| CODE | TEM5017 | ||||||||||||||||
| TITLE | Cultivating Creativity through Projects | ||||||||||||||||
| UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | ||||||||||||||||
| MQF LEVEL | 7 | ||||||||||||||||
| ECTS CREDITS | 5 | ||||||||||||||||
| DEPARTMENT | Technology and Entrepreneurship Education | ||||||||||||||||
| DESCRIPTION | This study-unit introduces primary educators to the fundamentals of coding through a creative and project-based approach. Educators will explore block-based programming using Scratch, ScratchJr, and MIT App Inventor, engaging in hands-on activities that emphasise creativity, collaboration, and problem-solving. The study-unit fosters a playful learning environment, enabling participants to design interactive animations, stories, games, and mobile applications that can be integrated into primary education. Through guided exploration and peer collaboration, teachers will gain the confidence to introduce computational thinking and digital creativity into their classrooms. By the end of the study-unit, educators will have developed practical coding skills, created classroom-ready projects, and acquired pedagogical strategies for teaching computing in a way that nurtures curiosity, experimentation, and innovation in young learners. This study-unit is designed for educators who wish to embrace technology as a tool for active learning while fostering students鈥� digital literacy and problem-solving skills. Study-Unit Aims: - Introduce primary educators to creative computing through project-based learning, fostering a playful and exploratory approach to coding; - Equip teachers with foundational coding skills using Scratch, ScratchJr, and App Inventor to support computational thinking in primary education; - Enable educators to design and implement interactive, student-driven learning activities, making coding accessible and engaging for young learners; - Promote peer learning and reflective practice, encouraging collaboration and adaptation of teaching strategies to enhance coding experiences; - Build confidence in using block-based programming tools to create animations, interactive stories, games, and simple mobile applications; - Support the integration of computational thinking across the primary curriculum, aligning coding activities with broader pedagogical goals in subjects like mathematics, science, and literacy. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - Explain the principles of creative learning and their application to computational thinking in primary education; - Describe the core features and functionalities of Scratch, ScratchJr, and App Inventor as block-based programming tools; - Identify developmentally appropriate strategies for integrating coding into primary school curricula; - Analyse the role of projects, passion, peers, and play in fostering creativity and problem-solving through coding; - Evaluate how coding activities can support cross-curricular learning, particularly in mathematics, science, and literacy. 2. Skills: By the end of the study-unit the student will be able to: - Develop and implement interactive coding projects using Scratch, ScratchJr, and App Inventor for primary learners; - Design age-appropriate lesson activities that integrate computational thinking and digital creativity in the classroom; - Apply student-centred and inquiry-based teaching approaches to engage young learners in coding; - Facilitate collaborative and peer-supported coding experiences, encouraging creativity and teamwork; - Critically reflect on their own teaching practices, adapting strategies to improve coding instruction; - Communicate coding concepts effectively to young learners, making programming accessible and engaging. Main Text/s and any supplementary readings: Main Texts: - Wells, D., Uppal, G., & Morris, D. (2017). Teaching computational thinking and coding in primary schools. Teaching Computational Thinking and Coding in Primary Schools, 1-216. Supplementary Readings: - Bers, M. U. (2017). Coding as a playground: Programming and computational thinking in the early childhood classroom. Routledge. - Resnick, M. (2017). Lifelong kindergarten: Cultivating creativity through projects, passion, peers, and play. MIT press. |
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| STUDY-UNIT TYPE | Online Learning | ||||||||||||||||
| METHOD OF ASSESSMENT |
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| LECTURER/S | Lara Maria Attard |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2025/6. It may be subject to change in subsequent years. |
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