Basics of Code Sequence (Age 8-12)

Basics of Code: Level 4
Primary 2-6 (Ages 8-12)

Exploring Swift

The earlier three courses in the Basics of Code sequence have focused on using computers to do tasks like handling events, making decisions and running repetitions; such processing is integral to the art of programming. What is equally important is the data that is being processed – the information that a computer program acts upon. In the 4th course of the sequence, we will explore how computers organise, manipulate, store and retrieve information.

In the physical world, dealing with a single item or person is often much easier than dealing with a group of individuals; in computing, every computer language thus offers collections to help us deal with this complexity and Swift is no different. In this course, we will explore how arrays and objects in Swift make it easier to build apps that manage multiple tasks on a to-do list app or keep track of the virtual enemies in the mobile game.

2:00pm - 4:00pm
Weekly Schedule
5 Weekend classes (2 hrs each):
Jul 22, 29
Aug 5, 12, 19
Parkway Centre,
1 Marine Parade Central
#03-04, S(449408)
Early Bird*: SGD430
Sign Up
*at least 14 days before the first class
Frequently Asked Questions

“Coding” is synonymous with “programming”. It refers to the art of writing computer code, which are instructions that a computer can follow to solve problems. Practically every facet of technology that we encounter in our daily lives - from online banking systems to video games on our iPhone, from the GPS systems we rely on navigation to the security systems that protect our homes and offices, is created from code.

Communicating with a computer requires the use of a language, just like how communicating with another human being involves the use of a language like English or Korean. The difference is that writing code for a computer in a particular language is a little like speaking to somebody who is absolutely particular about grammar and punctuation - any deviation from a language’s rules results in a computer not being able to accept the programmed instructions. Different computer languages are well-suited to doing different tasks. For example, JavaScript is the undisputed lingua franca of the web, LISP is used extensively by NASA and in Artificial intelligence research while C and FORTRAN finds its adherents in high finance especially in the field of high frequency trading.

At Code Campus, we start with Scratch and AppInventor - drag-and-drop block-based languages developed at MIT over more than decade for the specific purpose of teaching kids how to code. Learning to code in Scratch is a little like learning how to ride a bike by first starting with a tricycle - a tricycle can get you to places but you are not likely to compete in triathlon on one. With Scratch, kids learn the basics of the thinking process behind using computers to solve problems but what they can build is largely limited to video games, music and electronic art boards that run off the Scratch platform. Regular programming languages we hear about like Python, Java and C++ have no such restrictions and can be used to build applications across any technical domain you can think of but comes at the cost of much greater complexity and are much more difficult to set up for the beginner. Scratch and AppInventor are educational tools that allow us to separate the thinking of computer science from the operational tedium of regular languages, allowing us to introduce kids to the subject at a much earlier age and increase their future aptitude for the discipline.