Author: George Milliken

CONCRETE, PICTORIAL & ABSTRACT APPROACH TO CS

There are clear similarities with the order and progression computing science play based provocations are provided for learners of any level.  

A concrete – pictorial  – abstract concept, similar to how we introduce mathematical concepts e.g. counting concrete objects such as pebbles, progressing onto subitising with visuals or with a dice then finally counting in our heads with no prompts to help us. 

In computing science, we look at the concrete stage as using our bodies, physical devices and objects we can physically manipulate. 

At the pictorial stage we are looking at block-based coding and using visuals suitable for pre readers such as pictorial algorithms such as visual timetables and simple sequences of instructions for baking and creating and retelling stories. 

Later on, in the abstract stage, we are looking at more complex coding, with less pictures and more words, introducing coding language such as Javascript and Python. 

DigiLearnScot ELC home

EARLY LEARNING AND CHILDCARE LEARNING PATHWAY

This webinar was delivered to raise and support practitioner awareness of the National advice, guidance and where to access a wealth of free learning and teaching resources to embed computing science at early level. This session welcomed practitioners working with learners are in ELC or Primary School AND all other practitioners who work with learners at any level, with an interest in creatively embedding computing science their learning environment.

This webinar focussed on how we create experiences and spaces that allows computing science to be embedded at the early level through play and where we can access a wealth of free learning and teaching resources to embed unplugged computing science at the early level. It explored a range of unplugged activity ideas and the concepts, approaches and key vocabulary of computational thinking. 

In this webinar recording, we explore programmable devices and online coding and computing science resources/apps and discuss how to introduce them via play at early level. This webinar builds on content delivered in the prior two webinars. 

Additional live code along and play along webinar recordings.

Resources image

Supporting resources for the early level Computing Science curriculum. 

For ELC/early level practitioner Digital Literacy CLPL, please visit the main Webinars Page and look for the YELLOW events on the calendar.
DigiLearnScot Computing Science ELC home

WHAT DOES COMPUTING SCIENCE LOOK LIKE AT EARLY LEVEL?

Computing Science is fun, exciting and engaging for learners of all ages and it can be introduced to early level learners through play across the curriculum.  

There are 3 organisers in the Computing Science curriculum, running throughout BGE. Computational Thinking is the golden thread that runs throughout our curriculum and our lives. It is intertwined in almost everything we do in life and encourages us to be curious about problem solving, creatively discover solutions and learn how to identify and confidently correct errors. Computing Science play-based provocations can be provided without any devices at early level (and beyond). Opportunities for unplugged computing science activities lay the foundations of understanding algorithms and programming and is a fun, developmentally appropriate way to introduce computing science with early level learners. 

 

DigiLearnScot Computing Science ELC home

BEBRAS COMPUTATIONAL THINKING CHALLENGE – TEACHING PROBLEM SOLVING

The Bebras Computational Thinking Challenge is a great resource to develop your learners logical reasoning and pattern spotting skills for computational thinking and problem solving. Not only are those skills useful for computing science and maths, but also cyber security.

You can have a go at previous years’ challenges (no signup required) or you can register for their annual competition in November. The questions are in the form of engaging puzzles that start off relatively easy – so every student can have a go and should get something out of the competition.

Try out previous year’s challenges here.

We know lots of schools in Scotland engage with Bebras every year and some have shared their story with us Get in touch with us to let us know how your learners engaged with it and how you fared with the resources or the challenge.

INSPIRING DIGITAL ENTERPRISE AWARDS AT GROVE ACADEMY

iDEA Awards, Grove Academy

Gavin Pyott, PT Computing Science

I became aware of the iDEA awards by chance when it was first launched 3 years ago. I can’t explain how glad I am that I did. The programme is so well written and produced that all learners are drawn into the modules and are keen to do more. Due to the positive impact iDEA had with classes in my department l began promoting the awards and encouraging others to use it within their schools. As a result of this l was awarded the title of Teacher Ambassador from iDEA.  

The Inspiring Digital Enterprise Award, known as iDEA, is an international programme that helps students develop and demonstrate digital, enterprise and employability skills.

Since its launch, iDEA has established itself as the digital equivalent of The Duke of Edinburgh Award. The iDEA awards are recognised by universities and employers so are a great addition to any student’s CV.

The iDEA awards allow students to map their knowledge and understanding of the digital world through a series of modules (badges).

The badges have been designed to unlock new opportunities and raise awareness of the diverse range of careers in our digital world, all the while allowing students to gain an industry recognised award to help them stand out from the crowd.

To achieve a Bronze Award, students need to earn a minimum of 250 points, including at least 40 points in each of the core categories of the curriculum: Citizen, Worker, Maker and Entrepreneur.

• CITIZEN BADGES cover digital awareness, safety and ethics.

• WORKER BADGES introduce tools and techniques which are useful in the digital workplace.

• MAKER BADGES cover digital creativity and building and making in the digital world.

• ENTREPRENEUR BADGES explain how to originate ideas and bring them to life.

• GAMER BADGES investigate gamification techniques and help people learn how to make games.

These badges are all very informative and explain complex concepts in a straightforward, easy to understand, way. All badges are designed to be interactive, allowing pupils to answer questions as they go, building up their knowledge step-by-step.

To help track student progress iDEA have launched ‘organiser codes’ and the organiser area. This allows you to provide pupils with a simple code to add to their iDEA profiles. This will then pull the progress charts for each pupil together into a handy, easy to use spreadsheet.

After completing the Bronze award, many pupils volunteer to move on to the Silver. Unlike Bronze, the Silver award has been written as a series of topics. Each topic is story-based with students being guided through a real-life scenario as they discover the skills required to progress.

Due to the amazing quality and excellent writing in the badges in the programme the target audience range has really been opened up. I have successfully delivered the iDEA award in S1, S2 and S3. We now have pupils is S4-6 who are also tapping into the programme as it has caught their attention. iDEA also works great in an upper primary setting. My own daughter liked the look of the badges and had a go herself. She successfully completed the Bronze award in Primary 6 and completed her Silver when in Primary 7. Not wanting to stop there she completed a total of 50 Bronze badges to become ‘Badge Champion’ and completed the remaining Silver topic to become a

‘Silver Star’. This determination to complete the modules has been replicated by students in my classes who applied the Pokemon ‘got to get them all’ approach to the badges and awards. I have to admit, I have done this too! The iDEA badges are so interesting and informative I found I couldn’t stop either! As an introduction to a new concept (block chain) or to brush up existing skills the iDEA Award is great CLPL for staff too.

Mr Pyott has created a Sway which will give you a full introduction to the work and process involved in using iDEA and his top tips. To view click here.

To see more from Mr Pyott you can visit his Twitter feed on @MrPyott

To see more from Grove Academy, please visit their Twitter feed on @Grove_Academy

You can find out more on iDEA Awards via https://idea.org.uk/ 

EMBEDDING CS IN MATHS WITH CODE.ORG EXAMPLES

There is so much maths in computing and that presents excellent opportunities for interdisciplinary learning. Why not plan to introduce directional language through these engaging challenges form code.org? Learners simply drag blocks of ‘code’ together like jigsaw pieces to solve mathematical puzzles. There’s help videos and hints for each challenge and even an educator section to support you teaching it.

Here are some great places to start your maths/coding adventure:

Pre-reader challenges – Ice Age

The Ice Age-themed ‘pre-reader’ challenges only ask learners to use one or two blocks of code at a time and the directions are represented by arrows, so they can start to code without needing to read.

Play it

Introducing directional words – Star Wars

This Star Wars-themed challenge introduces the use of directional words on screen. So as your learners develop confidence with directional language, they can try more challenging code too.

Play it

Exploring degrees – Frozen

This Frozen-themed challenge introduces the use of degrees and angles to control the characters on screen.

Play it

CREATIVE COMPUTING SCIENCE AT STEWARTON ACADEMY

Fraser McKay, Computing Teacher at Stewarton Academy takes some time to talk about Computing Science delivery in the school.  Fraser discusses gender balance, escape rooms and physical computing among other topics,  We also hear from students in S2 and S5 about their experiences. in the course of these 3 videos.

Stewarton Academy is in East Ayrshire.

https://blogs.glowscotland.org.uk/ea/stewartonacademysite2016/

https://www.youtube.com/playlist?list=PLiNisyhLItoAoIx3mep-ptqMIRwYPN2QN

 

TEACHERS’ REFLECTIONS ON ADDITIONAL TEACHING QUALIFICATION IN COMPUTING

Jonathan Henderson, Lasswade Primary School, Midlothian, @MrHenderson321
Emma Hedges, Victoria Primary School, Falkirk, @MissHedgesVPS

We are delighted to be part of the first cohort of a new program of CLPL aimed at up-levelling primary teachers’ skills in delivering the Technologies curriculum. This online program leverages some of the University of the Highlands and Islands (UHI)’s existing courses for cross-qualifying existing secondary teachers into Computer Science but provides primary teachers with the expertise necessary to deliver the computing curriculum up to SCQF Level 3. This course has been designed and supported by the British Computer Society, Microsoft, Education Scotland and the Scottish Government.

Currently, we are in Week 4 of the first 12 week module on Databases and Computer Systems, with a second module planned to start in September which will focus on Coding and Web Technologies. So far we have learned about Software, Hardware, Numbering Systems and Logic Gates, and we will soon be moving onto learning about databases and SQL. The work for each week is split up into sections which has contributed to making the course manageable to fit in around a full time teaching job. Each week has involved gaining new knowledge via videos and Sways. There have also been interactive elements such as mini quizzes and using what we have learned to complete tasks such as calculations involving binary numbers. There has been a feeling of satisfaction when we have been able to use our new found knowledge, or from learning from our mistakes, to complete these tasks.

We have also been given the opportunity to complete an additional entry-level Cisco course about Linux which many participants have signed up to complete.

So far, it has been fascinating to go further into subjects which are beyond the normal scope of the primary curriculum and refresh and update our understanding of computing. Through being provided with this opportunity we are once again in the role of the learner. This has been an interesting experience and has made us consider the different ways in which we can share what we are learning to the wide range of needs of our learners, as well as with our colleagues.

We are also enjoying the opportunity to network with colleagues from across Scotland as well as across primary and secondary education. It has been interesting to learn about the different backgrounds of our colleagues who are also enrolled on the course and to be able to interact with them online either on the UHI learning space or on Twitter. With the submission date of our first assessment approaching, we’re very much focussed on doing our best in order to get the most out of the course both for ourselves and for our pupils.

Find out more about the qualification here

REMOVING BARRIERS TO LEARNING COMPUTING SCIENCE AT SPEYSIDE HIGH SCHOOL

As a teacher of Computer Science I’ve always looked for ways to remove barriers to learning and make the curriculum more accessible. One of the biggest hurdles to this has been the complex nature of managing the installation and use of IDEs (Integrated Development Environments) to teach computer programming. Without a burning passion for the subject, you can forget getting a young person to download something like Microsoft Visual Studio or Eclipse at home.

A few years ago, whilst looking for a solution to my concerns I switched to repl.it to teach computer programming with the language Python. Repl.it is an online development environment which is completely browser based and requires no software installations on the user’s device. It is device and operating system agnostic, so it will work on desktops, laptops, mobile and tablet devices.

An example of the repl.it programming interface (Python 3.8)

An example of the repl.it programming interface (Python 3.8)

Over this period, I have transitioned from using repl.it to teach software design, to using repl.it to teach all practical elements of the course with support for creating rich web content using HTML, CSS and JavaScript and interrogating databases using SQLite. Students can easily share these projects with each other and with me. There are even tools to allow students to work together on the same project, allowing for latency free peer programming through repl.it’s “multiplayer” feature.

Repl.it provides tools for assessment, through their Assignments tool which provides the student with a set of instructions, a pre-populated piece of code as a starting point and a console window. The student can then submit the assignment to the teacher for written feedback and receives a notification when this is sent to them. Repl.it assignments also allow for test conditions to be set to provide some level of instant feedback to the student.

 

 

An example of an assignment in Repl.it showing student code, instructions, console and feedback area.

This has enabled my students and I to make a smooth transition from classroom teaching to remote learning for National 5 and Higher Computing Science during the COVID-19 lockdown. Although using online tools for home learning has always been a part of my pedagogical practice at this school, I’ve adapted my methods slightly. At Speyside High School, learners are currently using a combination of Google Classroom, Scholar, repl.it and YouTube videos that I have created to begin their new Senior Phase courses.

To create learning materials, I am using OBS Studio to capture my screen and webcam, which means I am then able to explain concepts to the students as if I was teaching a class and seamlessly flip between my course material and my live coding environment on repl.it.

The tools mentioned in this blogpost are all free to use for teachers.

Repl.it can be found at www.repl.it
OBS Studio can be found at www.obsproject.com

Marc McWhirter
PT Computing & Technical / Speyside High School
@SpeysideCS

Speyside High @speysiderector

 

IMPROVING GENDER BALANCE AND EQUALITIES IN COMPUTING SCIENCE

Computing Science (CS) is a creative, enjoyable and exciting part of our curriculum. All learners can enjoy the challenge of solving problems with coding, developing their understanding of how systems work or discovering how the world uses the vast amounts of data we now generate digitally. That’s why we have compiled these resources to help you ensure every child can engage with CS.

IGBE POSTS

GENDER BALANCE IN COMPUTING