Overview
This planner is based on the session format we use every Saturday at M²P INNOVATION Hub. It's been refined through over 100 sessions with 500+ learners in Limpopo Province. Whether you're running a coding class, robotics workshop, or maker session — this structure works.
The 2-Hour Session Structure
Our sessions follow a 4-phase format that keeps learners engaged from start to finish:
| Phase | Duration | Purpose | |-------|----------|---------| | 🔄 Warm-up | 15 minutes | Review, energise, reconnect | | 📖 Teach | 30 minutes | Introduce one new concept with live demo | | 🔨 Build | 45 minutes | Learners work in pairs on a hands-on project | | 🎤 Share | 15 minutes | Pairs present, celebrate, reflect | | 🧹 Wrap-up | 15 minutes | Pack up, preview next session, sign out |
Total: 2 hours
Phase 1: Warm-Up (15 minutes)
The warm-up serves three purposes: revisit last week's learning, get energy levels up, and build community.
Warm-Up Activity Ideas
Quick Quiz (5 min) Ask 3–5 questions about last session's content. Learners raise hands or stand up for "true" / sit down for "false." Keep it fast and fun.
Peer Teaching (10 min) Each pair has 2 minutes to explain one thing they learned last session to another pair. This forces recall and builds confidence.
Code Detective (5 min) Show a piece of code on the projector with 1–2 deliberate bugs. First pair to spot the bug wins a small round of applause.
Tech News (5 min) Share one interesting STEM news story from South Africa or the world this week. Ask: "What do you think about this?"
Facilitator Notes
- Arrive 15 minutes early to set up equipment and test everything
- Greet every learner by name as they arrive
- Play background music during arrival to set the tone
- Have the warm-up activity visible on screen when learners walk in
Phase 2: Teach (30 minutes)
Introduce one concept only. Resist the urge to cover too much. Deep understanding of one thing beats shallow exposure to five.
Teaching Structure
Hook (5 min) — Start with something that makes them curious:
- "What do you think happens when...?"
- Show a finished project demo and ask "How do you think this works?"
- Tell a short story from the real world (e.g., "NASA uses this exact concept in their Mars rovers")
Explain (10 min) — Break down the concept:
- Use simple language, avoid jargon unless you define it first
- Draw diagrams on a whiteboard (visual + verbal = better retention)
- Ask questions as you go: "Does this make sense so far?"
- Connect to what they already know: "Remember last week when we learned about loops? This is similar, but..."
Demo (15 min) — Live code / build in front of them:
- Type/build slowly and narrate every step
- Make deliberate mistakes and ask learners to spot them
- Ask: "What should I do next?" (gets them thinking before doing)
- Show the working result at the end and celebrate it
Tips for Inclusive Teaching
- Face the class, not the screen
- Repeat key terms at least 3 times
- Check in with quiet learners individually during the demo
- Use real-world examples from learners' daily lives
- Offer the concept in English AND the local language if possible
Phase 3: Build (45 minutes)
This is where the real learning happens — hands-on creation.
Pair Programming Rules
- Two learners, one computer (or one kit)
- Driver controls the keyboard/mouse. Navigator directs, checks, and thinks ahead
- Swap every 10–15 minutes — use a timer the whole class can see
- No one gets left behind — if your partner is confused, explain it to them (not do it for them)
Facilitator Role During Build Time
- Walk the room constantly — visit every pair at least twice
- Ask probing questions instead of giving answers:
- "What are you trying to make happen?"
- "What have you tried so far?"
- "What do you think would happen if you changed this?"
- Identify struggling pairs early and sit with them for a few minutes
- Challenge fast finishers with extension tasks (written on the board)
- Take photos of work in progress (with permission)
Handling Different Paces
Some pairs will finish in 20 minutes. Others will still be starting at minute 40. This is normal.
For fast finishers:
- "Add a feature that wasn't in the brief"
- "Help the pair next to you (without touching their keyboard)"
- "Write down 3 things you'd improve about your project"
- "Start the challenge extension"
For slower learners:
- Simplify the project to its core functionality
- Provide a partially-completed template they can build on
- Pair them with a more experienced learner (mentorship model)
Phase 4: Share (15 minutes)
Presenting work builds communication skills, confidence, and pride.
How to Run Show & Tell
- Ask for 2–3 volunteer pairs to present (or rotate through the class over multiple sessions)
- Each pair gets 3 minutes: 1 min to demo, 1 min to explain how it works, 1 min for questions from the class
- Clap for every presentation regardless of how polished it is
- Ask the audience: "What did you like about this project?"
- Ask the presenters: "What was the hardest part?"
Why This Matters
- Learners practice explaining technical concepts in plain language
- It normalises imperfection — unfinished projects are celebrated too
- Quiet learners gain confidence over time
- It creates a culture of sharing and mutual support
Wrap-Up (15 minutes)
Reflection (5 min)
Ask the whole group:
- "What's one new thing you learned today?"
- "What was the most fun part?"
- "What do you want to learn next?"
Write these on the board — they inform your next session's planning.
Preview Next Session (2 min)
Give them something to look forward to:
- "Next week we're going to build a [specific thing]"
- "Think about [specific challenge] before next week"
Pack-Up (8 min)
- Equipment returned and checked against the inventory
- Workspace tidied
- Attendance register completed
- Learners sign out
Equipment Checklist Template
Use this checklist at the start and end of each session:
Coding Sessions (Scratch / Python)
- [ ] Laptops charged and working (1 per 2 learners)
- [ ] Mouse for each laptop (easier for young learners)
- [ ] Extension cords and multi-plugs
- [ ] Projector / large screen for demos
- [ ] Whiteboard markers (at least 2 colours)
- [ ] Scratch offline installed (backup if no internet)
- [ ] Session slides / notes printed as backup
Robotics Sessions (Arduino)
- [ ] Arduino kits (1 per 2 learners)
- [ ] USB cables (1 per kit)
- [ ] Breadboards
- [ ] Component trays (LEDs, resistors, sensors, wires — sorted)
- [ ] Batteries and battery holders
- [ ] Arduino IDE installed on all laptops
- [ ] Multimeter (for the facilitator)
- [ ] Spare components (things break!)
General
- [ ] Attendance register
- [ ] Name tags (for new learners)
- [ ] Water for facilitators
- [ ] Printed worksheets (if applicable)
- [ ] Camera for photos (phone is fine)
- [ ] First aid kit accessible
- [ ] Parent contact numbers accessible
Attendance Tracking Template
| # | Learner Name | Grade | School | Session 1 | Session 2 | Session 3 | Session 4 | |---|-------------|-------|--------|-----------|-----------|-----------|-----------| | 1 | | | | ☐ | ☐ | ☐ | ☐ | | 2 | | | | ☐ | ☐ | ☐ | ☐ | | 3 | | | | ☐ | ☐ | ☐ | ☐ |
Print and fill in manually, or create a Google Sheet with the same columns.
Learning Outcomes Template
For each session, define 2–3 measurable outcomes:
Session: [Topic Name] Date: [Date]
By the end of this session, learners will be able to:
Assessment method:
- [ ] Observation during build time
- [ ] Show & tell presentation
- [ ] Worksheet / quiz
- [ ] Project completion
Adapting for Different Age Groups
Grade 4–5 (Ages 9–11)
- Shorter phases: 10 min teach, 30 min build, 10 min share
- More structure: Provide step-by-step printed instructions
- Visual tools: Scratch, block-based coding, physical crafts
- More pairs support: 1 facilitator per 8 learners ideal
- Simpler concepts: Focus on sequences and simple loops
Grade 6–8 (Ages 11–14)
- Standard format: Follow the 2-hour plan as written
- Growing independence: Give the goal but let them figure out the path
- Mix of tools: Scratch → Arduino → Python progression
- Group projects: Occasionally use groups of 3–4 for bigger builds
- Introduce debugging: Teach them to read error messages
Grade 9–12 (Ages 14–18)
- Longer builds: 15 min teach, 60 min build, 15 min share
- Self-directed: Give a challenge brief, let them research solutions
- Advanced tools: Python, Arduino + sensors, 3D design, web development
- Competition prep: WRO SA rules, timed challenges, collaborative design
- Career exposure: Connect sessions to real-world STEM careers
Term Planning Template (10 Weeks)
| Week | Topic | New Concept | Project | |------|-------|-------------|---------| | 1 | Introduction | What is coding? | Explore Scratch interface | | 2 | Sequences | Events + Motion blocks | Animated name | | 3 | Loops | Repeat + Forever | Dancing cat animation | | 4 | Conditionals | If/Then | Simple quiz game | | 5 | Variables | Score tracking | Chase game | | 6 | Revision | All concepts | Improve a previous project | | 7 | Introduction to Arduino | Board anatomy, setup | Blink an LED | | 8 | Sensors | Analog input | Light sensor reader | | 9 | Integration | Combining concepts | Free-choice project | | 10 | Showcase | Presentation skills | Present to parents / school |
This resource is provided free by M²P INNOVATION Hub. Adapt it to your context, your learners, and your community.