11 lessons across 5 modules
Two lessons that establish three things: an honest map of where you are starting from (the confidence audit), a working understanding of what the JC Coding Short Course requires of students (and therefore of you), and a productive mindset for delivering it without pretending to be a CS expert.
| Welcome, Confidence Audit and the Lead Learner Mindset | Beginner | ||
| The JC Coding Short Course: Three Strands, Two Cbas, 100 Hours | Beginner |
Engagement is the highest-frequency challenge in JC Coding, bigger than subject content and bigger than assessment. This module addresses the two most reliable engagement levers: managing the block-to-text transition cleanly so students do not fall off the cliff between Scratch and Python, and using physical computing and cross-curricular hooks to make coding tangible and relevant beyond the screen.
| Block to Text: Bridging Scratch and Python | Beginner | ||
| Physical Computing and Cross-curricular Hooks | Beginner |
Two lessons covering the cross-strand pedagogy that makes JC Coding actually teachable: evidence-based programming pedagogy (PRIMM, worked examples, explicit debugging) drawing on the same research base as LC CS but scaled appropriately for 12 to 15 year-olds, and structured approaches to the Computer Science in Society and digital citizenship content that runs through the Short Course.
| Programming Pedagogy for Novices: PRIMM, Worked Examples, and Debugging | Beginner | ||
| Computer Science in Society: Internet, Web and AI for JC Level | Beginner |
The two CBAs are where teachers most need help and where good supervision most directly affects student outcomes. This module is the longest in the course because it carries the assessment weight. Three lessons cover reading the NCCA Features of Quality fluently, coaching students through each CBA without doing the work for them, and preparing for the Subject Learning and Assessment Review (SLAR) meeting where teachers moderate each other's judgements.
| Understanding the Two Cbas and the Features of Quality | Beginner | ||
| Coaching the First CBA | Beginner | ||
| Coaching the Second CBA and Preparing for the SLAR | Beginner |
JC Coding is, for many schools, the recruitment pipeline into Leaving Cert Computer Science. The strongest predictor of who picks LC CS in fifth year is who took the Short Course in third year. This module closes the course by treating that pipeline deliberately. The persistent LC CS gender gap can be moved meaningfully at the JC Coding stage. The course closes with the participant's year plan and final reflection.
| From JC Coding to LC CS: the Recruitment Pipeline | Beginner | ||
| Your Year Plan and Final Reflection | Beginner |
Two lessons that establish three things: an honest map of where you are starting from (the confidence audit), a working understanding of what the JC Coding Short Course requires of students (and therefore of you), and a productive mindset for delivering it without pretending to be a CS expert.
| Welcome, Confidence Audit and the Lead Learner Mindset | Beginner | ||
| The JC Coding Short Course: Three Strands, Two Cbas, 100 Hours | Beginner |
Engagement is the highest-frequency challenge in JC Coding, bigger than subject content and bigger than assessment. This module addresses the two most reliable engagement levers: managing the block-to-text transition cleanly so students do not fall off the cliff between Scratch and Python, and using physical computing and cross-curricular hooks to make coding tangible and relevant beyond the screen.
| Block to Text: Bridging Scratch and Python | Beginner | ||
| Physical Computing and Cross-curricular Hooks | Beginner |
Two lessons covering the cross-strand pedagogy that makes JC Coding actually teachable: evidence-based programming pedagogy (PRIMM, worked examples, explicit debugging) drawing on the same research base as LC CS but scaled appropriately for 12 to 15 year-olds, and structured approaches to the Computer Science in Society and digital citizenship content that runs through the Short Course.
| Programming Pedagogy for Novices: PRIMM, Worked Examples, and Debugging | Beginner | ||
| Computer Science in Society: Internet, Web and AI for JC Level | Beginner |
The two CBAs are where teachers most need help and where good supervision most directly affects student outcomes. This module is the longest in the course because it carries the assessment weight. Three lessons cover reading the NCCA Features of Quality fluently, coaching students through each CBA without doing the work for them, and preparing for the Subject Learning and Assessment Review (SLAR) meeting where teachers moderate each other's judgements.
| Understanding the Two Cbas and the Features of Quality | Beginner | ||
| Coaching the First CBA | Beginner | ||
| Coaching the Second CBA and Preparing for the SLAR | Beginner |
JC Coding is, for many schools, the recruitment pipeline into Leaving Cert Computer Science. The strongest predictor of who picks LC CS in fifth year is who took the Short Course in third year. This module closes the course by treating that pipeline deliberately. The persistent LC CS gender gap can be moved meaningfully at the JC Coding stage. The course closes with the participant's year plan and final reflection.
| From JC Coding to LC CS: the Recruitment Pipeline | Beginner | ||
| Your Year Plan and Final Reflection | Beginner |
Enrol today and learn at your own pace.