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Just to taste scratch as a story telling

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Make games, stories and interactive art with Scratch. (scratch.mit.edu)

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http://padlet.com/leighfoley/aozyfdye5vuc

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Web Literacy Basics _ Section 1-Ping_Kong

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Computational Logic Kevin Young Workshop

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Computational Logic Kevin Young Workshop

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Welcome to code-it.co.uk, computing resources produced by Phil Bagge.

STOP PRESS Code-it sixth most popular primary computing resource in the UK in Royal Society Report. END STOP PRESS

My code-it philosophy can be summed up as developing computational thinking problem solvers through programming. Computing planning on this site is designed for primary/elementary school pupils although some elements will be suitable for early KS3/Middle school pupils.

Click on the CS Planning link for a selection of computer science and information technology resources suitable for primary or elementary pupils. If you are new to computing science then you might wish to view my glossary of computing science terms. My comprehensive, school tested, ever evolving primary Scratch programming plan is very popular. Many of these resources are now in book form and you can order these here or via University of Buckingham Press website. Links found in the book can be found on the book media page. I am constantly adding new planning to the web site so why not subscribe to the site by email (panel on the right or bottom in mobile view) so you can receive updates on new resources.

I work as a Computing Inspector/Advisor in Hampshire and increasingly across the UK and wider afield. You can find out information about me from this link. As well as Inspecting and advising I also teach at two Hampshire Schools, Ringwood Junior & Otterbourne Primary. I provide a range of courses both local and national, consultancy services, inset days and conferences keynotes and seminars to help schools make the best use of computing. I believe that every child should develop resilience and problem solving skills through computing science. You may wish to view an interview where I describe what I have learn't about teaching primary computing science.

If you want to see samples of pupils work from the schools I teach at you can view my twitter feed @baggiepr I can categorically say that the resources on this website will remain free.

I am working on a #Crumble book which will be published in 2018.

Phil Bagge
Computing Inspector/Advisor (HIAS)
CAS Computing Master Teacher

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Welcome to code-it.co.uk, computing resources produced by Phil Bagge. STOP PRESS Code-it sixth most popular primary computing resource in the UK in Royal Society Report. END STOP PRESS My code-it philosophy can be summed up as developing computational thinking problem solvers through programming. Computing planning on

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Guidance for inspecting schools under the common inspection framework, with a mythbuster document on common misconceptions.

The handbook sets out what inspectors must do and what schools can expect, and provides guidance for inspectors on making their judgements. It describes the main activities undertaken by inspectors conducting inspections of schools in England under section 5 of the Education Act 2005. It also sets out the judgements that inspectors will make and on which they will report.

It is to be used in inspections under the 'Common inspection framework: education, skills and early years'.

The mythbuster document sets out facts about Ofsted's requirements and dispels myths that can result in unnecessary workloads in schools.

Read the handbook for short, monitoring and unannounced behaviour school inspections.

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Guidance for inspecting schools under the common inspection framework, with a mythbuster document on common misconceptions. The handbook sets out what inspectors must do and what schools can expect, and provides guidance for inspectors on making their judgements. It describes the main activities undertaken by inspectors conducting inspections of schools in England under section 5 of the Education Act 2005.

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Download free resources Book a free workshop Register as a volunteer Welcome to The Barefoot Programme Today's teachers are key to the next generation's success. Barefoot supports primary educators with the confidence, knowledge, skills and resources to teach computer science. Resources aligned to the curricular for all ...

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by Nicki Cooper (@GeekyNicki)

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by Nicki Cooper (@GeekyNicki)

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Kent CS Inspection, computing and e-safety in schools Mar 15

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Sonic Pi on the Raspberry Pi

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Great way to teach programming unplugged in eyes, ks1 and even KS2 getting them to wr

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Build and Code your own computer for KS2 user friendly kit.

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Build and Code your own computer for KS2 user friendly kit.

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Kano is a computer you build and code yourself.
Lego simple, Raspberry Pi powerful, and hugely fun.

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Computer Kit | Raspberry Pi Computer & Coding Kit | Kano | Kano.me

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Updated: Buy the new Kano Computer Kit, with Raspberry Pi 3. Get exclusive light ring, projects, apps and more. Anyone can buid their own computer & learn to code with Kano. Ages 6+.

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fantastic site, esp for KS3/4/5 resources...

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Mr Fraser Computing Resources. Notes and revision materials for GCSE Computer Science J276 (OCR), iCGSE Computer Science 0478 (CIE), AS & A2 Computing H046/H446 (OCR) and IB Computing

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Great resource for reinforcingesafety and showing students that not everything you read on the Internet is true

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X-Ray Goggles makes it easy to see and remix the code behind your favorite web pages. The best part: you don't need any prior coding experience! Just activate Goggles, click on a section, and edit. Then, share your remixes with others.

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If you're teaching SEN pupils check out the work being done on

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Simple site teaching code. My code club loved it. I had year 1-6 using it.

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This is a fantastic site. You can add many classes and decide what level your children access. My pupils are addicted. Linked to Hour of Code initiative.

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Tutorial videos for use by students and teachers on coding with Scratch.

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Support your staff in delivering a coding curriculum | Studyzone.tv

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View our video lessons prior to teaching a lesson to improve your own understanding of new programming concepts, including loops, variables and IF statements. Our videos are far more flexible than training in staff meetings or staff development days, since it allows teachers to develop their understanding when they need it, which far improves knowledge retention.

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Nicki Cooper's website - resources & SoWs (AKA GeekyNicki)

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It seems I was a little ambitious with my curriculum plans last year. I had originally planned to complete five topics with each year group during the year but halfway through it soon became apparent that this was not achievable unless I sped through each topic with no time to review or consolidate information. I've spent some time reviewing the curriculum over the summer and have now redesigned it to fit into four topics per year group which I think will be a lot more feasible. Year 7 will still begin the year with a baseline assessment which I have now streamlined so it is predominantly self-marking using Google Forms and Flubaroo, with only a few parts such as programming and information technology to be assessed manually by the teacher; the results of this are then put into a spreadsheet which automatically generates a level using the CAS Progression Pathways framework. The topics we will now be delivering are as follows:

YEAR 7

YEAR 8

YEAR 9

9.1 - Digital Imaging

9.2 - Web Development

9.3 - Computer Crime Lab (Still being developed)

9.4 - Entry Level Computing (Still being developed. Lower ability completing 'Life on Mars' - using Kodu to simulate a colony on Mars then creating marketing materials for tourism on the planet - half complete).

Another challenge I have been investigating is how to effectively tackle feedback and assessment. In my department students do not print their work but instead all work is uploaded to our VLE (Google Classroom). At times marking has proved a little time-consuming due to opening several files that my students have uploaded, I also found much of my comments were just marking for marking's sake rather than being truly informative.

Over the last few months I have been part of the school's marking and feedback working party and within this we have addressed how to give more valuable feedback and cut-down on teacher workload. In computing we rely a lot on verbal feedback within lessons. As the work is largely practical it is not useful to collect-in 30 games students have made then give written feedback on these a week or so later, students need instant feedback so they can make progress while they are working on a particular topic so verbal feedback is much better for this, as is peer feedback. As a teacher what I really need to be able to do is assess the knowledge my students have acquired at the end of a topic rather than give mundane written comments throughout. At the end of a topic it is also clearly important that students understand the progress they have made in terms of their knowledge and recognise their achievements. To make life easier for myself and my team I have introduced the following assessment aspects into our curriculum:

Quality of work marks - in SIMS when writing reports students can be awarded 1 - 4 for quality of work, with 4 being 'excellent' and 1 meaning 'cause for concern'. We will be grading quality of work in the same way to ensure consistency.

Open badges - Students awarded with a mark of 4 (excellent) for a topic and homework will be awarded with an open badge to reward them for completing work to a high standard. All students who successfully collect a badge for every topic will be entered into a prize draw at the end of the year. These are awarded through a Google Doc shared with the students within Google Classroom, as shown here:

Virtual Workbooks - To help with assessment I've started to develop a virtual workbook for each topic. Students will complete this as they work through a topic meaning most of the content I need to assess is all in one file, making it quicker to mark. Luckily Google Classroom has a nice feature where I can share this document and automatically create a copy for each student. At the end of a topic there will be a multiple choice, self-marking test (made with Google Forms and Flubaroo) and within the Virtual Workbook there is a section to allow students to reflect and respond to the result of the test, giving them the opportunity to show they have improved their knowledge as well as allowing them to self-assess against the progression pathways statements. Here is an example of the Kodu Virtual Workbook so you can see how this works.

Let me know your thoughts below, or if you have any other ideas to contribute, please comment.

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Interactive Classroom.net - Blog and teaching resources brought to you by the Geeky Computing Teacher AKA @GeekyNicki

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It seems I was a little ambitious with my curriculum plans last year. I had originally planned to complete five topics with each year group during the year but halfway through it soon became apparent that this was not achievable unless I sped through each topic with no time to review or consolidate information.

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BBC Prototype for Yr 7 Students

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Genre: Documentary Stars: Idris Elba, Hayley Joanne Bacon, India Dale-Hill Synopsis: An extraordinary, spell-binding journey through the realms of nature to discover that the natural world is stranger, more magical, more mystical than anything you could possibly imagine.

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Computing Progress Post-Levels for Schools

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Link to Suggested Lesson Plan

Assessment Criteria and Guidance

Basic Objectives

Lesson Focus / Style

Notes and Suggested Resources

(2) 2.1 I can originate original digital information from my
own imagination

(2) 3.5 I can show courage in completing a project

The objective in this series of lessons is for students to be comfortable enough with computing systems and their language to build their own programs or routines in any chosen subject.

Overview, practical

The idea here is for the students to use some aspect of their technological skills to support their learning. It does not have to be a computing or ICT based project, but can be any subject.

In English search the for a classic text and present it in a web page with their own review. What did they like? what didn't they like?

In Maths use a vector drawing program to draw points, lines, parallel lines, perpendicular lines, right angles, regular polygons, and other polygons, that are reflectively and rotationally symmetric labeling them. Export to .png for display in a web page.

In art, photograph one of their paintings and enhance it using image processing software such as GIMP.

In music use a scoring program to compose some music and print the score.

In geography make a contribution to the

In design and technology build a fire alarm system using a temperature sensor computer controller and sound effects.

In languages use Google Translate and Google Hangouts to do a joint project with children the same age in another country.

Make sure to introduce the concept of timelines and deadlines.

(2) 2.2 I can use remix to create original digital information

(2) 2.3 I can use specific design techniques

Students need to be able to demonstrate skills in various computer programs to create the required material for their chosen subject area, i.e. graphics for web sites, formatted word processing such as a book etc.

Overview, practical

Introduce some elements of basic design and good practice and support the students as they develop their specific projects.

(2) 2.4 I can match my work to a target audience

(2) 3.1 I can structure a plan for a project supported by digital tools

Students should demonstrate that they can put together a reasonable plan and stick to it as much as possible, or at least show why they couldn't stick to it.

The plan should show things like the use of the tools they are using and why they have chosen them if possible

Overview, practical

Introduce the importance of meeting an audience's expectations and that it is not just to please the students themselves.

Use some aspect of planning, perhaps working with flow-charts to get students to appreciate their time and deadlines where possible. They could use something like to visualize the plan points. Project management software is quite complex, but you could show what companies use with demos such as qdPM or others.

Also useful to introduce tools to gather audience or "client" perspectives. is a great open source tool which we are building into our Learning Site for our customers. You can create great surveys to get data and perspectives on audience needs, as well as evaluation and feedback.

(2) 3.2 I can carry out projects by linking a sequence of steps

Students should demonstrate some aspect of a timeline and meeting deadlines. If they can create their own system, or use an open source one, this will help them with further projects in later years

Overview, practical

As part of the planning, students will hopefully have been shown and developed their own project management system. This could be a spreadsheet or something else. Re-introduce this and check where the students are. Support them in this process as it is very important.

Project management tools are quite useful for students to map out their timelines and work to deadlines. We have set up an system for our customers to make it easier to show planning, timelines, and project management.

(2) 3.3 I can evaluate a project in terms of its strengths and weaknesses

Students should be able to show an understanding of strong and weak points of their design. They might also be able to peer assess the other student's work and work collaboratively

Overview, practical

Introduce and show what evaluation is. They will have done some already i a previous lesson, but it is important to keep reinforcing this and giving guidance.

Get students to share their ways of evaluating. Can they show good quality evaluation? Are they too hard/soft on themselves? Can they use and accept peer review?

(2) 3.3 I can evaluate a project in terms of its strengths and weaknesses

(2) 3.5 I can show courage in completing a project

Students should complete their project which will be t an audience expectation and timelines and deadlines. This should show them that planning is important, but also that they showed great courage in doing it.

Overview, practical

Students should be assisted in completing their project ready for submission. They can be shown some techniques for reflection which can be fed into their blog or portfolio if using the TLM learning site.

(3) 1.1 I can identify the main hardware components in computing devices

Students should begin to compile this knowledge and understanding to show they have understood what the parts are they have been introduced to

Overview, practical

Continue investigating the various parts of computers and explaining their purpose.

(3) 1.1 I can identify the main hardware components in computing devices

Student should be shown the disassembly and re-assembly of a computer.

Overview, practical

Get students to document what the parts are on their portfolio and what they do.

(3) 1.2 I can match discreet components in computing devices to purpose

Students should be able to apply their knowledge of components to real-world situations.

Overview, practical

Set a task for students to create a catalogue of available computer hardware for the school with details about what the components would be used for and some of their key features. The catalogue needs to include the purpose of the components to match the criterion.

(3) 1.2 I can match discreet components in computing devices to purpose

Students should consolidate their understanding and demonstrate a depth of knowledge

Overview, practical

Students can continue putting together their reference document on the portfolio for evidence

(3) 1.3 I can classify hardware on the basis of purpose

Students can demonstrate their understanding

Practical, active

Students can be given a brief to find computers and produce a report for a client. Each will have a different purpose and need in terms of hardware. Students can show they can meet this requirement by showing the "client" the detail about the hardware's purpose, strengths and weaknesses.

(3) 1.3 I can classify hardware on the basis of purpose

As above

Practical, active

Students need to collect and collate their evidence into a short report for submission and assessment.

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Scheme of Work: Year 7 - Computing Progress Post-Levels for Schools

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Link to Suggested Lesson Plan Assessment Criteria and Guidance Basic Objectives Lesson Focus / Style Notes and Suggested Resources (2) 2.1 I can originate original digital information from my own imagination (2) 3.5 I can show courage in completing a project The objective in this series of lessons is for students to be comfortable enough with computing systems and their language to build their own programs or routines in any chosen subject.