This seems to align almost exactly with Hedy's methodology. The translation aspect of the curriculum is nearly an afterthought in comparison to how much work was put into developing simple lessons that teach one thing at a time, asking students to solve problems of increasing complexity using the tools as they're introduced.
Start with printing text, then add echoing input, then variables, then lists, working up pretty quickly to very simple shape drawing and graphics, and in a flash students have all the building blocks to make a fun little game or interesting experience.
Start with printing text, then add echoing input, then variables, then lists, working up pretty quickly to very simple shape drawing and graphics, and in a flash students have all the building blocks to make a fun little game or interesting experience.