The ADDIE Instructional Design (ID) method was used as the framework for approaching the design and development of this project for the Scratch Foundation’s Scratch Education Collaborative (SEC). The problem was to address gaps in the SEC learning experience around the localization of Scratch for meaningful learning, and incorporating the elements of projects, peers, passion, and play in the design of creative coding experiences for children. Seymour Papert’s constructionism is the theoretical foundation for learning with Scratch, which asserts that effective learning is achieved through making, and where learners are actively constructing tangible artifacts. With constructionism as the basis, in the design phase, learning objectives, assessment instruments, content, and lesson plans were developed by applying instructional strategies to achieve specific SEC learning goals. SEC participants, as learners, bring real-world barriers and challenges to coding opportunities and propose solutions through the development of a framework for providing equitable creative experiences, programming, and resources for the most vulnerable learners in their context.