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The skills the children were focused on developing were printed onto stickers and given to children to highlight to themselves and others when they were using their skills well.  This also worked as positive reinforcement and encouraged the children to strive to display a range of skills so they could collect more stickers.

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The robot asked the children if they thought litter was a problem in their area.  The children observed and recorded litter found in the playground before going litter picking in the local area.  On return the children considered if they had solved the problem.

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Each morning the children would come together with their partner to perform and extend our class handshake.  This required the children to be physically close and to work together to keep in time with each other.  The handshake provided a good opportunity to  give actions to the skills the children were focusing on developing.

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The hook for this project was robot figure made from recycled materials that appeared in the classroom one morning.  The robots shared a new challenge or problem with the children each morning through various notes and audio clips. At times the robot left books for the children to read or left items which required the children to predict what they might be doing that day.

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At the end of each day the children would complete a reflections log.  They would select 2 skills they thought they used well to stick into their log.  They would then draw a picture of themselves using the skills and explain their picture to a partner.  Finally the children would use green, amber or red stickers to show how well they thought they were able to use their skills that day.

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The children used Epic Reader to “read” read aloud books about robots and their different functions and jobs they carry out and when they can be more efficient than humans. The children worked with their learning partners to find new information record their findings through drawings. They then shared their findings with the rest of the class.

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Play based learning experiences focused on exploring robots were created for the children. This allowed children to play out and display their previous learning with robots while offering personalisation and choice as well as the opportunity to apply the focus skill . These included playing with beebots and exploring the concept of programming or coding a machine on a basic level. The creative area, loose parts and construction zone allowed children to consider the shapes and parts used in roots as they joined parts together and added their own ideas. Robot costumes were placed in the house corner and allowed for creative thinking and story creating around robots and how they interact with humans.

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During the second week, instead of the teacher distributing the stickers, the children were given a sticker on a lanyard. When the children observed their peer displaying a skill they would give them the sticker.  This helped to highlight to the children skills being transferred in different contexts.

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The robot left the children bags of recycling and told them it could not be recycled until it was sorted.  The children decided to sort it into piles using hula hoops.  During a class discussion they shared ideas on how to identify different materials.  For example, glass is heavy and a bit see through, it makes a sound when you knock it, you can’t squish it. You can write on paper as cardboard but when you write on plastic or glass it wipes off, you can rip paper and cardboard etc.  Once sorted the children put the sorted materials into boxes ready to be taken to the recycling bins.  This provided a new problem - there was so much plastic recycling that it wouldn't fit into the bag.  The children shared ideas and decided they could crush it (like at the recycling centre).  After lots of jumping and stamping, the plastic fit into the bag!

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Each morning the children worked with their partner to build a tower using cards with the skills images on them.  This task was purposefully challenging for the children to allow them to experience turn taking, sharing, decision making, encouraging and staying calm in a low stakes task. It allowed the children to experience both failure and achievement in their team.

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During the second week the children would record their answers to questions which prompted reflection.  The questions would be different each day such as - what was your favourite part of the day, what was the trickiest part of the day etc.

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Before completing tasks such as carrying out research the teacher would model ways to do this well and be successful.   Another example of teacher modelling in this project was when the children were shown an example of a basic risk assessment form before completing a community walk.  They were shown photos of some low, medium and high risk hazards that they come into contact with every day.  This information was shared by the teacher and completing the risk assessment was modelled.  Together we explored what possible hazzards we could spot from the playground. There was a class discussion around how to make these safer.  The children then worked together to completed their own risk assessment form.  Programming the beebots was another example of teacher modelling during this project. The children first explored the beebots through play before being shown how to read and programme given directions.

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Play based stations which focused on cleaning our environment and sorting litter for recycling were provided. Before the children selected where they would work, we discussed how the roots we had researched could help at each station. It was hoped the children would apply previous knowledge of sorting materials as well as functions and abilities of robots to support in this. This also served as an opportunity to begin to form ideas as to what their own robots function would be when the time came to design and build. Before, during and after the play the children were encouraged to display and identify in themselves, and in others, examples of our focus skills.

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The QR code would reveal a picture of somewhere outdoors where the children would find a wallet with a picture of a skill on it.  Inside would be a photo of children displaying a skill along with a comment from the robot on what he had seen or heard the children doing well.  These photos would be added to the skills board.

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First we played some group games as class such as tig, hide and seek and hopscotch. Then the children worked in small groups to create their own game. The checklist for success required that the game had to have a name, and have at least 2 rules and that everyone had to know the rules.  The children then taught their game to another team.

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Each morning, the robot left the children a message in “robot language” (a QR code). The children would scan the code to reveal a “secret location” somewhere outdoors within the school grounds.  They would then figure out where is was and head to the spot to see what the robot had left for them.

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At the end of some tasks the children would explain to the robot how they completed the task.  They would be encouraged to tell the robot 3 things they had to do by prompting - tell him what the first thing you had to was, then what did you do after that etc.

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Before the children started this task we considered what good research looked like, sounded like and felt like with the children generating ideas before and after.   It would look like children listening and looking carefully at the chromebooks, it would look like recording information.  It would sound like children deciding what information to record, it would sound like children sharing information they had learned with each other.  It would feel learning new things, it might feel surprising! Before they began we also considered how to successful in our research using a rubric which encouraged children to engage in self assessment.  1 star meant learning something new/getting information.  2 stars meant getting information and recording it.  3 stars meant gaining information, recording it and sharing it with others.  The children then carried out their research on chrome books using prepared google slides that contained text, images and audio notes detailing a range of reasons why litter is a problem.  The children worked in their pairs to identify and record at least three reasons why litter can be a problem.  They then shared their ideas with the class.

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Each morning the robot would leave a note or audio recording for the children and highlight examples of children who had over come a problem, or struggled with implementing a skill.  The note would remind the children that it is not always easy to show your skills all the time and encourage them to keep trying. The note would also highlight how children managed to solve issues, such as using rock, paper, scissors or by combining their ideas to come to an agreement.

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One morning we noticed the robots arm had fallen off.  He asked the children to make him a new one, a better one.  This was an opportunity for the children to become familiar with using the make do kit before building their robot.
The successful checklist required that both the children will use the tools, they need to join at least 3 pieces of card together using the screws, they will need to explain to the robot how to use his new arm and what jobs it will be good for.  Before the children began we looked back at the different robots we had been learning about and what their jobs were. Together we generated ideas for what robot hands could do, for example, grabbing, sorting, vacuuming, crushing etc.  This provided an opportunity for the children to work together in their teams and use their skills while exploring the materials prior to the final challenge.

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The children were posed open ended scenarios such as - how would a robot say good morning? Can you think of a way to stop an out of control robot? Do robot actions to tell someone to put litter in the bin. This allowed the children to be as creative as possible while making a decision together that they could present to the class.

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Before completing any task the children would work with their learning partner to circle 3 skills they thought they would use while completing their task. They would then reflect, using the mat, after completing the task by ticking or crossing the previously circled skills.

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The children used a range of digital technology bro support their learning and gain new knowledge.  An example of this is after the litter picking session the children considered if the problem of litter was solved.   They concluded that more litter would be dropped and or get blown into the area.  The children created a message they wanted to share with others using the ChatterPix app.  This was a useful opportunity to assess what the children had taken from their experiences so far.

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During the second week the children recorded messages for their partners using the sound buttons.  They would choose a skill they thought their partner used well and thank them for using it to help their team.

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Build a robot that can help with litter/recycling

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Build a robot that can help with litter/recycling

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After designing their robot, the final challenge for the children was to build a robot from recyclable materials that could help with the litter problem or recycling.  This problem allowed the children to apply their learning and skills development from previous tasks more independently.
The successful checklist required that the children both used the tools to join card together, gave their robot a job and explained how the different parts worked to help the robot do his job and recorded this information onto a sound button. The children reflected against the checklist as they worked.

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As a way of considering the skills closely to allow for more in-depth reflections, each day we would select a skill and think about what that skill might look like to the robot, how would he know we were using it.  What it would sound like, what might he hear us saying and finally, what would it feel like to ourselves and our partner.

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The robots would often leave books for the children to add to their knowledge of robots and recycling. Reading these stories together provided opportunity for questioning and making connections with previous learning.

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The children engaged in a range of activities exploring how to follow and give directions.  Our robot research revealed that humans must programme robots and this can mean giving them directions.  Simple forward, backwards, left and right directions were programmed into robots.  The children also followed maps of the school grounds to find information left by the robot, they knew they were successful if their was an envelope left by the robot at the final destinations (x marks the spot!). If not, they would go back to the start and try again. The children used the same approach when locating local recycling bins.

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What skills make us good at learning, working and playing together ?

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What skills make us good at learning, working and playing together ?

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Can humans and robots look after our world better ?

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Can humans and robots look after our world better ?

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What skills do we need to be an inventor / engineer ?

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What skills do we need to be an inventor / engineer ?