Everyone 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!
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!
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!
How can we use them?
There are lots of different ways they can be used in the classroom but here are some ideas:
Use the knowledge organiser for regular revision and assessment. Create mini quizzes
Use them for discussion; talk through them and ask higher-level ‘why’ questions to stretch and challenge
Identify gaps in knowledge and understanding
Determine whether the children know more than the knowledge organiser contains and encourage them to make their own additions
Improve teacher subject knowledge
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?
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.
Using drones in schools has the potential to take learning, literally, to a higher level. As they continue to become increasingly practical, attainable, tools for education, teachers around the world are now using drones in their classrooms for STEM and STEAM activities.
In computing, programming drones helps develop children’s skills in algorithms, programming and computational thinking as well as addressing the ‘controlling physical systems’ objectives of the National Curriculum for Computing at Key Stage 2. Exciting curricula and drone lesson plans are being developed that help teachers develop confidence and make the most out of connected devices.
Drones are revolutionising business and industry: engineers use the technology for site surveys, filmmakers capture images that would otherwise be unseen, drones are used in agriculture; farming; conservation; military operations and parcel deliveries. The potential for the application of drones and the rapid growth in the technology is huge. Understanding how they work, their potential and how to control them through coding prepares children for the modern working world.
iCompute lead the way in teaching and learning using educational technology. In anticipation of 3D robotics becoming the next big thing in education, we have extended our connected devices offering of comprehensive, step-by-step lesson plans, computing resources and assessment toolkits using Sphero and LEGO™ WeDo by adding an amazing, creative, 6-8 week coding with drones unit aimed at upper KS2 Computing (pupils aged 9-11 or higher).
Children learn how to program mini drones to fly, create aerial shapes, navigate obstacles, fire ‘missiles’, pick up and drop objects all set in imaginative contexts. They program Santa’s ‘sleigh’ to deliver presents before going on an epic journey to a Galaxy Far, Far Away to take out the Death Star for the Rebel Alliance!
The Force is Strong with This One…Visit our website to unleash your power!
Some schools have been teaching primary computing since its introduction into the National Curriculum in 2014 and some have yet to really get going. Either way, the very nature of Computing is that things change rapidly and it’s time to start doing something new.
One of the things I like best about Computing is that you can’t churn out the same old lessons year on year. Technology’s rapid development demands we pay attention to change; that we learn; that we adapt and, most importantly, that we create.
We owe it to our pupils to keep abreast of pedagogical and technological change. I’ve put together a selection of the fantastic computing resources, tools and technologies that I use to teach Computing, some of which you’ll know but lots of which I hope are new and you’ll give a go. I’ve turned it into a periodic table of primary computing resources, now with hyperlinks! I keep banging on about this but Computing is more than just coding and lots of the resources listed here are for you to use with your pupils to teach the other strands of the curriculum (digital literacy, information technology and eSafety) as well as to use with cross curricular approaches.
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There are many, many, more and I’d love to hear how you have been getting on teaching computing in your classrooms as well as hearing about the resources you’ve been using.
Our primary computing schemes provide full, progressive, step-by-step, lesson plans and all associated lesson resources and worksheets using the tools and computing resources included in the table. Visit our website for more information.
Effective practice in teaching primary computing involves rigour. To help achieve this, the precise identification of key computing knowledge and vocabulary is key.
As part of my work in primary computing assessment, developing a comprehensive assessment toolkit for iCompute, I have produced detailed skills progression guides for all four strands of the National Curriculum:
• Computer Science • Information Technology • Digital Literacy • eSafety
I’ve recently added computing knowledge organisers for each iCompute unit and computing vocabulary progression grids. Combined they identify discrete unit-specific vocabulary and knowledge and help children make links with prior and cross-curricular learning. iCompute schools can access the resources at the computing assessment area of the member dashboard.
Ada Lovelace had it worse, but as one of the few women undertaking a Computing Science degree in the 90’s, I’m used to being a minority. I’ve never understood why it is such a male dominated industry because I love it. I don’t put this down to sexism. Throughout my studies and beyond in the workplace as a software engineer and, later, project manager I have been treated with respect at all times by men in my field.
I have my own theories about why girls don’t take to computer science as wholeheartedly as their male counterparts and they are, in my opinion, largely down to teaching – or lack thereof. Which is why it’s great that, here in the UK, learning computer science is statutory from the age of 5 because it allows us teachers the (almost unique) opportunity to engage girls early in this creative and fascinating subject. Not just enabling them to enter into the tech industry later if they want to but because it’s absolutely crucial to know how to communicate, collaborate and express yourself in the modern digital world.
In her blog post of 2009 (when Ada Lovelace Day was born) Suw Charman-Anderson speaks of research pointing to need for women to need to see female role models. If that’s true then, given the amount of women teaching computing in the UK, we should surely see an upsurge in engagement in computing by girls and, empowerment through it! That is, if their role model’s are good ones; who show a passion and enthusiasm for the subject and teach it in creative, fun and challenging ways. I hope that, since its introduction into the National Curriculum in 2014, we are making good strides towards achieving this. There’s no excuse not to as there is a wealth of support and resources available to support teachers and schools. I regularly produce free lesson plans and support materials to, hopefully, inspire and motivate teachers of primary computing.
This Ada Lovelace day (13th October 2020) I’ve put together a step-by-step lesson plan and supporting resources adapted from iCompute’s Cross Curricular Computing pack for teaching Computing with History. Suitable for pupils aged 7-11, it involves researching Ada Lovelace and producing a webpage about their findings using basic HTML.
Download and use to show your pupils how women have been instrumental in the transformation of the technological world!
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.
With the outbreak of Coronavirus (COVID-19) now affecting educational institutions around the world, your school may need to close.
At iCompute we recognise the huge impact this situation has on a school community and are offering free access to our online Learn Programming and Computational Thinking resources for any school (anywhere) that is closed due to coronavirus (COVID-19) during the period of closure.
Our Learn Programming and Computational Thinking resources are designed for independent pupil learning and can therefore be accessed by your pupils from home during school closure periods.
This access is offered free of charge for the duration of your school’s closure without any obligation or commitment to purchase any of our products.
Get Free Access
iCompute is passionate about preparing children for living in the modern digital world. We teach children about and with technology. In situations such as these, where external forces threaten our classrooms, the power of digital learning becomes increasingly evident – and important. We will continue to monitor current events and look for ways to support educators and pupils around the world continue learning, no matter where they are.
Find out more about Learning Programming resources here and our Computational Thinking resources in this post.
Visit our website for more information about highly acclaimed series of primary computing schemes of work, computing curriculum and resources at www.icompute-uk.com
Computing – Including Pupils with Special Educational Needs & Disabilities (SEND)
At 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:
Familiarity – Lessons follow similar patterns and all involve aspects that appeal to various learning styles
Participation – Activities involve group or paired working with valuable roles for each member which encourages peer learning
Physical Activities – Unplugged 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.
Progression – Tasks 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
Flexibility – All 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
Range – A 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
Assessment – Comprehensive 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*)
Variety – A 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
Mastery in computing means acquiring a deep, long-term, secure and adaptable understanding of the subject. It is demonstrated by how skillfully a child can apply their learning in computing to new situations in unfamiliar contexts.
A positive teacher mindset and strong subject knowledge are key to student success in computing. iCompute aims to enhance students’ enjoyment, resilience, understanding and attainment in computing by empowering and equipping schools to deliver a world-class computing education with comprehensive computing schemes of work that are designed for computing mastery.
Our Principles for Mastery
Success
Every child can enjoy and succeed in computing when offered appropriate learning opportunities. iCompute uses growth mindset and problem-solving approaches that enable pupils to develop resilience, persistence and confidence. All children are encouraged to believe in their ability to master computing and are empowered to succeed through curiosity, tinkering and perseverance.
Depth
Pupils are taught through whole-class interactive teaching with pupils working together on the same lesson content at the same time. Concepts are developed in logical steps with particular attention given to fundamental concepts. This ensures that all children can master concepts before moving to the next stage, with no pupil left behind.
Pupils are given the time and opportunity to fully understand, explore and apply skills and ideas in different ways, in different situations and in different subjects. This enables pupils to fully grasp a concept and understand the relevance of their learning.
Computational Thinking
Developing computational thinking lies at the heart of the National Curriculum for Computing and involves learning how people solve problems; changing what looks like a difficult task into a simple one that we know how to deal with.
It involves taking a problem and breaking it down into a series of smaller, more manageable parts (decomposition). Each part can then be looked at individually, considering similarities between and within other problems (pattern recognition), and focusing only on the important details whilst ignoring irrelevant information (abstraction). Next, looking for solutions to other problems and adapting them to solve new problems (generalisation). Then, simple steps or rules to solve each of the smaller problems can be designed (algorithms). Once we have a working solution, we then use (evaluation) to analyse it and ask – Is it any good ? Can it be improved? How?
Computational Thinking
Computational thinking is developed by embedding these skills into all of our lessons, through teacher modelling and with targeted questioning.
Unplugged Activities
The judicious use of activities away from devices and computers (unplugged) are crucial to young children’s learning in computing. Our unplugged 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.
What children learn in the unplugged context must be applied to another (plugged: using technology) which supports our other principles of mastery: success and depth.
Our children grow up surrounded by technology. Their everyday interactions and experiences involve it, whether that is inside their homes, at school, out shopping or playing.
Their world is an ever-changing digital world. We owe it to our children to prepare them for living in it. It is never too early for children to start learning the fundamental principles of computer science because, as Edsger Dijkstra famously pointed out “Computer Science is no more about computers than astronomy is about telescopes” (attrib) .
Much of computing as a subject can be learned without using computers at all. Primary aged pupils are perfectly capable of understanding and executing algorithms. They do so every day: they use algorithms to solve problems in mathematics, learn letter sounds, spell, use grammar – I could go on and on! Algorithms are designed and can be applied in a myriad of different situations. Understanding them has become a core skill because, increasingly, the world we live in is governed by them.
Computing is much more than the computer, the device or the tool. It’s about developing computational thinking skills (more on that in this post) so that our children can become effective, analytical, problem solvers. It’s also about equipping children with an understanding about how computers and computer systems work so that, combined, they develop transferrable skills which will enable them to design, develop or even just adapt to new tools and technologies in this ever changing digital age. But much more importantly, they develop digital literacy: the ability to be able to express themselves and communicate ideas using tools and technology and participate fully in the modern digital world.
The best practice for Computing in the Early Years (EYFS computing) is where activities:
are imaginative and fun
challenge
involve being creative
require collaboration and sharing
involve listening, understanding, following and giving instructions
encourage describing, explaining and elaborating
encourage investigation
involve problem solving
include lots of ‘unplugged’ activities: computing without computers
By offering your children an imaginative, engaging, introduction to computing you help them make solid steps towards understanding the world.
iCompute’s expertise and innovation in teaching & learning with, and about, technology has been recognised by BETT and BESA with iCompute in the EYFS being nominated for two awards. Find out what BESA (chair of the judging panel) has to say about the finalists:
iCompute’s Computing Assessment Tests and Tasks – designed to complement our comprehensive Primary Computing Schemes of Work and existing assessment toolkit – is out now.
Developed by our author – a computer scientist and primary computer science master teacher – the tasks and tests support schools in accurately assessing attainment, pupil progress and target setting in primary computing.
For each iCompute unit for each year, we have produced an associated end of unit online diagnostic test and an end of unit assessment project. Diagnostic testing assists progression planning and helps identify gaps and/or misconceptions. The end of unit assessment projects enable teachers to check skills in computing and computational thinking. The provided answers and assessment guidance informs assessment judgements and can be fed into our interactive digital pupil progress trackers.
Our diagnostic tests match the National Curriculum for Computing at Key Stage 1 and Key Stage 2. They are divided into iCompute units and are intended for use following each unit to assess pupils’ knowledge, understanding and skills.
Our interactive, fun, quizzes are played online and bring a gamification aspect to assessment. Aside from being a powerful tool in measuring pupil progress, they also help increase engagement, motivation and encourage children to challenge themselves.
Forming part of our acclaimed primary computing schemes of work, our Tasks & Tests pack is available to buy from iCompute.
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.
Use free software and tools – you don’t need to buy a thing in order to meet the objectives of the computing curriculum
Practice – helps you understand the knowledge, skills and understanding the software and tools help develop
Look for progression – you will start to see that particular tools are suitable for specific age groups
Look for full coverage – Computing is not just about coding
Understand how to assess computing – know where your pupils are and where they need to go next
Adapt – make it fit your school, staff and needs of your pupils
Regular readers will know that I’ve previously created a 6 week coding unit for pupils aged 9-11 using BitsBox. Bitsbox uses a simplified version of Javascript, and provides tools that enable pupils to develop their own apps.
It’s a great stepping stone from the blocks-based languages and environments your pupils may have already mastered (E.g. Scratch, App Inventor, Tynker etc) on to text-based languages.
PRIMM
I’ve been researching pedagogies to support computing mastery and PRIMM is a programming pedagogy developed by Dr Sue Sentence and the Computing Education team at Kings College London based on the notion that its difficult to become successful at writing code if you cannot read it.
I have developed a new step-by-step lesson plan that uses Bitsbox and I’m using the PRIMM approach for teaching programming in this one.
Predict | Run | Investigate | Modify | Make
PRIMM stands for Predict | Run | Investigate | Modify | Make. The approach enables teachers to support pupils by giving them some code that they first understand and then build upon towards making their own.
It’s a great way to structure a lesson and think it’ll make a real difference to those pupils who have difficulty understanding some programming concepts.
Feel free to download this lesson and try PRIMM in your own classroom.
Download the Lesson Plan
Use the PRIMM programming approach to develop a program from an ice cream dodging game into a variation of Hungry Hippos.
Challenge your pupils to design algorithms and program the game using a text-based programming language, variables and functions.
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As usual, lots of opportunities for differentiation. For instance, less able pupils could use pupil support cards (see support resource which is included in the pack) and/or write a more simple version. Your more able pupils could:
change the speed, direction and size of flying ice creams
make the game multi-play and multi-level
complete the game to a time
create Game Over functions
create sound tracks and jingles for the app
Ideas for differentiation, extension and enrichment are included in the lesson plan. Lots of opportunities to be inspired and get creative.
iCompute is delighted to announce that we are available on Puffin Academy, allowing pupils and teachers to easily access primary computing resources on tablet and mobile devices for free! Puffin Academy…
Puffin Academy Free App
Schools using our primary computing resources can access games and tutorials from our whole-school pack on iPads and tablets, through Puffin Academy, the free Flash mobile browser that provides access to whitelisted online educational resources.
What is Puffin Academy?
Puffin Academy is a ‘Mobile Flash Browser’ for pupils, teachers, and parents and always enforces site filtering by only allowing whitelisted educational websites to be accessed.
Puffin Academy Key Features:
Free to all users
Free app to all users on iPhone and iPad (rated 4+)
Free of charge to all educational content providers
For purely educational web sites only
Educational content providers must apply for approval
Once approved, content is available to all users
Incredible speed and Flash support
500% faster than Safari and Chrome
Supports Flash content & videos on iPhone and iPad
1) Once you have located iCompute on Puffin Academy, tap ‘Install’
iCompute will then install to the dashboard and look like this when opening Puffin Academy
How to add key iCompute activities to your ‘bookmarks’
The following steps are optional. You only need to follow them the first time you access iCompute through the Puffin Academy app. Simply follow these steps to add iCompute as a bookmark on your iPad or tablet.
1) Tap the three vertical dots in the top right corner of the address bar
2) Then tap ‘Add Bookmark’
3) Next give your bookmark a meaningful name and point the URL to:
4) The next time you want to use iCompute on your iPad or Android tablet, open the Puffin Academy app, click on the three dots, then click ‘Bookmarks’. Select the saved bookmark and have some computing fun!
*To have the best experience using iCompute’s primary computing interactive activities we recommend to accessing our website from a desktop or laptop
Not 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.
iCompute 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!
I’m writing new units for iCompute’s whole-school primary computing scheme of work. I’ve started with EYFS (children aged 3-5) and decided to make a variation of the popular Pokémon Go game. Using an Augmented Reality app – HP Reveal (formerly Aurasma) – the children engage in a scavenger hunt for aliens hidden around the school.
I had great fun creating the augmented reality lesson plans and colourful alien resources.
For teachers, I’ve written a HR Reveal teacher guide. Please feel free to download and use in your own classroom to blend the real world and the virtual world and see images come to life!
Regular readers of this blog will know that I teach primary computing and have recently added a Primary Robotics scheme of work to iCompute. Part of this scheme involves working with Sphero and programming the robotic balls using Sphero Edu. To help avoid repetitive strain injury by double tapping each block to find out what each command does, I’ve produced this handy Sphero Commands Helpsheet. Now updated to include the new look Scratch blocks.
Download to get rolling with Sphero and Sphero Edu.
Coding Apps with a Text-based Programming Language
I’ve been busy writing lots of new units for iCompute this term and, during my research, came across the fabulous coding apps resource – Bitsbox. Bitsbox uses a simplified version of Javascript, and provides tools that enable pupils to develop their own apps.
Free Lesson Plan & Resources
It’s a great stepping stone from the blocks-based languages and environments your pupils may have already mastered (Eg. Scratch, App Inventor, Tynker etc) on to text-based languages.
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.
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.
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.
Visit iCompute to find out more about primary robotics
Everyone likes putting a festive twist on lessons during the approach to Christmas and I’ve been making festive computing lessons for my pupils.
iCompute 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.
