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Factors to consider when implementing a flipped approach include:ensuring reliable access to suitable technology and an internet connection for all children, with suitable alternatives in place where necessarydeveloping the role of parents/carers and the need to seek their support for flipped learningidentifying appropriate resources for children’s learning needs, such as games and videosreflecting on the current homework culture (or lack of) in the school and the need to make alternative arrangements, such as a suitable place to work in school outside of lessonsbasing your materials on the needs, attitudes and competences of the children involved. Will some struggle with the idea of working independently? Can the work be differentiated appropriately? Are children mature enough to take responsibility for their own learning?considering the impact the approach might have on lesson planning and management; for example, how flexible and adaptable are the teachers involved? Are they able to adapt the approach to the differing needs and abilities of children in the class?evaluating the impact of the approach on pupil attitudes, engagement, understanding and achievement.

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Factors to consider when implementing a flipped approach include:ensuring reliable access to suitable technology and an internet connection for all children, with suitable alternatives in place where necessarydeveloping the role of parents/carers and the need to seek their support for flipped learningidentifying appropriate resources for children’s learning needs, such as games and videosreflecting on the current homework culture (or lack of) in the school and the need to make alternative arrangements, such as a suitable place to work in school outside of lessonsbasing your materials on the needs, attitudes and competences of the children involved. Will some struggle with the idea of working independently? Can the work be differentiated appropriately? Are children mature enough to take responsibility for their own learning?considering the impact the approach might have on lesson planning and management; for example, how flexible and adaptable are the teachers involved? Are they able to adapt the approach to the differing needs and abilities of children in the class?evaluating the impact of the approach on pupil attitudes, engagement, understanding and achievement.

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The VLE can be an effective bridge between home and school learning and a way to tap into children’s excitement to use technology, allowing them to consolidate learning by practising at home at their own pace. Children might carry out research at home which can then be used to introduce a topic at school. Technology can be another avenue into learning for children who face reading or writing challenges. The DB Primary VLE works well as an assessment tool for Victoria because children can review their progress and work with the teacher to identify the next steps for their learning. She can use the built-in assessment from the VLE along with the feedback gained from classroom discussions to create resources on the VLE that are well matched with children’s needs.

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The VLE can be an effective bridge between home and school learning and a way to tap into children’s excitement to use technology, allowing them to consolidate learning by practising at home at their own pace. Children might carry out research at home which can then be used to introduce a topic at school. Technology can be another avenue into learning for children who face reading or writing challenges. The DB Primary VLE works well as an assessment tool for Victoria because children can review their progress and work with the teacher to identify the next steps for their learning. She can use the built-in assessment from the VLE along with the feedback gained from classroom discussions to create resources on the VLE that are well matched with children’s needs.

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Definitions of PLNs vary, but there are several key features:A PLN essentially is a network of connections between people, tools and resources. The network can be harnessed to share ideas and resources, to collaborate or to keep up to date with changes and innovations in your area of interest.By its very nature, an individual PLN is unique and will change over time.A PLN can consist of both online and real-world elements, so may include friends and colleagues, textbooks and library resources as well as online connections via blogs and social media.

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Definitions of PLNs vary, but there are several key features:A PLN essentially is a network of connections between people, tools and resources. The network can be harnessed to share ideas and resources, to collaborate or to keep up to date with changes and innovations in your area of interest.By its very nature, an individual PLN is unique and will change over time.A PLN can consist of both online and real-world elements, so may include friends and colleagues, textbooks and library resources as well as online connections via blogs and social media.

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The NFER and Nesta (2015) report  is an interesting and useful read. However, we suggest you focus on reading the following areas:

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The NFER and Nesta (2015) report  is an interesting and useful read. However, we suggest you focus on reading the following areas:

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The 2013 national curriculum in England  sets out the intended purpose of computing in primary education:A high-quality computing education equips pupils to use computational thinking and creativity to understand and change the world. Computing has deep links with mathematics, science and design and technology, and provides insights into both natural and artificial systems. The core of computing is computer science, in which pupils are taught the principles of information and computation, how digital systems work and how to put this knowledge to use through programming. Building on this knowledge and understanding, pupils are equipped to use information technology to create programs, systems and a range of content. 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.(Department for Education (DfE), 2013)

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The 2013 national curriculum in England  sets out the intended purpose of computing in primary education:A high-quality computing education equips pupils to use computational thinking and creativity to understand and change the world. Computing has deep links with mathematics, science and design and technology, and provides insights into both natural and artificial systems. The core of computing is computer science, in which pupils are taught the principles of information and computation, how digital systems work and how to put this knowledge to use through programming. Building on this knowledge and understanding, pupils are equipped to use information technology to create programs, systems and a range of content. 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.(Department for Education (DfE), 2013)

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First, think of a program such as a simple game, animation or story you would like to create or an aspect of computing you would like to explore, perhaps aimed at specific children you support, know or work with. You might like to discuss your ideas in your e-group forum. If you are new to programming, you may find it helpful to view some of the pages below for ideas:Starter Projects on the Scratch websiteBarefoot Computing activities (some of which use Scratch)Code Club Scratch projects.How might this tool support the computing learning of children you know? What aspects of computing does it consider? How might it support their learning in other areas, for example literacy or numeracy? Would children benefit from using it? What might children create on their own or in a group? Record your responses below

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First, think of a program such as a simple game, animation or story you would like to create or an aspect of computing you would like to explore, perhaps aimed at specific children you support, know or work with. You might like to discuss your ideas in your e-group forum. If you are new to programming, you may find it helpful to view some of the pages below for ideas:Starter Projects on the Scratch websiteBarefoot Computing activities (some of which use Scratch)Code Club Scratch projects.How might this tool support the computing learning of children you know? What aspects of computing does it consider? How might it support their learning in other areas, for example literacy or numeracy? Would children benefit from using it? What might children create on their own or in a group? Record your responses below

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EnglandComputing has been part of the National Curriculum for England  since September 2013, superseding the previous ICT curriculum, which was first introduced in 1988. Read the programme of study for Key Stages 1 (includes Years 1 and 2 with children aged 5 to 7) and Key Stage 2 (includes Years 3 to 6 with children aged 7 to 11). There is a separate programme of study for design and technology, with no explicit mention of ICT or computing other than the stipulation that Key Stage 2 children should ‘apply their understanding of computing to programme, monitor and control their products’ (DFE, 2013a).

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EnglandComputing has been part of the National Curriculum for England  since September 2013, superseding the previous ICT curriculum, which was first introduced in 1988. Read the programme of study for Key Stages 1 (includes Years 1 and 2 with children aged 5 to 7) and Key Stage 2 (includes Years 3 to 6 with children aged 7 to 11). There is a separate programme of study for design and technology, with no explicit mention of ICT or computing other than the stipulation that Key Stage 2 children should ‘apply their understanding of computing to programme, monitor and control their products’ (DFE, 2013a).

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Table 1 Learning outcomesDescription of learning outcome(s)	Assessment method(s) within Block 5Develop knowledge and understanding (KU) of: the importance of subject knowledge in supporting children’s learning in the subjects of mathematics and numeracy, language and literacy, science and computing and ICTcurricula for primary age children and related approaches to assessment that support progression in learning in a range of contextsthe key principles, issues, concepts, theories, research and approaches relating to children’s learning in the curriculum areas of mathematics and numeracy, language and literacy, science and computing and ICTyour own increasing competencies in mathematics and numeracy, language and literacy, science and computing and ICT; your strengths and areas for continued development.Formative self-assessment: reflecting upon and analysing your computing and ICT subject knowledge and implications for practice (KU1, 2 and 4, CS2 and 3).Part 1 of the EMA requires you to:demonstrate increasing knowledge and understanding of contexts, theories, research and curricula that underpin primary education and the progress you have made in terms of computing and ICT subject knowledge (KU1, 2, 3 and 4, CS1, 2 and 3)evaluate the development of your personal learning network and your use of Storybird or Scratch software (KS3, PS1) and to consider the implications for practice (CS2).Develop cognitive skills (CS) to be able to:	 evaluate and analyse concepts, theories and policy related to subject knowledge and children’s learning and development in examples from practice, case studies and relevant literatureidentify and reflect critically on your own subject knowledge, and related attitudes, experiences and perspectives; and consider the implications for practicedemonstrate the ability to evaluate and analyse the potential impact of enhanced subject knowledge on your own learning and that of children.Parts 2 and 3 of the EMA require you to draw on your own experiences (past and present) as a participant or observer in a practice context, directly or through purpose-made AV to:audit your computing and ICT knowledge (KU1)identify ways in which your subject knowledge has and can be developed (KU4, KS1)consider the implications for practice (CS2, PS2) relating these to curricula, theories and concepts (KU 2 and 3).

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Table 1 Learning outcomesDescription of learning outcome(s)	Assessment method(s) within Block 5Develop knowledge and understanding (KU) of: the importance of subject knowledge in supporting children’s learning in the subjects of mathematics and numeracy, language and literacy, science and computing and ICTcurricula for primary age children and related approaches to assessment that support progression in learning in a range of contextsthe key principles, issues, concepts, theories, research and approaches relating to children’s learning in the curriculum areas of mathematics and numeracy, language and literacy, science and computing and ICTyour own increasing competencies in mathematics and numeracy, language and literacy, science and computing and ICT; your strengths and areas for continued development.Formative self-assessment: reflecting upon and analysing your computing and ICT subject knowledge and implications for practice (KU1, 2 and 4, CS2 and 3).Part 1 of the EMA requires you to:demonstrate increasing knowledge and understanding of contexts, theories, research and curricula that underpin primary education and the progress you have made in terms of computing and ICT subject knowledge (KU1, 2, 3 and 4, CS1, 2 and 3)evaluate the development of your personal learning network and your use of Storybird or Scratch software (KS3, PS1) and to consider the implications for practice (CS2).Develop cognitive skills (CS) to be able to:	 evaluate and analyse concepts, theories and policy related to subject knowledge and children’s learning and development in examples from practice, case studies and relevant literatureidentify and reflect critically on your own subject knowledge, and related attitudes, experiences and perspectives; and consider the implications for practicedemonstrate the ability to evaluate and analyse the potential impact of enhanced subject knowledge on your own learning and that of children.Parts 2 and 3 of the EMA require you to draw on your own experiences (past and present) as a participant or observer in a practice context, directly or through purpose-made AV to:audit your computing and ICT knowledge (KU1)identify ways in which your subject knowledge has and can be developed (KU4, KS1)consider the implications for practice (CS2, PS2) relating these to curricula, theories and concepts (KU 2 and 3).

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Computing: The National Curriculum subject (in effect a container), which should encompass:Computer Science: the scientific discipline of Computer Science, covering principles such as algorithms, data structures, computational thinking, programming … systems architecture, design, problem solving, etc.Information Technology (IT): the assembly, deployment, and configuration of digital systems to meet user needs for particular purposes. (Note that this is narrower than the use in industry, which generally encompasses Computer Science as well.)Digital literacy: the ability to operate effectively as a citizen in the 21st century. It covers the following areas:understanding the impact of new technologies on society, including the ways in which new technologies change disciplines (e.g. history, chemistry, English, etc.)understanding the nature of digital identities and being able to manage your digital identities appropriatelybeing able to interact safely in a digital world (encompassing e-safety, cyber-bullying, data security, etc.)Being able to locate, organise, understand, evaluate, analyse and (re)present information using digital technology (including using dynamic and procedural representations) – what you might think of as ‘the creative’ making and doing aspects of using digital technology (though, of course, many other aspects of the subject are creative too).(Twining, 2013; numbering added)

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Computing: The National Curriculum subject (in effect a container), which should encompass:Computer Science: the scientific discipline of Computer Science, covering principles such as algorithms, data structures, computational thinking, programming … systems architecture, design, problem solving, etc.Information Technology (IT): the assembly, deployment, and configuration of digital systems to meet user needs for particular purposes. (Note that this is narrower than the use in industry, which generally encompasses Computer Science as well.)Digital literacy: the ability to operate effectively as a citizen in the 21st century. It covers the following areas:understanding the impact of new technologies on society, including the ways in which new technologies change disciplines (e.g. history, chemistry, English, etc.)understanding the nature of digital identities and being able to manage your digital identities appropriatelybeing able to interact safely in a digital world (encompassing e-safety, cyber-bullying, data security, etc.)Being able to locate, organise, understand, evaluate, analyse and (re)present information using digital technology (including using dynamic and procedural representations) – what you might think of as ‘the creative’ making and doing aspects of using digital technology (though, of course, many other aspects of the subject are creative too).(Twining, 2013; numbering added)

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Within the primary education context, the United Nations Educational, Scientific and Cultural Organization (UNESCO) (2012, p. 18) stated that:

by ICT we refer to a collection of computer-based technologies, which are exploited to support teaching and learning, communication and collaboration, self-expression, creation, etc., that is, for the promotion of all developmental domains of children, and learners of any age.

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UNESCO (2012) highlighted the value of cross-curricular use of ICT by suggesting it could:promote a sense of pride in work well doneenable teachers to create their own digital learning materialspersonalise learning across all subjectsincrease interactive teaching using virtual objectsfacilitate project-based learning involving teamwork, investigation and inquiryprovide new opportunities for testing knowledge and skillsenable classrooms to take part in internationally networked projects using video conference tools.

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UNESCO (2012) highlighted the value of cross-curricular use of ICT by suggesting it could:promote a sense of pride in work well doneenable teachers to create their own digital learning materialspersonalise learning across all subjectsincrease interactive teaching using virtual objectsfacilitate project-based learning involving teamwork, investigation and inquiryprovide new opportunities for testing knowledge and skillsenable classrooms to take part in internationally networked projects using video conference tools.