The brief
A website is more than a collection of pages. The learning challenge is to help beginners connect a real person’s need to an interface, a task and the logic behind it.
The curriculum moves from familiar school and community problems toward a functioning digital product. AI can support the build, while learners remain responsible for the choices they make. The intended audience has no prior programming experience, so the design must make technical concepts concrete before introducing complexity.
Learning approach
Start with the task, not the tool.
In the first 90-minute lesson, learners explore what familiar websites let people do. They practise clear, ordered instructions and essential computer actions before choosing a school or community problem. Code terminology is deliberately deferred in this opening lesson. The final idea card captures a problem, an audience, an offering and one user task.
Reconstructed curriculum map. Sequence and planned scope are grounded in the supplied documents.
Try an example
What belongs in the first version?
Step into a small product decision. Choose a useful first feature, then decide how to test it.
More about the design
Discovery & objectives
The audience analysis in the documents establishes age, entry skills and a practical, collaborative format. The first lesson turns these constraints into a sequence: movement and discussion, precise instructions, computer challenges, website analysis, then an idea card. This is documented instructional planning; no interview or field-research records were supplied.
Intended learning performance
Learners should be able to name a user, explain one need, map a task and justify a product decision. Later units extend this to forms, data, testing and a live demonstration.
Design focus
User needs, UX, prototyping, iteration
Development & storyboard
The syllabus specifies Base44 alongside HTML, CSS and JavaScript concepts. The planned feature path connects interface → event → logic → data → response, including forms, CRUD and responsible data collection. A small design system, clear content, mobile layouts and accessibility checks connect technical implementation to the user experience.
The supplied deliverables are two language versions of the syllabus and a detailed opening lesson. The diagram, storyboard and interactive exercise below are newly created portfolio examples. They are not screenshots of a delivered student website or an original Base44 project.
Screen-level storyboard
New portfolio specification for the demonstration below.
| Screen | Content | Learner action | Feedback / rationale |
|---|---|---|---|
| 01 · Context | A community group needs a simple way to find activities. | Read the short scenario. | One specific user and need, without personal data. |
| 02 · Scope | Choose the first useful feature. | Select a focused task or a broad feature bundle. | Feedback links scope to observable user value. |
| 03 · Evidence | Define what successful use looks like. | Choose a task-based acceptance criterion. | Distinguish completion evidence from appearance. |
Multilingual design
The paired syllabi preserve the same progression from a need to a product. These short source terms show terminology alignment; they do not establish that cultural usability testing took place.
צורך אמיתי
حاجة حقيقية
מוצר מלא
منتج كامل
Short terms from the paired source documents, newly typeset. Latin tool names use their original spelling.
Evaluation & next steps
The curriculum plans user-task tests, hypothesis checks, classroom A/B comparisons, bug documentation and retesting. It also includes mobile, accessibility and privacy review before a final pitch. These are designed evaluation methods; no completed tests, analytics or student results are in the supplied evidence.
A proposed next iteration
A proposed refinement is to constrain the first MVP to one audience, one task and one data-backed feature. The syllabus assumes a computer per learner, while lesson one allows two or three learners per device; delivery planning should explicitly reconcile this difference.
Skills & sources
Source basis
Grade 8 website syllabi, Hebrew and Arabic, pp. 1–3; first lesson, pp. 1–2.
Contribution is based on Saja’s identification of these materials as her work. Exact collaborator boundaries and implementation dates remain part of the private review. Curriculum tool references describe the planned learning environment, not a claim of production expertise in every tool.