Since it was founded in the UK in 2012, Code Club has grown into a global movement, inspiring over two million young people to build apps, games, animations, websites, and more. Supported by the Raspberry Pi Foundation, Code Club provides free training and resources to mentors, ensuring creators achieve meaningful and lasting skills. Our vision for the next decade? To empower ten million more young people to have confidence in their coding.

A proven impact

A recent independent evaluation by the Durham University Evidence Centre for Education (DECE) confirmed what we’ve always believed: Code Club makes a real difference. Young people who attend gain valuable coding skills, grow in confidence, develop a strong interest in technology, and find a sense of belonging in the digital world.

The power of mentorship

At the heart of Code Club are passionate volunteers who bring coding to life. Whether it’s the thrill of overcoming a challenge or the excitement of seeing an idea come to life on screen, mentors make a lasting impact while learning coding skills alongside their club’s creators.

Bob Bilsland, a dedicated volunteer since 2012, runs one of the world’s longest-running Code Clubs at Malvern CofE Primary School, Worcestershire, England. His motivation?

“What brings me back week after week is the sharing of what I enjoy doing. It’s so much fun to help others explore this space themselves, to see what they can personally create. I see that giving others the opportunity to explore and familiarise themselves with computing as something that could open up a world of possibilities for them in the future.” 

For Yang, a mentor at the EY office clubs, representation in tech is key:

“If there are some female role models, I think for a little girl growing up, that means so much. Because if they can see somebody thrive in this industry, they will see themselves there one day. And that’s the inspiration.” 

Across the world, volunteers like Nadia in Iraq and Solomon in The Gambia are using Code Club to bridge the digital divide, create opportunities, and empower communities.

“[Code Club] added to my skills. And at the same time, I was able to share my expertise with the young children and to learn from them as well.” – Nadia Al-Aboody, Iraq.

“We strongly believe in the transformative power of digital skills and their potential to create opportunities for young people. Witnessing the lack of access to computer knowledge among high school graduates in The Gambia and other sub-Saharan African countries inspired us to take action. By bridging the digital skills gap, we aim to empower young individuals to thrive in the 21st century.” – Solomon, Gambia 

A community that inspires

Code Club isn’t just loved by mentors; it’s so important to the young people who participate.

Eoghan, a young creator from Ireland, values the collaboration and support he receives:

“It’s really fun to meet and talk about ideas with other creators, and the mentors are very helpful in fixing any coding problems.” 

Jayantika, a 15-year-old from rural Pune, India, started as a creator and is now a peer mentor. For her, Code Club is about giving back:

“I believe coding opens doors and helps young children express their creativity. By mentoring, I hope to prepare them for a future that is increasingly driven by AI and technology.” 

Join the movement

Along with the incredible community, Code Club is supported by sponsors and funders who share our mission. We would like to extend a thank you to Cognizant, who have committed their support to the Code Club mission in the UK and Ireland for 2025.

Code Club is more than just learning to code; it’s about creating opportunities, encouraging confidence, and building a global network of digital creators. Whether you’re a mentor, educator, or young digital maker, there’s a place for you in our community. Start your Code Club journey today and join a global community of digital creators.

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When Daniela made the transition from working in retail to joining the team at Thetford Library, she never imagined that she would one day be leading a Code Club. Her manager, who had previously run the club, asked if Daniela would be interested in taking over, and although she was nervous, she was also eager to embrace the challenge and learn new skills.

“At first, I was nervous about teaching coding, but seeing the children’s excitement made me realise it was so important, and I was learning just as much as they were.”

The Code Club was designed to run in eight-week blocks, with a new group of children joining for each term. However, the kids loved it so much that they didn’t want to leave. Daniela, with her growing passion for coding and mentoring, welcomed the children to attend as often as they wanted, with some children, including one particularly enthusiastic young creator, attending every session. This continuity allowed the children to delve deeper into the world of coding, learning in a different way to what they were used to at school.

Inspiring young coders through creativity

One of the key things that Daniela has found resonates most with the children is the combination of creativity and coding. She encourages the kids to draw and plan their projects first, which makes the process more engaging and accessible to all of the young people who want to attend. The freedom to be creative is something that she feels is crucial, especially when compared to the more structured and rigid environment of school curriculums. This approach has been particularly rewarding for one young girl in the club who insists on planning and drawing her own characters and backgrounds for all of her projects.

“Coding isn’t just about writing lines of code — it’s about storytelling, problem solving, and imagining what’s possible.”

Astro Pi: giving young people the confidence to dream big

Daniela’s journey into coding took a significant leap when she decided to explore the Astro Pi challenge, a project that involves writing code to run on Astro Pi computers aboard the International Space Station. Despite her initial nerves about diving into Python, a more advanced programming language than she had tried at the club previously, she was blown away by the possibilities it opened up. When telling the children, she almost felt that she was more excited at the prospect of them trying out real space science than them. But once she showed them some examples, the buzz was infectious and the sessions ran far smoother than she could have hoped. Daniela’s tip for trying Astro Pi for the first time? Find a fellow mentor to help you along the way and dream big.

“I never imagined we’d be working on space science at our library. Introducing children to coding early isn’t just about technology; it’s about giving them the confidence to dream big and think differently.”

The success of the Code Club at Thetford Library is part of a broader initiative by Norfolk Libraries to provide digital skills to the community. They are committed to offering resources and opportunities for people of all ages to engage with technology. From their Digital Week, which focuses on improving digital literacy, to offering mentorship for adults learning to navigate the digital world, Norfolk Libraries is working hard to bridge the digital divide.

Benefits of volunteering at a Code Club 

For Daniela, the importance of introducing children to coding at an early age is not something she thought would become a passion for her when moving careers. She sees firsthand how these skills empower the children, giving them confidence and opening up future career opportunities. 

“Code Club has shown me that stepping outside your comfort zone is where the real growth happens. Both for me and the kids!”

It’s this combination of creativity, learning, and the sheer joy of discovery that keeps Daniela passionate about running the Code Club, and why she continues to welcome every eager child who walks through the door.

Inspire young people in your community

If you are interested in encouraging your child to explore coding, take a look at the free coding project resources we have available to support you. If you would like to set up a Code Club for young people in your community, or attend one, head to codeclub.org for information and support.

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Prabhath, the founder of the STEMUP Educational Foundation, began his journey into technology at an early age, influenced by his cousin, Harindra.

“He’s the one who opened up my eyes. Even though I didn’t have a laptop, he had a computer, and I used to go to their house and practise with it. That was the turning point in my life.”

This early exposure to technology, combined with support from his parents to leave his rural home in search of further education, set Prabhath on a path to address a crucial issue in Sri Lanka’s education system: the gap in opportunities for students, especially in STEM education. 

“There was a gap between the kids who are studying in Sri Lanka versus the kids in other developed markets. We tried our best to see how we can bridge this gap with our own capacity, with our own strengths.” 

Closing the gap through STEMUP

Recognising the need to close this gap in opportunities, Prabhath, along with four friends who worked with him in his day job as a Partner Technology Strategist, founded the STEMUP Educational Foundation in 2016.  STEMUP’s mission is straightforward but ambitious — it seeks to provide Sri Lankan students with equal access to STEM education, with a particular focus on those from underserved communities.

To help close the gap, Prabhath and his team sought to establish coding clubs for students across the country. Noting the lack of infrastructure and access to resources in many parts of Sri Lanka, they partnered with Code Club at the Raspberry Pi Foundation to get things moving. 

Their initiative started small with a Code Club in the Colombo Public Library, but things quickly gained traction. 

What began with just a handful of friends has now grown into a movement involving over 1,500 volunteers who are all working to provide free education in coding and emerging technologies to students who otherwise wouldn’t have access.

A key reason for STEMUP’s reach has been the mobilisation of university students to serve as mentors at the Code Clubs. Prabhath believes this partnership has not only helped the success of Code Club Sri Lanka, but also given the university students themselves a chance to grow, granting them opportunities to develop the life skills needed to thrive in the workforce. 

“The main challenge we see here today, when it comes to graduate students, is that they have the technology skills, but they don’t have soft skills. They don’t know how to do a presentation, how to manage a project from A to Z, right? By being a volunteer, that particular student can gain 360-degree knowledge.” 

Helping rural communities

STEMUP’s impact stretches beyond cities and into rural areas, where young people often have even fewer opportunities to engage with technology. The wish to address this imbalance  is a big motivator for the student mentors.

“When we go to rural areas, the kids don’t have much exposure to tech. They don’t know about the latest technologies. What are the new technologies for that development? And what subjects can they  study for the future job market? So I think I can help them. So I actually want to teach someone what I know.” – Kasun, Student and Code Club mentor

This lack of access to opportunities is precisely what STEMUP aims to change, giving students a platform to explore, innovate, and connect with the wider world.

Coolest Projects Sri Lanka

STEMUP recently held the first Coolest Projects Sri Lanka, a showcase for the creations of young learners. Prabhath first encountered Coolest Projects while attending the Raspberry Pi Foundation Asia Partner summit in Malaysia. 

“That was my first experience with the Coolest Projects,” says Prabhath, “and when I came back, I shared the idea with our board and fellow volunteers. They were all keen to bring it to Sri Lanka.” 

For Prabhath, the hope is that events like these will open students’ eyes to new possibilities. The first event certainly lived up to his hope. There was a lot of excitement, especially in rural areas, with multiple schools banding together and hiring buses to attend the event. 

“That kind of energy… because they do not have these opportunities to showcase what they have built, connect with like minded people, and connect with the industry.”

Building a better future

Looking ahead, Prabhath sees STEMUP’s work as a vital part of shaping the future of education in Sri Lanka. By bringing technology to public libraries, engaging university students as mentors, and giving kids hands-on experience with coding and emerging technologies, STEMUP is empowering the next generation to thrive in a digital world. 

“These programmes are really helpful for kids to win the future, be better citizens, and bring this country forward.”

STEMUP is not just bridging a gap — it’s building a brighter, more equitable future for all students in Sri Lanka. We can’t wait to see what they achieve next!

Inspire the next generation of young coders

To find out how you and young creators you know can get involved in Coolest Projects, visit coolestprojects.org. If the young people in your community are just starting out on their computing journey, visit our projects site for free, fun beginner coding projects.

For more information to help you set up a Code Club in your community, visit codeclub.org.

Help us celebrate Prabhath and his inspiring journey with STEMUP by sharing this story on X, LinkedIn, and Facebook.

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Recently, we had the pleasure of speaking with Isabel, a computer science teacher at Barton Peveril Sixth Form College in Eastleigh, England. She told us her fascinating journey from industry to education, along with how she is helping to make the tech space inviting to all.

From industry to the classroom: Isabel’s journey to encourage diversity in tech

Isabel’s path to working in the tech sector started with her early exposure to engineering thanks to her father’s career in telecoms.

“I find this is true for a lot of female engineers my age: you will find that their dad or their uncle was an engineer. I remember that when I made the decision to study engineering, my teachers asked me if I was sure that it was something I wanted to do.”

Isabel pursued a degree in engineering because she loved the technical aspects, and during her studies she found a passion for programming. She went to work as a software engineer in Hampshire, contributing to the development of 3G mobile phone technology.

Despite enjoying her career in tech, Isabel felt a strong pull towards teaching due to her long-standing involvement with youth groups and a desire to give back to the community.

“While I was at university in London, I took part in a scheme where we could go into local primary schools and help with their science teaching. At the time, I just thought this was my way of giving back, I hadn’t really thought of it as a career. But actually, after a while, I thought ‘I’m enjoying this programming, but I really liked helping the young kids as well’.”

The transition wasn’t easy, as Computer Science was not widely taught in schools at the time, but Isabel persevered, teaching IT and Media to her classes as well.

Once Isabel settled into her teaching role, she began thinking about how she could tackle a problem she noticed in the STEM field.

Championing diversity in tech

Having experienced first-hand what it was like to be the only woman in STEM spaces, Isabel’s commitment to diversity in technology is at the core of her teaching philosophy. She works hard to create an inclusive environment and a diversity of opportunities in her classroom, making sure girls feel encouraged to pursue careers in tech through exploring various enrichment activities.

Isabel focuses on enrichment activities that bridge the gap between academic learning and real-world application. She runs various projects and competitions, ensuring a balanced representation of girls in these initiatives, and gives her students the opportunity to participate in programs like the Industrial Cadets, Student Robotics, and Coolest Projects. 

Isabel told us that she feels these opportunities provide essential soft skills that are crucial for success in any career.

“The A level environment is so academic; it is heavily focused on working on your own on very abstract topics. Having worked in industry and knowing the need to collaborate, I found that really hard. So I’ve always made sure to do lots of projects with my students where we actually work with real engineers, do real-world projects. I believe strongly in teaching soft skills like team working, project management, and time management.”

Harnessing trusted resources

A key resource in Isabel’s teaching toolkit is the Ada Computer Science platform. She values its reliability and the timely updates to the topics, which are crucial in a rapidly evolving subject like Computer Science.

She said she encourages both her students and fellow teachers, especially those who have retrained in Computer Science, to use the platform as a resource. 

“Ada Computer Science is amazing. We know we can rely on saying to the students ‘look on Ada, the information will be correct’ because I trust the people creating the resources. And we even found ourselves as teachers double-checking things on there. We struggle to get Computer science teachers, so actually only two of us are Computer Science teachers, and the other three are Maths teachers we have trained up. To be able to say ‘if you are not sure about something, look on Ada’ is a really nice thing to have.”

The ongoing challenge and hope for the future

Despite her efforts, Isabel acknowledges that progress in getting more girls to pursue tech careers is slow. Many girls still view tech as an uninviting space and feel like they don’t belong when they find themselves as one of a few girls — if not the only one — in a class. But Isabel remains hopeful that continuous exposure and positive experiences can change these perceptions.

“I talk to students who are often the only girl in the class and they find that really hard. So, if at GCSE they are the only girl in the class, they won’t do [the subject] at A level. So, if we leave it until A level, it is almost too late. Because of this, I try as much as I can to get as many girls as possible onto my engineering enrichment projects to show them as many opportunities in engineering as possible early on.”

Her work with organisations like the UK Electronics Skills Foundation reflects her commitment to raising awareness about careers in electronics and engineering. Through her outreach and enrichment projects, Isabel educates younger students about the opportunities in these fields, hoping to inspire more girls to consider them as viable career paths.

Looking ahead

As new technology continues to be built, Isabel recognises the challenges in keeping up with rapid changes, especially with fields like artificial intelligence (AI). She stays updated through continuous learning and collaborating with her peers, and encourages her students to be adaptable and open to new developments. “The world of AI is both exciting and daunting,” she admits. “We need to prepare our students for a future that we can hardly predict.”

Isabel’s dedication to teaching, her advocacy for diversity, and her efforts to provide real-world learning opportunities make her an inspiring educator. Her commitment was recognised by the Era Foundation in 2023: Isabel was named as one of their David Clark Prize recipients. The award recognises those who “have gone above and beyond the curriculum to inspire students and showcase real-world engineering in the classroom”.

Isabel not only imparts technical knowledge — she inspires her students to believe in their potential, encouraging a new generation of diverse tech professionals. 

If Isabel’s story has inspired you to encourage the next generation of young tech creators, check out the free teaching and training resources we provide to support your journey.

If you are working in Computer Science teaching for learners age 14 and up, take a look at how Ada Computer Science will support you. 

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In our latest story, we’re heading to London to meet Yang, a Manager in Technology Consulting at EY specialising in Microsoft Business Applications, whose commitment to CoderDojo is truly inspiring. Yang’s passion for volunteering has grown since she first volunteered at a CoderDojo club at a local museum. In recent years, she has actively searched for ways to bring the CoderDojo movement to more children, and encouraged her colleagues to come along on the journey too.

Introducing Yang

When Yang was growing up, both of her parents worked in STEM, but her own journey into a career in technology took a varied route. After initially studying journalism in China, her path shifted when she pursued a Master’s in Digital Humanities at UCL, London, broadening her digital skills and paving the way for her current role.

On a weekend visit to a museum, Yang found the opportunity to volunteer at their CoderDojo. This experience sparked an enthusiasm to create more opportunities for young people to explore the world of computing, and this soon evolved into a plan to implement clubs at the EY offices. 

Building a community of mentors

With support from the EY Corporate Responsibility team, and fellow colleagues, Yang started to deliver Dojo sessions at the EY office in London. From the very first session, Yang was blown away by the level of enthusiasm among her colleagues, and their willingness to volunteer their time to support the club. She soon realised it was possible to roll this initiative out to other offices around the country, expanding the volunteer network and increasing their impact.

Clubs have now been run in four EY offices across the UK, and the team has even seen the first international club take place, at the EY office in Baku, Azerbaijan. In total, EY clubs have seen around 350 young people attend and give coding a go.

Championing diversity in tech

As a woman in tech, Yang is all too aware of the gender imbalance in the industry, and this is something she wanted the clubs at the EY offices to address. 

“If there are some female role models, I think for a little girl grow up that means so much. Because if they can see somebody thrive in this industry, they will see themselves there one day. And that’s the inspiration.” – Yang

Yang actively encourages female participation in Dojo sessions, for example through holding sessions with a focus on engaging girls to mark International Women’s Day and Ada Lovelace Day. Through her leadership, she creates an inclusive environment where girls can envision themselves as future leaders. 

Yang’s motivation doesn’t only inspire the young people attending her clubs, but also resonates with those who work with her on a daily basis, including colleagues like Iman and Elizabeth, who shared how much they admire Yang’s dedication and energy.

“I would love to have had a role model like [Yang] when I was younger. She’s just so inspiring. She’s so full of energy. I mean, from my personal experience, when I was younger, we didn’t have anything to do with coding.

There were situations where I was vaguely interested [in computing] but was told that it wasn’t for girls. And now with Yang running these events, seeing the girls come here and being so interested and wanting to learn, it really opens up so many more doors for them that they don’t even realise.” – Elizabeth, colleague and CoderDojo volunteer

Seeing the impact of her mentorship and the enthusiasm of young participants has fueled Yang’s passion even further. 

“This has been a great opportunity to set up CoderDojo sessions for young people. I’ve had a lot of support from colleagues and other volunteers who have helped to run the sessions […] I feel super proud of what we’ve achieved so far.” – Yang

For Yang, mentorship isn’t just about teaching technical skills; it’s about helping young people develop confidence and resilience, and letting everyone know there is a place for them in computing should they want one.

Continuing to make a difference in her community and beyond, Yang recently participated in the 68th annual UN Women’s Commission on the Status of Women, which is the UN’s largest annual gathering on gender equality and women’s empowerment. 

We’re delighted to be part of Yang’s journey, and can’t wait to see what she contributes to the world of tech next.

Help us celebrate Yang and her inspiring journey by sharing her story on X, LinkedIn, and Facebook.

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In our latest story, we’re heading to Alkmaar, the Netherlands, to meet Arno and Timo, CoderDojo enthusiasts who have transitioned from club members to supportive mentors. Their journey at CoderDojo and their drive to give back and support the next generation of coders in their community has been an inspiration to those around them.

Introducing Arno and Timo

Arno and Timo have been friends since childhood, and embarked on their CoderDojo journey at the age of 12, eager to explore the world of coding. Under the guidance of mentors like Sanneke, Librarian and Chair of CoderDojo Netherlands, they not only honed their technical skills, but also learned about the value of collaboration, curiosity, and perseverance. As they grew older, they in turn were inspired to support young coders, and wanting to remain part of the CoderDojo community, they decided to become mentors to the next generation of club attendees. 

Having been helping younger members of the club for years, the transition to official mentors and proud owners of the much-coveted mentor T-shirt was seamless. 

The power of mentorship

Sanneke reflects on the impact young mentors like Timo and Arno have on the young learners at CoderDojo:

“Having young mentors who are just slightly older than our youngest… I think it helps them to see what happens when you grow up and how they can help. They can be examples for how to help others.” – Sanneke, Librarian, CoderDojo mentor, and Chair of CoderDojo Netherlands

Timo echoes this sentiment, highlighting how mentoring provides a fantastic opportunity to help people and make a positive impact in the local community: 

“I think volunteering is important, because you’re doing something for the community, in a city or village, supporting them in their journey in learning coding.” – Timo

As they continue their journey, Timo and Arno remain committed to supporting and inspiring the next generation of coders. They also encourage anyone who is thinking of volunteering at a club to give it a go: 

“If you want to volunteer at the CoderDojo, just go for it. You don’t really need that much experience. […] The kids can learn it, so can you.” – Arno

The CoderDojo movement in the Netherlands is celebrating a decade of impact, and champions a culture of growth and learning. Arno and Timo’s story serves as an inspiration to us all, shining a light on the power of mentorship and the impact of volunteering in building stronger, more supportive communities. 

Inspire the next generation of young coders

Arno and Timo’s story showcases the importance of mentorship for both individuals and communities, and the real impact you can have by donating an hour of your time a week. If you’re interested in becoming a CoderDojo volunteer, head to coderdojo.com to find out how to get started.

Help us celebrate Arno and Timo and their inspiring journey by sharing their story on X (formerly Twitter), LinkedIn, and Facebook.

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With this latest story, we’re taking you to Leeds, UK, to meet Micah, a young space enthusiast whose confidence has soared since he started attending a Code Club at his local library.

Introducing Micah

Computing skills are essential in today’s world, and Micah’s mum Catherine was keen for him to be introduced to coding from a young age.

While Micah is known to people close to him for his inquisitive nature, cheeky behaviour, and quick-witted sense of humour, he can be a little shy when meeting new people. And he isn’t always keen on his mum’s suggestions about trying new things and attending after-school clubs! However, when Catherine saw there was a Code Club running at their local library, she knew it was the perfect opportunity for Micah to try out computing.

What Catherine didn’t know is that not only would Micah find out he was a talented coder, but Code Club would also set the path for him to become a regular attendee at many of the library’s other clubs.

Opportunities for young coders

Based in Leeds, the Compton Centre Code Club is part of the Leeds Libraries network, which runs seven Code Clubs throughout the city. Liam, Senior Librarian for Digital at Leeds Libraries, described the importance of these spaces for the community and for engaging children in tech:

“Libraries are safe spaces that provide free access to exciting and innovative technology to those in our communities who might not get that opportunity. We’re proud that our Code Clubs can support young people to engage with tech, learn some new skills, and meet like-minded peers in a friendly and positive environment.

Our Code Clubs are aimed at 9- to 13-year-olds. We do have some learners that will come that have a younger sister or brother that wants to get involved as well. We never want to turn anyone away. So we’re more than welcoming for that age group to come in and have a play, get used to the equipment, and join in.”

— Liam, Senior Librarian for Digital at Leeds Libraries

Coding and confidence

Code Club provides a safe and friendly space for Micah to connect with other children, and he has embraced coding with enthusiasm. This is possible thanks to the work, support, and encouragement of Micah’s Code Club mentor Basia (they/them), the librarian at the Compton Centre who runs the club.

“Micah loves coming [to Code Club] and learning all the different things that he can do with coding. And he also loves Basia. They’re brilliant and run the club really well. It’s a super child-friendly place to be and he loves the support that he gets from them.”

– Catherine, Micah’s mum

Support from an inspiring mentor is so often an important part of a young coder’s journey, and Basia’s own journey from a coding beginner to a confident mentor highlights the positive influence Code Club has on both children and mentors.

Basia reflected on how they felt when they first heard they were going to be running Code Club sessions, and how their skills and confidence have grown.

“I was daunted for a bit. But actually one of the first things I did when I started this job was to go through some of [the Raspberry Pi Foundation’s] resources and do a project in Scratch. And it was just so simple and straightforward. You know, all the resources are absolutely great and I don’t really need to think about it. I think my confidence has increased quite significantly.”

— Basia, Librarian and Code Club mentor

Since joining Code Club, Micah has become involved in other extracurricular activities, like Lego club and drama club. These experiences have contributed to Micah’s overall personal growth, showcasing the transformative power of Code Club for children.

Micah has exciting dreams for the future, including becoming an astrophysicist, a marine biologist, and the founder of a company named Save The Planet. Supported by dedicated mentors like Basia, Code Clubs are not just about teaching coding — they are helping shape the leaders of tomorrow.

Inspire young people in your community

If you are interested in encouraging your child to explore coding, take a look at the free coding project resources we have available to support you. If you would like to set up a Code Club for young people in your community, head to codeclub.org for information and support.

Help us celebrate Micah and his inspiring journey by sharing his story on X (formerly Twitter), LinkedIn, and Facebook.

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In our latest story, we’re heading to Vivek High School in Mohali, India, to meet Sahibjot, a 14-year-old coding enthusiast who has taken his hobby to the next level thanks to mentorship, Code Club, and the exciting opportunity to take part in the Coolest Projects 2023 global online showcase.

Introducing Sahibjot

When he was younger, Sahibjot loved playing video games. His interest in gaming led him to discover the world of game development, and he was inspired to find out more and try it out himself. He began to learn to code in his spare time, using tutorials to help him develop his skills.

Keen to share the joy he had experienced from gaming, Sahibjot set himself the challenge of creating a game for his cousin. This project cemented his enthusiasm for coding and developing games of his own.

“I always felt that I have played so many games in my life, why not make one and others will enjoy the same experience that I had as a child.

For my cousin, I made a personal game for him, and he played it and he liked it very much, so once he played it, I felt that, yes, this is what I want to do with my life.” – Sahibjot

Mentorship and collaboration

While continuing to hone his computing skills at home, Sahibjot heard that his school had started a Code Club. After initially feeling nervous about joining, his enthusiasm was bolstered by the club mentor, Rajan, talking about artificial intelligence and other interesting topics during the session, and he soon settled in. 

At Code Club, with support and encouragement from Rajan, Sahibjot continued to develop and grow his coding skills. Alongside his technical skills, he also learned about teamwork and working collaboratively. He embraced the opportunity to help his peers, sharing his knowledge with others and becoming a mentor for younger club members. 

“Last year, we joined this coding club together and we became friends. He’s a very friendly person. Whenever we need him, he just quickly helps us. He helps us to troubleshoot, find any bugs, or even fix our codes.” – Akshat, fellow Code Club member

A global opportunity

The next step for Sahibjot came when Rajan introduced him and his fellow Code Club members to Coolest Projects. Coolest Projects is a celebration of young digital creators and the amazing things they make with technology. It offers participants the opportunity to share their tech creations in a global, online showcase, and local in-person events celebrating young creators are also held in several countries.

Sahibjot was eager to take part and showcase what he had made. He submitted a Python project, a ping-pong game, to the online showcase, and was very excited to then see his creation receive a special shout-out during the Coolest Projects global livestream event. He was delighted to share this achievement with his friends and family, and he felt proud to be representing his school and his country on a global stage.

“I told everyone around me that there was going to be a livestream and I possibly might be featured in that, so that was really exciting. I learned a lot about just not representing my school and myself as an individual, I learned about representing my whole nation.” — Sahibjot

Sahibjot’s passion for computing has helped shape his aspirations and ambitions. Looking to the future, he hopes to use his technology skills to benefit others and make an impact.

“Using code and technology and all of the things like that, I aspire to make effort to do something with the world, like help out people with technology.” — Sahibjot

Inspire young creators like Sahibjot

To find out how you and young creators you know can get involved in Coolest Projects, visit coolestprojects.org. If the young people in your community are just starting out on their computing journey, visit our projects site for free, fun beginner coding projects.

For more information to help you set up a Code Club in your school, visit codeclub.org.

Join us in celebrating Sahibjot’s inspiring journey by sharing his story on X (formerly Twitter), LinkedIn, and Facebook.

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Now, visitors to the Young V&A museum in London can also be inspired by some of the incredible creations showcased at Coolest Projects. The museum has recently reopened after a large reimagining, and some of the inspiring projects by Coolest Projects 2022 participants are now on display in the Design Gallery, ready to spark digital creativity among more young people.

Projects to solve problems

Many Coolest Projects participants showcase projects that they created to make an impact and solve a real-world problem that’s important to them, for example to help members of their local community, or to protect the environment.

One example on display in the Young V&A gallery is EleVoc, by 15-year-old Chinmayi from India. Chinmayi was inspired to create her project after she and her family faced a frightening encounter:

“My family and I are involved in wildlife conservation. One time we were charged by elephants even though we were only passing by in a Jeep. This was my first introduction to human–animal conflict, and I wanted to find a way to solve it!” – Chinmayi

The experience prompted Chinmayi to create EleVoc, an early-warning device designed to reduce human–elephant conflict by detecting and classifying different elephant sounds and alerting nearby villages to the elephants’ proximity and behaviour.

Also exhibited at the Young V&A is the hardware project Gas Leak Detector by Sashrika, aged 11, from the USA. Gas Leak Detector is a device that detects if a fuel tank for a diesel-powered heating system is leaking and notifies householders through an app in a matter of second.

Sashrika knew this invention could really make a difference to people’s lives. She explained, “Typically, diesel gas tanks for heating are in the basement where people don’t visit every day. Leakage may be unnoticed and lead to fire or major repair cost.”

Projects to have fun

As well as projects designed to solve problems, Coolest Projects also welcomes young people who create things to entertain or have fun. 

At the Young V&A, visitors can enjoy the fun, fast-paced game project Runaway Nose, by 10-year-old Harshit from Ireland. Runaway Nose uses facial recognition, and players have to use their nose to interact with the prompts on the screen. 

Harshit shared the motivation behind his project:

“I wanted to make a fun game to get you thinking fast and that would get you active, even on a rainy day.” – Harshit

We can confirm Runaway Nose is a lot of fun, and a must-do activity for people of all ages on a visit to the museum.

Join in the celebration!

If you are in London, make sure to head to the Young V&A to see Chinmayi’s, Sashrika’s, and Harshit’s projects, and many more. We love seeing the ingenuity of the global community of young tech creators celebrated, and hope it inspires you and your young people.

With that in mind, we are excited that Coolest Projects will be back in 2024. Registrations for the global Coolest Projects online showcase will be open from 14 February to 22 May 2024, and any young creator up to age 18 anywhere in the world can get involved. We’ll also be holding in-person Coolest Projects events for young people in Ireland and the UK. Head to the Coolest Projects website to find out more.

Coolest Projects is for all young people, no matter their level of coding experience. Kids who are just getting started and would like to take part can check out the free project guides on our projects site. These offer step-by-step guidance to help everyone make a tech project they feel proud of.

To always get the latest news about all things Coolest Projects, from event updates to the fun swag coming for 2024, sign up for the Coolest Projects newsletter.

The post Celebrating young Coolest Projects creators at a London museum appeared first on Raspberry Pi Foundation.

In our latest story, we’re sharing the inspiring journey of St Joseph’s Secondary School in Rush, Ireland. Over the past few years, the school community has come together to encourage coding and digital skills, harnessing the European Astro Pi Challenge as an opportunity to kindle students’ enthusiasm for tech and teamwork. 

We caught up with some of the educators and students at St Joseph’s, fresh off the success of their participation in another round of Astro Pi, to delve a little deeper into the school’s focus on making opportunities to engage with computing technologies accessible to all.

Introducing St Joseph’s Secondary School

St Joseph’s Secondary School is in the heart of Rush, a rural town steeped in agricultural heritage. The school houses a diverse student population coming from the local multigenerational farming families as well as families who’ve been drawn to Rush more recently by its beautiful countryside and employment opportunities. St Joseph’s leadership team has responded to the changing demographics and increase of its student population by adapting and growing the school’s curriculum to meet the evolving needs of the young people and help them build a strong community.

One of the school’s most popular initiatives has been teaching coding from first year (ages 12–13). This proactive approach has resonated with many students, including Kamaya, a member of the school’s 2022/23 Astro Pi cohort, who first discovered her passion for space science and computing through the movie Interstellar.

I remember the first time I was like, ‘OK, space is cool’ is when I watched a movie. It was called Interstellar. I [realised] I might want to do something like that in my future. So, when I came to [St Joseph’s] secondary school, I saw coding as a subject and I was like, ‘Mum, I’ve got to do coding.’

Kamaya, student at St Joseph’s

Inspiring students to build community through Astro Pi

A key person encouraging St Joseph’s students to give coding a try has been Mr Murray, or Danny as he is fondly referred to by students and staff alike. Danny was introduced to the importance of engaging with computing technologies while teaching science at a school in England: he attended a Code Club where he saw kids building projects with Raspberry Pis, and he couldn’t wait to get involved. Growing his knowledge from there, Danny changed subject focus when he moved back to Ireland. He took on the challenge of helping St Joseph’s expand their computer science offering, along with leading on all IT-related issues.

When the school introduced mandatory coding taster sessions for all first-year students, Danny was blown away by the students’ eagerness and wanted to provide further opportunities for them to see what they could achieve with digital technologies.

This is where Astro Pi came in. After hearing about this exciting coding challenge through an acquaintance, Danny introduced it to his computer science class, as well as extending an open invitation to all St Joseph’s students. The uptake was vast, especially once he shared that the young people could become the recipients of some very exciting photos.

You get to see photos of Earth that nobody has ever seen. Imagine just talking to somebody and saying, ‘Oh, there’s a picture of the Amazon. I took that picture when I was 14. From space.’

Danny Murray, computing teacher at St Joseph’s

Danny’s mission is to instil in his students the belief that they can achieve anything. Collaborating on Astro Pi projects has enabled young people at St Joseph’s to team up and uncover their strengths, and has helped foster a strong community.

A culture of digital skills

The students’ sense of community has transcended Danny’s classroom, creating a culture of enthusiasm for digital skills at St Joseph’s. Today, a dedicated team of students is in charge of solving tech-related challenges within the school, as Deputy Principal Darren Byrne explains:

Our own students actually go class to class, repairing tech issues. So, every day there are four or five students going around checking PCs in classrooms. They […] give classes to our first-year students on app usage.
It’s invested in the whole school [now], the idea that students can look after this kind of technology themselves. We’re the ones reaching out for help from the students!

Darren Byrne, Deputy Principal at St Joseph’s

Spark enthusiasm in your school community

To find out how you can get involved in Astro Pi, visit astro-pi.org for further information, deadlines, and more. If you would like to learn more about the other free resources we have available to help you inspire a coding community in your school, head to www.raspberrypi.org/teach. 

Help us celebrate St Joseph’s Secondary School by sharing their story on X (formerly Twitter), LinkedIn, and Facebook.

The post Celebrating the community: St Joseph’s Secondary School appeared first on Raspberry Pi Foundation.