Help a new Roblox creator keep going

The redesigned course serves independent beginners ages 8–14. A supplied starter handles checkpoints; students build obstacles, write Luau, test their choices, and finish a game in Mission 7. Missions 8–10 focus on style, feedback, and a private or local launch.

Setup has five small steps; each mission has four. Each step gives an action, an observable result, and nearby recovery help. Ask “What did you expect, and what happened?” Then point to that step’s help. Let the student make the repair.

The Skybound starter supplies a floating-garden setting in one locked Scenery folder. Keep it closed during the opening missions. Students edit Lobby and build inside Course; the distant gardens are decorative, not playable shortcuts. Existing v2 projects still use the same lesson coordinates and can continue unchanged. Downloading a new starter does not add scenery to an existing project or preserve that project's personal work.

Support without taking over

• Handle installation, sign-in, and account restrictions when needed.
• The starter downloads as ObbyLaunch-Starter.rbxlx. If a computer saved it with an extra .html or .xml on the end, open it from Studio’s File → Open menu; the file still works. Do not rename or re-download.
• Help locate the selected object in Explorer before changing its Properties.
• Remind students to stop Play before editing and save their Studio file separately from website progress.
• Copying a complete script is allowed. Ask the student to predict and change one meaningful value; typing speed is not the learning goal.
• Let a successful build lead to a small personal decision. Keep optional extensions optional.

A finish that counts

A learner has a complete core when a fresh solo run crosses the jumps, lava, route choice, vanishing platforms, laser, key door, and finish. Checkpoints work after falling. The student can explain one script change and one design improvement.

The certificate requires all ten missions, with three observable checks per mission. Local-file launch counts when publishing is unavailable. Public publishing, multiplayer state, account eligibility, and remote sharing are outside the required course. Do not change a child’s audience settings as part of a lesson.

Take it home: the progress code

Every student is signed in automatically and gets a random name like @BraveOtter42. That account lives on the computer they used until they link a progress code, which is what lets them open the same progress, XP, friends and Robux bank at home or on another seat. Setup Lesson 5 asks for it; make sure it happens in the first session:

1. Each student opens Progress in the top bar and taps Get my progress code. The code looks like SKY-XXXXX-XXXXX.
2. They write their name and the code on a card that goes home. The code is the only login, so treat it like a password: no sharing.
3. Keep a copy of handle and code on your roster, next to the Robux column. A lost card is then not a lost bank.
4. At home: open the course, then Progress → I have a code from another computer → type the code. Anything the home computer already did merges in.

The Robux bank

Every mission a student finishes adds Robux to a reward bank they can see on their Progress panel, together with what the next mission pays. The site is the bank; paying it out is yours. Robux is paid out twice a year: once before the winter break and once at the end of the school year, to students enrolled at that time. A student who leaves the course partway through a term does not receive that term's Robux. Say this early, positively, and once: the reward is for seeing the term through, and every finished mission counts toward the next payout.

At each payout:

1. The student opens Progress; read Earned in this course and their @handle.
2. Pay the difference between that amount and what your roster says has already been paid, per school policy (gift card or code).
3. Note the handle, the amount, and the date on the roster. The site does not track payouts; the roster is the record.

Before paying, open the student's game and spot-check each mission against its confirmations: the required build and script must exist and work in Play. More parts, bigger sizes, different colors, extra obstacles all count. If a student has ticked confirmations for work that is not in the game, that reward is forfeited. Say so calmly and privately; if they want to finish the missing work and earn it honestly, let them, and pay it at the next payout.

Never state a ceiling or a total to students; they see only what they have earned and what the next mission pays.

Existing students

The classic course preserves the original ten-stage project and progress. Do not switch a partially built classic game onto new mission coordinates. The redesigned course has its own starter and separate progress identity.

Reference downloads open separate copies; they do not merge a child’s personal work. For Missions 8–10 they contain the complete core, not the child’s decorations or publishing status.

Opening candidate: Setup and Mission 1

The opening is a local review candidate. Landing leads with a 26-second film of the supplied world, a working crossing, and three real Studio examples: moonstone, sunset tile, and garden stepping stone. Mission 1 retains its 32-second gameplay preview. These films have captions and written equivalents; there is no required audio.

The opening explains one continuing project: Missions 1–7 build the playable route, and Missions 8–10 style, test, and finish it. Landing shows every mission’s contribution. Setup tells learners to reopen their latest saved file, and Mission 1 explains how its jumps lead into Mission 2’s lava section. Ask students to explain that sequence in their own words; clear wording has not yet been validated with the learner pilot.

Setup keeps five steps: install, open/save a personal copy, find Lobby, recolor, then Play/Stop/save/reopen. Mission 1 keeps four challenges: build one landing, extend the crossing, observe a playtest, and improve it. Its first walkthrough opens automatically. Later repeated instructions stay expandable.

Start with the 8-stud guide. The 6-stud option changes only the guide's X Size, not the child's Studio file. Checkpoint positions stay fixed because they connect missions and determine respawn. Color, Material, and landing width are editable choices. A stud is a unit of length; a Part is a building block.

The three themed examples use the same flat geometry. Students can choose their own idea. The optional MarkerStem and MarkerTop sit beside Jump1, with Anchored on and CanCollide/CanTouch off. Decoration earns no extra proof and is not needed for completion. For widths beyond 8, move the marker farther sideways.

The seven demonstration areas now contain 24 short Studio clips, each 9–28 seconds. Students choose one action, watch, and try it in Studio. Replay starts that clip again; “Repeat this clip” is optional and starts off. Clips never autoplay or advance themselves. Only the selected clip loads when played. Captions also appear as readable text below the player, with complete written steps available beside every demonstration. Use the native full-screen control for a closer look at Studio fields.

The miss/edit/retry example shows a new attempt aiming toward the center after widening a landing. Wider landings give more room; they do not guarantee success. Ask the learner to compare their own attempts. The checkpoint clip shows a real fall and a new character returning to Checkpoint_02.

Student observation before adoption

Mission 2 is a separate local review candidate. It continues the student's saved Mission 1 project between Checkpoint_02 and Checkpoint_03. Four challenges build the floor and stones, print a touch message, replace that version with a health change, then verify the checkpoint and reopen the saved file. Copying both complete code versions is expected; ask the learner to explain the event, the Humanoid check, and the action.

Eight caption-only Mission 2 clips show the real sky garden, part settings, Script insertion and naming, replacing code, Output, safe versus dangerous surfaces, and checkpoint respawn. Each clip has native controls, Replay, optional repeat, readable text captions, and a written equivalent. Start with 8-stud stones; the 6-stud option changes the guide, while the lava floor stays 24 studs wide. Leave the checkpoint positions fixed. A personal danger color is a design choice, not an additional required obstacle.

The rock basin, molten fissures and ember spills are supplied decoration in Scenery → 06_Lava_Lagoon. Students still construct five Parts and one Script. Fresh downloads include the scenery; older MyObby projects remain valid. The mission's optional “My saved world has no rock basin” panel provides a scenery-only model and tested native import steps. Select Scenery before importing, then set the imported model's Origin Position to 0, -1.8, 72. Never restart a student's project just to add decoration, and check for an existing copy before importing. The basin has no collisions: the safe route remains the purple stones and green pads.

For this mission, watch whether a beginner can find Output, put LavaHazard inside Lava, replace rather than append code, and test both a safe stone and the hazard. Ask them to explain why their colors make the danger recognizable. Studio automation verifies behavior; it does not establish that a beginner can follow the lesson independently.

Observe five first-time learners across ages 8–14. Account and installation help is allowed; task-solving coaching after that is not. Target at least four completing both Setup and Mission 1 independently. Do not require the optional decoration.

For each successful learner, observe all of the following:

• Uses the lesson's help to recover from a stuck point.
• Explains a personal Color, Material, width, or theme choice.
• Reaches Checkpoint_02, falls, and verifies return to that pad.
• Stops Play, saves, and reopens their own work successfully.
• Identifies something they want to build next.

Record the step where help was needed, what the learner tried, whether recovery came from the lesson, and the saved result. Use anonymous learner labels and age bands. Record coaching honestly; a coached completion does not count toward the four-of-five target.

Fix recurring stuck points and retest before adopting Mission 1 as the standard. Build checks and automated Studio tests establish technical behavior, not student independence. Mission 2 needs its own learner observation. Missions 3–10 remain outside this redesign and will be reviewed in separate PRs.

Students may test with someone nearby on their own computer. If no tester is available, the lesson supplies a labeled solo test. Never collect personal information in playtest notes.