HelloWorld04

THE MAGAZINE FOR COMPUTING & DIGITAL MAKING EDUCATORS THE ROYAL SOCIETY: AFTER THE REBOOT Learn about the latest report, which finds numerous challenges still exist in computing education Issue 4 Spring Term 2018 helloworld.ccPROFESSIONALDEVELOPMENTJoin our panel of experts as they revealsuccessful approaches to CPDTHE CYBERGAMES New programme is looking for the next generation of security expertsHOW TO BECOME A RUNNING PUBLIC EVENTSCOMPUTINGEDUCATOR Health and safety, money, safeguarding, and moreExpert advice on transitioningPLUS1(helloworld.MOccB)ATJHECEMT AOTRICIEANL MTEUDSICNOGDSI•NDGIGWIITTAHL PYTHON • ENGAGING STUDENTS WITH DRONES • CS UNPLUGGED • MICRO:BIT LITERACY: LOST IN TRANSLATION? • SCRATCH SPELLING TEST • CPD RESEARCH



CELEBRATING ISNUBPSRCRINIBTE EDITORIAL 15,000 FOR FREE Publishing Director SUBSCRIBERS TURN TO PAGE Russell Barnes 28 [email protected], WORLD! about how they got involved in CS teaching, see Contributing Editor ovember 2017 was a pretty exciting how their stories compare with yours. Miles Berry [email protected] month for UK computing education. Within a week of the budget, Ofqual announced On 10 November, we had the long a consultation on the non-exam assessment Sub Editorsanticipated publication of the Royal Society’s (NEA) in GCSE computing, responding to widely Nicola King and Jem Robertsreport on computing education, After the reported misconduct. We’ve since learned thatReboot, making some key recommendations for pupils’ work on the NEA will no longer count DESIGNbuilding on, and extending, the perhaps fragile towards their grades. Let’s hope that, even withoutsuccesses so far – see Oliver Quinlan’s helpful credit for the NEA, practical coding will remain a Critical Mediasummary of this work on page 6. vital part of the courses leading up to these exams. criticalmedia.co.uk Less than a fortnight later, the budgetsaw Philip Hammond announce £84m of There’s plenty of other great content here, Head of Designfunding to ensure proper, effective CPD for for example: Greg Michaelson’s take on Dougal Matthewssecondary teachers to retrain in Computer programming paradigms, some brilliant lessonScience, so that every secondary school has plans to try out, and inspiring examples of a wide Designerssomeone qualified to teach CS at GCSE level range of physical computing projects. Mike Kay and Lee Allen– getting this professional development rightis going to be a priority. We’ve some great We’d love to hear from you! If you’ve an Illustrator:advice on what computing CPD should be idea for a story, want to share a lesson plan, Sam Alderlike from David Weston, Simon Humphreys, or have computing or digital making questionsGary Stager, and others in our cover feature, to answer, please do ping us an email – Cover photography:starting on page 18. [email protected]. Brian O’Halloran/Raspberry Pi Also check out stories from Chris Swan, FoundationJames Robinson, and Charlotte Rubringer Miles Berry Contributing Editor CONTRIBUTORS Lucy Hattersley, Rob Zwetsloot, John Stout, and Rachel ChurcherFEATURED THIS ISSUE Hello World is a joint collaboration:SIMON HUMPHREYS JANE WAITE GARY STAGER This magazine is printed on paper sourced from sustainable forests and the printer operates anCAS NATIONAL CAS LONDON PROJECT UNIVERSITY PROFESSOR environmental management system which hasCOORDINATOR MANAGER been assessed as conforming to ISO 14001.Simon is the National Coordinator for Jane is a former industry developer and Veteran teacher, educator, andthe Computing At School Working primary school teacher. Jane is now speaker. Gary curates the Papert Hello World is published by Raspberry PiGroup, which roughly translates to a Project Manager with CAS London archive at dailypapert.com, and is (Trading) Ltd., 30 Station Road, Cambridge,steering the direction and ethos of and works in research at Queen Mary co-author of the highly recommended CB1 2JH. The publisher, editor, and contributorsCAS, and managing the day-to-day University of London, and King’s Invent To Learn – Making, Tinkering, accept no responsibility in respect of anyactivities of the CAS group. College London. and Engineering in the Classroom. omissions or errors relating to skills, products or services referred to in the magazine. Except where otherwise noted, content in this magazine is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported (CC BY-NC-SA 3.0). helloworld.cc 3

COVER CONTENTSFEATURE 18 CYBER GAMES A programme to find the next generation of cybersecurity experts 11PROFESSIONAL DEVELOPMENT 38STEM DRONESExperts offer their successful approaches Give lessons a liftNEWS AND FEATURES06 ROYAL SOCIETY REPORT 24 PICADEMY 40 THE CODE’S NOT ALRIGHT ‘After the reboot’ finds challenges Get hands on with Raspberry Pi’s Why the ‘right way’ is not always still exist in computing education teacher training programme best when teaching how to code10 NEWS 26 A PERSONAL APPROACH 42 FROM ICT TO COMPUTER SCIENCE What else is new in CS education? Gary Stager’s perspectives on CPD Some of the lessons learned14 #INSIGHTS 30 JOIN A COMMUNITY 44 EXPLAINING AI What the research says about Carrie-Anne Philbin on the Add machine learning to Scratch for professional development importance of CS communities a different approach to computing18 PROFESSIONAL DEVELOPMENT 32 PROGRAMMING PARADIGMS 54 MICRO:BIT SCIENCE TEACHING Expert advice on approaches to it Do they really exist? The BBC micro:bit is a great tool19 COMPUTER SCIENCE TEACHERS 34 DIGITAL LITERACY 56 3D PRINTING Five keys to developing them Is a focus on programming enough? Using it across the curriculum20 DEVELOPMENT FOR ALL 36 COMPUTATIONAL THINKING 57 AND OR NOT How can teachers access training? Explore Code.org‘s courses Logic gates in the GCSE classroom22 BCS CERTIFICATE 38 STEM DRONES 58 CRUMBLE CONTROLLER In Computer Science teaching Engaging pupils with drones Build a self-driving robot4 helloworld.cc

76 CONVERSATION 82 BLUFFER’S GUIDE Get to grips with pair programming 96 LETTERS Join the conversation BECOME AN EDUCATOR REVIEWS How to start teaching computing 86 VISUAL CODING APPS 58 92 Blockly, Snap!, EduBlocks, and GameMaker Studio 90 BOOKS The latest computer science readsCRUMBLE CONTROLLER EVENT GUIDEFun with physical computing Tips to run a successful event60 ‘GOTO’ JAIL 73 PHONICS KRISS-KROSS LEARNING Good code is not just about which Get KS1 pupils to solve logic TUTORIALS & LESSON PLANS statements you use puzzles while practising phonics62 THE PRIMM METHOD 74 APPS FOR GOOD BINARY ESCAPE ROOM Predict, Run, Investigate, Modify, An inspiring IoT course 46 Test your class on their base conversion and Make 76 BECOME A CS EDUCATOR skills – who will escape successfully?64 PINARY WARS Steps to a new career From paper to the Raspberry Pi 48 OOP WITH PYTHON 78 WOMEN IN CS Moving from simple functions and linear66 FLIPPIN’ CLASSROOM Celebrating women in computer programs to classes and objects needn’t Best practice with flipped learning science and engineering be daunting68 WORKING TOGETHER 80 TAP INTO I.T. PROS 50 SCRATCH SPELLING TEST Collaborative problem solving Programming pros in the classroom This spelling game is a great way to introduce inputs, outputs, and variables70 SHARED CODING 92 EVENT GUIDE – PART 3 52 VICIOUS VIKINGS And other teaching techniques How to run an event Bring history to life whilst learning TEACHERS’ KNOWLEDGE about sequencing, using this Barefoot72 MATHEMATICAL MUSINGS 97 Three overlapping areas explained Computing resource A short cut to calculate big powers helloworld.cc 5

NEWS FEATURE Image © The Royal Society ROYAL SOCIETY REPORT The ‘After the reboot’ report finds challenges still exist in computing education STORY BY Oliver QuinlanWHO ARE THE F ive years on from its influential Government policies may have changed,ROYAL SOCIETY? ‘Shut down or restart?’ report, the but what has really changed in schools and Royal Society has taken another look at classrooms? In order to find out, the Royal The Royal Society is the UK’s national the state of computing education in the Society reached out to over 900 schools science academy, a fellowship of scientists, UK. It has found that, while there has been across the UK, asking them about their and the oldest scientific academy still some progress, computing education in levels of confidence, resources used, and in existence. Its mission is to promote the UK is ‘patchy and fragile’. Although how they have implemented the curriculum. excellence in science, support international many educators have been working hard They also met with teachers across the collaboration, and demonstrate the to provide the best opportunities for country to dig into the details of the survey importance of science to everyone. It does young people, they have not been getting findings. This was supported by literature this through programmes, research, and the support they need, and a range of reviews on the evidence of effective policy work. Since the 1660s, fellows of the challenges have prevented computing computing teaching and assessment, and a Royal Society have been involved in some of opportunities becoming available and review of the datasets on examinations, the the most important scientific discoveries attractive for all young people. school workforce, and universities. made. The Royal Society is an independent In the last five years, much has changed organisation, working independently of for computing education in the UK. Things to celebrate government, and structured as a charity. Programming and computer science are now being taught across the four UK In the last few years, computing has nations and, in England, the ICT curriculum become an entitlement for state schools has been entirely replaced with computing. across the nations in the UK. Each of the four nations is responsible for its own6 helloworld.cc

SHUT DOWN OR RESTART? ‘Shut down or restart?’ was the last comprehensive review of computing education in the UK carried out by the Royal Society. It was published in January 2012, and was an important influence on the changes to curricula across the UK that have happened since. It found that there was a lack of computing opportunities for young people across the UK, particularly in computer science. You can read the report at helloworld.cc/2AbfLdy. Image © The Royal Society opportunities for their students. The Duke Teacher supply and confidence of York award, Code Club, and CoderDojoeducation systems and curricula, and are examples given of extra-curricular Computing teachers will be glad,they all now set out the opportunities for activities that are enriching the experience although probably not surprised, to seeyoung people to learn computing. The of computing across many schools. that this report strongly acknowledgessubject is defined by the Royal Society as the challenges that have come with theincluding the traditional IT skills, but also Problems introduction of the new subject in schools.the areas of digital literacy and the more 44% of secondary teachers in the surveytechnical area of computer science. This Despite this great work, the report describes said they only felt comfortable with theis a significant change from where we some significant problems with computing earlier stages of the curriculum, withwere in 2012, where the core ICT lessons 32% of primary teachers reporting they felt similarly about their curriculum. The“ THIS REPORT STRONGLY ACKNOWLEDGES survey found there is huge diversity in the THE CHALLENGES THAT HAVE COME WITH knowledge and experience of computing THE INTRODUCTION OF THE NEW SUBJECT teachers. Although some teachers are confident subject specialists, it alsoavailable to most students had little in in the UK, some of which will be recognised identifies those who are optimistic but stillterms of understanding of how technology by teachers. Teacher supply and confidence, learning, and those who lack confidenceworks and how to create with it. Educators lack of training, the gender gap, and the lack and feel they need significantly moreacross the UK have worked hard to make of opportunities for young people to study training. Some teachers also perceive thatthese significant changes in their teaching for exams are all highlighted as holding back their students know more than they doin a relatively short space of time, and the subject. There is more to be done on about technology, although the authors ofcelebration of that is due. qualifications, and the lack of research and the report do counter that students often evidence around teaching this new subject know how to use technology well, but Extra-curricular opportunities for young to children and young people is also raised. much less about how it works.people to get involved in computing To address these, the Royal Society providesare called out as being a particular twelve recommendations it thinks need to be The report estimates that less thansuccess. 62% of primary schools and put in place to support teachers. 30% of secondary computing teachers72% of secondary schools provide these have a degree in the subject, compared to 51% of physics teachers and 46% of maths teachers. However, 7% of primary teachers who responded had a background in computing, which suggests the survey attracted a higher proportion of those with such backgrounds than is representative of the teaching population as a whole. The lack of confidence of existing teachers is a problem, but we also need to see more helloworld.cc 7

NEWS FEATURE new people choosing to become computing approaches to effectively teach it. The teachers to replace those who retire or leave report found that teacher network meetings Image © The Royal Society teaching. Finding people to take on these and external courses are happening, but roles appears to be as much of a challenge, that there are gaps in sustained in-school TIMELINE and the government in England only reached development such as mentoring, action 68% of the recruitment target for 2012- research, and self study. Then there is the 2010 2017. Prospective computing teachers have issue of whether teachers are able to access skills that are sought after by industry, and these opportunities; the teacher survey The ‘Curriculum for Excellence’ was it seems currently teaching is not appearing found that 29% of primary and 26% of introduced in Scotland, with computing to be as attractive a proposition for them. secondary teachers report experiencing no science as an area of study The incentives that do exist can also have professional development activities in the perverse consequences. Currently, newly 2015-16 academic year. However, good Jan 2012 qualified teachers who took a tax-free professional development is happening, it bursary to train can see their real earnings just needs to be scaled up. In particular, the ‘Shut down or restart?’ published, drop when starting a job, hardly an incentive Computing At School Network of Excellence calling for more computer science in to stay. Many drop out well before then, due is a channel for professional development the curriculum to the pressures of the training course. that is providing many opportunities, but needs to be funded to grow and reach the Jan 2012 The report’s authors recommend that proportion of teachers who have not been higher education providers do more to able to engage in vital professional learning. Education Secretary Michael Gove promote careers in education to those As well as national funding, this will require disapplies ICT programme of study in the beyond the 6% of computing graduates school leaders to prioritise professional national curriculum that currently go into education. The idea of development in this subject as, at the ‘braided careers’ is also recommended, to moment, many teachers are undertaking Sept 2014 encourage people to mix an industry career their learning in their own time. with one in teaching. New subject of computing begins being Widening access taught in English schools Lack of training Media coverage of computing education Sept 2016 The answer to challenges of teacher often includes the male-dominated nature confidence is professional development, of the subject in schools and careers. Only Digital Competence Framework launched but ‘After the reboot’ finds that, to date, this 20% of GCSE entries in 2017 were girls, in Welsh schools has not been available to enough teachers and only 13% of undergraduates studying to make the difference that is needed. computer science are women. The report Sept 2016 Many serving teachers have the dual needs found that more girls think of computer of developing their subject knowledge science as difficult, not interesting, and not GCE Digital Technologies qualification in computing as well as the pedagogical needed for their career plans. More girls launched in Northern Ireland choose to study computing at single-sex schools and, when they do, they often do Nov 2016 as well or better than boys in their exams. The authors suggest this shows that the Technologies Experiences and Outcomes environment can have a lot to do with the for Scottish schools refreshed choices they make. Their literature review by Education Scotland suggests that working on school culture and ensuring that computing is not presented in8 helloworld.cc a gender-biased way could have an impact. However, the main recommendation is that more research is needed into how we can help more girls to see the opportunities computing could present them. Gender isn’t the only area where equality of access to computing is a problem. Pupils who live in areas which mostly have smaller schools are less likely to have an exam course in computing provided for them. This creates a contrast between urban

areas, where computing qualifications are aspects of the curriculum, and the creation DIGITAL JOBSoften available, and rural areas where they of additional opportunities in IT will beoften are not. More socially disadvantaged welcome news to them, and likely provide The report found that employers arestudents are also less likely to study a chance for more young people to gain projecting a big growth in jobs dependingcomputing. There are also trends towards qualifications in digital technology. on computing skills. Cybersecurity is onesome ethnic groups being less likely to example, currently making up 15% of UKstudy computing, and teachers have More research needed IT jobs and set to grow 10% each year untilconcerns about provisions for students with 2020. Machine learning is another emergingspecial educational needs and disabilities. While the report shows there are area which needs lots more well-preparedThese trends all show that those studying practical gaps in computing education young people for the growing jobs. As wellcomputing do not currently represent the in England, there is also a big gap in our as specialist IT jobs, the report showsdiversity of our society. understanding of how people learn in the that computing skills will become ever subject. Most research to date has involved more important in a range of other jobs,Qualifications undergraduates. Now that we are teaching from project managers developing digital similar concepts to children and young solutions, to scientists using simulationsThe GCSEs in computer science in England, people, a lot more work is needed on how instead of traditional experiments.Scotland, and Northern Ireland are judged young students learn the practical skills andin the report to have been a success, with abstract concepts of computing. based programming languages. Studentmore students taking them and more engagement is also identified as an areastudents progressing to study A Level Several areas are identified as needing we need to better understand, not least tocomputer science. However, the Royal more research. Better understanding make the subject appealing to more diverseSociety’s previous report recommended of learning models and instructional groups of students. Finally, assessmentthere should be a range of qualifications techniques would allow teachers to design techniques allow teachers to understandavailable to students between 14 and lessons that are most effective for students how students are learning and support16. With the phasing out of GCSE ICT, to learn the content and skills of the subject. them to get to the next steps.the study of aspects of computing, other The context of learning can vary hugely, andthan computer science, at this level are left affects both how students learn and how The Royal Society recommends ato a range of qualifications that they are they engage with computing. The authors strategic plan for computing educationconcerned lack credibility with teachers. identify physical computing as an area research in the UK, including a long-termThey provide a recommendation that with promise here, but we don’t yet know agenda for research and a commitment toOfqual should work to ensure there are enough about how it supports student effective sharing of research with teachers.qualifications in IT for these age groups. ICT learning. The programming languagesadvocates have, for some time, been noting used have a similar effect on learning. The future for UK computing educationthe strong focus on the computer science Now educators are facing questions such as how to transition from visual to block- The Royal Society’s ‘Shut down or restart?’ Image © The Royal Society report in 2012 set a challenge for UK education of a scale that is still becoming clear. ‘After the reboot’ finds much to celebrate, but some huge challenges stand in the way of the vision of a new computing curriculum for all children in the UK. Perhaps the most immediate to teachers are the difficulties related to professional development. In its autumn budget, the UK government has just announced £100 million of new funding for training computing teachers. This addresses one of the central challenges of the report, but there are still others relating to qualifications provision, diversity, research, and the recruitment of new teachers. The report paints a picture of a subject that needs urgent attention to build on an enthusiastic but ‘patchy’ start. You can read the full report at helloworld.cc/2jn52px. helloworld.cc 9

NEWS FEATURE LIFE IN LIKES New report on the effects of social media on 8-to-12-year-olds T he way children use social media, Whilst most social media sites have 11-12-year-old children. Younger children and its effects on their wellbeing an official age limit of 13 years, the use social media in a playful, creative wayhits a “cliff edge” when they start report suggests that up to three-quarters (typically to play games.). This changessecondary school, says a new report from of 10-to-12-year-olds have a social when children’s social circles expand inthe Children’s Commissioner. media account. year 7. ‘Life In Likes’ is a research report onhow younger social children use social Social changes At this point, many children often findmedia platforms, which aren’t designed for social media difficult to manage and it’stheir use. According to the report, 8-10-year-olds all too easy to become dependent on likes use social media very differently from and comments for social validation. Many children also adapt their offline behaviour to n T he Children’s Commissioner’s report on the effects of social media fit an online image. on 8-to-12-year-olds examines the way children use social media Anne Longfield, the Children’s Commissioner for England, launching today’s report, said: “While social media clearly provides some great benefits to children, it is also exposing them to significant risks emotionally, particularly as they approach Year 7.” “It is also clear that social media companies are still not doing enough to stop under-13s using their platforms in the first place.” “I want to see children living healthy digital lives. That means parents engaging more with what their children are doing online. Just because a child has learnt the safety messages at primary school does not mean they are prepared for all the challenges that social media will present. It means a bigger role for schools in making sure children are prepared for the emotional demands of social media. And it means social media companies need to take more responsibility.” Longfield calls on schools and parents to prepare children for this change towards the end of primary school. She also calls for compulsory digital literacy and online resilience lessons for Year 6 and 7s, so that they learn about the emotional side of living with social media, and not just messages about safety. You can read the full report on the Children’s Commissioner website: helloworld.cc/2D792UY.10 helloworld.cc

n S tudents at UCL Academy are amongst the first to try out stage on of the programme: CyberStart Assess CYBER GAMESNew Cyber security programme uses gamified learning to find the next generation of cyber security experts C yber Discovery is a new cyber Bradley, the Secretary of State for Digital, Discovery consists of four stages. Initially, security programme launched by Culture, Media and Sport. students are invited to register and workThe Department for Digital, Culture, Media through a selection tool, CyberStart Assess.and Sport (DCMS). Gamified testing Successful students will go onto three We first reported back in Hello World challenging and exciting stages which will#2 that the DCMS had announced £20m The course is being delivered by a later include Face to Face camps with industryto fund cyber security to UK students. The consortium of relevant organisations: SANS experts, and three live regional Capture theCyber Discovery programme is now available Institute, BT, Cyber Security Challenge UK, Flag events, where parents and leaders canfor students in years 10-13. and FutureLearn. see the progress made by students. “Cyber Discovery will help inspirethe digital talent of tomorrow and give Cyber Discovery uses gamified learning Debbie Tunstall, Head of Education atthousands of young people the opportunity to nurture and develop crucial cyber security Cyber Security Challenge UK, said: “Cyberto develop cutting-edge cyber security skills skills in students. The curriculum will cover security is an industry that’s still in its infancy,and fast-track future careers,” said Karen everything from digital forensics, defending meaning very few young people know and against web attacks and cryptography, understand that there are lucrative careersn T he interactive gamified challenges are used to identify to Linux, programming and ethics. Cyber awaiting them in the field. With a critical students with the potential to become security experts skills gap looming and the cybercrime threat growing, we need to educate about cyber security while individuals are still young; peaking their interest in future cyber careers and, as a result, filling the pipeline of talent. The Challenge has years of experience in dealing with people in this age group and providing fun and educational face-to-face events and we’re delighted to bring our expertise to this innovative programme” Cyber Discovery is being piloted in year 1 in England, but is expected to expand to other parts of the UK in years 2, 3, and 4. Potential students and club leaders can sign up at joincyberdiscovery.com. helloworld.cc 11

NEWS FEATUREn The five new Pi Cafés will operate much like the pilot site in Broadoak School, Partington PI TECH CAFÉS Five Raspberry Pi cafés for Manchester Schools F ollowing a successful pilot in This includes areas lacking “the resources to extracurricular hub and space for the 2015, web-hosting firm UKFast deliver cutting-edge digital training, as well community,” said Saxonhas announced five Raspberry Pi Cafés as all-girls schools which have traditionallyfor Manchester schools to be set up in seen a low uptake in technical subjects.” The Raspberry Pi computers “won’t look2018. The project represents a £100,000 like traditional desktop units,” Saxon toldinvestment from UKFast. Aaron Saxon, UKFast’s Director of “ WE’RE PROVIDING TECHNOLOGYTraining and Education, said: “We are FOR THE CHILDREN IN A FUNdistributing 120 Pis across the five sites: AND EXCITING WAYHoly Name RC Primary School in MossSide, St Bedes Prep School in Hulme, Creative space us, “as we want them to be more computer-Alderley Edge School for Girls, The Hollins science focused.” For UKFast, that meansTech College in Accrington, and Factory “Some schools may use it as a creative “there will be arcade, old-school gamingYouth Zone in North Manchester.” space, others will use it as their computer and robotics cases” Saxon revealed. “We’re The sites were chosen “where gaps in science classroom, as well as an providing the technology for the children indigital engagement exist”, Aaron explained. a fun and exciting way.”n The Pi Cafes will feature arcade cabinets Paul Grier, Network Manager at St Bedes and Raspberry Pi-powered robots Prep School (one of the five new sites), added that “in 20 years’ time, 45% of jobs will be done by AI and robots. So, if kids today don’t understand [these things], they won’t understand how the world works.” Grier added that he hopes the new Pi Café will “allow both children and the staff [of St Bedes] to delve more into computer science.” While students and staff of St Bedes “learn ICT, which is processing and spreadsheets,” Paul explained that, “programming hasn’t taken off as much as I would have liked it to.”12 helloworld.cc

BIXELS:THE BIOCOMPUTING DISPLAY Irish firm using DNA screen to teach kids bio-computing I rish bio-tech firm Cell-Free n As you control which Bixels are lit at any given emits green when the NeoPixel beneath Technology has launched a time, you can play Tetris on a biocomputer! shines blue.Kickstarter campaign for a “world-firstdemonstration of a DNA programmed bio- DNA for the masses Or, as Meany explains: “The blue vialcomputer that can play Tetris”. contains cell-free extract which has Bixels is an 8 × 8 grid of ‘bio‑pixels’ that Bixels places an 8 × 8 grid of small test the nano-machinery (ribosomes, RNAcan be controlled from a smartphone. As tubes (called PCR tubes) onto an 8 × 8 polymerase, and transcription factors)you can electronically control which Bixels grid of RGB NeoPixels (controlled by an that, when the DNA is added, can beare lit, the Bixels act just like the pixels on Adafruit Bluefruit Feather). By mixing the programmed to produce a protein (in ouryour screen. liquid in the two coloured vials of the kit in case fluorescent protein)”. A coloured filter The DNA is synthetically replicated from each PCR tube, you create a mixture that within the Bixels housing ensures only thethe same DNA that allows a jellyfish to light emitted by the protein is seen.glow green – no jellyfish are harmed tomake Bixels. Bixels is safe to play with and use Cell-Free Technology CEO Dr Thomas because of the unique ‘cell-free’ technologyMeany tells us, “Bixels is a hugely valuable developed by Cell-Free Technology. Theresource for anyone who needs a low-cost ‘bacteriophage infection’ used breaks downway to study fluorescent proteins in a lab, cell walls without harming the contents,but our real target is STEAM educators.” leaving you with a liquid that can beAs Meany points out, Bixels “incorporates biologically programmed “without the fearalmost every aspect of a STEAM curriculum of a bacteria or other organism [forming],”in a single workshop.” confirms Meany.n M ix actual DNA with a special ‘cell-free’ liquid in Bixels has a target of €9267 (£8166), with each test tube to create a light-emitting protein a basic Bixel Solo kit only costing €90 (£79) See helloworld.cc/2D71ilW. helloworld.cc 13

RESEARCH #INSIGHTSPROFESSIONAL DEVELOPMENT: WHAT THE RESEARCH SAYS STORY BY Oliver Quinlan P rofessional development can be which have a real impact. Learning about a experiences, and set goals based on the hugely valuable, but educators are new approach is just the start, you need to needs of their own contexts. Sharing needsoften limited in the time available for it and have time to keep revisiting it, applying it in with other participants can also allow aare faced with a huge range of options that practice, and reflecting on the results. Many shared sense of purpose to develop, whichcan be difficult to choose from. With all this people aim to do this with material from a helps in making these goals a reality back inchoice, what will have the biggest impact one-day course, but the best professional the classroom.on the young people you work with? development gives teachers a structure to In 2014 The Teacher Development Trust support them to frequently check in over up Alignment of content and activitiesassembled a team of education professors to a year, and explore how the new learningand researchers to look at the evidence for relates to their own experience and practice. If you’re learning about project-based skills,what makes the most effective professional Look out for professional development that does it make sense to do this through adevelopment for teachers. Using takes place over a longer term than just an lecture? The most effective professionalinternational research, they distilled eight isolated day. development is delivered in a way thatprinciples of the most effective courses aligns with the approach being developed.for teachers. Considering participants needs Look out for, not just what courses are about, but how they are delivered.Duration and rhythm We know it’s important to understand students’ needs and different starting ContentMany courses for teachers are only a single points for learning, and it’s no differentday. It can be helpful to get out of school and for teachers. The best professional The evidence suggested that the mostfocus, but the research suggested that it is development has deliberate opportunities effective professional development tendsthe programmes that last longer than that for teachers to involve their day-to-day to focus on certain key building blocks of content. Subject knowledge is the first,14 helloworld.cc

with the most effective courses building feature of the best professional development. n Focus on how the young people you teach will ultimately benefitunderstanding of the content teachers Working through problems, discussing howteach. Linked to this, is subject specific to help students make the most progress, wider impact that you want to see acrosspedagogy; not just how to teach generally, and embedding new approaches across the school. School leaders are also oftenbut the detail of how to teach a particular a school as a team can lead to the most needed to navigate potential barriers andsubject. Much of this is about being specific; make sure resources and support are inlook out for courses to build subject place for change to happen. If they areknowledge and teaching skills in a specific involved, then improvements are more likelyarea, rather than to generally improve your to be facilitated to grow.generic pedagogy. There’s a great deal to look out forActivities here, research shows that professional development can be quite variable, butTeachers need time to assimilate new there are key features that can make itideas and decide how to fit them into particularly effective. The fundamental onetheir existing practice. The most effective is a focus on the students. That is, after all,professional development has activities what professional development is about;which allow teachers to consider their getting even better at supporting studentscontext and usual practice, and plan for how to progress and develop. If you look forthey will develop it. Look out for activities one thing when choosing professionalthat will explore how to translate what development, make it a focus on what theyou learn into your existing practice. It’s young people you teach will gain.important to have a chance to be reflectiveand use assessment to see what difference You can read the full report,new approaches are making to students’ ‘Developing Great Teaching’, fromprogress. Longer-term programmes give a the Teacher Development Trust here:chance to do this in a structured way, which http://tdtrust.org/about/dgt.contributes to the findings that they aremore effective than one-off day courses.External providers and specialistsThe research found external trainers canhave an important role. They bring a freshperspective, and notice and challengeestablished ways of doing things in aschool. However, it’s important that“ IT’S IMPORTANT THAT TEACHERS ARE ACTIVE PARTICIPANTS AND TAKE THE LEAD IN PROFESSIONAL DEVELOPMENTteachers are active participants and take the sustainable change. Planning togetherlead in professional development. Just as can also bring new ideas to your work andstudents need to actively engage with what challenge some of the habits you have whichthey learn, teachers do as well. Professional could be more effective.development that has you doing, practicing,planning, and making changes is likely to be School leadersthe best use of your time. Just as collaboration between teachers isCollaboration important, collaboration with school leaders can increase the impact of professionalAlthough working with young people much development. For school leaders, gettingof the day, teachers often work alone. involved with the process promotes aCollaborating with others is an important learning culture, and helps to focus on the helloworld.cc 15

RESEARCH EMOTIONS IN EDUCATION: SUCCESS OF CODERDOJOS STORY BY Lucia Flóriánová L earning is always, at its best, an n Social environment to take control over their own learning, emotional experience. Complex Children appreciated that they could explore options and experiment, whichtasks can easily result in feelings of talk to each other and meet new people. made tasks exciting. Choosing betweenfrustration, anger, and helplessness that It created a positive atmosphere and different ways also shifted the focusare highly demotivating. A sense of pride, prevented the feeling of isolation at times of learning from solution to process.admiration or excitement makes learning of failure. A mix of age groups allowed Such ‘learning as inquiry’ deepensseem like fun. This triggers students’ pupils to support each other. children’s understanding.interest and motivates them to improve.Emotions associated with subjects n Informal setting n S upport, not controlsignificantly influence whether children In more successful CoderDojos, the Similarly, successful educators canare attracted to them – a phenomenon educator was not a pupils’ teacher. show the direction to pupils withoutwhich psychologists call ‘valence’. This It also helped if they were taking commanding them. Children’s motivationis especially true for computing, which is place out of school hours or context. seemed higher when they could own theiroften perceived as difficult. This made children feel like they were education and co-create it. having fun, rather than attending justStudying the environment of 4 CoderDojos another lesson. n Interesting tasks(technology clubs for 7-17 year olds), When pupils chose a task that interestedMcKelvey and Cowan identified the main n Lack of limits them personally, they were more likely toaspects that made computing and digital Children enjoyed choosing their own way work on it during their free time and to bemaking enjoyable for learners: of solving a problem. It allowed them resilient in solving it. Personal interest also increased young people’s pride in their finished work. n Creativity and imagination Young people were most intrigued by the level of creativity involved in CoderDojos. They felt they could create anything they could imagine. This transformed computing into a skill that students longed to enhance. n Children enjoy choosing their own way of solving a problem Aspects of learning that make CoderDojos enjoyable for students can be transferred to other educational contexts. Through activities and approaches that potentiate positive emotions, teachers can increase young people’s interest in a subject. A positive emotional attitude (positive valence) increases young people’s perseverance and motivates them to actively participate in lessons. Understanding how to make education ‘fun’ is thus not only important for maintaining children’s well-being, but also for the effectiveness and success of teaching. You can read McKelvey and Cowan’s original article here: helloworld.cc/2Ezdpbc.16 helloworld.cc

CHECKING IN AFTERPROFESSIONAL DEVELOPMENT STORY BY Oliver Quinlan S ince 2014 the Raspberry Pi sets of digital making equipment with in lunchtime or after school clubs. Further Foundation have been training their students. Although having more will research we’ve done suggests manyeducators through the Picademy always be helpful, it’s useful to know that take what they have learned and deliverprogramme, and building a community of you don’t necessarily need class sets of it in informal contexts first, moving on toCertified Educators to promote computing equipment to do worthwhile work with integrating it into their lessons later. Theand digital making in education. In 2016 your students. focus of teacher professional developmentwe started running an annual survey of can be primarily what happens in thethese educators to find out more about We asked about educators’ perceived classroom, but we think this shows thatwhat they are doing in their schools and competence in various digital makingorganisations. When you are working onsomething new in education, it’s always “ WE ASKED ABOUT EDUCATORS’useful to know what other people are PERCEIVED COMPETENCE IN VARIOUSdoing, so this research has been published DIGITAL MAKING TOPICSonline so other educators can see whatis happening. topics, and their confidence in teaching practicing in a lower risk setting with There was a lot of positive feedback, and them. What was most interesting about enthusiastic students is a great way toevidence that educators who had been this is they appeared to correlate, so if embed skills and experiment until youthrough Picademy had reached over 42,000 an educator felt they understood a topic, are ready to implement them in moreyoung people. Most of these teachers are then they would feel confident in teaching formal lessons.secondary level Computing teachers or it. This has made us think about howprimary teachers teaching Computing, but we deliver professional development, If you want to find out more about whatthere are some Design Technology and and ensure a strong focus on subject Raspberry Pi Certified Educators are doing,Science teachers who are integrating digital knowledge development. you can read the full report on the surveymaking into their subjects. at rpf.io/research. We’ve already run a It’s interesting to see what equipment One of the most interesting findings was follow up for 2017, so look out for resultsother educators have access to. It seems how many educators deliver digital making from this soon.most educators are using relatively small helloworld.cc 17

FEATURE APPROACHES TO PROFESSIONAL DEVELOPMENT With recommendations for more professional development in the Royal Society’s report, and government funding to support this, our panel of experts present some successful approaches18 helloworld.cc

5 KEYS TO DEVELOPINGGREAT COMPUTERSCIENCE TEACHERSSchools are full of expertise in teaching pupils, but how do we apply the science of learning to help develop teachers? STORY BY David Weston T eachers spend hours sitting in 01 Generic teaching advice 04 Lead by example training sessions, but how much isn’t enoughof this sticks? How much feels useful? We need school leaders andIf we want to help each other learn anddevelop, we need to apply the same care It turns out, it’s hard to improve teaching subject leaders to be the ‘lead learners’.in designing teachers’ learning as we doto designing pupils’ learning. with generic tips and tricks. Rather than Teachers will learn more effectively when When my group created the newCPD Standard, we reviewed a massive spend time hearing about how to ask good senior colleagues talk about their owninternational literature regarding whatworks. It will come as no surprise that questions, I might spend time thinking about learning, showing that it’s okay to askisolated blasts of information do justas little for teachers as they do for our great questions to ask about something for help, to make mistakes, and to sharestudents. The good news is that we cando much better. When we get it right, CPD specific in my subject, for example, great interesting ideas.feels empowering and relevant, increasingour job satisfaction, and helping us to lead questions to ask when teaching if-then-elseour students to ever-greater success. Here are five big findings. code in Python. 05 The best learners are evaluative practitioners 02 Subject knowledge The best CPD starts with two questions: really matters what difference do I need/want to make to Moving from generic to subject-specific my pupils, and how will I know if I’ve made gives me a chance to increase my subject it? Thinking about impact and evaluation knowledge. I can support this by some self- needs to happen before, during, and after testing using exams, reviewing the scheme of teacher development, and it can turbo- work to audit my confidence, and then either charge the learning process. We need all getting support from colleagues or scheduling teachers to start with those two questions, time to work through online training. and keep pursuing the answers throughout the learning process. As John Hattie likes 03 Culture really matters to say: “teachers, know thy impact”. We want classrooms that are full of trust, open discussion, and mutual support. FOR MORE INFORMATION We also need the same in staff rooms. This is just the tip of the teacher learning ice-berg. Teachers, like students, react badly to fear For more information have a look at the DfE CPD Standards (helloworld.cc/2EZdbeh), download of humiliation, so we need to make sure the TDT/TES Developing Great Teaching review of the research (helloworld.cc/2CIEw6f), and sign up that every team works actively to create for our monthly newsletter of the latest research, news and ideas for great teacher development a culture where learning is encouraged. (helloworld.cc/2CIcDfr). helloworld.cc 19

FEATURE PROFESSIONAL DEVELOPMENT FOR ALL? How can teachers access appropriate training to support the delivery of Computing in their schools? STORY BY Simon Humphreys ver three years into the change place after each lesson and notes made mutual support from discussing teaching about the next time this is delivered, to the methods with colleagues. CAS Hubs meet O from ICT to Computing in our conversations with other staff members, once or twice a term for a couple of hours to picking up hints and tips from Twitter or after school. The style and format of theschools, and we are seeing continued Facebook groups to, if we’re really lucky, meeting is up to the discretion of the Hubdemand for Continuing Professional getting permission to attend a day out of Leader, but each will focus on an aspectDevelopment (CPD), training, and other school for reflection and training. of teaching the Computing curriculum,forms of support for teachers, but there and will provide plenty of opportunity forare many constraints on schools, making At the heart of CAS is our belief that teachers to collaborate and share theirit difficult for some to access appropriate CPD is a human process, not mechanical, expertise with one another. You can findtraining. Computing At School (CAS) has something that is not done to teachers but your nearest hub via the CAS website (seebeen leading on professional development worked on collaboratively with teachers panel), but if there isn’t a hub running infor teachers through the DfE-funded over a period of time. your area why not start one? They’re lowNetwork of Excellence and other CAS maintenance but high impact events, andCommunity activities. CPD can mean Ideally, such training is provided locally, hub leaders can tailor the meeting arounddifferent things to different people but face-to-face in a human manner and built their own needs and CAS provides all thatwhat is clear is that all teachers are from the experience of other teachers, you need to get started.engaged in some form of CPD most of preferably led by them. The notion ofthe time, from the reflection that takes building a Personal Learning Network has Discuss with other teachers become very important for teaching, and on CAS Online HOW DO I FIND MY CAS provides several routes into helping NEAREST CAS HUB OR you build your own CPD community, both Each of the CAS hubs is provided an CAS MASTER TEACHER? online and where you work. online discussion space through the CAS Community website, but there are Visit the CAS page at computingatschool.org.uk Attend local hub meeting other forums available for teachers to and enter your postcode. You will then be able to post questions and get answers. The see which CAS Hubs and CAS Master Teachers are There are now over 240 CAS hubs catering CAS Community forum (CAS Online) has closest to you. Clicking on the name of the Hub will for both primary and secondary school over 28,000 registered members. We then take you to the Hub webpage where you will teachers throughout the UK, with more in strive to make it a safe place for all to ask find contact details. You can subscribe to one or the pipeline. The Hubs are run by teachers, whatever they need to ask (NB. students more hub via your CAS profile page. for teachers, and provide the opportunity and pupils are not given permission to meet in a relaxed and informal join the forum) and in the community atmosphere, to share ideas and resources, to receive informal training, and gain20 helloworld.cc

n Cas London networking meetingthere will also be people with additional established ten regional centres based (@clcsimon). Each week there is a differentexpertise i.e. academics, researchers, in universities, to support local delivery topic as listed in this #CASChat resource.industry, exam board personnel, governors of CPD. Each have been responsible for You can also add your own topics there,etc.. Somebody, somewhere in the CAS working with the CAS Master Teachers in and a series of questions about that topiccommunity, will almost certainly have the their area to promote and support relevant are posed.answer to your question, you just need to teacher engagement and CPD activities,do your research and ask. If you’d rather with the aim of establishing effective and What follows, as the old guard willcontact someone privately, then we have enduring local communities of practice know well, is a hectic hour of terrificrecently set up a private messaging system involving Master Teachers and local CAS advice,shared from other CAS members,so you can ask individual CAS members Hubs. In addition, many universities can about how they approach that topic in theirquestions with confidence. provide support to schools and teachers classrooms, plus some light-hearted chat, throughout their region through their but all aimed at educating, engaging, andAttend sessions run by a local outreach programmes. encouraging one another. It’s a brilliantCAS Master Teacher way of connecting with other teachers viaThe CAS Master Teachers have been CAS IS NOT A SERVICE FROMan integral element in the DfE-funded WHICH YOU BUY PRODUCTS;Network of Excellence. The NoE has IT IS A COMMUNITY, A NETWORK,built on the grass roots ethos, central to OF FELLOW PROFESSIONALSComputing At School, through inspiring, LOOKING TO SUPPORT EACH OTHERleading, training, and supporting an activecommunity of practice delivered by CAS If there’s something you would like to Twitter and expand your own personalMaster Teachers providing local, face-to- see provided in your area, do get in touch learning network.face, peer-to-peer CPD. with them, their contact details are also available on the website. CAS is not a service from which you The CAS Master Teachers are available buy products; it is a community, a networkthrough the local CAS hub, CAS Online, or Join in with #caschat every Tuesday of fellow professionals looking to supportemail and will be providing CPD sessions each other. It’s a ‘gift economy’ and, in thein their local area. Get in touch with them if Every Tuesday night – from 8:00PM to spirit of Computing At School, I encourageyou need specific help by using the same be precise – the twittersphere positively all teachers to connect with their local CASpostcode search tool on the CAS website. lights up with CAS members sharing their communities to find out what you can give expertise and practical advice under the to support your colleagues for the benefit ofAttend a session run by guidance of the wonderful Simon Johnson your pupils. “There is no them, only us!”their local universityCAS has good relationships with most ofthe universities offering Computer Scienceto their undergraduates. The NoE has helloworld.cc 21

FEATURE BCS CERTIFICATE IN COMPUTER SCIENCE TEACHING The BCS Certificate in Computer Science Teaching provides certification which is tailored to the individual needs of computing teachers STORY BY Nadine Vaillant Hill & Andrew Csizmadia he Government’s digital strategy “rigorous, but not onerous” and made a at each stage to help teachers to improve difference to teaching practice and student and refine their work instead of simply T (DfE March 2017) recognises learning. The certificate was developed to submitting it all at the end, when they have “a focus on pedagogy and formative believe they have achieved the standardthe fact that the UK’s future economic assessment of drafts, and gave teachers required for the Certificate.prosperity depends on us addressing an opportunity to work on useful projectsthe growing digital skills crisis. Schools as well as provide certification.” Thus, Components of the Certificateare embracing the computing curriculum the Certificate provides teachers withintroduced in 2014; however, the national certification and recognition for their As indicated the Certificate consists of threeshortage of computing teachers is professional development. parts, as shown, which can be completed ingrowing. This means that schools often any order. (Fig.01)need to turn to teachers of other subjects Structure and Supportto help deliver the computer science 01 Reflection on professionalelements of the curriculum including The two versions of the BCS Certificate developmentteaching the subject at GCSE. Schools in Computer Science Teaching (Primaryand teachers can access a range of and Secondary allow teachers to To pass Part One of the Certificate, asupport, training and CPD from various reflect the school settings they workorganisation such as Computing At School in. Teachers have up to a year in which teacher is required to show evidence ofand the Raspberry Pi Foundation, but to complete the three parts that makehow do they know their knowledge of the up the Certificate. A bespoke, secure having undertaken at least 20 hours ofsubject is at the standard to teach their Certificate Learning Environment has beenGCSE students? developed and continues to be updated to eligible CPD within the previous two years. support teachers with the guidance and The BCS Certificate in Computer Science resources to enable them to complete the The evidence is recorded in a professionalTeaching (the Certificate) was conceived Certificate successfully.by Sue Sentance, Senior Lecturer in development log which includes theirComputer Science Education at King’s As teachers work towards the CertificateCollege London, who recognised that they are supported by their individually reflections on the impact of the CPD onteachers give up their time “developing assigned e-assessor, who will supporttheir computing subject knowledge and a them in developing their evidence for their own learning, on their teaching ofmechanism was needed to give recognition the Certificate. The Certificate has beenand “certify” teachers.” designed and developed around a model computer science and for their learners. of formative assessment. This means Sue and the team that developed the e-assessor provides meaningful and As with all evidence and communications,the Certificate recognised that serving constructive feedback on plans and draftsteachers are very busy, and they felt it was it is submitted via the secure Certificatereally important that the Certificate was Learning Environment. Evidence can be drawn from a variety of sources, e.g. CAS Hub Meetings, Picademy training and online learning. 02 Programming project The second component of the Certificate has been designed to allow a teacher to design, develop and submit a22 helloworld.cc

n Fig.01 Overview of the three components of the BCS Certificate in Computer Science Teaching ATTEND COMPLETE A CARRY OUT A AND REFLECT PROGRAMMING CLASSROOM INVESTIGATION ON CPD PROJECT BCS CERTIFICATE IN COMPUTER SCIENCE TEACHINGworking program. Secondary teachers are curriculum. As with Part Two, teachers teachers for both Part 2 and Part 3.required to produce a program using a submit a proposal for their investigation, act Teachers can enrol on the courses at anytext-based language of their choice. Whilst upon the constructive feedback they receive stage of working towards the Certificate,a primary teacher can produce a program from their e-assessor before conducting even if they began with the plan to achieveusing either a block-based language or a their investigation using the most the Certificate independently. This helpstext-based language if they prefer. Instead appropriate research methods and tools. when busy teachers find they need theof writing small snippets of code, teachers A short draft report is provided for feedback structure attending a course provides, ordemonstrate their ability to produce a before they submit their final report. they need to supplement their subjectcomplete working project by using a range knowledge These online courses areof programming techniques. Teachers have chosen investigations delivered by subject matter experts, such such as: as Dave Ames, Duncan Maidens and Projects that teachers have Jane Waite.produced include: n How can students successfully progress from Scratch to Python? The Certificate is based upon a model ofn Text-based adventure game (Secondary) experiential learning.This approach allows n The importance of storytelling in teaching a teacher to realise the benefit of the CPDn Demonstration of encryption techniques programming they have attended; their own personal (Secondary) study by putting what they have learnt into n Does paired programming help students practice by creating a functional project,n  Numeracy quiz (Primary) with debugging? and investigating an aspect of teaching computer science in the classroom. Teachers submit their proposal of the Exemplar materials produced by teachersprogram they intend to develop and receive who have completed the Certificate are SUMMARYconstructive feedback from their e-assessor available to help teachers at each stage ofregarding the suitability, feasibility and the Certificate. n  For further information:complexity of the program proposed. www.bcs.org/teachingcertificateTeachers need to act upon the feedback and Support for achieving the Certificatedevelop a program which meets their design n  An evaluation of the Certificate by Suebrief. Teachers will receive feedback on their Following the established principles of Sentence and Andrew Csizmadia is available at:first draft suggesting any improvements good CPD, the Certificate was designed helloworld.cc/2CGU4r3before submitting the final revised program. to support teachers from their own starting points and to achieve the learning n  “My assessor was brilliant and always on hand03 Classroom investigation objectives that they set for themselves. to answer any of my questions. She was also Consequently, teachers can choose to very good at marking/responding within a few For Part 3, the teacher needs to do achieve the Certificate independently, days of me submitting my assignment.” drawing on their existing subject knowledge Nicola Hancock (Secondary Teacher)on a small-scale classroom investigation and attendance at relevant courses.with reflections and a report. This will focus Alternatively, the Certificate team offer online courses to guide and supporton some aspect of teaching the computerscience elements of the computing helloworld.cc 23

FEATURE PICADEMY GETTING HANDS ON WITH COMPUTINGPicademy is the Raspberry Pi Foundation’s in-person training programme, reaching over 1500 educators worldwide. Here we explore the approach that has made Picademy successful STORY BY James Robinson A t the Raspberry Pi Foundation and welcomes educators of all backgrounds Hearing educators share their ideas, we fundamentally believe that to participate. Educators that join us for failures, and reflections is always a highlightComputing and Digital Making is for the two-day event graduate as ‘Raspberry for me, as is hearing their aspirations for theeveryone, regardless of age, gender or Pi Certified Educators’ and with renewed next steps they will take beyond the event.background. It’s important that everyone has confidence as makers and programmers.the opportunity to learn these empowering Educator communityskills. However, like learning any new skills, Over the course of the training we explorepeople need time, confidence, and a context computing through engaging contexts Being a Raspberry Pi Certified Educatorin which to learn them. This is precisely what including music, electronics, robots, and (RCE) means more than just havingwe aim to deliver through Picademy, our free sensors. These contexts provide concrete participated in a Picademy event. Graduatesface-to-face training programme. and challenging experiences through which become part of an active global community, Picademy runs throughout the year in to develop and explore the abstract concepts impacting their learners, improving their ownlocations across the UK and North America associated with computing. Whilst we use knowledge and sharing with other educators. Raspberry Pi computers to deliver much of MARK NORWOOD the training, it’s not about the device but the RCEs have gone on to start extracurricular activities, introduce new schemes of work, Being an RCE means being part of a fantastic wider WE’RE ALWAYS LOOKING FOR NEW WAYS Pi community. This is a TO SUPPORT OUR EDUCATOR COMMUNITY two-way thing; you have an AND WELCOME NEW MEMBERS amazing, friendly support system on tap which will very quickly answer even approach and the importance of hands-on, lead awe-inspiring projects, train their fellow the silliest questions, while hopefully you contribute learner-led experiences. We want learners educators and speak at local or national in turn by sharing what you’re doing with the everywhere to have exciting Computing and events and much more. community, thereby inspiring and helping others. Digital Making experiences, the platform or technology used isn’t important. We’re always looking for new ways VENUS MONTES to support our educator community and DE OCA Arguably the most important part of the welcome new members. We learn a lot from Picademy experience is the second day the community through our annual survey After two phenomenal where our educators are challenged to (rpf.io/survey), which led to us offering days of thinking, hacking, apply learning from day one. We support online training in 2017. As we prepare for creating, planning, trying, participants in developing their own project our 2018 programme of training, we’re failing, and making, I earned to consolidate and extend their skills, continuing to listen to educators and my title as a Raspberry Pi Certified Educator. Being decomposing their ideas, and iterating will provide more ways to support both an RCE, I find myself among individuals who are as they go. Through this project they educators and their learners. excited to revolutionise the way we use technology collaborate, show resilience to the inevitable in the classroom and beyond. (and valuable) failures and experience For more information about Picademy computing from their learners’ perspective. and to apply for one of our 2018 events, please visit rpf.io/train.24 helloworld.cc

CREATING MIDDLE AND HIGH SCHOOL COMPUTER SCIENCE TEACHERS IN JUST FIVE DAYS Almost 800 teachers spent 5 days of their summer with BECOME A PART OF IT!Code.org to learn how to teach a subject many of them have Interested in becoming part of this national never taught before. community expanding CS? Join the community at forum.code.org!STORY BY Dani McAvoy Monday of TeacherCon, especially those S ummer 2017 marked the launch than the person standing at the front of the who are new to CS. Through experiencing of Code.org’s newest curriculum: room. Teachers discuss challenges they will lessons as learners, their confidence grows.CS Discoveries. The inauguration of this face in their classrooms, and share teachingintroductory computer science course was practices with each other. As one teacher “My favourite part of TeacherCon wasspecial, not just because it was rolled out, put it, “I liked networking with teachers and gaining content knowledge and curriculumbut because it successfully scaled from learning from them. Everyone has great ideas navigation, because I feel like I have40 teachers piloting the curriculum in the and new strategies, etc. I wouldn’t have enough information to advance on myspring, to 800 teachers prepared to bring got this breadth of information and ideas own. Previously, I didn’t even know wherethe course to their students in the 2017-18 otherwise.” Throughout the week, discussions to start and felt like I didn’t have enoughacademic year. How does Code.org find 800 and activities range from the curriculum to content knowledge to even try.”educators who can teach computer science student recruitment, to engaging the broaderin middle and high school classrooms across community of stakeholders in their area. Trust is essential for real conversations.the United States? We make them! Throughout all of this, feedback, and adjusting The tough conversations, that really to participant needs is an essential part of the empower participants to grow as teachers,What we offer teachers TeacherCon experience. require trust and that takes time to build. This also develops a community thatThe Code.org Professional Learning Program Why five days? supports one another throughout the year.gives teachers the tools they need tosucceed with minimal to no background in In an ideal world, where time is unlimited, “This truly has been one of the bestComputer Science (CS) through extensive we might wish to work with teachers for professional development sessions thatcurriculum resources and professional months before sending them into class, I have attended. Although I am mentallylearning opportunities organized by course. but the realities of classroom teachers’ stretched, I was engaged, supported,For CS Discoveries, the professional learning commitments make that impossible. So why and affirmed the entire week.”starts with a five day in-person training start the Professional Learning programcalled TeacherCon during the summer before with a five day TeacherCon rather than Beyond the weekteachers head back to school to teach. trying to prepare teachers in less time? Because change takes time. The support teachers get during the five During TeacherCon, teachers and days of TeacherCon doesn’t end whenfacilitators spend five days immersed in We encourage participants to explore they leave at the end of the week. Inconversations about the curriculum and new teaching practices . CS Discoveries addition to in-person local workshopsteaching practice. Participants prepare utilizes inquiry learning, and certain throughout the year, Code.org treats itsto teach a lesson from the curriculum teaching philosophies which are new to ‘Curriculum as a Service,’ which meansto their peers in a non-threatening teachers. To really change teachers’ practice we actively and constantly build newenvironment where they can try out new takes time and exposure to the benefits. supports for teachers.teaching practices. Through the process ofexperiencing lessons taught by their peers, “Allowing students to learn through DONORSteachers build empathy with the learner personal discovery had always beenexperience, feeling what it will be like for difficult for me to allow as a teacher. The All of the work we do at Code.org is made possibletheir students to do these activities. [lessons] have put me in the student role by our generous donors who believe in expanding and I now see how valuable student self- access to CS education. We and the teachers really The professional learning acknowledges discovery with CS is to the process.” appreciate the generosity!that one of the biggest assets teacherscan leverage is each other. In a room of 30 We aim to build confidence. Manyteachers, participants are bound to learn new teachers express feeling overwhelmed onideas and strategies from one another, rather helloworld.cc 25

FEATURE PROFESSIONAL DEVELOPMENT GETS PERSONAL Gary Stager walks us through his own personal approach to professional development STORY BY Gary Stager eymour Papert once said, “Schools n Professional development should directly should not require training in using Google help teachers better serve students, or an iPad, something every toddler has S are such bad places for children not complete clerical chores. Learning mastered pretty well by now without to master a new technology is an often government funding.to learn because they are bad places for complex or frustrating process. Thatteachers to learn.” Teacher professional process is compounded when we n Given the scarcity of time anddevelopment needs to be in a context, associate learning to use technology with resources found in schools, professionaland pedagogical style, that models our something you dislike or resent doing. development has an obligation to blowhighest ideals for educating children. Good an educator’s mind and motivate them toteaching is good teaching. n We should treat teachers with respect and continue learning long after the PD ends. dignity. They are competent and therefore My approach to professional our PD efforts do not need to treat them n The project should be a teacher’sdevelopment over the past thirty-five years like infants of felons. ‘Training’ is for circus smallest unit of concern. The same goesis based on four perspectives. animals, not professionals. Teachers for PD leaders.n We should treat teachers with respect and dignity n No training required26 helloworld.cc

n Constructing Modern Knowledgen Fitbit sneakers n Popular children’s author Peter Reynlds rides the cardboard tricycle n Colour-changing glove TIPS FOR PD SUCCESS A decade ago, I created Constructing appropriate materials, sufficient time, andModern Knowledge, a summer institute a supportive culture, including a range of n  Ask participants to take off their teacher hatswhere educators from around the expertise, people are able to exceed their and put on their learner hats!world gather to learn about learning by wildest expectations.learning with cutting-edge technology n  Expect the impossible, and your students willand a mountain of other materials, while Over the past few institutes, dozens of surprise you. remarkable projects have emerged. These n  Whimsy, beauty, playfulness, and mystery are“ ALL OF MY WORK IS BASED ON THE powerful contexts for learning. PIAGETIAN PRINCIPLE THAT KNOWLEDGE IS A CONSEQUENCE OF EXPERIENCE n  Focus on powerful ideas, not step-by-step mechanics.working on personally meaningful project include: Fitbit sneakers that light with eachdevelopment, and without either coercion step and perform a dance show when n  Offer maximum choice in projects and processes.or formal instruction. your step goal is reached; a mechanical and digital sculpture capturing the poetry n  Establish an absence of coercion. Operate under All of my work is based on the of wind; automated greenhouses and the assumption that your students want to bePiagetian principle that knowledge is a systems to water thirsty plants; an adult- there. “Nothing beautiful can ever be forced.”consequence of experience. Each CMK size cardboard tricycle; a four-person – Xenophonbegins with participants sharing ideas Chinese dragon, complete with eTextilesfor what they wish to make, quickly and microcontroller-based eyes; a helium n  Supply sufficient materials and time. Qualityfollowed by four days to work on such balloon-powered drone; and working work takes time and you don’t want peopleprojects. Each year, CMK participants versions of Pokémon Go, including waiting around for materials.confirm my hypothesis, “A Good information about the local community andPrompt is Worth 1,000 Words.” With a even our institute space. n  Papert teaches us that the best learning resultsgood prompt or interesting challenge, from hard fun. n  Less us, more them. Provide a minute or two of instruction, suggest a prompt or challenge, and then shut up. The more agency one can bestow upon learners, the more they will accomplish. helloworld.cc 27

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OPINION CARRIE ANNE PHILBIN DIRECTOR OF EDUCATION AT THE RASPBERRY PI FOUNDATIONTHERE IS NO THEM, ONLY US How communities of computer science education practice are the future of CPD eaching can be a very isolating experience. I looking for: a Raspberry Jam, the UK Python developers conference (PyCon UK) and a Computing At School T remember having days at school teaching ICT meetup, known as a Hub. One regional event, one and Computing where a jam-packed timetable national, and one local seemed like a good way to spreadand some speedy site changes meant that I did not my bets. The thought of attending these three eventsspeak to another adult all day! Even when time was filled me with fear. What if they discovered my secret,provided for working with department colleagues, we that I’m the classroom teacher that is getting all thewould end up concentrating on grading or examinations bad press right now for being ‘irrelevant’? What I foundand not really communicating our thoughts, feelings, couldn’t be further from my anxious imaginings: threeand frustrations about our subject. Can you imagine different, but sometimes overlapping, communities ofanything more isolating in a profession that encourages friendly individuals, who couldn’t do enough to provideobservation, self reflection and collaboration for opportunities to connect and support.improvement? Continuing Professional Development(CPD) isn’t just about what you know, or even what you The Python software community surprised me theknow about teaching it. It should be an investment in most. I was one of a handful of teachers in an over-the personal well-being of the educator which means crowded room of professional software developers whotime for that individual to learn and apply new ideas, attended PyCon UK that year. We were called out of thebut also the opportunity to build a collaborative and audience for all to see, and I died a little inside. But then,supportive personal learning network. Luckily, there are the keynote speaker started to talk about a Raspberry Pilots of opportunities for meeting other educators like you, computer and how this low-cost device had the potentialthanks to communities of practice in both the formal andinformal CS education sphere. n First PyCon UK educators event September 2012. Image courtesy of Nicholas TollerveyGetting out and aboutWhen the ICT curriculum was disapplied in Englandin 2011, I wanted to learn more about incorporatingcomputer science into my lessons, but I quickly realised Idid not know where to start or who to speak to. It becameclear to me that, to get the support I needed, I would haveto leave the safety of my classroom where I was prettyconfident, and get out and about and learn from others. A casual Google search back then provided me withthree possible groups where I might find what I was30 helloworld.cc

OPINIONto improve the learning of my students, and things startedto look up. After that, we were invited to a smaller break-out room where we were paired with developers, and Iwrote my first lines of Python. The next day I found myselfon a panel discussing formal education and, by the end ofthe day, I was presenting a five-minute lightning talk onthe life of a computing teacher to the entire conference!The miraculous improvement in confidence over twodays was solely the result of how I was embraced andsupported by the Python community. I was even ableto ‘adopt a developer’, who supported me through mypersonal practice outside of the conference, and allbecause I had the courage to look outwards rather than n E ducation Panel at PyCon UK 2017. Photo taken by Mark Hawkins at PyCon UK 2017inwards for my CPD opportunities. and published under CC-BY 2.0 licenseSharing information and working together for back in the classroom, and the best part is knowing that I can call on a community of individuals to helpAttending a national conference lit a fire within me, and implement it, rather than having to do all the work alone.provided the inspiration and confidence I needed to make Conclusionchange. It was like being able to see clearly for the firsttime in a long time. Attending a local meetup, on the other Continuing professional development is defined as a recordhand, was more akin to being hugged and given vast of what you experience, learn, and then apply. It shouldmugs of hot chocolate. Catching up with familiar faces not be an annual appraisal tick box exercise, nor shouldworking in institutions in your area andlearning that they are struggling with I was one of a handful of teachers inthe same problems as you is comforting. an over-crowded room of professionalWorking together, devising methodsand tactics for resolving those problems software developers who attended PyConbefore coming back together to sharethe successes and failures of thoseapproaches is cathartic, useful, and above all else, fun. attending a one or two-day course a year be sufficient.I’ve experienced these meetups through the Computing at I’d encourage every teacher of computing and digitalSchool Network of Hubs and Regional Centres, as well as making, from rookie to expert, to seek out and join differentCoding Evenings, Code Club Meetups and Teach meets. educational communities and share best practice with eachYou can find something local and useful to you through other. Working with others to solve problems in a new andan online search, but remember that the key to success is rapidly improving subject area is much easier, and a lot morewhat you put in, not just what you get out of it! fun that trying to tackle them on your own. As we say in the Computing At School community: There is no them, only us!Get your hands dirtyThere is a third category of event, which brings together n N ational Python conferences take place ineducators, hobbyists, parents, and young people in one countries all over the world so, wherever you are,space to meet and learn from like-minded people in a you should also be able to access this amazingfriendly environment. Maker Faires and Raspberry Jams community. www.python.org/communityare two examples of this mixture of people. They cancome in all shapes and sizes and include: workshops for n F ind a Raspberry Jam near you -beginners, drop-in sessions to work on your own projects, www.raspberrypi.org/jama show-and-tell, and often a marketplace to buy tools andkits. A Jam is a meeting of all kinds of people, and a great n J oin the Computing At School community wherever youway to see families learning in informal contexts where are in the world - community.computingatschool.org.ukthere isn’t a curriculum or set of standards that need to befollowed. You can pick up ideas, speak to parents about n Attend a Maker Faire - makerfaire.comtheir motivations for bringing their children, find out whatis resonating, and make connections with knowledgeable Carrie Anne Philbin is Director of Education athobbyists about the projects that they’ve created. I’ve The Raspberry Pi Foundation, a Computing At Schoolfound lots of practical applications of computer science atthese events, sparking creative and engaging lesson ideas board member, author, and YouTuber. helloworld.cc 31

FEATURE ARE THEREPROGRAMMING PARADIGMS?It seems that there are lots of approaches to programming, but are they really so different? STORY BY Greg Michaelson I n our young discipline, there By analogy with scientific paradigms, Maybe it’s a separate paradigm, based have been continuous changes it’s now common to refer to programming on using sequencing, conditions, andin programming practices, driven by paradigms as if they were well-defined, iterations to compose assignments and I/Orapid growth in the scale of software alternative ways of doing programming, into programs. For sure, it’s about the onlysystems, and increasing sophistication in facilitated by corresponding programming approach that can be used by beginnersprogramming languages. Hence, it seems languages. However, there seems to be who are learning to code in jigsawworthwhile to seek some organising a wee bit of confusion about what these environments, like Scratch or Alice, thatprinciple to codify these practices, to paradigms are, and how they relate to each offer pieces for the structured constructs.enable us to assess their applicability, and other and to programming languages. So maybe we have at least three distinctto teach others how to do so. paradigms: see Figure 1. A paradigm is a self-consistent, and Procedural-oriented, object-orientedoften dominant, body of knowledge and and structured programming Then again, maybe structuredpractice. The idea was popularised by the programming is a technique rather than aAmerican philosopher Thomas Kuhn, who For example, a widely adopted Computing paradigm, given that it’s applicable to bothstudied how prevailing scientific paradigms syllabus distinguishes procedural- PO and OO programming, to composecome to be superseded by new ones, in oriented (PO) and object-oriented (OO) assignments and I/O into subprograms, andthe face of mismatches between what the programming, as well as functional subprograms into larger subprograms. Soorthodoxy predicts and observable reality. programming, to which we’ll return to perhaps structured is a subset of PO and OO.For example, in physics, the late 17th below. I think that PO programmingcentury Newtonian paradigm is a great involves analysis, typically top down, to Furthermore, once classes have beenmodel of how things behave at low speeds, identify modular program units that can identified in OO, maybe it isn’t so differentbut breaks down as speeds approach realised as subroutines, often parameterised to PO. And the insides of classes looksthat of light. Thus, it was displaced by the for wider applicability. In contrast, OO suspiciously like a top level proceduralearly 20th century relativistic paradigm. programming requires the identification of programs, where fields are treated as if theyAs Kuhn observed, paradigm shifts involve classes of structured data manipulated by were global variables. So maybe PO is afundamental, and typically strife-filled, bespoke methods. subset of OO.changes in how the world is characterised. What about structured programming, So, what about the idea that programming which this syllabus doesn’t distinguish? paradigms have corresponding programming languages, with paradigm appropriaten Figure 1: Different paradigms have different propertiesProcedural Oriented Object Oriented Structured Find modules Find classes Find structuresProcedural Oriented Object Oriented Structured Language Language Language Sequence, condition, Sub-programs Fields & methods iteration32 helloworld.cc

Object-Oriented in languages that aren’t functional. Thus, fundamental implication is that a program pretty well all PO and OO languages support written in any one programming language Procedural-Oriented recursion, and cunning use of jump tables or can, in principle, be written in any other. objects can give the effect of both passing Pragmatically, everything boils down into Structured and returning functions. machine code.n Figure 2: Imperative paradigms are nested Contrariwise, FP is inherently procedural, Computational Thinking and in terms of the key roles of identifying and programming paradigmsconstructs? Thus, we might expect that composing modules realised as functions.structured languages would offer sequences, Similarly, FP is inherently structured: function Thus, I’m no longer sure how to characteriseconditions, and iteration, procedural composition is equivalent to sequencing, and a programming paradigm, or, assuming thatlanguages would have subroutines, and recursion to iteration. And all FP languages there are paradigms, where one stops andobject-oriented languages would provide have conditional constructs. So, maybe another starts. Furthermore, the paradigmsclasses. But, once again, given that PO and FP and OO share PO and are structured: we’ve explored above aren’t competing;OO languages both offer subprograms, as see Figure 3. rather, they’re strongly connected. Unlikewell as all the structured constructs, it looks scientific paradigms, programminglike structured is a subset of PO, which is a Paradigm and language paradigms don’t seem to be clearly disjoint.subset of OO: see Figure 2. Now, it may well be easier to build software Instead, suppose we return toFunctional programming in one language rather than another, Computational Thinking (CT) as a discipline depending on the constructs that the of problem solving, and recall the stagesStill, functional programming (FP) seems languages offer. Nonetheless, it would seem of decomposition, pattern identification,markedly different. Pure FP languages unremarkable to realise a PO design in Java. generalisation, and algorithm construction.are certainly well characterised. They And while it might appear forced to realise Then, I think that identifying classes orlack modifiable variables, so there’s no an OO design in Pascal, it’s certainly doable. modules or functions are primarily to do withassignment, only function calls to bind formal So, maybe the connection between paradigm decomposition, and structured programmingparameters to actual parameter values. And and language isn’t as tight as at first sight. is about algorithm construction, fromit’s common to distinguish functional, or the subprograms to entire programs. I also thinkwider declarative languages, from imperative Furthermore, even if these different that programming, in the sense of coding in alanguages based on modifiable variables. languages really do support alternative specific language, comes at the very end. approaches to programming, there’s In FP, it’s not possible to sequentially something badly wrong if the resulting Now, if we start off with the intentionor iteratively update variables. Instead, programs don’t all compute the same outputs of building programs in a particularrecursive function calls are used to create from the same inputs. language, that will certainly affect how wenew instances of formal parameters, formulate our solutions from an early stage.bound to actual parameters values, formed Indeed, as Church and Turing Nonetheless, maybe CT itself is the paradigmfrom old instances. Additionally, pure FP hypothesised 80 years ago, all models of for programming?languages support higher order functions, computing turn out to be equivalent. Awhere functions may be passed to functionsas actual parameters and returned as Object- Functionalfinal values. Oriented Procedural- However, it’s not so clear what the FP Orientedparadigm looks like, as there’s no distinctivediscipline of doing functional programming, Structuredother than programming in a functionallanguage. And, while it’s much easier to do n Figure 3: Imperative andFP in a functional language, it’s perfectly functional paradigms overlapfeasible to program in a functional style helloworld.cc 33

FEATURE n The way we teach digital literacy may be broken, but it can be fixed DIGITAL LITERACY: LOST IN TRANSLATION?Programming teaches valuable lessons, but it isn’t the whole story. Does an exclusivefocus on programming in schools fail to give students the knowledge and skills they need to become digital citizens? STORY BY Benjamin Wohln Instead of just teaching kids how to code, digital literacy needs to give them the tools to become digital citizens any of the early proponents of M bringing more computer science to schools were inspired by the idea that, first and foremost, young people needed to be digitally literate. The widely cited Royal Society report Shut Down or Restart? made it clear that teaching digital literacy is essential before pupils move onto more complex concepts of computer science. But what does it mean to be digitally literate? Although the term ‘literacy’ is strongly related to the specific skills of reading and writing, it also carries with it a connotation of being well-educated in the core texts of a culture. Being literate is not just about having competency, but is also about having a breadth of core knowledge and having critical reasoning skills. Looking at the English Computing Curriculum, it seems that34 helloworld.cc

n Teaching digital literacy is about more than just n XXXXXXXXX e-safety – it is about giving kids access to the right tools to become confident digital citizens DIGITAL LITERACY IN THE ENGLISH COMPUTING CURRICULUM n U nderstand a range of ways to use technology safely, respectfully, responsibly, and securely; including protecting online identity and privacy; recognising inappropriate content, contact and conduct; and knowing how to report concerns n Use search technologies effectively n U nderstand the opportunities [networks] offer for communication and collaboration n Be discerning in evaluating digital contentdigital literacy is simply being boiled down and know how to use these safely. These are n U se technology safely, respectfullyto the ability to use computer technology also the skills young people want to learn, and and responsibly; recognise acceptable/competently and safely. will be able to apply in their lives. Many young unacceptable behaviour; identify a range of people are already actively engaged in these ways to report concerns about content andFrom fake news to adblockers worlds, and this makes the need for teaching contact digital literacy even more urgent.Digital literacy should not be reduced to n R ecognise common uses of informationconcerns about e-safety, but rather needs The keys to participation technology beyond schoolto involve teaching young people to becomecapable digital citizens. Rather than being In the past, being literate has been as n U se technology safely and respectfully,able to write rudimentary code in Python much about understanding information as keeping personal information private; identify where to go for help and support with“ THEY SHOULD BE ABLE TO NAVIGATE concerns about content or contact on the AND ENGAGE CONFIDENTLY WITH A internet or other online technologies RANGE OF ONLINE COMMUNITIES access to the technologies that containor C++, a digitally literate individual should accessing it. Digital literacy continues to the collective memory of that community.be able to distinguish between a personal be about having the technological know- Teaching digital literacy is about givingblog, a BuzzFeed article and a fan wiki, and how, as well as the critical thinking skills to young people the keys to being part of aknow when to use each as an information participate in online conversation and online digital world, knowing how to navigate andsource. They should be able to navigate and communities. Young people should not be use the tools of the internet. The biggestengage confidently with a range of online able to leave education without the thinking difficulty we face as educators is that thesecommunities and platforms, negotiating fake skills they need to be digital citizens, or the rules and norms are still being written, andnews and ad-blockers. They should have language needed to discuss the ethical sometimes it can seem easier just to teachan awareness of community-generated debates surrounding digital culture. kids to code.software, including common open-sourceplatforms like LibreOffice or Minecraft mods, Fundamentally, literacy is about being Ben is a PhD candidate at Lancaster University’s part of a community. It is about having HighWire Doctoral Training Centre. He is researching the influence of digital economy policy on the English Computing Curriculum, from looking at hands-on approaches to teaching computing at KS1, to conducting qualitative studies in KS3 classrooms. helloworld.cc 35

FEATUREn Sevenoaks Preparatory School students using Code.orgCOMPUTATIONAL THINKING USING CODE.ORGCode.org offer a superb set of free resources suitable for a wide age range. This article will explore the variety of courses on offer to help in the teaching of computational thinking STORY BY Ronan McNichollGET STARTED C ode.org is a non-profit organisation and code quantity. This offers a greatIN 4 EASY STEPS launched by Hadi and Ali Partovi in opportunity to promote assessment 2013, to help promote the development of for learning and obtain summative n Visit Code.org and choose ‘sign in’ on the top computer science in education. It receives assessment data. Another advantage right-hand corner donations from various sources, including is the built-in gamification. Each puzzle large technology companies, and is now a is comparable to a game, and students n Create an account and sign up using thriving educational community. are therefore self-motivated to progress an email address Teachers can easily set up free to the next stage or level. To further accounts and assign courses for students encourage students to use the platform, n Add your class by clicking ‘create a new to complete. This can help teachers to Code.org have partnered with popular section’ and a sign in method successfully deliver key objectives from the brands such as Angry Birds and Minecraft. computing programmes of study across The courses incorporate a variety of n Share the course link with your students all key stages. A range of computational such themes. Periodic videos, featuring via downloadable login cards thinking concepts are covered in these computer scientists and engineers, help courses including decomposition, pattern to add another level of engagement with recognition, abstraction, and algorithms, the resource. as well as broader computer science objectives such as sequence, selection, What is computational thinking? repetition, and debugging. A great feature of the platform is the ability for both Computational thinking is the process students and teachers to view and track of applying mental strategies to solve progress. This is possible as the solution to problems. Fundamental to computer each puzzle is stored in terms of accuracy science, computational thinking helps create new algorithms which are then36 helloworld.cc

Decomposition Abstraction HOUR OF CODE ? Code.org run an annual worldwide Hour of Code event. This year itPattern recognition n The four key strategies that comprise Computational Thinking Algorithms will take place from 4-10 December and is open to all schools, with new themes unveiledimplemented within mobile apps, websites, Computational thinking using Code.org each year. Previous examples have includedgames, and software. However, the one-hour courses based on Star Wars, Frozen,benefits of computational thinking are not Pattern recognition involves looking for Moana, and Minecraft. The aim is to promoteconfined to computer science. Learning to patterns or trends within a problem. A lot of computer science for all. Courses are typicallyapply computational thinking can benefit the Code.org puzzles are pattern-based and available in over 30 languages. Promotional teachers can easily model the process of materials including sample letters, stickers, and posters are all available on the Code.org“ IT IS IMPORTANT THAT ALL STUDENTS website. A database of industry professionals HAVE THE CHANCE TO LEARN THESE is also stored, and these individuals can STRATEGIES AT SCHOOL be approached to appear at schools as motivational guest speakers.everyone in society, and it is important identifying these patterns and then progressthat all students have the chance to to demonstrating how to solve them more repeating blocks of code. Modelling thelearn these strategies at school. Four key efficiently by using loops. process of adding these blocks, one step atstrategies comprise computational thinking: a time, provides an excellent opportunity todecomposition, pattern recognition, Algorithmic thinking is fundamental to demonstrate algorithmic thinking.abstraction, and algorithms. Let’s now look solving puzzles in Code.org as each solutionat how Code.org helps in the teaching of is derived by sequencing, selecting, or Decomposition is the process of breakingcomputational thinking. a complex problem into a smaller subset n P attern Recognition using Code.org of problems which can then be solved individually, and eventually lead to an overall solution. When using Code.org, a teacher can demonstrate this strategy by building a solution one block at a time and explaining how each step helps solve the overall puzzle. Abstraction can be taught explicitly in more complex puzzles by showing how functions can be reused in more complex programs, thus promoting code reuse. Which course? Which course you assign to your students really depends on their prior level of experience with the platform. As a rough guide, course A from the CS Fundamental track is pitched towards Year 1 students, course B is aimed at Year 2 students, and this repeats all the way up to course F for Year 6 pupils. Secondary students with no experience of Code.org could take an accelerated CS Fundamental course, and then progress to the more advanced CS Discoveries course and eventually the CS Principles course. A lot of the activities in the more advanced courses cover the same computational thinking strategies, though at a deeper and more challenging level. helloworld.cc 37

FEATURE ENGAGING PUPILS IN STEM USING DRONES As the technology becomes more accessible and affordable, schools are using drones for a range of tasks… STORY BY Neil Rickus & Penny Cater he sale and use of drones has using drones for a range of tasks, from the drones, they are designing, making, recording videos to capturing photos from customising, and racing them. So, when T grown significantly in recent years, trips (helloworld.cc/2m6M5t3). Many CAS Master Teacher, Penny Cater, sent schools are taking this a step further and an email asking, “Would you like to comethe devices now being used extensively using programming environments, such and visit one of our after-school droneas both a recreational hobby and a as Tynker (helloworld.cc/2CQBLAw) sessions?” it was time to go and see herbusiness tool. The industry is estimated or Apple’s Swift Playgrounds school’s award winning work in action...to be worth £102bn by 2025 (helloworld. (helloworld.cc/2m6xkq1), to give thecc/2FbDG0h), and drone racing is even devices instructions and develop pupils’ Penny says, “Drone club started atbeing considered as an Olympic sport understanding of computational thinking. the Boswells School in Chelmsford(helloworld.cc/2FdJaY9). Within industry, Some devices, including those from Parrot (helloworld.cc/2D9Tsbq) two yearsAmazon is currently trialling their use for (helloworld.cc/2m8RC2m), even have a ago, when we first entered thedelivering goods (helloworld.cc/2qFlAAw), ‘Classroom mode’ to increase safety when Raytheon Quadcopter Challengewhilst the devices have proved vital for a number of drones are being programmed (helloworld.cc/2EmRbch) and, duringthe emergency services following recent in close proximity (helloworld.cc/2qFJfRi). our initial competition which was helddisasters (helloworld.cc/2qDhMQn), such Some schools are also developing their use at Stow Maries Aerodrome, we came aas investigating the remains of the Grenfell of the devices with dedicated clubs and/or close second. Our success in the competitionTower fire in London, or examining the as part of a ‘maker curriculum’. Therefore, led to us being invited by the Essex Countyaftermath of earthquakes. rather than just learning to fly and program Council STEM Skills Board to take part in ‘build and fly’ days at the Aerodrome. During As the technology becomes moreaccessible and affordable, schools are n The winning drone38 helloworld.cc

n So much to learn! computing. I have thoroughly enjoyed No need to drone on running this club and could not have done it without the support of my team and thethe events, we were assisted by professional There were five teams at the final and prizes STEM Ambassadors. It has been great fundrone pilot Denis Stretton, who went on to were available for the overall winners, and seeing the students learn and develop theirbecome our STEM Ambassador, and the for creativity and engineering. The team’s skills, and given them opportunities thatBoswells students learnt how to build 250 theme was ‘rainbow’, in support of the they wouldn’t necessarily have got in KS3.drones (250 is the size of the quadcopter from Orlando nightclub incident in June 2016,motor centre to motor centre, in millimetres). and Claire Kuczma, computing teacher, also “Thanks to Ian Lewis, another STEMOn returning to school, the students were spent a lot of time supporting the students. Ambassador linked with the club, we haveso engaged I set up a drone club, and it was Boswells’ team was the youngest, with some now started to also examine 3D printing.great to see the range of skills developed pupils only in Y7 and, as part of their entry, Ian has kindly 3D printed micro droneduring our sessions – some students loved the students had to prepare a presentation frames for us, and students are learningbuilding and soldering, some simply wanted for the judges. Despite being asked a how to build these devices from scratch to develop their own components.“ IN ORDER TO WORK TO EACH STUDENT’S STRENGTHS, WE STRUCTURED THE “So, how can you start your own drone GROUP LIKE A FORMULA 1 TEAM club? First and foremost, you need lots of passion and determination! During the club,to hone their flying skills, whilst others loved number of challenging questions, through I have three independent activities running,programming/calibrating the software and using their knowledge and love for the which helps promote inclusivity andworking with the transmitters. drones, the Boswells team won and became ensures all students can benefit from the National UK Quadcopter Champions 2016 sessions. I run a drone simulator section, “In 2016, we reached the regional finals for Raytheon! They were commended on where students can practice flying withof the Raytheon Quadcopter Challenge and, their teamwork and knowledge of all aspects transmitters and get used to the controlswith only two weeks between the initial of drone engineering, building, and flying. and develop their motor learning, then Icompetition and the final, the students spent Based on the learning from this competition, have an area for micro drone flying, whereevery lunchtime and after school ensuring we purchased six ‘250’ drone kits and the students set up a simple course and learneach team member could fly successfully. In subsequent year’s club attracted over 40 to control the drone’s basic modes. Finally,order to work to each student’s strengths, eager students. there is a building section, where studentswe structured the group like a Formula 1 have a kit and go through the build process.team, with each person assigned a role “The drone club has been an incrediblethey had a natural ability for. Using a range learning experience – the skills displayed “The drone simulator is being developedof drone equipment, the team’s flying and learnt include teamwork, patience, so that schools can link together and runskills developed significantly, and it was resilience, and perseverance, along inter-school regional competitions online.pleasing to see how the motor learning was with the practical skills of electronics, We have also connected with the Sydneytransferrable between different devices. soldering, software calibration, and physical Drone Racing School and hope to take part in international competitions next year. “In addition to our STEM Ambassadors, our relationship with industry has been vital and we are now very lucky to have worked with Nigel Tomlinson, President of the Rotor Rush Academy and Ray Smith, from Drone Simulation, who have been incredibly supportive. “If you want to buy your own kit, the best one I can recommend has been designed and developed by Chris Shaw at UKDS (helloworld.cc/2qEgd4G) and we were fortunate to have been consulted in its development. It comes with a comprehensive guide, which includes links to the curriculum and builds on Bloom’s taxonomy. The kit also contains crucial guidance for non-specialists on safety, use of batteries, and flying restrictions. “Want to know more? Contact @PennyCater on Twitter.” helloworld.cc 39

FEATURETHE CODE’S NOT ALRIGHTHow do you decide when to teach a concept the ‘right way’ and when to simplify it? I t’s a pretty common classroom task STORY BY Laura Sach was not. The helpful feedback had a – you have some data of various collaborative feel, as if we both wantedtypes, and you want to teach students how will argue vehemently for one or another to improve the outcome for children. Theto print the data out as part of a sentence, (there’s a long running debate about professionals helped me to improve myusing Python. Here’s my example data: format() within the Raspberry Pi Education subject knowledge by providing a friendly Team!), but which one is right? suggestion for an alternative way to number = 1 approach a problem where I hadn’t realised person = “Scott” Building a mental model that a different approach existed. This was extremely welcome, and I am indebted to The exam board wants students to know When teaching beginners, there is a conflict people like David Whale, Martin O’Hanlon,how to concatenate, so you might choose to to resolve between teaching the way a and Andy Stanford-Clark (to name a few)teach the + operator, although it’s a bit of a more experienced programmer might for their generous mentoring.pain that the students will also have to put approach a task, and teaching the learnerthe spaces in the right place and remember to use a sub-optimal method, which either However, I would occasionally receiveto cast the integer to a string: produces quick results or allows them to feedback on my resources from IT better access and build a mental model of professionals which was patronising print(“Thunderbird ” + what the program is doing. and insulting. This type of feedback str(number) + “ is piloted by usually highlighted occasions when I had ” + person) As a teacher, I frequently shared deliberately made a decision to teach resources online with the aim of helping a concept in a sub-optimal way, for a Alternatively, you might teach your others, and saving fellow teachers valuable pedagogical reason. An experiencedstudents to separate the different parts time. Occasionally I would receive feedbackwith commas to avoid the casting issue. on my resources from IT professionals –You either don’t realise, or choose to some was extremely helpful, and somedisregard the fact that this isn’t actuallyconcatenation, it’s taking advantage of theway Python’s print() function works:print(“Thunderbird”, number,“is piloted by”, person) You could also choose to avoid thecasting issue in a different way by teachingformat(), but will this confuse the students?print(“Thunderbird {} ispiloted by {}”.format(number,person)) There are probably multiple other ways n W hat thought processes do learners go through to create a simple game?to achieve the same goal, each with theirown benefits and drawbacks. Some people40 helloworld.cc

developer can easily point out ‘flaws’ and When my colleague Janina tested HONEY, I SHRUNKsuggest ‘better’ ways of doing things, but the resource, she asked, “Why are you THE CODEthey often forget that, just because they storing the vegetable’s coordinates inare good at programming, that doesn’t a list?” I realised that I had imposed my You have a list of numbers representedmake them good at teaching programming. own experience short cut on the learner as strings. You want to convert them allI’ve encountered developers who expect without intending to, or realising I had to integers.eight‑year-olds to have mastery of done so.concepts not introduced until A Level, and numbers = [“23”, “534”,who forget that much of what they know is I knew from experience that later on in “52”, “98”, “87897”]not basic, obvious, or picked up by telling the program you would need to know:a child once. This kind of feedback can A way a student might use to achievereally shatter a teacher’s confidence, and 1 How many vegetables existed on the this would be to iterate through the list ofI’d encourage developers to think about screen (to avoid having too many) numbers, converting each to an integer ina teacher’s reasons before commenting turn and adding the result to a new list.on ‘bad practice’. 2 Whether the slug was moving into a coordinate containing a vegetable method1 = []No short cuts to failure (to eat it) for n in numbers:It is sometimes even difficult for the …both of which would require a record of method1.append(int(n))teacher to take off their experience goggles the vegetables. I was neatly sidesteppingand notice when they are short-cutting a problem before it had happened and However, an experienced developer mighta learner’s thinking process. Here’s a providing a more efficient approach. use a more efficient list comprehension:recent example from when I was writing However, the learner’s goal, at that point method2 = [ int(n) for n“ SOMETIMES YOU WANT TO ALLOW in numbers ] YOUR LEARNERS TO FALL INTO HOLES AND WRITE INEFFICIENT CODE However, which method is best to teach your learners?the Raspberry Pi resource SLUG! in time, was simply to see the vegetables(helloworld.cc/2DPHMK5). The project appear. Sometimes you want to allow a conversation about the benefits andis a clone of the classic ‘Snake’ game your learners to fall into holes and write drawbacks of each.where the player moves the slug inefficient code on purpose so that theyaround an 8 × 8 LED matrix, and red understand why they have to improve It’s usually at this point that someone‘vegetables’ appear at random locations their code! irately pipes up with “I can’t believefor the slug to eat. you’re condoning teaching students Which approach is right? things that are WRONG, you’re a terrible The algorithm I gave the learner to teacher”. To be totally clear, I am notimplement to randomly create vegetables Perhaps disappointingly, I don’t have the advising you to deliberately teach badand display them on the LED matrix was silver bullet answer. It depends entirely practice. (This is not a free pass toas follows: on your learners – and that’s why you’re use break!) Instead I am saying it is a teacher and your job is safe from being sometimes acceptable to simplify conceptsn Pick an x, y random coordinate on the taken over by robots. In my opinion, you which introduce inefficiency. It’s true that LED matrix should decide how to teach concepts if you teach a programming concept in in the way that provides the greatest a simplified way so that a learner cann Check if this coordinate is currently benefit to the learners you have. Are you understand it, you may later find it hard inhabited by the slug using the turtle module with some young to persuade the learner to abandon kids who struggle with typing? Go ahead their safety blanket and adopt a bettern If it is, repeat steps 1 and 2 until you pick and use from turtle import * so programming practice. However, some a location that is outside the slug there’s less for them to type. Perhaps your students will never make it to ‘later’ if you GCSE class is particularly good this year, made the starting hurdle too high for themn Draw the vegetable on the LED matrix so why not throw in some dictionaries to begin with. Which is best? Only you and make a GUI? Is there an Oxbridge CS can decide.n Store the vegetable’s coordinate in a list hopeful in your A Level class? Show them of vegetables several different approaches and have helloworld.cc 41

OPINION CHARLOTTE RUBRINGER TEACHERFROM ICT TO COMPUTER SCIENCE A journey from apprehension to appreciation – and some of the lessons learnt along the way write this as I start to emerge from a as a user is crucial as a skill for today’s world, but there is something about computer science that excites and I challenging phase of transition – moving from challenges learners – and makes me a far better teacher. over a decade as an ICT teacher to teachingcomputer science instead. In the outside world, these Off the shelfthings are too often perceived as being one and thesame subject. At the start of this journey, I was not a teacher of I love to learn as much as I enjoy teaching. As computer science, but a deliverer of experiences linkedteachers, we are used to change – we have to be! Not a to coding. I would take ‘off the shelf’ projects (foryear goes by without amendments to the curriculum or which I am hugely grateful), and most pupils wouldassessments. As technology advances, we must adapt. enjoy the experiential learning opportunities that theyThat said, the challenges presented with the curriculum offered. Some bright and enthusiastic pupils were The curriculum change from ICT to computer science required a huge shift in mindset and teaching style, and one of the steepest learning curves of my adult lifechange from ICT to computer science required a huge able to take programming concepts and apply them toshift in mindset and teaching style, and one of the projects beyond the immediate task, but not many. Mysteepest learning curves of my adult life. confidence was low. I felt insecure in my own subject knowledge. I was unable to solve problems, or guide My experience of the ICT curriculum was that it was pupils to solve their own problems. My attempts to talklargely skills-based. I spent a great deal of time looking about computer systems used regurgitated words whichat the backs of children’s heads as they learnt to use I had often learnt the day before. I had information,ready-made software applications. I now understand but no real understanding.computer science to be a much richer and moreinteresting subject, combining in-depth knowledge Slowly, I started to grasp enough of the codingand skills with problem-solving. environment and language that I was using to start supporting the pupils as they worked. I started to devise Computer science, I believe, can help children to learn my own projects and create my own programs. At thishow to learn. That doesn’t mean that I feel ICT is without point, I had my first experience of the sheer joy andvalue. Learning to use software and developing confidence42 helloworld.cc

SUPPORT AND RESOURCESI am grateful to the colleagues who share their ideasand resources, and I would be lost without them. CAS (helloworld.cc/2uNWsaH) has been afabulous source of ideas and resources, both throughthe website and the hub meetings and training.TES (community.tes.com), and Facebook groupspopulated by generous computer science teachershave also been very helpful.satisfaction that programming can bring. I understood n Computer science excites and challenges learners – and teacherswhy someone might punch the air, having solved acoding problem! I became one of those people, and Training and supportI started to see it in some of my pupils, too. It was atthis point that I started to realise I had the opportunity Many schools struggle with funding, and time and trainingto teach a very special subject. are two very difficult things to get hold of. I’m lucky that I had the benefit of having a CAS Master Teacher as my I put together a scheme of learning for Year 7, line manager. The school was also willing to fund the BCSintroducing Python as their first text-based language. I Computer Science Teaching Certificate for me. I still have awas nervous to see whether they could cope, especially long way to go. I know that computer science isn’t all aboutas I had only just started getting to grips with it all coding, and my knowledge of computer systems needsmyself. Each lesson had a main task, based on a work, but I now feel able to cope with what’s to come. programming function such as ‘for loops’, and eachlesson also had a choice of challenges. It has been too easy for computer science to be misunderstood as being interchangeable with ICT. Yes, I was amazed at the response. So many pupils opted there is some overlap, but it is minimal. If teachers are goingfor the higher-level challenges, working collaboratively to to be able to teach this wonderful subject effectively, thosesolve the problems, and occasionally telling me where I’d new to it need an investment of time and support.gone wrong! Pupils would voluntarily ask to take homeworksheets to complete the challenges. Charlotte Rubringer is the computer science and ICT coordinator in an 11-16 comprehensiveInspiring students school in Gloucestershire.Something different was happening! This wasn’t likemy experiences of teaching ICT. One morning, I receivedan email from an 11-year-old pupil who had taken the‘if statements’ from the previous day’s lesson, probablystayed up far too late into the evening, and created aPokémon-based RPG game. It worked and it was fun,and I thought, “This is why I’m here!” I also noticed that the girls were as enthusiastic as theboys. Was this to do with my change in teaching style, orcatching pupils at a younger age before some pressuresof adolescence set in? I’m not sure, but I suspect acombination of the two. Discovering the importance of unplugged activitieswas a real turning point. Unplugged activities make ideasmuch more transferable. They allow pupils to understandthe functions within algorithms, and apply them in a waythat is not confined to a language or a particular problem.Pupils seem much more able to take ideas and conceptsaway from the immediate problem when they are learningaway from the machine. I’m also a fan of these activities,as they increase the level of interaction between pupilsand with the teacher. I’ve started to see far more of theirfaces and hear more of their voices. helloworld.cc 43

FEATURE EXPLAINING ARTIFICIAL INTELLIGENCE Adding machine learning to Scratch is a simple way to introduce kids to a different approach to computing STORY BY Dale Lane M achine learning is an approach for examples of documents that have already Why teach it?  getting computers to do complex been translated. tasks. Instead of describing the steps the Artificial Intelligence represents a majorcomputer should follow (as we normally Auto-suggest on your mobile phone trend in computing. It’s important thatthink of ‘programming’), you instead keyboard learns what word you might want we sow seeds in the minds of the nextcollect examples of the complex task being to write next, from examples of what has generation of technologists. done, and use these examples to train a been typed. computer to be able to do it.  More broadly, we all strive to inform kids Machine learning refers to the computer’s Recommendation systems for retailers, about how the world around them works.ability to learn how to do a task from streaming music, and movie services, Artificial intelligence is now so ubiquitous,examples it is given.  learning what to recommend from that it’s hard to do that without explaining These systems are all around us. You use what has been bought and watched the idea behind these systems. them every day.  and rated. Spam filters learn which emails we want Looking forward, we all seek toto see, from examples of emails that have Credit card systems learn to recognise prepare kids for the debates andbeen flagged.  fraudulent transactions, from examples decisions facing the world. An Translation systems learn to translate of transactions.   understanding of AI is essential forfrom one language to another, from this. You don’t have to look hard to find Increasingly, the best way to get AI scare stories. Even if you dismiss them, computers to do complex tasks is to collect some of our biggest decisions as a society examples to train computers to learn how will need some degree of understanding of to do them. HOW DO THEPROJECTS WORK? Each project comes with a worksheet that includes screenshots and step-by-step instructions, following the general pattern: n  Step 1: Collect examples of things you want to be able to recognise n  Step 2: Use the examples to train a computer to be able to recognise them n  Step 3: Make a game in Scratch that uses the computer’s ability to recognise them44 helloworld.cc

AI, whether it’s about computers learning They see that if they give a lot more Mailman Maxto drive cars on our roads, or computers examples for one thing they want Make a postal sorting office in Scratch that canlearning to help doctors to diagnose and the computer to be able to recognise, recognise handwritten postcodes on envelopes, andtreat our illnesses.  (compared to the other things they want learn about how machine learning is used to train the computer to recognise), then it will optical character recognition systems.Learning by making  start to favour that thing. What they can instinctively describe as needing to train a Happy FaceI’ve helped school kids to train machine computer ‘fairly’ can enable a discussion Learn about how machine learning is used inlearning models to do all sorts of things. about the sorts of crucial ethics issues in sentiment analysis by making a face that you trainLike play the board game ‘Guess Who’: AI, such as training bias.  to react to the compliments by smiling, and react towhere they had to train the computer to insults by crying.understand the questions asked in the To help schools to introduce students togame, and to be able to recognise the machine learning, I’ve made my resourcespictures of the faces in the game in order available in ‘Machine Learning for Kids’to be able to answer. (machinelearningforkids.co.uk). It’s a web- based tool you can use to make projects We trained machine learning like this, and many others besides. models to be able to play ‘Rock, Paper,Scissors’, where they had to train the It gives kids a guided experience forcomputer to recognise what a hand looks training a variety of types of machinelike when it’s making a rock, paper, or learning models: text classifiers, sentimentscissors shape.  and tone analysers, image recognition“ IT’S IMPORTANT THAT WE SOW SEEDS IN THE MINDS OF THE NEXT GENERATION OF TECHNOLOGISTS I’ve helped school kids make their systems, chatbots, recommendation Rock Paper Scissorsown version of an assistant (like engines, decision trees, and many more.  Collect examples of what your hand looks like whenApple’s Siri or Amazon’s Alexa) that can making a rock, paper, or scissors shape, and use thatunderstand and respond to a few simple More importantly, once they’ve trained to train the computer to play rock, paper, scissors.commands. By training it themselves, they their machine learning model, it lets themstart to see how those kinds of tools work. easily make something with it. I use Judge a BookThey start to talk about how they could Scratch to do this, extending and building Train a machine learning model to recognise genreshave trained Alexa to do the skills they on the experience that both teachers and of book, based on what the cover looks like, and learnuse at home.  kids already have with Scratch by adding whether a computer can judge a book by its cover. new blocks to the ‘More Blocks’ palette By making things they already representing the machine learning models Smart Classroomunderstand well, they focus on seeing how that the kids train.  Train a smart assistant to understand a few simplethe computer learns.  commands. Use that to control virtual devices in All of the games and interactive projects Scratch and learn how smart assistants are made. Even the youngest primary school they already know how to make in Scratchkids I’ve done this with easily see for can now be enhanced with machinethemselves how the more examples they learning models that they train themselves. collect, the more accurate their machinelearning model will be. (In the same way This combination of something new,that the more times they are shown while building on the familiar, has beensomething at school, the better they tremendously effective. More importantly,get at knowing how to do it.)  it sends an important message. Machine learning isn’t something to learn instead They quickly understand the way of coding. This isn’t about trying to teachwe test computers to see what they’ve kids that using AI is ‘better’ than thelearned, in the same way they are given coding they are learning. Rather, it’s abouttests and exams to see what they’ve adding this to their existing toolbox. It’slearned in school, and what they still don’t about letting them know how we use AIunderstand and need to be shown more to extend and enhance what we’re able toexamples of.  make with coding alone.  helloworld.cc 45

LESSON PLANAGE RANGEBINARY ESCAPE ROOM14-16yearsLESSON TYPE Test your class on their base conversion skills – who will escape successfully?Unplugged STORY BY Laura SachREQUIREMENTS T est whether your class Bookcase puzzle ALTERNATIVE can successfully convert ACTIVITY IDEAS• You will need to between binary, denary, and Draw a bookcase where books are have covered hexadecimal, with the escape pulled out on shelves to represent Ask the class to come up with binary, denary, room challenge. Provide a series binary numbers. Once they have their own escape room puzzles hexadecimal, of fiendish conversion puzzles worked out the numbers, they involving base conversions, and and ASCII for them to solve in order to must translate them into their then test them out on other conversions and leave victorious. corresponding ASCII letters to work students. They’ll have fun solving binary arithmetic out the message. each other’s puzzles, and will have in previous Set the stage for your class to check the answers to their own lessons Example diagram of the bookcase puzzles too! Maybe they have been captured – the cells are books and the grey• Pencil and paper by a mysterious witch, trapped in a ones are slightly pulled out. cursed ancient tomb or even locked inside the deputy head’s office! To Explore and make escape they must solve a series of puzzles which you can make Adapt this project theme as difficult as you like. Here are for other age groups: some examples: 5-6 years – Bee-BotsTHE CHALLENGE Create a Bee-Bot escape room – ask students to solve maths puzzles at an age-appropriate level in order to receive the directions to program a Bee-Bot to escape Solve puzzles involving conversions between Solution: ‘Inkwell!’ 14-18 years – Programming binary, denary, and hexadecimal A sk students to program a text Translate numbers into letters with ASCII A hex adventure game containing similar Perform simple binary arithmetic conversion puzzles Inside the ink-well, the players findFURTHER READING a piece of paper with mysterious coffee cup (representing binary numbers written on it: numbers which they have toHex words: nedbatchelder.com/text/hexwords.html add together to generate the Beware…this paper contains a hex! safe combination!).ASSESSMENT 222 202 255 !!@!+!!!@! Show me how you worked out the answer to this puzzle When the numbers are converted @@!!+!@@! Explain to a friend how you could create a new puzzle into hex, they reveal a word in hex @!@@@@!@+@@!!!!!@ (i.e. a word using only A-F). @@!@!!@@+@@!!@@@! Solution: DE CA FF ! = 1, @ = 0 Safe combination Solution: 42 12 128 93 Some mysterious symbols are Inside the safe, the intrepid inscribed on the bottom of the players discover… the key! They can now exit the escape room.46 helloworld.cc

FEATURELEARNING IS IN THE AIRCoderDojo’s founder Bill Liao looks at the power of informal learning, beyond the school curriculum, for young programmers STORY BY Bill Liao A pril Fools’ Day, and I am sitting in n Good female role models snippets of inspiration in the form of what CoderDojo zero, the first CoderDojo make all the difference we call Sushi cards. Instead of a multitudein the world, in Cork. I am surrounded by of ‘don’t do this’ rules, we have one rule forparents who are drinking coffee, eating some key ingredients that make the space kids: ‘Be Cool’.cake, and chatting. Across from us, a bunch work so well.of young people aged 9-17 are crowded Instead of tests and exams, we havearound a couple of laptops, looking at the An ancient tradition sharing and show and tell. Instead ofnew Coding Language LOLCODE, which is desks and chairs in rows, we are in a coolactually a pretty amusing April Fool prank. The Dojo model is over 800 years old and startup co-working space that looks more In the six years we have been running, is used mainly for martial arts like Karate. like Google’s cafeteria than a classroom.we have seen a multitude of young people We have adapted parts of that model for Everyone feels welcome here.come through our Dojo, and there are young people to learn how to programmany success stories. There is also a kind computers. We have also added on some Coder-poetsof magic going on. Right now I can see a specific features. The result is a spaceyoung girl giving some mentoring guidance where learning happens, a place where you What goes on here is subtle yet effective.to a couple of newbies, and one of the lads come to get really good at coding, and also Discipline comes from within not without.has just run up excitedly to tell his dad that a place where you can get your first taste of Inspiration, encouragement, and kindnesshe has completed his new game and it’s the magic of programming. There are over a infuse the atmosphere and cooperationworking, so he can qualify for his yellow thousand of these spaces open across the is part of the woodwork. The goal isbelt, (we use coloured USB wristbands for world, and in these spaces you will find a to allow young people to become sogradings in this dojo). very different way to learn. fluent in computer languages that they There is a pleasingly industrious gentle become Coder-poets, by learning theirbuzz in the room and earnest faces are Mentoring own way, creatively coding with economyconcentrating on difficult coding tasks. of expression and art.Yet there are also games being played Instead of older teachers teaching theand some decent banter going back and young, we have young mentors sharing.forth. The atmosphere is a mixture of calm Instead of a fixed curriculum, we have littleenthusiasm, mingled with excitement. Thedojo is a free club for young people to comeand learn, (our space is provided free by theBank of Ireland), and I might add there areGENDER BALANCE We found that if you promote young female attendees to mentor the new recruits, there is a much higher degree of female attendance overall. We call this peer role modelling, and it works.  helloworld.cc 47

LESSON PLANAGE RANGE OBJECT-ORIENTED PROGRAMMING17-19 years WITH PYTHONLESSON TYPEText-basedprogrammingREQUIREMENTS• Python 2.7+ Moving from simple functions and linear programs to classes and objects with students can seem daunting, but it doesn’t need to be STORY BY Shaun Whorton I love teaching the concepts aim of this lesson isn’t to give the class Human(): of programming to my full lowdown on OOP; instead it def __init__ students. In my experience, introduces the concepts of classes, students often find procedural objects, and instantiation. (self,name,age,beverage): programming paradigms very self.name=name easy to grasp. Moving to object- Objects are components of a self.age=age orientated programming (OOP) program that know how to solve self. after GCSE can be an uphill struggle certain aspects of a problem, and for some students but, once they can interact with other parts of a beverage=beverage understand the terminology, it program. OOP uses classes in order can open up another dimension to solve computational problems. The Human class is created. of programming possibilities. The Think of a class as a concept and You would expect every person to an object as an incarnation of that have a name, age, and of courseTHE CHALLENGE class. In this lesson we’ll use a a preferred beverage, which are person as an example. the properties of the class. The ‘self’ command is used whenever Create the Human class n The great coffee vs tea debate! Can your students with appropriate objects implement the beverage_check method? and properties Create methods within the Human class and call these methods Create your own methods to interact with the objects48 helloworld.cc

we create a new object. When def talk(self): ALTERNATIVE ACTIVITY IDEASwe create a new object, i.e. a new print(“My name is {},human, the object will use the I like drinking {} and Explore and makeHuman blueprint, which contains I am {} years old”.these three properties. This is format(self.name,self. Adapt this project for other age groups:known as ‘instantiation’: beverage,self.age)) 14-16 years – Unplugged Person1=Human Note that the method takes Learners could create a structure diagram of a ‘Human’ and identify (‘Scarlett’,2,’Milk’) the ‘self’ value: this will copy the any methods that could be programmed from this properties of the object that is In this example, Person1 has passed to it at any one time, and 14-16 years – Programmingbeen instantiated and adopts the ensure they are available to use in Learners could start by creating independent functions to replicateproperties of a Human. We can now the newly created method. We can the functionality of the methods shown in this lessonaccess these properties: call the method using the command:  They could then convert their procedural design into object- print (Person1.name) Person2.talk() orientated code This will return ‘Scarlett’. We Which will return: FURTHER READINGcan instantiate multiple objects –‘people’ – by accessing the class My name is Pradeep, I OOP concepts explained: helloworld.cc/2stZ7mdproperties again: like drinking Coffee and I am 30 years old ASSESSMENT Person2=Human (‘Pradeep’,30,’Coffee’) When we instantiated the object, When is an object-oriented approach suitable? Person3=Human we defined the properties of that Describe the term ‘instantiation’. (‘Elena’,47,’Tea’) object. We can use those properties What other methods could be useful throughout the methods within our in the ‘Human’ class? This is one fantastic advantage class. This is a good opportunityof an OOP approach to software to discuss with your students thedevelopment. Once we have need for reusable code, and whyconstructed a blueprint, we can easily data integrity is important. Not allcreate copies of objects with a single solutions lend themselves to an OOPline of code. We can also create approach, but mastering this skillfunctions within our class, called could save you and your students‘methods’, to give more functionality: hours of head-scratching. helloworld.cc 49

LESSON PLANAGE RANGESCRATCH SPELLING TEST7–10yearsLESSON TYPE This spelling game is a great way to introduce inputs, outputs, and variables,Visual / block- as well as learning key words for English literacy or vocabulary for a foreign language!based coding STORY BY Cat LaminREQUIREMENTS t can be a challenge to think conditional statements. It’s based around the traditional ‘look, cover,• Scratch 2.0 I of ways to apply Scratch write, check’ method of learning• Key spelling spellings that we’re all familiar and computational thinking skills to with, but makes it more interesting. words subjects outside computer science, but this is a great way to apply Scratch to the rather tedious subject Students could write the code to of learning spellings. learn key spelling words for their This simple game teaches users own age group, or even make it to about how to use Say and Ask blocks, share with younger students. Why n H ere are the first few statements of the code. Notice that as well as introducing variables and not ask them to plan a lesson around broadcasts, switching between showing younger students how to the first Ask block is searching for the answer ‘yes’. You costumes, and understanding use the game? could extend the task by suggesting that the students put in an Or block to consider alternative answers such as ‘yeah’ or ‘yup’ This game brings together a range be any word you’d like; in this case,THE CHALLENGE of different coding skills, and it might it’s set to ‘because’. You can set up be worth exploring some of them the other two variables in exactly the individually before challenging your same way. The score variable gets set students with this task. to zero because we want to start the game with no points.S tart a new Scratch project and chooseyour background Now you’re ready to set up your first spelling word. First, we needC hoose a sprite with great facial to tell the player what the word is by using the variable ‘word1’. Then,expressions; for example Nano, Pico,Giga, or TeraT hink about how your instructions need n T he finished spelling game in action n Y ou’ll need to set up three variables for words and oneto be written to be clear to the user First, build an introduction to your for score. The variable names don’t matter, it’s what youW hat sort of questions could you ask game using Say and Ask blocks. A set them to that is importantat the beginning? What answers would Say block simply displays a messageyou expect? on the screen, while an Ask block expects a user response and will stayIf you want a countdown, you’ll need to on screen until it receives one. In thisinclude a sprite with three costumes (the case, the Ask block is looking for anumbers 3, 2 and 1) yes or no answer: ‘Are you ready?’. Attached to it is a Conditional block: ‘ifM ake sure you understand the difference answer = ‘yes’ then say “Great! Herebetween ‘say [...]’ and ‘say [...] and wait we go...” or say “Tough luck!”’. In otherfor (2) secs’ words, regardless of your answer, you are playing the game. Now we need to set up our three word variables, plus a score variable. This is separate from our main code, but still included on the sprite. You can assign the variable ‘word1’ to50 helloworld.cc