I am now entering into my fifth week of Code Club. I have been supporting the Computing specialist teacher to run this oversubscribed extracurricular club for Years 3 and 4 since the start of the Summer term. Held after school on Thursdays, the club has been an enjoyable way to be more involved in the school community, and to improve my own teaching of Computing. The children have been using Scratch to complete challenges on the Code Club website. They have created their own rock band, programmed a space animation, and some have started to create a ghost-themed game. The children are able to work at their own pace, and use the support of the website, supporting staff, and eager volunteers from Siemens in Didsbury. The lead teacher encourages the children to overcome bugs by carefully checking their code, and through trying something new. The children have become more resilient and dedicated to improving their coding skills as a result. I have been impressed by the way in which the children have all created some original, despite having the same starting points. Some have developed bands featuring opera singers, theatrical backgrounds and cellos, whereas other children have popstars under the sea, complete with multiple drum kits! I have enjoyed seeing the children's creativity shine through their use of code, and it has been a lovely way to spend my Thursday evenings.
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I am fortunate enough to have a few independent study days at the moment, and so I have decided to complete another Pick n Mix module on Blackboard. I have focused on Computer Science, and the completion of this module helps me to fulfil two points on my most recent action plan:
The module is split into twelve sections, and covers everything from computational thinking, to floor robots and Scratch. The first section, an introduction, includes several videos from the course leads. These cover the Computing curriculum, ideas for teaching, cross-curriculum use of Computing and a video on terminology. I watched these videos, and they have helped to solidify my basic understanding of the curriculum and what it entails. “A high-quality computing education equips pupils to use computational thinking and creativity to understand and change the world.” DfE National Curriculum 2014 The second section deals with computational thinking. According to the dedicated page, this is 'about solving problems efficiently and effectively. This may sometimes be with a computer and sometimes without. It is a primary aim of the new computing curriculum to develop pupils’ computational thinking skills to help them become better problem solvers'. There are several key elements of computational thinking. These are:
Computational thinking can be taught through programming projects, such as using Bee Bots or creating a game in Scratch. The module suggests viewing resources on the Barefoot Computing project website (www.barefootcas.org.uk), something which I used on GPP and found very useful. The next section, on unplugged Computing, has given me lots of ideas about how I can explore computational thinking skills without the use of a computer. These can include drama and paper based activities, and can be very engaging as they immerse students in problem solving and other Computing skills through physical activity. My favourite idea was 'Pupils could try and identify examples of selection in the world around them. For example, 'when it rains then people use umbrellas’ or ‘when I try my hardest then I realise fractions aren’t actually that difficult!’ I can see how this could be a great way to introduce the ideas of selection and logic gates, concepts which I found very difficult at school due to their seemingly abstract nature. Presenting these ideas through unplugged activities could help children to gain a better understanding. Two sections of the module focus on floor robots, especially the Bee Bot. I borrowed a Bee Bot back in September, and found it a valuable learning experience. Floor robots can be used to teach commands and sequencing, improve spatial awareness and bring the abstract concept of programming to life. The module has introduced me to a new type of floor robot - Roamer. Roamer is similar to the Bee Bot, but has a wider range of inputs and can be purchased to suit particular age groups. Below is an image of Roamer's control pads, and some images of its use that I found online. I really liked Roamer's website, as there were lots of ideas for lessons and practical use in the classroom. The module also includes ideas for apps which teachers can use to teach coding. These are: Key Stage 1 Bee Bot, Daisy the Dinosaur, Kodu, ScratchJr and Logo Key Stage 2 Kodu, Logo, Scratch, ScratchJr (and Python, but this is often more appropriate for KS3) Further sections take a closer look at some of these apps. Daisy the Dinosaur is an app which can be downloaded for iOS. It provides a simple coding environment based on commands, and allows users to control the character of Daisy. Children can either use the app in a sandbox, free play mode, or access challenges to improve their skills. The module explains that it can be used to teach the following KS1 curriculum objectives:
I downloaded Daisy the Dinosaur and had a lot of fun creating short sequences of movement and growth. I would like to use this app in Year 1 as a progression from Bee Bots, as the interface is very child-friendly and the character of Daisy is appealing. This could be an ideal introduction to computer-based programming. Scratch and ScratchJr are graphical programming languages based on drag-and-drop blocks. Users program characters called 'sprites', and can create anything from simple animations to complex games. ScratchJr is suitable as a 'developmentally appropriate' introduction to this type of programming, and children can move onto Scratch when they are ready. Both are available to download as apps, and Scratch can also be used online. I have blogged about Scratch before, but I have included below some images of how it can be used, and a video of it in action. Later sections on assessment and schemes of work are dealt with in one of my previous blog posts, which can be found here. Completing this module has given me many more ideas about how I can teach Computer Science, and include elements of computational thinking across the curriculum. I will be looking to extend my use of coding apps on FPP, as this was something that I did not have the opportunity to do on GPP. Links Barefoot Computing www.barefootcas.org.uk Roamer - www.valiant-technology.com/uk/pages/roamer_home.php Daisy the Dinosaur www.daisythedinosaur.com Scratch scratch.mit.edu ScratchJr www.scratchjr.org Python www.python.org
I have just spent a week in KS3, observing lessons across the curriculum and learning about transition from KS2. This week included a whole day observing Computing lessons from Year 7 to 11, and completing the Hour of Code qualification. We have also had the opportunity to speak to the subject lead about the transition days provided for local primary schools, which include drap-and-drop coding games, use of Microbits and an e-safety session.
The school tries to ensure that every child leaves with a qualification in Computing; either a GCSE, BTEC or ECDL. Computing is a timetabled lesson for every child from years 7-9, and many of children will opt to continue study in KS4. Two large ICT suites, with 35 computers in each, are used for both Computing and cross-curricular lessons. An IT team support the school systems and provide technical support. The school also has a range of other resources, from Raspberry Pi kits to iPads. Google Classroom is used to provide homework tasks and support outside lessons, although this is not in place in every subject area. The Computing lead admits that the level of integration of Computing with other subject areas is still dependent on the confidence and skill-level of teachers in different departments. We observed a great lesson on Microsoft Excel, introducing If algorithms within the context of a shop. Students became shop managers, and could choose which products to sell. They recorded 'sales' within a table, and altered the table so that it would record 'met' or 'not met' if the sales exceeded a certain level. This lesson was engaging because students were able to make their own decisions about products - most picked tracksuits and trainers - and take ownership of sales targets. They then used Microsoft word to write an evaluate of their table and explain what they had learned. Self-assessment was recorded in individual Computing journals, and the teacher could use these to assess understanding at a glance. Although similar to Primary Computing in some ways, it was interesting to see how self-directed the lesson was, and the emphasis on independence. There was an unspoken understanding that the children were already very competent and confident in using the computers, and very little of the task had to be explained. A strong link to literacy was demonstrated in the use of a Key Words wall, and the emphasis on punctuation in the written evaluation. I will try to ensure that my lessons also include a strong link to Literacy, and hopefully Maths. This could be a great way to support core development, within an engaging foundation subject area. I was able to take photos of the displays around the classrooms and corridors. These provide a variety of information and showcase work across all three areas of digital literacy, computer science and information technology. E-Safety advice is prominent, reflecting the enormous amount of work done within the school. Every lesson contains an E-Safety lesson, and each school year is started with a specific unit on staying safe online. We were shown a fantastic video, Can I be your friend? which helps students to understand how abnormal some interaction on social media can be. Another video, Let's Fight it Together! is a powerful exploration of cyber-bulling, and the steps that can be taken to find help. I know that could use these videos with a mature Year 6 class, and will save the resources for the future. Use of videos is a great way to introduce these issues to children - I know from personal experience that simply listening to an adult can seem detached from the realities of life online. Video content is relatable, and children can even watch them again online after the lesson. I was placed with three other trainees, and we were all able to complete the Hour of Code qualification. I have previously seen this within a short placement in a Year 3 class, although the website www.code.org includes resources for children from the Early Years upwards. The qualification is formulated around drag-and-drop coding based on Javascript, and can be completed within several exciting games. These are based on popular films and existing online games, from Moana to Star Wars. I completed my Hour on the Frozen game, which uses code to create snowflake patterns in ice. The game was very intuitive and enjoyable, and I became much more adept over the course of the hour. We are all delighted to receive a certificate at the end, and I now feel much more confident in teaching coding. The hour has also shown me how effective it can be to link popular characters, films or tv shows to potentially tricky topics; engagement is practically guaranteed.
Finally, we got a chance to learn how to use a Micro:bit. These pocket-sized computers can be coded using free online software, and include input buttons, sensors and an LED display. They can be connected to other hardware, including speakers, and used for everything from designing games to playing music. We used the Micro:bits by themselves, to produce simple LED displays. We plugged the device into the USB port of a computer, and used Microsoft Block Editor software to drag-and-drop code elements. After getting to grips with the program, I designed a simple code based on emotions. Children could use the buttons to display a happy, sad or neutral face. I can see how this could be useful with a non-verbal or upset child, and help develop awareness of emotion in others within the EYFS. Another student created a fantastic code which displayed times tables. When the Micro:bit was shaken, the device would display the next number in a times table sequence. I filmed this code in action, and have included the video below with her permission.
Links wwwwclassroom.google.com - Google Classroom www.old.digizen.org/cyberbullying/fullfilm.aspx - Let's Fight it Together film www.microbit.org - Micro:bit resources, coding and e-safety advice www.code.org - Hour of Code There are two other students in my School Direct alliance, and we agreed at the start of GPP that it would be interesting to compare the teaching and learning of computing across our three primary schools. We have been placed in fairly different schools, despite their close proximity in inner-city Manchester. My school (A) is a single-form entry RC primary, whilst the others are CofE (School B) and non-faith (School C). Both of the other schools are two-form entry, and I know from discusion with both students that their schools place a greater emphasis on Computing in the curriculum. Interestingly, School C is my school for FPP, so it has been very interesting to get a taste of my next placement. The other students both conducted an interview with their Computing subject lead, and have posted the responses on their individual blogs. The link to my interview (School A) can be found here. and I have posted the interviews with Schools B and C below. The three interviews provide an interesting mix of ideas, teaching methods and examples of Computing in schools. All schools have access to a computer room and dedicated timetable slots to teach Computing. School C is the only school that does not explicitly teach Computing in EYFS, although it is also the only school where the Computing lead has formal subject-training. The three have some resources in common, especially through the use of iPads and programs such as Scratch. In terms of E-Safety, School B has a great policy which involves a RAG style rating for each lesson. A low-risk activity, such as using Bee Bots, would be flagged to students as 'Green'. There is little or no E-Safety risk. However, independent research on Google would be rated as 'Red'; students are much more likely to run into unsuitable, inappropriate or dangerous content. School C tries to include an E-Safety element in every lesson, which contrasts the experience in my school, where students study a discrete unit of work on this subject. I prefer the approach of Schools B and C, as this should help students to become more aware of the risks of a variety of different activities using tech, and relate E-Safety to real-life experiences. I very much like School B's policy of using computer games as a hook for boys' reading. I have touched on this issue with my post on Minecraft books, but enjoyed learning about this school's week-long intervention using computer games as a storytelling devices. School C makes innovative use of Google Classroom, a Virtual Learning Environment (VLE) which students can visit at home or in school, to access homework, ask questions, submit work and chat to classmates. I can see how this could be an effective way to engage tech-savvy students in upper-KS2, although I am not sure how this could work with younger children. My school is the only school of the three to use Visualisers, which surprised me. I make a great deal of use of these in lessons, especially to model tasks or celebrate the work of individual children. The other schools do have a greater number of resources and apps available, including Espresso code, Kodu, Purple Mash, Tux Sketchup, Kahoot and Plickers. I am excited about using these resources when I am placed in School C. The other two schools also have a greater number of iPads and computers for children to use, which allows greater integration of Computing across the curriculum. It was great to see that all three schools have a committment to teaching the new Computing curriculum, and have a variety of resources abailable. Although all three admitted that some teachers are not confident or trained in all areas of Computing, especially the Computer Science element, all three schools offer CPD and the Subject Lead is exploring new areas. School B - Inner city CofE primary school, two-form entry. Is computing taught throughout the school? If not, why? Where is it taught? Which year groups? Computing is taught from year 1 upwards. It is taught discretely in Reception. Are all three areas taught with the correct time given to each? (50% CS, 20% IT and 30% DL) Yes. Is the Computing lead specifically trained in Computing? Not officially. Self-taught. What resources does the school have? List apps/software and hardware Software: Purple Mash, Matheletics, Google Sketch up, Art Rage, Sculptris and Scratch. Hardware: Graphic Tablet, laptops and Beebots. How does the school deal with e-safety? The school follows a red, amber, green policy. When students are having a computing lesson the teacher will make reference to which colour it signifies. For example, if the teacher were to do a lesson on Bee Bots then it would be green - low level risk. However, if they were to use Matheletics it would be amber, as the students are on the Internet. When they are researching on Google then it is red. This is because the students are more at risk. How is computing integrated with the rest of the curriculum (core and foundation)? e.g. whiteboard use, iPads, ICT design, robots, websites, search engines. Coding and Networking are taught stand-alone, however everything else is taught cross-curricular. Mathletics is used for Maths and is set as homework. How is computing delivered to ensure all students are engaged and targeted? Esp. G&T, additional needs. To encourage boys to write the school had a computing intervention where the students played video games. This was used as a hook to get them thinking about the story in the game. They became immersed in the game and engaged with the activity. The intervention lasted a week and the students used laptops to type their stories. There are many powerful stories in computer games and I think that this is a great idea to link literacy with computing, whilst also encouraging boys to write. In the past the school have had some students who require a laptop due to dyslexia. Another student needed a Dictaphone. Does the school have a clear commitment to computing and its role as a key skill? Yes. The school have computing assessments at the end of the year. Each year group has a success criteria that they are expected to achieve. The school consider computing the next most important subject below Maths and Literacy. What new applications/innovations have been brought in recently? The school are planning to get a 3D printer. This will allow them to achieve a lot of the criteria set on the National Curriculum It will allow the student's to design, code and create. The school also want to use virtual reality in subjects. The coordinator commented that this would be great if the topic is the Stone Age, as the students will be able to immerse themselves into the world and be surrounded by mammoths. This will give them a better understanding for their topic and engage them with the task. It can also be used to help other subjects. Are teachers enthusiastic about IT? Is there a specialist teacher? Are teachers confident? With all three areas (CS, IT and DL)? Teachers are enthusiastic and confident with teaching IT and DL. On the other hand, they are not so confident when it comes to CS, but that is where the computer lead comes in. He is there to support them and guide them if they need it. Does the school have a social media policy for staff? Can you summarise it? All staff are informed to be sensible online and not post anything about the students or the school. The school also remind the parents of this during assemblies, as the parents can come and watch. The teachers ask parents not to post anything on social media. Would you agree that students - • Could understand and apply the fundamental principles and concepts of computer science including abstraction, logic, and algorithms and data representation? All students are working towards this objective. • Can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems? All students are working towards this objective. • Can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems? Yes. • Are responsible, competent, confident and creative users of information and communication technology? Yes. School C - Inner-city, non-faith primary school, two-form entry Is computing taught throughout the school? If not, why? Where is it taught? Which year groups? Yes. From Y1 to Y6. Are all three areas taught with the correct time given to each? (50% CS, 20% IT and 30% DL) Yes, for the most part. However, some aspects are covered faster than others. This is taken into account in the planning and teaching of the curriculum. Is the Computing lead specifically trained in Computing? Computing lead has attended and continues to attend CDP courses and session, as well as continuous independent learning to keep knowledge and skills up to date. What resources does the school have? (List apps/software and hardware) Hardware: Tablets, computers in every classroom (3), laptops, cameras, iPads, interactive whiteboards in every room in school (classrooms, hall, music room, etc.), microbits, lego robotics set, beebots. Espresso code, Kodu, Google classroom, Scratch, Purple Mash, Tux Paint, Music toolkit, Garage band, press. powerp google slides, Lego Wedo, Sketchup, Kahoot, Plickers, to name a few. How does the school deal with e-safety? In every lesson there is an element of how to stay safe. E-safety is also addressed in PSHE and in other lessons involving the use of internet. The school also addresses via emails/letters the e-safety issues that arise outside schoo by making children and parents aware of the dangers and how to help their children stay safe. How is computing integrated with the rest of the curriculum (core and foundation)? e.g. whiteboard use, iPads, ICT design, robots, websites, search engines. IPads and interactive whiteboards are used by all teachers in their lessons. Tablets are available for any teacher to u with children in their lessons, children can complete half-term projects (homework) in google classroom/google slides Each class has a blog which is frequently updated by the class teacher with homework, useful links, photos, etc. How is computing delivered to ensure all students are engaged and targeted? Esp. G&T, additional needs. Extensions and more challenging tasks are planned for G&T and due to vast experience teacher is able to adapt teaching to support highl able pupils. For children who struggle, he uses pair work with a more able pupil or a simpler task (only if really necess Does the school have a clear commitment to computing and its role as a key skill? Absolutely, training is made available for teachers who don't feel confident with school's technology, and resources are available and used in other areas of the curriculum. What new applications/innovations have been brought in recently? Lego robotics set, which was sponsored by local companies to support the school in entering a Lego competition at th end of Dec 2016. Are teachers enthusiastic about IT? Is there a specialist teacher? Are teacher confident? With all three areas (CS, IT and DL)? There is a Specialist Teacher who teaches all computing lessons. Teachers' confidence vary in all areas, but the computing lead is always happy to support any staff who lack confidence. Does the school have a social media policy for staff? Can you summarise it? Yes, basically all information regarding pupils and school must be kept confidential and nothing regarding the school should be shared through social media. Teaching staff do not add any parent, carer or pupil on social media. Would you agree that students: a) can understand and apply the fundamental principles and concepts of computer science including abstraction, logic, algorithms and data representation? Yes, most children. b) can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems? Yes. c) can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems? Yes. c) are responsible, competent, confident and creative users of information and communication technology? Yes, but some find it easier than others. I have enjoyed watching an episode of the BBC programme Click, entitled Back to School. The episode deals with how tech is being used in education - from using Minecraft to teach children about logic gates, to apps which provide on-demand tutors for students, and educational toys for pre-schoolers which mesh physical play with tech. I was most impressed with the Osmo kit, which teaches early coding through the use of physical tiles, and the programme shows how this can be used in a school coding club. Osmo's Youtube channel also has content showing how the tool can be used in schools.
The episode can be watched here: www.bbc.co.uk/iplayer/episode/b07v8l39/click-back-to-school
I have been very busy with my placement school, assignments and knowledge audits, but I am taking the time this weekend to watch Code Kids. This documentary follows the Code Kids movement in Canada, which aims to embed computer science in every aspect of the curriculum, and looks at how children can be taught Computing skills alongside traditional subjects.
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