Ofsted Inspection Framework: for Computing Subject Leaders

Inspecting Computing

The Ofsted Inspection Framework [3] came into effect in September 2019.  With the emphasis on ‘offering a curriculum that is broad, rich and deep’, here I take a look at its implications for Computing Subject Leaders.

Download my full guide on how iCompute can help your school demonstrate a quality computing education through the ‘Three I’s’ and during a Deep Dive.

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Christmas Computing Get Jolly Good at Coding

 Free Christmas Computing Resources

Here’s at iCompute Headquarters there’s nothing we like more than creating Christmas themed resources.  I’ve been having a great time designing and developing new lesson plans, tutorials and programs for this year’s festive season.

My latest offering is an absolute Christmas cracker!  A coding tutorial for Microsoft Kodu.  Kodu is helping Santa deliver presents on Christmas Eve but needs your pupil’s help coding him to deliver the presents to the right houses.  I’ve made a Kodu tutorial for your pupils to use that will guide them through the coding process before letting them get on with completing the activity and then having some festive fun by making it their own.

iCompute Christmas Kodu

Get the lesson plan & tutorial

iCompute Christmas Kodu Tutorial

Another free Christmas computing resource helps your pupils get jolly good at problem solving using key computational thinking skills such as abstraction, decomposition, generalisation and pattern spotting.

Computational thinking lies at the heart of the National Curriculum for Computing and our best selling (ERA and BETT nominated) schemes of work support schools teach it creatively and well.

Grab yourself a gift with our free stuff for Christmas.   Visit www.icompute-uk.com for more free Christmas themed lesson plans and resources to support teaching primary computing.

christmas computing

Click to download

How to thrive during an Ofsted Deep Dive for Computing

Ofsted will be “deep diving” into a selection of subjects during their inspections with the “curriculum at the heart of inspection” focusing on curriculum intent, implementation and impact. I’ve previously written an article on this called inspecting computing for computing subject leaders. Now, with the benefit of feedback from schools using iCompute who’ve undergone a deep dive for computing – and widely published Aide Memoir and Inspector subject training guidance provided by Ofsted – I explore what a deep dive for computing looks like with the aim of helping prepare computing leads.

You can download a copy of my comprehensive guide to the Ofsted Framework and Ofsted Deep Dives for Computing at the end of this post. It’s been updated to include dozens of Ofsted Deep Dive questions our schools have been asked and the school friendly questions suggested by Ofsted along with details of how iCompute helps schools answer them.

Ofsted Deep Dive for Computing questions
Comprehensive set of Ofsted Deep Dive for Computing Questions
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Halloween 🎃 Computational Thinking Puzzles

Scarily 👻 Good Free Resources for Primary Computing

Help your pupils get dead ⚰️ good at problem solving using key computational thinking skills such as abstraction, decomposition, generalisation and pattern spotting with our free Halloween themed puzzles.

Computational thinking lies at the heart of the National Curriculum for Computing and our best selling (Educational Resources Awards nominated) series of Computational Thinking Puzzle books 1-4 help pupils independently practice the skills they learn in their computing lessons.

Grab yourself a treat 🍬 with our free puzzles for Halloween.   Visit www.icompute-uk.com for more free themed lesson plans and resources to support teaching primary computing.

Ofsted Review of Computing

Lack of Subject Knowledge & Resources a “main obstacle”

teaching computing

Ofsted has published its latest research review series [1] with the focus on computing. It states that “Digital technology is driving extraordinary global changes that some are calling the Fourth Industrial Revolution” and that “Navigating these changes effectively and safely requires a significant understanding of digital literacy, information technology and computer science”.

Computing has been statutory since 2014 for Key Stages 1-4 [2] and the review seeks to set out factors that contribute to a high-quality computing education.

Whilst computing in the Early Years is not part of the current framework, it is statutory from Year 1 and there is debate about the importance of learning computing early in education and that young children should experience teaching informed by expertise [3]. The inspectorate highlights the importance of teacher’s content and pedagogical knowledge in teaching a high quality computing curriculum. This is a challenge as a Royal Society UK-wide survey identified lack of subject knowledge and CPD as key obstacles faced by teachers in teaching computing [4]. The report also pointed to teachers finding it difficult to identify and select good quality teaching materials and content for computing.

The review identifies a high-quality computing education as one that interweaves the three strands of the curriculum: computer science, information technology and digital literacy; is rich in computer science; uses a variety of IT to create digital content set in meaningful contexts; does not assume children are digitally literate and has eSafety embedded.

At iCompute, we are teachers first and foremost. I was one of the first Primary Computer Science Master Teachers appointed by the organisation responsible for drafting the 2014 computing curriculum and was funded by the DfE to prepare schools in England for teaching computing when it was introduced. Since then, I’ve trained teachers around the world. When the curriculum was first introduced I feared that teachers would struggle to teach a subject they had never been trained for; which is why I created iCompute as I knew lack of teaching resources would be a major barrier to teaching computing confidently and well. Our scheme of work was the first commercial computing curriculum in the UK. It is founded on subject expertise and years of teaching experience. As computing is a dynamic subject, iCompute is constantly adapted and changed according to new technologies, research and pedagogies.

There have been many more schemes of work published since 2014 and the Government has spent millions in supporting computing through the National Centre of Computing Education. I am disappointed but not surprised to find that the review highlights that lack of subject knowledge and the ability to identify high quality computing resources remain factors that affect teachers being able to deliver a high quality computing education.

We need to do more to make sure schools and teachers have (and can access) the support they need because the aim of the National Curriculum to ‘equip pupils to use computational thinking and creativity to understand and change the world’ [2] is being hampered by their teacher’s lack of content, subject and pedagogical knowledge.

Find out how iCompute can help your school demonstrate a quality computing education through the ‘Three I’s’ and during a Deep Dive by reading my posts “Ofsted Inspection Framework for Computing” and “How to Thrive During a Deep Dive of Computing“.

References

[1] Ofsted. (2022) Research Review Series: Computing. Available at: https://www.gov.uk/government/publications/research-review-series-computing/research-review-series-computing (Accessed: 19/5/2022).

[2] Department for Education (2013) National curriculum in England: framework for key stages 1 to 4. Available at: https://www.gov.uk/government/publications/national-curriculum-in-england-framework-for-key-stages-1-to-4 (Accessed: 19/5/2022).

[3] Manches, A. and Plowman, L. (2017) ‘Computing education in children’s early years: a call for debate’, British Journal of Educational Technology, 18(1).

[4] Tait, P. (2017) After the reboot: computing education in UK schools. Available at: https://royalsociety.org/topics-policy/projects/computing-education/ (Accessed: 19/5/2022)

Christmas Computing Activity

Create an Animated Snowman this Christmas

Christmas Animated Snowman Lesson

Click to download the lesson and resources

Christmas Animated SnowmanEveryone likes putting a festive twist on lessons during the approach to Christmas and I’ve been making festive computing lessons for my pupils.

I’ve recently produced a six week animation unit for Key Stage 2 (iAnimate) where the children learn about the history of animation, make their own flipping book animations, make thaumatropes and/or praxinoscopes, explore different animation techniques and, of course, design and make their own fantastic animations using apps and software.

This Christmas, I’ve put together a step-by-step computing lesson plan and teacher resources for creating an animated snowman GIF.  You can download the lesson and resources and use them your own classrooms for a little festive fun!

Christmas animated GIF

Create an animated GIF

The lesson plan contains lots of ideas for differentiation, extension and enrichment: from making a very simple animated sequence to more able pupils:

  • animating backgrounds as well as characters and objects
  • adding 3D effects (e.g. shadows)
  • creating more frames for smoother movement
  • switching backgrounds to create scene changes
  • animating more than one object

A little festive flavour of what our full six week animation unit offers and another Christmas gift to you!

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Primary Computing Knowledge Organisers

With Ofsted focus now on pupils acquiring and retaining subject knowledge, many schools are now using Knowledge Organisers in the classroom.

What are they?

A knowledge organiser is a document containing key facts and information that pupils can use to help acquire basic knowledge and understanding of a topic or concept.

Most will include:

  • key facts presented in a format that is easy to take in
  • key vocabulary or technical terms and what they mean
  • images such as charts or diagrams

What they include depends on the subject. In Computing, for example, a ‘Programming’ knowledge organiser includes definitions of sequence, selection and repetition along with images of Scratch blocks given as examples.

New for 2022: We’ve added ‘Sticky Knowledge’ resources too!

computing knowledge organisers

How can we use them?

There are lots of different ways they can be used in the classroom but here are some ideas:

  1. Use the knowledge organiser for regular revision and assessment. Create mini quizzes
  2. Use them for discussion; talk through them and ask higher-level ‘why’ questions to stretch and challenge
  3. Identify gaps in knowledge and understanding
  4. Determine whether the children know more than the knowledge organiser contains and encourage them to make their own additions
  5. Improve teacher subject knowledge
  6. Link knowledge organisers to enable children to make links between topics. For example, draw comparisons between an ‘Algorithms’ unit and a ‘Programming’ unit. What concepts/vocabulary are the same?
  7. Use the them as a handy vocabulary reminder. Keep them accessible and encourage the children to use the correct vocabulary when discussing their work

Get Primary Computing Knowledge Organisers

If you have a current iCompute Primary Computing Curriculum licence, we have uploaded knowledge organisers for all of our KS1 and KS2 primary computing units to iCompute online; providing coverage for all strands of the National Curriculum for Computing at Key Stage 1 and Key Stage 2.

If not, you can download a template to adapt for your own use here.

Computing Unplugged

Learn Computer Science fundamentals without technology

Introducing our brand new computing unplugged resources for Key Stage 1 and Key Stage 2. Learn the fundamental principles of computer science.without tech!

iCompute's unplugged activities
iCompute Unplugged – Learn Computer Science without Tech!

iCompute unplugged offers teachers, parents and pupils a rich variety of resources enabling them to teach and learn computing inside and outside of the classroom without the need for devices or software. Our resources have been downloaded and used tens of thousands of times by teachers and pupils around the world.

Developed initially as a response to school closures due to COVID-19, the need to equip teachers and pupils with the skills necessary to communicate, collaborate, teach and learn has never been more important.  Our creative, engaging, activities are designed by a Computer Scientist and Primary Computer Science Master Teacher to enable children to develop the fundamental principles of computer science. 

Unplugged for Mastery

Computing Mastery
Computing Mastery

Unplugged activities are part of our principles for Mastery in Computing. The judicious use of activities away from devices and computers are crucial to young children’s learning in computing. Our activities are physical in nature and provide kinaesthetic experiences which help pupils understand abstract concepts and deepen learning.  Having activities away from computers is effective as children know that computers are a tool in their learning, rather than the subject itself.  Stepping away from computers enables them to think about concepts and teachers can convey fundamentals that are independent of particular software or technology. Find out more about achieving mastery in computing.

The Resources

The resources are divided into activities suitable for pupils aged 5-7 (Key Stage 1) and ages 7-11 (Key Stage 2) and are matched to the National Curriculum for Computing for Key Stage 1 and Key Stage 2 Programme of Study.

Key Stage 1 Unplugged

Our Key Stage 1 resources are intended to be used by children working either together with their families or in small supervised groups. The activities are ‘unplugged’ and intended to be used by children working either with their families or in small supervised groups.  They are split into the fundamental principles of computer science (algorithms, decomposition, abstraction, logical thinking, and generalisation) to help develop the computational thinking skills that lie at the heart of the National Curriculum for Computing.

Key Stage 2 Unplugged

KS2 Unplugged

The Key Stage 2 unplugged resources are designed for teaching groups of children some of amazing concepts that computer science includes. From simulating networks and data transfer using string and sticky notes to ‘crawling’ the world wide web as search engine spiders, they all provide active, kinaesthetic learning experiences and are collaborative, engaging and fun!

Get them at www.icompute-uk.com

Feedback

“The activities are wonderful, engaging and with clear learning objectives”

“iCompute has introduced a more creative way of learning and this has been seen in the enthusiasm of the children”

“This is a very good resource.  Not only for younger learners but for anyone teaching Computer Science.  The exercises practice sequencing, abstraction, pattern generation, decomposition and object relationships.

Why schools must not ignore Computing

teacher ignore computing

Amidst a global pandemic due to COVID-19 now, more than ever, the need to equip our pupils and, crucially, our teachers with the skills to communicate, collaborate, express ideas and learn using digital tools and technologies is pressingly obvious.

The National Curriculum for Computing was launched in England in 2014 with a key aim of ensuring that all pupils “are responsible, competent, confident and creative users of information and communication technology”. Yet, in 2020, many schools were already woefully behind in implementing the National Curriculum and, during the pandemic, it became obvious that many teachers were severely lacking in these areas themselves.

The introduction of the 2020 Ofsted Framework for Inspection and the ominous threat of Computing Deep Dives galvinised many into action early in the year. A welcome push in my view to broaden curriculum focus. School closures put paid to that threat but, with them, came the realisation that, in many settings, the technology and skills required to continue teaching and learning outside of the classroom were simply not there.

The winners in education during these difficult times have been those that were already prepared for remote learning with infrastructure, technology and skills. The losers – our children.

I’ve been supporting schools with computing curricula, resources, teaching and training since 2014. I deal with the most progressive of schools. Those that understand the need for their children to be equipped with the knowledge, understanding and skills to participate, live and learn in an increasingly digital world. Their children will thrive. But I worry about the children left behind. Those who don’t benefit from teachers and leaders with the determination and commitment to provide a robust computing education. Those who don’t appreciate that technology has the potential to transform teaching and learning in their schools and choose to put computing on the back burner again. To look at another time. When Ofsted say they’re going to.

Thousands of children in England have missed out on around six months of education. When they return to school, the focus is likely to be on catching up with literacy and numeracy. It is imperative that Computing is not neglected. As the National Curriculum points out “Computing also ensures that pupils become digitally literate – able to use, and express themselves and develop their ideas through, information and communication technology – at a level suitable for the future workplace and as active participants in a digital world.” With the ongoing threat of closures due to local lockdowns, potential pupil/staff absences for sickness or self-isolation, social distancing measures and a myriad of other potential disruptions to the education system – schools must rise to the challenge and put learning with and about technology firmly at the forefront of their planning. Starting right now.

Computing and SEND

Computing – Including Pupils with Special Educational Needs & Disabilities (SEND)

iCompute Inclusion for SENAt iCompute we passionately believe that Computing has the potential to empower pupils with SEND and transform their lives. With the right blend of progressive, imaginative planning, exposure to a broad range of tools and technologies and comprehensive support it is possible that all children can fulfill their potential – in computing and throughout the curriculum.

Computing and Information Technology are essential tools for inclusion.  They enable children with SEND, whatever their needs, to use technology purposefully in ways that make the wider curriculum accessible, empower those with communication difficulties to engage with others and to fully include everyone in activities and learning.

iCompute offers children with SEND varied and engaging ways to communicate, collaborate, express ideas and demonstrate success.  From making and editing video/audio footage, programming animations, games and apps to creating rich web content – all pupils have an opportunity to participate, be challenged, learn and progress.

iCompute supports children with SEND by providing:

  • FamiliarityLessons follow similar patterns and all involve aspects that appeal to various learning styles
  • ParticipationActivities involve group or paired working with valuable roles for each member which encourages peer learning
  • Physical ActivitiesUnplugged activities (computing without a computer) makes it much easier to explore the concepts involved and to ask questions. This can be really beneficial to learners with communication or learning difficulties who find abstract concepts difficult and require a multimodal approach. Unplugged activities can include a range of sensory approaches, from physical movement to music, and from manipulating objects to drawing pictures.Unplugged activities enable the use of familiar contexts to teach new concepts and knowledge.  This approach helps to reduce cognitive load and has the additional benefit of being able to set the context in accordance with learner’s specific interests; which may motivate learning.Programming physical devices (E.g. Bee-bot) helps pupils learn to program by experiencing their code ‘come to life’ in multiple ways.  Devices with outputs that include sound, movement and light ensure learners with visual or auditory impairment are included.
  • ProgressionTasks are structured into smaller steps that build toward achieving the overall objective; which form part of progressive units of work providing full coverage of the National Curriculum for Computing at Key Stage 1 and Key Stage 2
  • FlexibilityAll units have Core, Easier, Harder activities as well as a number of Extension/Enrichment ideas allowing teachers to cater for the individual needs of their pupils
  • RangeA range of teaching approaches and materials enable pupils to access learning. E.g. colourful support materials; engaging worksheets; video screencasts; imaginative unplugged activities and interactive online activities support pupil’s learning enabling them to achieve
  • AssessmentComprehensive assessment toolkit supported by interactive pupil progress tracker spreadsheets enable teachers to accurately assess progress and set targets. Assessment starts from P1 to Year 6 (P-Scales based on revised scales for computing*)
  • VarietyA wealth of free software and online tools allow SEND pupils to demonstrate skills and progress, express ideas, improve digital literacy and boost self-confidence

iCompute supports teachers of children with SEND with:

  • Computing for SEND – Guidance for Teachers
  • Activity bank for developing Computational Thinking with SEND pupils
  • Online SEND Computing Activities
  • Pupil Progress Trackers from P1-P8*

*The revised version of the P Scales for Computing reflects the content of the Computing Programs of Study, with statements for Digital Literacy, Information Technology and Computer Science. The Computer Science statements provide a guide for what computational thinking and programming looks like for pupils working at pre-National Curriculum levels

To find out more about how our acclaimed primary computing schemes of work engage, include and challenge all pupils please visit www.icompute-uk.com

Planning Computing

How to plan a Primary Computing Scheme of Work

iCompute Primary Computing Scheme

Primary Computing Scheme

Many teachers are tasked with planning computing schemes of work for their schools.

Having produced many for iCompute, I know how huge and time consuming the task is.  Here I share my tips about how to plan a computing scheme of work which ensures your school has a broad, balanced, rich and progressive scheme of work that will engage and challenge pupils of all abilities.

computing progression

  1. Use free software and tools – you don’t need to buy a thing in order to meet the objectives of the computing curriculum
  2. Practice – helps you understand the knowledge, skills and understanding the software and tools help develop
  3. Look for progression – you will start to see that particular tools are suitable for specific age groups
  4. Look for full coverage – Computing is not just about coding
  5. Understand how to assess computing – know where your pupils are and where they need to go next
  6. Adapt – make it fit your school, staff and needs of your pupils

Read on to find out more about each stage … Continue reading

Join us for the Hour of Code™ 2018

The Hour of Code is Coming!

icompute hour of codeNot long to go now for the Hour of Code 2018 (December 3rd – 9th) and we can’t wait to see how many pupils and schools participate around the world.

HOCiCompute are delighted to partner with code.org again this year by providing lots of fun, creative, activities for schools to use as part of this event and throughout the year.  We’ve put together, free, Christmas themed lessons and lots more, including coding apps, sending secret messages with Morse Code, animating a snowman and saving Santa!  Included are detailed step-by-step lesson plans with built in differentiation and creative ideas for extension and enrichment.

The Hour of Code™ is a global movement and worldwide effort to celebrate computer science. Organised by Computer Science Education Week and Code.org it reaches tens of millions of students in 180+ countries through a one-hour introduction to computer science and computer programming.

In England, children have a statutory entitlement to a computer science education from the age of five. iCompute provides full coverage for the National Curriculum for Computing at Key Stage 1 and Key Stage 2.

Each year, iCompute offer free computing lesson plans and computing resources to support the Hour of Code™ and help raise awareness of and engagement in computing science around the world.

We really hope you join us this year for The Hour of Code and introduce your pupils to the joy of creative computing!

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Primary Computing with Sphero SPRK+

Coding with Sphero SPRK+ and Sphero Edu

 

This post follows on from a previous post detailing my experiences of teaching primary computing, coding with Sphero 2.0.  Following the successful loan of Sphero 2.0 from Lancaster University as part of my role as a Computing at Schools Primary Computer Science Master Teacher, my school bought a class set of Sphero SPRK+ to support teaching primary computing and use elsewhere across the curriculum.

The Sphero SPRK+ Edition is aimed at the education sector and includes the same sensors and electronics as Sphero 2.0 but, unlike the white shell, the clear polycarbonate material brings pupils closer to the robotic action. Children can immediately see the connection between the programs they create and how the insides of Sphero work and react.  Powered by Sphero Edu app, pupils can learn programming using drag-and-drop blocks and progress to coding using JavaScript.  I really like how making connections between the visual programming language (the blocks) and its text equivalent is literally at pupils finger tips: with just a tap, they can see how the block of code they are using is written in JavaScript code.  That’s great for progression in computer science.

Sphero Edu

Tap to see blocks written in JavaScript

 

 

Sphero SPRK+ is certainly more stable than Sphero 2.0.  Because they are equipped with Bluetooth SMART technology they are much easier to connect to devices and, thankfully, don’t require any of pairing and labelling that I needed to do with Sphero 2.0 for classroom management. Here, connections are made between your device and the robot simply by tapping them together.  That said, do check your devices are compatible with SPRK+ as they need Bluetooth 4.0 LE to work.  I found out only seven of our iPads at school work with my new set.  Luckily, we only have six Sphero but it could have been a very costly mistake!

Sphero SPRK+ has lights, sound and voice.  I made links to the work we had been doing in cryptography (iCompute, Year 5, iCrypto) studying Morse Code by using Sphero’s strobe blocks to flash lights representing the dits and dahs of letters in secret messages (changing colours between letters to make decoding easier).  For the solutions, the children then added speak blocks after each sequence of Morse code, which said verbally what the letters were.

Another great feature of the Sphero Edu app is being able to easily see (and export to other apps) Sphero’s live sensory data.  This is brilliant for cross curricular work, particularly maths and science.  Sphero is packed with sensors — gyroscope, accelerometer, location, etc… Pupils can see the real time value of sensors within Sphero Edu with visual graphs.  If you throw Sphero like a ball, pupils will see the accelerometer data rise and fall. Similarly, when they construct a maze, they can use the data to track location, distance, and speed.

Sphero Protractor

Click to download

Last, but not least, Sphero Edu with Sphero SPRK+ includes a Program Cam feature which allows pupils to take a videos or images of programs while they’re running. Pupils can narrate what they’re created, demonstrate their learning (and ultimately mastery) and share their work with a wider audience.

Pupils naturally love working with Sphero, they think they’re playing. Under the guise of play, they’re actually learning invaluable programming skills alongside learning about everything from physics to art!  That’s learning at its best.  The SPRK+ edition, combined with the Sphero Edu app, brings so much more to the table to support teaching and learning – particularly in STEM subjects.  They’re expensive but with the right blend planning and imaginative resources, using Sphero SPRK+ in your school can extend to all areas of the curriculum.

Ready to roll?  The possibilities are exciting!

Our school purchased six Sphero SPRK+ at full price.  I have produced lesson plans and resources for iCompute that use Sphero 2.0 and Sphero SPRK+ but am in no way affiliated with Sphero Inc.

 

sphero cover

Visit iCompute to find out more about primary robotics

 

 

 

 

 

 

 

 

 

 

Primary Computing – Cryptography Lesson Plans

Encryption & Decryption

Cryptography Enigma Machine

Click to Download

Cryptography

Since man first began writing there has been a desire to send messages in secret: in code.  Codes and ciphers are forms of secret communication. A code replaces words with letters, numbers or symbols.  A cipher rearranges letters or uses substitutes to disguise the message. This process is called encryption. The art of writing and solving codes and ciphers is called cryptography.

Codes and ciphers have been used throughout time when people wanted to keep messages private.  Cryptography has, and is still, used by governments, military, companies, and organisations to protect information and messages.

Today, encryption is used to protect data and data transfer between computers.  Documents, data and messages are encrypted to protect confidentiality.  Modern encryption methods are very clever but their underlying principles remain that of those ancient methods.

Cryptography Unit

I have written a 6 week unit introducing cryptography for iCompute for Primary Schools computing scheme of work.  Here, the children will unleash their inner spy and learn about how data can be transferred in secret over distances. They will learn how codes and ciphers have been used throughout history and explore a number of different ways that data can be encrypted and decrypted.

cryptography-enigma-lesson

As part of it, along with step-by-step lesson plans and pupil/teacher support materials, I’ve been putting together resources on the history of cryptography.  Download a brief introduction to the Enigma machine and how the magnificent men and women at Bletchley helped shorten World War II with their code breaking skills!  Practice secret code writing in your classroom by downloading our Morse Code Worksheet and Morse Code Decoder Wheel and make a cipher disk.  Lots of engaging activities to learn about encryption methods past and present and the importance of keeping data private in the modern digital age.

cryptography cipher wheel

Download Cipher Wheel

The new cryptography unit – iCrypto – is available now in our Whole School Computing Curriculum for the National Curriculum for Computing at Key Stage 2.

Visit www.icompute-uk.com to find out more about our acclaimed primary computing scheme of work.

Morse Code Worksheet

Download Morse Code Worksheet

Morse Code Worksheet

Download Morse Decoder

Cross Curricular Computing Lesson Plans

Enrich learning with a cross curricular approach to primary computing

CT Poster

Click to download the poster

Computing is one of the most fundamentally cross curricular subject areas in education.  It’s about using technology, logic, creativity and computational thinking to solve problems that cross all disciplines.  It requires the systematic breakdown (decomposition) of both the problem and the solution.  We need to prepare pupils for how to live in an increasingly digital world by equipping them with the knowledge, understanding and skills to solve as yet unknown problems using tools and technologies that do not yet exist.  We can work towards achieving this by using computing as a means of making sense of the world and using what the children learn in computing across the curriculum.

The best primary practice includes a blend of rigorous, discrete, subject teaching and equally effective cross curricular links.  Both approaches are needed for effective learning to take place, to enable children to make links between subjects and to set learning in meaningful contexts.  Using computing throughout the primary curriculum offers a way to enrich and deepen learning through engaging, interconnected, topics.

I have put together a selection of free resources and links to others to help teachers get started with ideas and inspiration for enriching learning and exploring computing through a rich variety of media and technologies in cross curricular contexts.

cross curricular computational thinking

Click to download poster

Computational Thinking

http://icomp.site/cthink

Cross Curricular computing

Free Cross-Curricular Computing Planning

http://www.icompute-uk.com/hoc

Cross Curricular Podcasting

Podcasting

Podcasting

http://icomp.site/podcast

cross curricular CT Diary

Click to Download

Free Computational Thinking Diary

http://icomp.site/diary (Download)

Cross curricular QR Codes

QR Codes enable mobile learning

QR Codes in the Classroom

http://icomp.site/qr

Cross curricular Robotics

Robotics

Robotics

http://www.icompute-uk.com/hoc

Visit www.icompute-uk.com to find out more about our highly acclaimed comprehensive primary computing schemes of work and cross curricular computing pack.

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Primary Cryptography

Encryption and Decryption

Enigma Factfile

Click to download

Since man first began writing there has been a desire to send messages in secret: in code.  Codes and ciphers are forms of secret communication. A code replaces words with letters, numbers or symbols.  A cipher rearranges letters or uses substitutes to disguise the message. This process is called encryption. The art of writing and solving codes and ciphers is called cryptography.

Codes and ciphers have been used throughout time when people wanted to keep messages private.  Cryptography has, and is still, used by governments, military, companies, and organisations to protect information and messages.

Today, encryption is used to protect data and data transfer between computers.  Documents, data and messages are encrypted to protect confidentiality.  Modern encryption methods are very clever but their underlying principles remain that of those ancient methods.

I’m writing a unit of work on cryptography which will be published to iCompute for Primary Schools computing scheme of work.  Here, the children will unleash their inner spy and learn about how data can be transferred in secret over distances. They will learn how codes and ciphers have been used throughout history and explore a number of different ways that data can be encrypted and decrypted.

As part of it, I’ve been putting together resources on the history of cryptography.  Here is a brief introduction to the Enigma machine and how the magnificent men and women at Bletchley helped shorten World War II with their code breaking skills!

The new cryptography unit – iCrypto – is available now!  Visit www.icompute-uk.com to find out more about our acclaimed primary computing scheme of work.

Join us for the Hour of Code™ 2017

The Hour of Code is Coming!

HOC 2017Not long to go now for the Hour of Code 2017 (December 4th – 10th) and we can’t wait to see how many pupils and schools participate around the world.

HOCiCompute are delighted to partner with code.org again this year by providing lots of fun, creative, activities for schools to use as part of this event and throughout the year.  We’ve put together, free, Christmas themed lessons and lots more, including saving Santa with Scratch, animating a snowman and delivering Santa’s presents with parrot drones!  Included are detailed step-by-step lesson plans with built in differentiation and creative ideas for extension and enrichment.

The Hour of Code™ is a global movement and worldwide effort to celebrate computer science. Organised by Computer Science Education Week and Code.org it reaches tens of millions of students in 180+ countries through a one-hour introduction to computer science and computer programming.

In England, children have a statutory entitlement to a computer science education from the age of five. iCompute provides full coverage for the National Curriculum for Computing at Key Stage 1 and Key Stage 2.

Each year, we offer free computing lesson plans and computing resources to support the Hour of Code™ and help raise awareness of and engagement in computing science around the world.

We really hope you join us this year for The Hour of Code and introduce your pupils to the joy of creative computing!

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Primary Robotics

Teach Controlling Physical Systems

primary robotics

iCompute’s Primary Robotics Pack

I’ve been teaching primary robotics for some time now as part of the computing curriculum that I write for iCompute.  I teach with and have produced schemes of work for robotics from EYFS to Year 6 using BeeBots, LEGO WeDo, Sphero and parrot drones to name a few.

Whilst teaching computing itself can be daunting for many teachers, the prospect of the added pressure of actual things being whizzed around classrooms through code can push many to avoid the controlling physical systems aspects of the National Curriculum for Computing altogether!

The rapid pace of advances in technology means children are growing up in an age dominated by embedded computer systems and robotics. It is crucial they have an understanding of its impact on the world and their own futures.  Teachers need to be in a position to provide pupils with the level of knowledge, understanding and skills they need to live in the modern world.

Including Science, Technology, Engineering, and Math (STEM subjects) in early education provides a strong motivation for learning and an improvement in progression.  Teaching robotics is a great way of  connecting with children and enables schools to engage the potential engineers and computer scientists of the future.

Most curricula in primary schools cover science and mathematics, but we need to do more in teaching problem solving, computer science, design, technology and robotics.

The use of robotic systems and robotics as a subject offers an introduction to the  engineering design process and sets children’s learning in a fun, meaningful, contexts.  The fundamental principles of computer science are applied and made easier as models and devices can be designed, constructed, programmed and executed in front of pupil’s eyes.  This makes it much easier to learn what robots can and cannot do: their capabilities and, crucially, their limitations.

We’ve recently put all of our robotics units into one primary robotics pack that covers the controlling physical systems aspects of the National Curriculum for Computing at Key Stage 1 and Key Stage 2 (pupils aged 5-11).

I’m also including some free activities as part of our contribution to this year’s Hour of Code, adding to those already featured last year and still live.  As the Hour of Code launches each year in December, I’ll be adding a nice festive twist to my teacher-led activities. Hint: Santa’s sleigh is broken but he has a drone!  Here’s a sneak peek of the cover…

HOC iFly

HOC iFly Cover

Check out my other blog posts for teaching tips and advice about how to manage programming physical devices with younger children. I cover:

Sphero

LEGO WeDo

LEGO WeDo Classroom tips

Parrot Drones

The primary robotics pack is now available to purchase from iCompute.

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Computing with LEGO™ WeDo – Classroom Tips

Physical Programming

I recently published two new 4-6 week physical programming units to iCompute’s Key Stage 2 scheme of work; which I blogged about in my post Teach Programming with LEGO™ WeDo

I admit to a rising sense of panic as I approached my first session: young children, small LEGO parts, computers and stuff that moves!  However, we’ve been having a great time and thought I’d share some of the practises I’ve found necessary to manage these very active learning lessons.

First of all, get organised before each session.  I’ve found it’s much better to work on the floor to prevent bouncing bricks, so book out the school hall if you can or clear your classroom of desks.  I’ve assigned each pair of pupils a LEGO WeDo Construction kit and a labelled basket for their models.  I also arranged space in the classroom for a ‘robot parking lot’.  Whenever I need everyone’s attention, or if we’ll be working on the same model a few weeks in a row, we park the robots in their baskets on top of the construction kit boxes.  This helps keep the kits organised so that, combined, the model and the kit = a full construction kit.

You need to be really firm about pupil movement around the space you’re using with LEGO parts!  I use hula-hoops placed around the hall with big gaps between them.  I explain the necessity of keeping the models and construction kits within hoops to that we don’t lose the parts.  The children have been great, understanding the clear rules and why we have them.

pupils-with-lego

Organisation is key!

In order to work on the floor, you’ll need either laptops or tablets.  If you don’t have either, the children can transport their models in their baskets (always with their kits) to the desktops; but make sure they have plenty of space between them to program and operate the models.

I used the amazing LEGO Digital Designer to put together building instructions as a basis for each of the models the children would be making and programming.  Don’t worry, you won’t have to if you are an iCompute school because I’ve done all that for you.  Simply print and hand out to the children.  If you fancy having a go yourself, you can virtually construct a model of your choosing and then opt to create the build instructions which your can display in a web browser or print.  Love it!

LEGO Build Instructions

Build Instructions for LEGO WeDo

Whilst build instructions can be vital for some pupils, there are still plenty of opportunities for creativity  for others and I allow those the freedom to design, create and program their own models with only a rough guide.

I’ve been really impressed with how well the children have responded to physical programming and how smoothly the lessons have gone.  I hope some of you find my tips useful and please let me know how your lessons go.

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