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Class 6 courses

Class 6: Python Programming

Python programming for kids

We build the foundations of secondary years by introducing Coding Maths. This enables a child to develop higher-order thinking skills (HOTS). Algorithmic thinking is introduced thereafter which covers problem-solving basics and teaches them to construct programs using coding concepts.
Various Coding tools are introduced to build a Computational Thinking mindset. Coding Labs are conducted to handhold the child so that he/she can code and create complex projects. Coding concepts are introduced through GUI Tools so that children enjoy coding as they create projects. Students start with Python GUIs to set their foundations and graduate to Python text based coding to create wonderful projects and will be able to code and create their own games in Python as they learn application level programming in Python. Students create fully functional Apps for Smartphones and tablets. Students are encouraged to work in small teams to imbibe a team working culture and to learn to play on his/her strengths. Each student has his/her coding profile to which the list of projects which are stored in the cloud are added. Assessment is through worksheet submission, project submission , tests and a monthly report card is sent to the parent on the child’s progress.

Certificate

A Mid Coder ++ Completion certificate is awarded to the student once he finishes the course. Your child will be at par with the students of his age in the Western countries.

Description

Month 1: Coding Maths

Month 2: Algorithmic fundamentals to construct programs

Month 3: Stepwise Algorithms

Month 4: Python Programming using Block-based coding

Month 5: Python Programming using Block-based coding

Month 6: Python Programming

Month 7: Python Programming

Month 8: Python Programming

Month 9: Advanced Python Programming –Data Structures

Month 10: Advanced Python Programming –Data Structures

Month 11: App Programming- Creating Your apps II

Month 12: App Programming- Creating Your apps II

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