I’ve been teaching Blender to holiday programmes on a regular basis, so here are my few cents…
Firstly, there’s a snag with installing on their machine; what are you going to do when someone shows up with something really outdated? Send them back? Most will be fine, but you need backup for the odd one or two “fix my broken machine and promise it will make great movies” types who will be sure to show up sooner or later. I’ve had students show up with machines which had a 45 second wait when pressing the “occlude” button on a cube (the one which makes the cube see-through)
My most frustrating part for me is…
<<<< Censored: a number of comments against my host company for trying to take too many stupid short cuts in critical “don’t short cut this at all costs” areas >>>>
So yes - it can work, though I’ll suggest a bit of structure for you…
Your plans are good, although some ideas are “one offs” under larger sub headings. for example, your current lessons could be organised as…
PART 1: THE BASICS OF BLENDER
Session 1: Objects: Moving around the GUI. (Feel free to include “layers” and use my resource at http://blenderartists.org/forum/showthread.php?t=129225 to teach moving, scaling, rotation basics in object mode)
Session 2: Editing: vertex points, edges, faces.
PART 2: TEXTURING AND LIGHTING
Session 1: Materials, Colors and shading, Textures
Session 2: Lighting, Lighting types, AO
…so you see, you currently have two parts. I would suggest you should make several parts. What about a Rigging / Animation module, how about a special on the physics engine and/or another on the games logic? These parts become new and different courses for returning students.
I would suggest that you make one key beginner lesson that includes all the basics from moving shapes around right down to splitting the screen to making 4-window views, layers etc. This one module is your standard course for all first timers.
If a student comes back, you then pull out a module; it might be the lighting one, it might be the rigging one… this way the class is split into two so that you teach the never-been-before students the same basics (they have never seen them until now) whereas the returned students do the pull-out module.
…so what about when students are at different levels of “returning” (one coming back after one session, another been back three times). Well, the thing with the modules is they are on a calendar cycle, like a turning wheel, and if this time, students are doing “texturing” then that’s the course all “returning” students do… you’ve made several modules which means texturing won’t be repeated for another seven courses!
All you then need to do is keep a checklist of students who have been to all sessions. Any students who have actually returned enough times for all your standard modules, now know the basics in all areas and can be given special project work with more advanced stuff using combinations (e.g. animated procedural textures, nodes, games engine with actual rigged characters instead of just plain cubes etc).
So there you have it; an idea for an outline. All you need to do is collect a good set of lessons and organise them into a series. Then maybe get some computers so you can take a group. If you plug things right, schools are often very happy to contribute their computer labs for special interest programmes.
Good luck with your venture.