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
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