We have a large and diverse community of people who are interested in digital making. Some might use the curriculum to help guide and inform their own learning, or perhaps their children’s learning. People who run digital making clubs at schools, community centres, and Raspberry Jams may draw on it for extra guidance on activities that will engage their learners. Some teachers may wish to use the curriculum as inspiration for what to teach their students.
Learning anything involves progression. You start with certain skills and knowledge and then, with guidance, practice, and understanding, you gradually progress towards broader and deeper knowledge and competence. Our digital making curriculum is structured around this progression, and in representing it, we wanted to avoid the age-related and stage-related labels that are often associated with a learner’s progress and the preconceptions these labels bring. We came up with our own, using characters to represent different levels of competence, starting with Creator and moving onto Builder and Developer before becoming a Maker.