O kursu
Uzbudljiv uvod u svijet razvoja igrica i prvi koraci u savladavanju ovog izuzetno traženog zanimanja.
1 akademska godina
10-11 godina
grupe od maksimalno 12 djece offlinegrupe od maksimalno 6 djece on line
jednom sedmično
90 minuta
radnim danima ili vikendom

Tokom kursa djeca će naučiti sva osnovna sredstva za razvoj igica u Roblox studiju i naučiti osnove Lua skripti
djeca će sama odlučiti koju igricu i koji karakter će kreirati. Nastavnici će uvijek da implementiraju svoje ideje
tokom tokom časova u algorithmics školi djeca će naučiti kreativno i kritički da razmišljaju, te da razvijaju prezentacijske vještine i vještine rada u timu
Šta će dijete naučiti na kraju kursa:
da programira puzzle i logičke zadatke

da razvija radnju priče i razume različite strategije igre


da dizajnira različite tipove igrača
da kreira svoje igrice na Roblox studio platformi i piše Lua skripte


da promoviše svoju igru na Roblox platformi i animira ostale igrače
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.


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