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.
I’ve been busy this last few months creating two units for our computing curriculum about Artificial Intelligence (AI) and Machine Learning. It has, however, been less busier than usual creating the content because I’ve been using AI to help me!
I have access to and have used a variety of AI tools. I have ChatGBT 4, DALL-E, Adobe Illustrator, Canva, Vyond and SchoolAI. All of which have AI features.
Of all the tools I used, SchoolAI has been the quickest, most intuitive and most effective for teaching purposes in reducing workload and helping create challenging, engaging, activities for my pupils.
I started with the Syllabus and Course Outline tools, inputing the unit objectives for a series of progressive 6 week lessons. With this as a spring board, I adapted where necessary and then used it as a basis for creating 6 lesson plans. Using high quality, specific, prompting, the tool helped create engaging hands-on practical learning activities, which I tweaked by generating differentiated (easier/harder) activities.
I used the worksheet tool, which also incorporated generated AI images. Build Your Own for worksheets and storyboard templates. I created my own AI space for pupils to engage with a Turing Test (where children ask an AI chatbot questions to find out whether they’re talking to a human or not). I also used the rubric tool for the end of unit assessment guidance.
I’m incredibly impressed with SchooAIs potential. Used judiciously, it could transform teaching and learning. As with all AI tools, it’s all about the prompting! An AI’s output is directly related to the quality of the input. So what you ask SchoolAI tools to do, should be well thought out, specific and, crucially, checked and adapted where necessary.
Get an SchoolAI account yourself and explore the possibilities. Also, visit icompute-uk.com for the AI and Machine Learning units for Year 4 and Year 6 that AI helped me create.
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.
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.
Get the lesson plan & 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.
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.
Lack of Subject Knowledge & Resources a “main obstacle”
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.
[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)
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.
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 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
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
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!
“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.“
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 – 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
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
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!
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
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 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.
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.
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.
Enrich learning with a cross curricular approach to primary computing
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.
Visit www.icompute-uk.com to find out more about our highly acclaimed comprehensive primary computing schemes of work and cross curricular computing pack.
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.
Not 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.
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 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!
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 Cover
Check out my other blog posts for teaching tips and advice about how to manage programming physical devices with younger children. I cover:
Primary Computing takes to the skies and goes intergalactic with a 6 week KS2 unit programming with iPads / tablets controlling physical systems with drones