibly

Experiences and Outcomes

Education Scotland Progression Framework

Skills

I can use digital technologies  to explore how to search and  find information.
TCH 0-02a

Learners have the knowledge and understanding to use digital technologies and software to collect data, communicate, create, capture and manipulate sounds, texts and images to represent experiences.

Can use appropriate digital technology (e.g. tablets, iPads and apps) to capture and combine images, sounds and video.
Can present and share their learning using age-appropriate tools (e.g. mobile apps)
Using digital technology to collect simple data and display results in pictorial form.

Suggested Resources
Age appropriate devices including tablets, iPads and apps for media capture, editing and presentation.
Digital cameras
Find the Letter - Learners have 30 seconds to match the letter on the display with the letter on the keyboard. This could be used as an effective warm-up activity. www.freewebs.com/weddell/findtheletter.html
Doorway Typing doorwayonline.org.uk/texttype2.html
The touch typing tutor
Comic Life - A great tool for making comic strips.
Wordle - www.wordle.net/
Microsoft Word
Shape Collage - Application that allows you to use photographs and digital images to create shapes and text for display purposes
ABC Paint - www.abcya.com/abcya_paint.htm A web based application which allows users to learn basic skills in creating a digital picture. All basic drawing features are available. The learner can save the picture and edit the picture. The application does not allow users to open saved images.
Simple Animation Maker-http://www.abcya.com/animate.htm - This application allows you to build simple backgrounds and objects in a frame to quickly create an animation

Using digital products and services in a variety of contexts to achieve a purposeful outcome

Experiences and Outcomes

Education Scotland Progression Framework

Skills

I can explore digital technologies and use what I learn to solve problems and share ideas and thoughts.
TCH 0-01a

Learners have the knowledge and understanding to use digital technologies and software to collect data, communicate, create, capture and manipulate sounds, texts and images to represent experiences.

Can use appropriate digital technology (e.g. tablets, iPads and apps) to capture and combine images, sounds and video.
Can present and share their learning using age-appropriate tools (e.g. mobile apps)
Using digital technology to collect simple data and display results in pictorial form.

Suggested Resources
Age appropriate devices including tablets, iPads and apps for media capture, editing and presentation.
Digital cameras
Collecting
Sort Shapes http://www.primaryresources.co.uk/online/simpleshapesort.swf This is a simple online sorting activity based upon the number of sides a shape has.
Pictograph http://primaryschoolict.com/pictograph/ An easy-to-use program for learners to create pictographs using predefined tables or blank formats. (Note: This website uses the American spelling of favourite).
Analysing
Catch and Count www.toytheater.com/fishing.php Children click on the hook to catch fish in each colour. They then need to count how many they caught in order for graph to be completed. Need counting skills to 9.

Cyber Resilience and Internet Safety

Experiences and Outcomes

Education Scotland Progression Framework

Skills

I can explore, play and communicate using digital technologies safely and securely.
TCH 0-03a

Learners have the knowledge and understanding to demonstrate online safety skills and can begin to make informed choices when using online technology. Learners can begin to demonstrate an understanding for the need for passwords and pin codes on devices (tablets, smartphones and computers)

Show a basic awareness of how to stay safe when using the internet.
Knows to tell an adult if they see something inappropriate when online.
Knows not to search the Internet for inappropriate words or phrases.
Has a basic understanding of why devices can have passwords and pin codes.

Suggested Resources
CBBC
Kidsmart
Campus Cop – presentation (Based in Williamwood HS)
Online Communication Safety www.thinkuknow.co.uk/5_7/hectorsworld/ Cartoon clips with information about e-communication: Hector’s World, and Lee and Kim for 5-7s
Safe use of e-communication www.getsafeonline.org/safeguarding-children/ A good source of advice for teachers and carers.
Using online resources safely www.kidsmart.org.uk/teachers/ks1/sources/projet/The-Adventures-of-Smartie-the-Penguin.pdf A story to help young children make good choices about when to ask for help.

Understanding the world through computational thinking

Experiences and Outcomes

Education Scotland Progression Framework

Skills

I can explore computational thinking processes involved in a variety of everyday tasks and can identify patterns in objects or information
TCH 0-13a

Learners have the knowledge and understanding that allows them to comment on the processes involved in a variety of everyday tasks and can recount and sequence main events and identify patterns (similarities and differences)

Can describe a variety of everyday processes, placing a number of steps in the correct sequence (algorithm).
Can identify and describe repeated patterns (e.g. repeated shape/size/colour patterns, basic number patterns etc)
Can compare at least two basic repeated patterns and can describe the features.

Suggested Resources
Materials for creating repeated pattern. E.g. counting beads, numeral cards, number lines etc.
Dash & Dot (programmable workshop)
‘Go’ iPad app
Scratch Kids/Juniors

Kodable
Robotics 1 – Introduction
(K-2nd Grade)
https://dashboard.kodable.com/#/curriculum/lesson/24/79/
Sequence 1: Introduction (K-5th grade)
https://dashboard.kodable.com/#/curriculum/lesson/1/2/
Sequence 2: Algorithms (K-2nd Grade) https://dashboard.kodable.com/#/curriculum/lesson/1/31/
If Flash, then Clap
(K-2nd Grade)
https://dashboard.kodable.com/#/curriculum/lesson/28/97/
Pizza Party (Pre-reader)
(K-1st Grade)
https://dashboard.kodable.com/#/curriculum/lesson/26/102/
Maze Maker Challenges
(K-5th Grade)
https://dashboard.kodable.com/#/curriculum/lesson/30/103/
Hour of Code: Beginner (Kindergarten)
https://dashboard.kodable.com/#/curriculum/lesson/19/58/
Hour of Code: ELA Integration
(Kindergarten)
https://dashboard.kodable.com/#/curriculum/lesson/22/65/
Hour of Code: Advanced (Kindergarten)
https://dashboard.kodable.com/#/curriculum/lesson/20/66/

Coding Explained by Child-Friendly Video Clips www.bbc.co.uk/education/topics/zs7s4wx
Mouse Control www.doorwayonline.org.uk/movingtargets.html This website encourages learners to develop mouse control skills. Learners should control the mouse in order to click on still and moving objects.
Arrow Key Control www.iboard.co.uk/teacher/jlisaw8/2 Five games to develop skills in controlling a character/object using arrow keys. The objectives for each game encourage children to plan their route. These games also introduce children to language such as compass points, quarter and half turn and diagonal.
Beebot in the Early Years http://elresources.skola.edu.mt/wp-content/uploads/2010/06/doc_669_2468_beebotguideA4v2.pdf “ICT Learning Innovation Centre’s Guide to using Bee-Bots in the Early Phase”

Understanding and analysing computer technology

Experiences and Outcomes

Education Scotland Progression Framework

Skills

I understand that sequences of instructions are used to control computing technology.
TCH 0-14a

I can experiment with and identify uses of a range of computing technology in the world around me.
TCH 0-14b

Learners explore and can identify common uses of computing science in the world around them.

Identifies computer technology at home, at school and in the wider world.
Can describe and demonstrate some uses of digital technology in their surroundings.
Knows that computers are used to communicate.

Suggested Resources
BBC Bitesize
Nina and the Neurons https://www.bbc.co.uk/cbeebies/shows/nina-and-the-neurons
Computing in the National Curriculum in England http://www.computingatschool.org.uk/data/uploads/CASPrimaryComputing.pdf
Computing Science resources available in the National Technologies Community on Glow

Designing, building and testing computing solutions

Experiences and Outcomes

Education Scotland Progression Framework

Skills

I can develop a sequence of instructions and run them using programmable devices or equivalent
TCH 0-15a

Learners have the knowledge and understanding to explore a range of algorithms/instructions running them using programmable devices and/or computers

Can follow a set of instructions for everyday tasks.
Can sequence a small number of instructions for completing a task.
Can program a remote control device (forward, back, left and right) to move from A to B. Is able to describe the journey.
Knows that an algorithm is a set of instructions.

Suggested Resources
Computing Science Resources and guidance available from Barefoot Computing https://barefootcas.org.uk/activities/
Quickstart Computing http://primary.quickstartcomputing.org , BBC and the National Technologies Community on Glow.
Beebot, Blue Bot
Kodable – See above
Hour of Code - https://code.org/learn
Code Combat https://codecombat.com/play

Digital Skills Planner

First Level

Created and curated by the amazing Digital Literacy Working Party in Saint Josephs, Clarkston.

Download Word

Searching, processing and managing information responsibly

Experiences and Outcomes

Education Scotland Progression Framework

Skills

Using digital technologies responsibly I can access, retrieve and use information to support, enrich or extend learning  in different contexts.
TCH 1-02a

Learners have knowledge and understanding to use a range of digital technologies and software effectively to collect, analyse, organise, retrieve, evaluate and present data and information.

Can use appropriate digital technology (e.g. tablets, iPads and apps) to capture and combine images, sounds and animation/video.
With some support, presents and shares learning creatively using age appropriate digital tools (e.g. apps and software applications)
Can use digital technology for handling and presenting data (e.g. graphs, charts, forms and simple databases)

Suggested Resources
Digital devices including tablets, age appropriate apps and software for media capture, editing and presentation
Word Play
Linking in ICT to consolidate learning in on-going literacy work is always useful; learners typing their name when they arrive in class; manipulating CVC words in Wordle; adding High Frequency / Topic words into a Word document and editing etc.
Interactive Games There are a huge number of interactive typing games that are both fun and appropriate at Early level. It is a good idea to find a ‘breadth’ of resources within this area for use in the classroom. Some further ideas to get you started; http://games.sense-lang.org/ http://www.abcya.com/kids_typing_games.htm http://www.freetypinggame.net/play.asp
Doorway Typing http://doorwayonline.org.uk/texttype2.html This resource teaches how to touch type
Dancemat Typing www.bbc.co.uk/schools/typing/levels/level1.shtml Keyboard typing training with a clear progression of skills.
Comic Life A great tool for making comic strips.
Wordle www.wordle.net/ Learners can add word lists, Wordle then generates a visual display with them.
Microsoft Publisher
Microsoft Word
Shape Collage
Application that allows you to use photographs and digital images to create shapes and text for display purposes
ABC Paint www.abcya.com/abcya_paint.htm A web based application which allows users to learn basic skills in creating a digital picture. The learner can save the picture and edit the picture.
PowToon http://www.powtoon.com/ Powtoon is a free online animated presentation tool
Microsoft Office 365 Onenote
Incompetech Royalty Free Music http://incompetech.com/music/royalty-free/ Royalty free music. A great resource to find backing tracks to animations or mini-movies.
SoundBible- Free Sound FX http://soundbible.com/free-sound-effects-1.html Sound effects for everyone. Great for spicing up animations or mini-movies.
Canva- Poster Creation Tool www.canva.com/ A free online tool for creating mini-posters from a range of templates.
Mindomo www.mindomo.com Mindomo is an online mind mapping tool
Voki Character Animation www.voki.com/create.php This application allows you to make a character speak.
http://www.prezi.com/

Using digital products and services in a variety of contexts to achieve a purposeful outcome

Experiences and Outcomes

Education Scotland Progression Framework

Skills

I can explore and experiment with digital technologies and  can use what I learn to support and enhance my learning  in different contexts.
TCH 1-01a

Learners have knowledge and understanding to use a range of digital technologies and software effectively to collect, analyse, organise, retrieve, evaluate and present data and information.

Can use appropriate digital technology (e.g. tablets, iPads and apps) to capture and combine images, sounds and animation/video.
With some support, presents and shares learning creatively using age appropriate digital tools (e.g. apps and software applications)
Can use digital technology for handling and presenting data (e.g. graphs, charts, forms and simple databases)

Suggested Resources
Digital devices including tablets, age appropriate apps and software for media capture, editing and presentation
Collecting
Organising Data www.bbc.co.uk/schools/teachers/ks1_lessonplans/maths/organising_data.shtml
Create A Graph http://nces.ed.gov/nceskids/graphing/classic/ This website allows learners to input data into the computer for it to be displayed in Area, Bar, Line and Pie charts and graphs. The created graphs can then be printed and analysed.
Analysing
Data Handling http://topicbox.net/mathematics/data_handling/ A great range of resources for creating and interpreting different graph types.
The Garden Data Sheet http://home.freeuk.net/elloughton13/woods17.htm This webpage contains information that can be used to create your own database, graphs or charts.
Kids Biology.com Database www.kidsbiology.com/animals-for-children.php This example of a database can be used to provide experiences and discussions around databases.
Microsoft Word

Cyber Resilience and Internet Safety

Experiences and Outcomes

Education Scotland Progression Framework

Skills

I can extend my knowledge  of how to use digital technology  to communicate with others and  I am aware of ways to keep safe and secure.
TCH 1-03a

Learners have knowledge and understanding demonstrate safe and responsible use of a wide range of technologies. Including the internet and how to safely communicate with others. Learners begin to demonstrate an understanding for the need for strong passwords and keeping passwords safe.

At home and at school, learners demonstrate an understanding of what is, and what is not appropriate to search the Internet for.
When communicating with others online, they are kind and polite and do not share personal information.
Uses a small number of passwords and pin codes and understands the need for these.

Suggested Resources
CBBC
Kidsmart
NSPCC
Childnet
Simple Wikipedia
Campus Cop – presentation (Based in Williamwood HS)
Thinkuknow www.thinkuknow.co.uk/5_7/ This website contains many informative child friendly sections on electronic communication. Aimed at 5-7 yr olds.
Internet Safety For Kids www.thinkuknow.co.uk/8_10/cybercafe/Cyber-Cafe-Base/ This website contains many informative child friendly sections on electronic communication. Aimed at 8-10 year olds.
Adventures of Kara, Winston and the SMART crew www.childnet.com/resources/the-adventures-of-kara-winston-and-the-smart-crew Movies in sections about aspects of internet safety.
Digiduck’s Big Decision www.kidsmart.org.uk/teachers/ks1/sourcesDuck/index.htm Online story about the consequences of forwarding a photo that ridicules someone.
Cyberbullying www.digizen.org/resources/cyberbullying/interactive Online scenario and quizzes. Pupils make choices about appropriate online behaviour.
Caught in the Web www.bbc.co.uk/newsround/13908828 News round special programme all about staying safe on the internet. Voiced by David Tennant, it tells the story of Lost Princess, who gets into danger after meeting someone in a chat room. It also has lots of tips on how to be safe, and case studies of children with real-life experiences of how things can go wrong.
Keep Dodge safe online www.bbc.co.uk/cbbc/games/keep-dodge-safe-online A quiz to check your knowledge about staying safe online.
Who do you share your details with www.bbc.co.uk/cbbc/clips/p014pfyk
The News Kids On The Block (aka Ore, Joe and Ricky) sing about how to stay safe online.

Understanding the world through computational thinking

Experiences and Outcomes

Education Scotland Progression Framework

Skills

I can explore and comment on processes in the world around me making use of core computational thinking concepts and can organise information in a logical way
TCH 1-13a

Learners have knowledge and understanding that allows them to collaborate to create solutions by breaking down an everyday task into more manageable steps; identifying key information, construct rules based on patterns and create precise instructions and/or diagrams.

Is able to create a precise set of instructions or rules (algorithm) to follow to perform a task. This may include diagrams.
Through collaboration, can explore ad create digital and unplugged solutions to everyday problems.
Can simplify problems by breaking them down into smaller parts.
Is able to compare sequences, rules and instructions. They identify similarities and differences and make predictions.

Suggested Resources
Hour of Code - https://code.org/learn
Code Combat https://codecombat.com/play
Daisy the Dinosaur for iPad
Scratch Kids/Juniors
Microbits
Beebots, Blue Bots
iPad apps

Kodable –
Maze Maker Challenges (K-5th Grade) https://dashboard.kodable.com/#/curriculum/lesson/30/103/
Conditions 1: Introduction (K-5th Grade)
https://dashboard.kodable.com/#/curriculum/lesson/2/4/
Conditions 2: Conditional Statements (K-2nd Grade)
https://dashboard.kodable.com/#/curriculum/lesson/2/5/
Hour of Code: Beginner (1st Grade)
https://dashboard.kodable.com/#/curriculum/lesson/19/59/
Hour of Code: Advanced (1st Grade)
https://dashboard.kodable.com/#/curriculum/lesson/20/67/
Hour of Code: ELA Integration
(1st Grade)
https://dashboard.kodable.com/#/curriculum/lesson/22/72/
Maze Maker Challenges
(K-5th Grade)
https://dashboard.kodable.com/#/curriculum/lesson/30/103/
Loops 1: Introduction (1st-5th Grade)
https://dashboard.kodable.com/#/curriculum/lesson/3/8/
Hour of Code: Beginner (2nd Grade)
https://dashboard.kodable.com/#/curriculum/lesson/19/60/
Hour of Code: Advanced (2nd Grade)
https://dashboard.kodable.com/#/curriculum/lesson/20/68/
Hour of Code: ELA Integration
(2nd Grade)
https://dashboard.kodable.com/#/curriculum/lesson/22/73/
Women in Tech (3rd-5th Grade)
https://dashboard.kodable.com/#/curriculum/lesson/29/105/
Functions 1: Introduction (2nd-5th Grade)
https://dashboard.kodable.com/#/curriculum/lesson/4/12/
String Variables 1: Introduction (3rd-5th Grade)
https://dashboard.kodable.com/#/curriculum/lesson/5/16/
Maze Maker Challenges
(K-5th Grade)
https://dashboard.kodable.com/#/curriculum/lesson/30/103/
Choose Your Own Adventure (3rd-5th Grade)
https://dashboard.kodable.com/#/curriculum/lesson/31/104/

Understanding and analysing computer technology

Experiences and Outcomes

Education Scotland Progression Framework

Skills

I understand the instructions of a visual programming language and can predict the outcome of a program written using the language.
TCH 1-14a

I understand how computers process information.
TCH 1-14b

Learners explore uses of Computing Science in the world around them and have the knowledge and understanding that allows them to identify the main features of digital technology, including key components and uses of computers, programs and the Internet.

Is able to create a precise set of instructions or rules (algorithm) to follow to perform a task. This may include diagrams.
Through collaboration, can explore and create digital and unplugged solutions to everyday problems.
Can simplify problems by breaking them down into smaller parts.
Is able to compare sequences, rules and instructions. They identify similarities and differences and make predictions.

Suggested Resources
BBC Bitesize
Quickstart Computing http://primary.quickstartcomputing.org
Computing Science Unplugged http://csunplugged.org/activities/
Computing in the National Curriculum in England http://www.computingatschool.org.uk/data/uploads/CASPrimaryComputing.pdf
Computing Science resources available in the National Technologies Community on Glow

Designing, building and testing computing solutions

Experiences and Outcomes

Education Scotland Progression Framework

Skills

I can demonstrate a range of basic problem solving skills  by building simple programs to carry out a given task, using an appropriate language. TCH 1-15a

Learners have the knowledge and understanding that allows them to demonstrate a range of basic problem solving skills, creating and improving simple algorithms using programming languages and programmable devices.

Understands that a computer program is a set of precise instructions (an algorithm)
Understands that algorithms can be executed by computer programs.
Can follow and write a set of simple instructions (digital and non-digital) consisting of simple sequences, repetition and selection.
Using logical reasoning to predict the behaviour of simple programs.
Is beginning to consider computational thinking concepts in a digital context.

Suggested Resources
Computing Science Resources and guidance available from Barefoot Computing https://barefootcas.org.uk/activities/
Quickstart Computing http://primary.quickstartcomputing.org , BBC and the National Technologies Community on Glow.
Kodable – See above
Daisy the Dinosaur app for iPad
Beebot, Blue Bot, Dash & Dot, iPad apps
Hour of Code - https://code.org/learn
Code Combat https://codecombat.com/play

Digital Skills Planner

Second Level

Created and curated by the amazing Digital Literacy Working Party in Saint Josephs, Clarkston.

Download Word

Searching, processing and managing information responsibly

Experiences and Outcomes

Education Scotland Progression Framework

Skills

I can use digital technologies to search, access and retrieve information and are aware that not all of this information will be credible.
TCH 2-02a

Learners have the knowledge and understanding to use a range of digital technologies and software to develop skills in creating multimedia, capturing and manipulating sounds, text and images in a variety of ways and contexts. Learners have the knowledge and understanding to collect, analyse and present data and information.

Can use a range of devices, applications and software to capture/create media and modify images, sound and video
Is able to use age appropriate digital tools (e.g. tablet apps and software applications) independently to share, present and communicate their learning creatively.
Is able to store, share, evidence profile learning electronically using an online cloud based service.
With some support, can collect and analyse data from multiple devices/applications and combine these to create a publication, presentation of information resource.

Suggested Resources
● GCC based projects (Determined to Animate, Determined to Make Movies) Serif software
● Doorway Typing http://doorwayonline.org.uk/texttype2.html This resource teaches how to touch type
● Dancemat Typing www.bbc.co.uk/schools/typing/levels/level1.shtml Keyboard typing training with a clear progression of skills. This can be an effective warm-up activity to compliment other ICT experiences.
● Tagxedo www.tagxedo.com/ Tagxedo takes Wordle a step further, allowing users to shape their word clouds. Users can upload their own picture or photo to design.
● Comic Life A great tool for making comic strips.
● Microsoft Publisher
● Microsoft Word
● Pixlr http://www.pixlr.com/ A web based application for editing digital images. There are three levels of complexity and learners can have opportunities to explore the different functions. The easiest setting is suitable for second level.
● Shape Collage It teaches learners how images can be used to make interesting graphics.
● Incompetech Royalty Free Music http://incompetech.com/music/royalty-free/ A great resource to find backing tracks to animations or mini-movies.
● SoundBible- Free Sound FX http://soundbible.com/free-sound-effects-1.html Great for spicing up animations or mini-movies.
● Digital devices (i.e. tablets, laptops, computers, cameras, microphones) and applications for media capture and editing
● Microsoft Office, GLOW (office tools)
● One drive
● Google Drive
● Google Sites

Using digital products and services in a variety of contexts to achieve a purposeful outcome

Experiences and Outcomes

Education Scotland Progression Framework

Skills

I can extend and enhance my knowledge of digital technologies to collect, analyse ideas, relevant information and organise these in an appropriate way.
TCH 2-01a

Can use a range of devices, applications and software to capture/create media and modify images, sound and video.
Is able to use age appropriate digital tools (e.g. tablet apps and software applications) independently to share, present and communicate their learning creatively.
Is able to store, share, evidence profile learning electronically using an online cloud based service.
With some support, can collect and analyse data from multiple devices/applications and combine these to create a publication, presentation of information resource.

Suggested Resources
● Digital devices (i.e. tablets, laptops, computers, cameras, microphones) and applications for media capture and editing
● Microsoft Office, GLOW (office tools)
● GCC based projects (Determined to Animate, Determined to Make Movies) Serif software
● Collecting
● Create A Graph www.nces.ed.gov/nceskids/createagraph/default.aspx Allows learners to create a range of graphs and charts using easy to follow steps.
● Survey Monkey www.surveymonkey.com/mp/education-surveys/ This resource allows you to create a set of questions for a class survey. It then has the ability to analyse and display the data for you to interpret. Users need to register (free) before using
● Maths is Fun www.mathsisfun.com/data/data-graph.php This website allows users to input data into a table, then quickly change to graphs or charts.
● Microsoft word
● Microsoft Excel
● Analysing Topmarks Data Handling: www.topmarks.co.uk/interactive.aspx?cat=28 A fantastic range of resources to support learning on graphs and charts.
● Interpreting Data www.bbc.co.uk/bitesize/ks2/maths/data/interpreting_data/read/1/ Step by step guidance on reading and understanding data from different sources.
● Spreadsheet Game www.what2learn.com/spreadsheet-game-ks3/ An interactive ‘snakes and ladders game’ with questions based on knowledge of how to use Excel.
● Lunar Theme Park www.teachingideas.co.uk/maths/files/lunarthemepark.pdf
● A problem solving task that requires children to apply their skills and knowledge of analysing data.

Cyber Resilience and Internet Safety

Experiences and Outcomes

Education Scotland Progression Framework

Skills

I can explore online communities demonstrating an understanding of responsible digital behaviour and I’m aware of how to keep myself safe and secure.
TCH 2-03a

Learners have the knowledge and understanding to demonstrate an awareness of the safety issues of giving away personal information online and can identify the differences between private and personal details that can identify them uniquely. Learners know how to report cyber bullying. Learners have developed strategies to make a strong password and keep it safe

Can use a range of devices to search the Internet responsibly. Knows that certain words and phrases may generate inappropriate content.
Understands the importance of not sharing personal information online.
Has some knowledge about preventing personal date (i.e. telephone number, bank details, Internet search history) being shared online.
Manages their own passwords and pins for devices and a range of digital tools and services.
Learners know to report cyber bullying to their parents/carers and school and re aware of services available to them. E.g. CEOP, ChildLine etc

Suggested Resources
● CBBC
● Kidsmart
● NSPCC
● Childnet
● Simple Wikipedia
● Campus Cop – presentation (Based in Williamwood HS)
● Safety in the Park – P7 trip
● google Sites - teaching points
● Wild Web Woods www.wildwebwoods.org/popup.php?lang=en
● In order to get to e-city, you need to collect info, security, privacy and awareness tokens to reach the target.
● Who’s Ya Buddy? www.thinkuknow.co.uk/8_10/control/Whos-Ya- Buddy/ Instant messaging explained in a child friendly context.
● Thinkuknow Cybercafe www.thinkuknow.co.uk/8_10/cybercafe/Cyber-Cafe- Base/ This website contains many informative child friendly sections on electronic communication. Aimed at 8-10 year olds.
● Safe or unsafe? Email game www.thinkuknow.co.uk/8_10/Games/EmailQuiz/ A quiz to practise the safe use of email.
● First to a Million www.thinkuknow.co.uk/11_13/ Ever posted something you regret? Find out how to get help when things go too far. You choose what happens in this interactive film! Content 11+.
● Let’s fight it together http://old.digizen.org/cyberbullying/fullfilm.aspx Excellent video vividly portraying effect of cyberbullying. Includes short interviews with all the characters involved.
● Netiquette www.tes.co.uk/Download.aspx?storycode=6071671&type=X&id=6118393 Pupils can produce a netiquette leaflet/Do & don’t sheet

Understanding the world through computational thinking

Experiences and Outcomes

Education Scotland Progression Framework

Skills

I understand the operation of a process and its outcome. I can structure related items of information.
TCH 2-13a

Learners have the knowledge and understanding to be able to analyse increasingly more complex problems, create and/or remix possible solutions using computational thinking techniques to justify, debug and evaluate its efficiency.

Knows, understands and applies key computational thinking concepts and approaches to solve problems: Logic, algorithms, decomposition, patterns, abstraction, evaluation.
Demonstrates an awareness of computational thinking approaches: Tinkering, creating, debugging, persevering and collaborating.
Is able to use a flow-chart and pseudo code to represent digital solutions.

Suggested Resources
● Hour of Code - https://code.org/learn
● Code Combat https://codecombat.com/play
● Hopscotch for iPad
● Programmable robots E.g. sphero, BB-8, Dash & Dot
● iPad apps
Kodable IntegerVariables1:Introduction(4th-5htGrade)
https://dashboard.kodable.com/#/curriculum/lesson/6/19/
ArrayVariables:Introduction(4th-5thGrade) https://dashboard.kodable.com/#/curriculum/lesson/7/22/ Properties1:Introduction(5thGrade)https://dashboard.kodable.com/#/curriculum/lesson/10/28/ PizzaParty(4th-5thGrade)
https://dashboard.kodable.com/#/curriculum/lesson/26/90/
HourofCode:Beginner(4thGrade)
https://dashboard.kodable.com/#/curriculum/lesson/19/62/
HourofCode:Advanced(4thGrade)
https://dashboard.kodable.com/#/curriculum/lesson/20/70/ HourofCode:Advanced(4th–5thGrade)
https://dashboard.kodable.com/#/curriculum/lesson/20/71/
HourofCode:ELAIntegration(4thGrade) https://dashboard.kodable.com/#/curriculum/lesson/22/75/
Assessment – OOP1: Concept Review https://dashboard.kodable.com/#/curriculum/lesson/8/44/
Scratch
Rock Band https://codeclubprojects.org/en-GB/scratch/rock-band/
Paint box https://codeclubprojects.org/en-GB/scratch/paint-box/
Chatbot https://codeclubprojects.org/en-GB/scratch/chatbot/
Ghostbusters https://codeclubprojects.org/en-GB/scratch/ghostbusters/
Lost in space https://codeclubprojects.org/en-GB/scratch/lost-in-space/
Memory https://codeclubprojects.org/en-GB/scratch/memory/
Dodge ball https://codeclubprojects.org/en-GB/scratch/dodgeball/
Brain Game https://codeclubprojects.org/en-GB/scratch/brain-game/
Catch the dots https://codeclubprojects.org/en-GB/scratch/catch-the-dots/
Clone wars https://codeclubprojects.org/en-GB/scratch/clone-wars/
Create your own world https://codeclubprojects.org/en-GB/scratch/create-your-own-world/
Python https://www.cyberskillslesson.com/
Every Picture Tells a Story https://www.cyberskillslesson.com/lesson-picture/# Cracking one in a million passwords https://www.cyberskillslesson.com/lesson1/
How to Rob a Bank https://www.cyberskillslesson.com/lesson2/
Encrypting Files http://lessons.cyberskillslesson.com/?lesson=encryption 01/10/18 Ring of Firewalls http://lessons.cyberskillslesson.com/?lesson=firewall
Photo Detective http://lessons.cyberskillslesson.com/?lesson=forensics
Database Clean Up http://lessons.cyberskillslesson.com/?lesson=database
HTML and CSS
Happy Birthday https://codeclubprojects.org/en-GB/webdev/happy-birthday/
Tell a story https://codeclubprojects.org/en-GB/webdev/tell-a-story/
Wanted https://codeclubprojects.org/en-GB/webdev/wanted/
Recipe https://codeclubprojects.org/en-GB/webdev/recipe/
Mystery Letter https://codeclubprojects.org/en-GB/webdev/mystery-letter/
Project Showcase https://codeclubprojects.org/en-GB/webdev/project-showcase/
Build a Robot https://codeclubprojects.org/en-GB/webdev/build-a-robot/ https://codeclubprojects.org/en-GB/webdev/stickers/ Sunrise https://codeclubprojects.org/en-GB/webdev/sunrise/ Linked Rooms https://codeclubprojects.org/en-GB/webdev/linked-rooms/ Magazine https://codeclubprojects.org/en-GB/webdev/magazine/ Pixel Art https://codeclubprojects.org/en-GB/webdev/pixel-art/
Coding Explained by Child-Friendly Video Clips www.bbc.co.uk/education/topics/zs7s4wx

Understanding and analysing computer technology

Experiences and Outcomes

Education Scotland Progression Framework

Skills

I can explain core programming language computational thinking concepts and concepts in appropriate technical language.
TCH 2-14a I understand how information is stored and how key components of computing technology connect and interact through networks.
TCH 2-14b

Learners have the knowledge and understanding of how technology works such as computer networks. Learners have the knowledge and understanding that allows them to identify the main features of Computing Science – including key components and uses of computers, programs and the Internet.

Knows, understands and applies key computational thinking concepts and approaches to solve problems: Logic, algorithms, decomposition, patterns, abstraction, evaluation.
Demonstrates an awareness of computational thinking approaches: Tinkering, creating, debugging, persevering and collaborating
Is able to use a flow-chart and pseudo code to represent digital solutions.

Suggested Resources
● BBC Bitesize
● Quickstart Computing http://primary.quickstartcomputing.org
● Computing Science Unplugged http://csunplugged.org/activities/
● Computing in the National Curriculum in England http://www.computingatschool.org.uk/data/uploads/CASPrimaryComputing.pdf
● Computing Science resources available in the National Technologies Community on Glow

Designing, building and testing computing solutions

Experiences and Outcomes

Education Scotland Progression Framework

Skills

I can create, develop and evaluate computing solutions in response to a design challenge
TCH 2-15a

Learners have the knowledge and understanding to write algorithms to solve simple problems. Learners have the knowledge and understanding to allow them to design, create and debug computer programs using coding languages.

Applies computational thinking concepts when developing computing solutions.	Can develop a set of instructions involving sequences repetition and selection for others to follow	Can program a digital device to perform more creative and complex commands	Understands that programs execute by following precise and unambiguous instruction

Suggested Resources
● Computing Science Resources and guidance available from Barefoot Computing https://barefootcas.org.uk/activities/
● Quickstart Computing http://primary.quickstartcomputing.org , BBC and the National Technologies Community on Glow.
● Scratch, – See above
● HTML and CSS – See above
● Cyber Skill Lessons - see above
● Programmable robots – Sphero, Dash & Dot
● iPad apps
● Hour of Code - https://code.org/learn
● Code Combat https://codecombat.com/play

Digital Learning

Coding Progression

Created and curated by the amazing Digital Literacy Working Party in Saint Josephs, Clarkston.

Download PDF

Skills	Resources
Primary 1
Classifying objects Identifying computing devices (hidden examples e.g. automatic doors) Following directional instructions Designing a simple sequence of directional instructions Identifying and correcting errors in sets of instructions (de-bug).	Grid mats Direction cards Beebots Activ Inspire Kodable
The children will be introduced to the concept of programming through several unplugged activities. This will begin with identifying steps and patterns in everyday processes. Pupils should be able to identify what will happen if steps within a process change or are missing. Pupils will then be introduced to directional instructions through a variety of unplugged, practical activities, games on Activ Inspire, Beebots and a bee-bot website. https://www.bee-bot.us/emu/beebot.html The primary focus will be to ensure children have a firm understanding of directional signs and instructions (forward, back, left and right). Finally, children will be able to progress onto the first stage of the Kodable website “Smeeborg - Sequence Sector”. This will allow them to apply their knowledge of programming by creating a sequence of directional instructions.
Primary 2
Skills	Resources
Constructing simple sequences Conditioning Loops Functions	Kodable
The children will be introduced to coding on a computer program. Children will be given a class code to access Kodable resources. They will begin by sequencing steps in a process. The concept of conditioning will then be introduced in which the children have to alter a simple sequence. The children will then be briefly introduced to loops and functions. Children will then create their own maze in the “create” section of Kodable.
Primary 3
Skills	Resources
Create simple sequences Make decisions based on logical thinking including If, AND, OR and NOT Demonstrates an understanding of the meaning of individual instructions when using a visual programming language. Constructs a sequence of instructions to solve a task explaining the expected output from each step. Identified when a program does not do what’s intended and can correct errors/ bugs.	Code.org Course A (4-7 years/B (5-8) https://code.org/student/elementary https://codeclubprojects.org/en-GB/scratch/
Children will be introduced to coding through a series of lessons on ‘code.org’. Some lessons are ‘unplugged’ and therefore teach the concept without being on the computer. Each lesson focuses on a particular skill and increases in difficulty as you work through the lessons More able pupils may move onto to use ‘Scratch’ learning basic skills using the Scratch Card lessons (see link). Then they can complete Projects 1 - 3 on the ‘Code Club’ website (link shown in resources column).
Primary 4
Skills	Resources
Writing simple programs Animations Making a game	Scratch
Children will be introduced to Scratch. They will begin with writing a simple program and progress onto adding background and sounds, telling a story, making animating and moving their own sprite and making a game. Following this children will reinforce their learning through Scratch Projects.
Primary 5
Skills	Resources
Making simple quizzes Making games	Scratch https://codeclubprojects.org/en-GB/scratch/
Progression of Scratch programming learning. It increases in complexity chronologically and mostly comprises of game based creation scratch programming activities. Making a simple quiz Making a game where they catch dots A save the earth game An adventure game A platform game A memory game A movement game An image creator A more complex quiz A where’s wally style game
Primary 6
Skills	Resources
Creates programs in a visual programming language including variables and conditional repetition Identifies patterns in problem solving and reuses aspects of previous solutions appropriately, for example, reuse code for a timer, score counter or controlling arrow keys Identifies any mismatches between the task description and the programmed solution, and indicates how to fix them Explains the meaning of individual instructions (including variables and conditional repetition) in a visual programming language Predicts what a complete program in a visual programming language will do when it runs, including how the properties of objects for example, position, direction and appearance, change as the program runs through each instruction Explains and predicts how parallel activities interact Demonstrates an understanding that all computer data is represented in binary, for example, numbers, text, black and white graphics. Describes the purpose of the processor, memory and storage and the relationship between them Demonstrates an understanding of how networks are connected and used to communicate and share information, for example, the internet Can design a webpage focusing on both style and functionality. Embedding trinkets and Scratch projects within a webpage. Learn how to animate a simple scene using CSS	HTML & CSS Trinket https://codeclubprojects.org/en-GB/resources/python-intro/
Intro in HTML (HyperText Markup Language). The language used to make web pages. CSS (Cascade Styling Sheets) is responsible for the design or style of the website, including the layout, visual effects and background color. Writing HTML Writing CSS Children will learn about HTML lists and CSS colours. Children are introduced to CSS classes. They use multiple CSS classes to style text and also learn how to use background images and free Google fonts in their projects. Children are introduced to hyperlinks and embedding trinkets and Scratch projects within a webpage. Children will be introduced to linear and radial gradients in CSS. They will also learn more about borders and positioning. Children will to learn how to animate a simple scene using CSS. They will use the CSS @keyframes rule to animate various properties of images and divs. Children are introduced to multiple linked web pages in the same project each with their own CSS file. Children will learn how to create a two-column layout. They will also recap lots of the HTML & CSS that they have learned in other projects. They will also learn how to use HTML tables to create a grid of pixels. HTML and CSS lessons ● Recipe https://codeclubprojects.org/en-GB/webdev/ ● Mystery Letter https://codeclubprojects.org/en-GB/webdev/ ● Project Showcase https://codeclubprojects.org/en-GB/webdev/ ● Build a Robot https://codeclubprojects.org/en-GB/webdev/ ● Stickers https://codeclubprojects.org/en-GB/webdev/ ● Sunrise https://codeclubprojects.org/en-GB/webdev/ ● Linked Rooms https://codeclubprojects.org/en-GB/webdev/ ● Magazine https://codeclubprojects.org/en-GB/webdev/ ● Pixel Art https://codeclubprojects.org/en-GB/webdev/ Python Lessons ● Activity 1: Encrypting Files http://lessons.cyberskillslesson.com/encryption/ ● Activity 2: Ring of Firewalls http://lessons.cyberskillslesson.com/firewall/ ● Activity 3: Photo Detective http://lessons.cyberskillslesson.com/forensics/ ● Activity 4: Database Cleanup http://lessons.cyberskillslesson.com/database/
Primary 7
Skills	Resources
Creates programs in a visual programming language including variables and conditional repetition Identifies patterns in problem solving and reuses aspects of previous solutions appropriately, for example, reuse code for a timer, score counter or controlling arrow keys Identifies any mismatches between the task description and the programmed solution, and indicates how to fix them Explains the meaning of individual instructions (including variables and conditional repetition) in a visual programming language Predicts what a complete program in a visual programming language will do when it runs, including how the properties of objects for example, position, direction and appearance, change as the program runs through each instruction Explains and predicts how parallel activities interact Demonstrates an understanding that all computer data is represented in binary, for example, numbers, text, black and white graphics. Describes the purpose of the processor, memory and storage and the relationship between them Demonstrates an understanding of how networks are connected and used to communicate and share information, for example, the internet Create an encryption program Extract information from photographs use code to protect basic firewall understanding and manipulating variables, lists and dictionaries.	Cyber Skills Lessons use of python (easy to follow step by step guides and video intro to most lessons) Python Projects https://codeclubprojects.org/en-GB/python/
Summary
Digital photographs contain hidden information.You'll use Python code to extract evidence hidden inside photographs. Step into the shoes of a cyber criminal and use computer code to attempt to “crack” a massive collection of passwords encrypting and decrypting files using code modifying settings for firewall to protect yourself Metadata - info stored on cameras/gps/etc how to clean up a hacked database using the terminal Python They will create ASCII art (images from text) and perform calculations based on user input. using variables and conditional statements. loops This project teaches lists and using files. This project introduces dictionaries by creating a dictionary that maps from human-friendly colour names to hex codes children will learn how to make an encryption program, to send and receive secret messages with a friend. This project introduces iteration (looping) over a text string. functions Children collect data and use Pygal to display it using Pie Charts and Bar Graphs. manipulating dictionaries and lists. Children will work with JSON and Python data structures. This will be achieved by understanding and manipulating variables, lists and dictionaries. Cyber Skills Lessons ● Lesson: Cracking One Million Passwords https://www.cyberskillslesson.com/lesson1/ ● Lesson: How To Rob A Bank https://www.cyberskillslesson.com/lesson2/ ● Lesson: Every Picture Tells A Story https://www.cyberskillslesson.com/lesson-picture/ ● Lesson: Defend The Hospital http://cs4.cyberskillslesson.com/ ● Lesson: Defend The Fire Service http://cs4.cyberskillslesson.com/?fire=1 Python Lessons ● About Me https://codeclubprojects.org/en-GB/python/ ● Rock, paper, Scissors https://codeclubprojects.org/en-GB/python/ ● Turtle Race! https://codeclubprojects.org/en-GB/python/ ● Team Chooser https://codeclubprojects.org/en-GB/python/ ● Colourful Creations https://codeclubprojects.org/en-GB/python/ ● Secret Messages https://codeclubprojects.org/en-GB/python/ ● Modern Art https://codeclubprojects.org/en-GB/python/ ● Popular Pets https://codeclubprojects.org/en-GB/python/ ● RPG https://codeclubprojects.org/en-GB/python/ ● Where is the Space Station? https://codeclubprojects.org/en-GB/python/ ● Robo-Trumps https://codeclubprojects.org/en-GB/python/ ● CodeCraft https://codeclubprojects.org/en-GB/python/

You Can Make It Happen

A Complete Guide to help you run the Make It Happen app design competition at your local school or club.

Task	Description	Materials	Key Message
Quick Guide
Pitch It!	10 min pitch to the pupils in their class rooms to excite, engage, inspire and lead thoughts.	Class Introduction with Space Unicorn example Pupil competition entry form Teacher Guide	Pupils love apps - Make It Happen is inviting all the pupils to design their own app! Its Simple - Design your app on our competition entry form Space Unicorn Maths example shows you don't need to be a great artist to have a great idea Pupils can work alone or in small groups Have Fun!
Collect!	Give the pupils time to create their ideas - some will do it on the day in class room while others prefer time at home to complete. We recommend 2 weeks.		Its the idea that matters - not the quality of writing/drawing/expression
Judge!	Now the hardest part of all ... picking a winner and runners up We recommend picking your top few from each group and then picking winners and runners up from all of those Only caveat is that you have to attempt to build the app - so do have a look at our winners and tutorials on Thunkable to see what you can build We are here to help - reach out to our volunteers using our email	Sample Winners Thunkable	Pick as many winners as you want - the pupils can attempt to build their own too Contact us for your prize pack! We are here to help and will support as many winners + runners up packs as possible
Prizes!	Contact us for your prize pack! We are here to help and will support as many winners + runners up packs as possible We will help you prepare for the big announcement and help you start the build We like to help build a first version of the winner before the assembly so they all can download it straight away	Contact us!	We can help with volunteers for the announce and build work. We will support as many winners + runners up packs as possible
Announce!	Now the fun part ... announce the winner and runners up at an assembly We recommend an assembly Have your prizes ready! If you have time - we like to build a first version of the winner before the assembly so they all can download it straight away	Sample Winners	Screaming and celebration is all part of the fun! Some tears too... Everyone is a winner! as everyone has taken their first steps in becoming a Digital Creator wether you win or not! Their own app is the most exciting part, prizes are nice too ;-)
Build It!	Now the fun really starts... building a winner Like all good work - take your app build in steps, screen at a time step at a time Keep it simple - start simple with one screen and then iterate Use our winners as examples - have a look at our winners and tutorials on Thunkable to see how you can build something similar We are here to help - reach out to our volunteers using our email	Sample Winners Thunkable	The pupils can attempt to build their own too Its ok to fail! - failing is the first step to success - we are here to help and will support you Publish - contact us to help publish your app onto the AppStore using our email

InspHire - Make It Happen

All our InspHire Workshop materials to help you Make It Happen after the event.

Task	Description	Materials	Key Message
Quick Guide
Intro!	10 min intro to excite, engage, inspire and lead thoughts.	Introduction with Space Unicorn example Competition Entry	We all love apps - Make It Happen is inviting you to design your own app! Its Simple - Design your app on our competition entry form Space Unicorn Maths example shows you don't need to be a great artist to have a great idea You can work alone or in small groups Have Fun!
Collect!	You will get 45 minutes to come up with any app idea your imagination can dream up. We normally recommend 2 weeks but we will do this in a 45 minute workshop.		Its the idea that matters - not the quality of writing/drawing/expression
Judge!	Now the hardest part of all ... picking a winner We will pick one winner from the event.	Sample Winners Thunkable	Everyone is a winner as everyone can attempt to build their own using Thunkable
Announce!	The fun part ... announce the winner at the closing ceremony!	Sample Winners	Screaming and celebration is all part of the fun! Some tears too... Everyone is a winner! as everyone has taken their first steps in becoming a Digital Creator whether you win or not! Their own app is the most exciting part, prizes are nice too ;-)
Build It!	Now the fun really starts... building a winner Like all good work - take your app build in steps, screen at a time step at a time Keep it simple - start simple with one screen and then iterate Use our winners as examples - have a look at our winners and tutorials on Thunkable to see how you can build something similar We are here to help - reach out to our volunteers using our email	Sample Winners Thunkable	Everyone can attempt to build their own too Its ok to fail! - failing is the first step to success - we are here to help and will support you Publish - contact us to help publish your app onto the PlayStore and AppStore using our email

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