Coding in the real world - Kirsty Tonks and Dr David Whyley

Kirsty Tonks Shireland Collegiate Academy
Twitter @kirstytonksSCA
Dr David Whyley – Whytek Consulting
Twitter @davewhy
Who we are…
Kirsty Tonks
David Whyley
Our agenda for today…
Computing- It’s the law now – So what?
School identified issue – School led solution
Teaching School; joining experts and industry partners
Building the computing “Toolkit”
In depth – taking it apart
Key Progression
Writing a change management plan
Impact
Where next – Primary Computing – continuing development
It is the law! – So what?
What do the programmes of study mean?
Who will teach it?
Do we need specialist equipment?
No one wanted to teach control and
monitoring in the old curriculum!
Aims
The national curriculum for computing aims to ensure that all pupils:
•
can understand and apply the fundamental principles and
concepts of computer science, including abstraction, logic,
algorithms and data representation
•
can analyse problems in computational terms, and have repeated
practical experience of writing computer programs in order to
solve such problems
•
can evaluate and apply information technology, including new or
unfamiliar technologies, analytically to solve problems
•
are responsible, competent, confident and creative users of
information and communication technology
When will Ofsted inspect it?
I have to lead it - where will I get
support?
Who will quality assure?
What am I doing?
School identified issue – School led solution
Shireland – a Teaching School
27 local Primary schools in Midlands area
Already working together on the Education
Endowment Foundation “MathsFlip”
Project looking at Flipped Learning
National reputation for digital learning
Extensive network of contacts within the
school sector and technology industry
Can you help us formulate a solution?
Establishing partners- Who we brought together.
Shireland Collegiate Academy
Microsoft
Codecademy
Rising Stars
Dave Whyley
Apps for
Good
Claire Lotriet
Espresso
School identified specifics….
What assets (Hardware – Software – Staff) do I have already?
Which Software will I use?
Which approach to managing computing will I choose?
How will I train my Staff?
How will I introduce this to the school (Club First?)
How will I ensure progression?
How will I extend learning to enable pupils to complete
activities?
How can I include the pupils themselves as champions?
How will I plan for and sustain this over 2-3years
Elements of success - Building the computing toolbox.
Scheme learning
progression
Learning beyond
school
Core
software
Curriculum
analysis
Change
management plan
Reviewing
and improving
Audit
Audit - What do you already have?
Schools were asked a quick audit of resources
that they already had:Hardware (Including Fixed and Mobile)
Software
Staff
Language development
Thinking skills
Audit – Key issues
PROs
Schools generally have enough kit
CONs
Some schools have focused on only tablets –
might not be appropriate for delivering the whole
of the curriculum?
Schools see the point
Many schools do not have specific software
Linking Computing to Language
Development and Mathematics
Enthusiastic subject leaders
Staff will need training
Pressure on resources if used for digital learning
too
Curriculum analysis
Schools were reminded that it is not ALL about
Coding!
Computer Science
Information Technology– Ubiquitous use of
technology
Digital Literacy - preparing for a digital life being digitally safe
Curriculum links to other subjects
Curriculum analysis – Key issues?
PROs
Clear about why Computer science should be
taught
CONs
Difficulty with “Technical” language
Lack of detail in the actual curriculum
Links to Language development
Devising a progression
All staff and students starting together
Fitting it in to a “Crowded” curriculum
Enable some students to shine
Core software
Scratch
vs
Kodu
SCRATCH – Key issues?
PROs
CONs
Pupils can import their own
backgrounds and characters
More complex for teachers to become familiar
with
Easy to “See” the code
Requires more understanding of coding
Algorithms are built up in blocks
Less professional results are possible
Can be used to program other than
games
KODU – Key issues?
PROs
CONs
Easy interface with object oriented programming
Have to use pre set characters and
backgrounds
Professional looking 3D game
Limits the type of coding you can do
Easy to add complexity
Games have yet to be made available to
play on XBOX
Can use games controller
Kodu Kup
Scheme and learning progression
Priority feedback from first session
Worried about all starting together and all doing the same
thing
Wanted lesson ideas to help staff inexperienced in this
aspect of the curriculum
Wanted a “helping hand” to get Computer science
launched across all classes
Wanted a scheme from company with a proven track
record to enhance “Free” software
Switched on schemes – Key issues?
PROs
CONs
Does the thinking and planning for you
It is a scheme
Achieves balance with the three aspects
It is not school specific
Contains many resources
Does not have a fast track route
Easy for less experienced staff to use
Printed so not easy to update
Possible software progression
Transitional arrangements?
Richard Anderson www.lttonline.net
Learning beyond school
In recent years – become even more vital to get right
Schools involved in “MathsFlip” keen to extend
Complexity of providing On-Line provision
Some companies such as Espresso and Codecademy
provide built in solutions
Espresso Coding – Key issues?
PROs
CONs
Visual Programming
Cannot easily enter own graphics
Scheme of learning
Easy for students to forge ahead and
make mistakes
Structure to the resources (year Groups)
Fast track option
Works on all devices types
Help videos
Lacks lines of code
Codecademy – Key issues?
PROs
CONs
On Line and easy to sign up to
Too Complicated for Primary?
Covers Java and other programming languages
not covered by other software
May put less confident teachers off
Where is the student work stored?
Web based so could be used at home
Limited use in Primary (at the moment)?
Apps for Good– Key issues?
PROs
CONs
Structured event for schools to become
involved with
Students don’t actually code – winners get
“App” written for them
“Authentic” real world computing
challenges
Cost of attending the “Pitch” event
Coding for a purpose
Project based
Competition element – Global Judges
Very few “Apps” get published – Managing
disappointment
Change management plan
Managing and Launching
Year Groups – All… one …some?
Staff – Me….a Key Stage….All?
Digital Leaders … Yes – No?
Governors… Briefing?
Parents… Parents evening showcase?
Software Introduction and progression
Assessment
Change management plan– Key issues?
New scenarios
for
Staff
learning
Training
Student Digital
leaders
Technology
Revised
curriculum
Leadership
Buy - in
Infrastructure
On line (out of
school)
Delivering
the New
Computing
Curriculum
Monitoring &
Evaluation
Reviewing and improving– Highlights and bear traps..
Session in new term to review progress made in school
against the implementation plan…
Discuss your approach with a colleague
Open the PowerPoint and complete the five slides
Upload to the Shireland Site folder
Get ready for your 5 minute “Teach-meet” pitch.
Example 5 minute “Teach-meet” pitch from school
School and available technology.
Example Primary School
Technology available:
• 30 I-pads
• Computer suite running 13 computers
• Class computers x2 per class (not all reliable)
• Year 6 flip learning – Toshiba laptops
Who in the school is involved?
KS1 and KS2 – delivering Rising Stars (exception Y6 hopefully will be
mainly based upon APPS for Good)
Y1- class teacher
Y2- me
Y3- class teacher Y4- class teacher
Y5- class teacher
Y6- me
Positives
Challenges
• Staff are open to introducing the Rising
Stars scheme within their class and are
currently in the process of planning for
their first unit in order to begin next week
(some staff have already started teaching
the unit).
• Some staff who aren’t being expected
to teach may be reluctant when
returning.
• Time
• Resources- staff knowledge
• Funding- using ICT budget to provide
enough resources, software and
hardware to meet the children's
computational learning needs.
• Children’s knowledge.
• Leadership expectations.
• Head teacher has provided some staff
meeting allocation to ICT/Computing.
• New ICT/ computing club had a positive
response and was over- subscribed!
• Excellent response to techno wizards
across school.
Next Steps for our school
• Ensure all software is on devices.
• Re-group with staff and reflect upon planning for first units.
• Use computer club in order to train and provide support for others.
• Make sure all policies are up to date and match the ICT and devices
being utilised.
What we have learned Schools already have resources they can use
The lead member of staff needs support and training
The computing element should not “overpower” the other elements
There are almost too many resources out there – Implementation
plan essential with selected software
A scheme is useful to support in initial roll out
Working beyond school is essential
A variety of hardware is needed to deliver in full
Appropriate technical support and robust infrastructure is an issue
in most schools
Pupils are enthusiastic and respond well – some are born digital
leaders!
Impact
HOW USEFUL WAS THE TRAINING?
poor
fair
good
very good
excellent
17%
25%
• “Very good and informative - great to have a hands on
session”
58%
• “Lots of useful tips on how to use with children, pros and
cons of how children would link to curriculum objectives”
• “I have found all sessions so far to be so valuable in
developing our ICT curriculum. Thank You.”
Where next….
Contact Us Slide
Kirsty Tonks Shireland Collegiate Academy
Twitter @kirstytonksSCA
www.shirelandcollegiateacademy.org.uk
Dr David Whyley – Whytek Consulting
Twitter @davewhy
www.whytekconsulting.co.uk
Coding in the real world PowerPoint accessible from:
http://thelearningbank.co.uk/shireland/events/bett_2015.htm
http://www.whytekconsulting.co.uk/blog