All posts by Angela Gerrard
Using Scratch Junior with younger children
These resources are designed to be used by teacher trainers or for teacher CPD courses. We have tried and tested all of the Taccle workshops with teachers across Europe as part of the Taccle projects.
Here we share our aims, objectives, and resources. You are free to use and repurpose the materials under the cc license at the bottom of the site.
Scratch Junior
At the end of the session, teachers will be able to:
Find their way around the Scratch Junior interface
Create and save a project
Use the function keys
Generate examples of different age-appropriate projects
Create a programme around a given topic e.g telling a fairy story or an underwater theme or a picnic in the country
Say where they can find additional resources on line and how much they cost.
Resources
Introduction to Coding and Programming in Primary Schools
These resources are designed to be used by teacher trainers or for teacher CPD courses. We have tried and tested all of the Taccle workshops with teachers across Europe as part of the Taccle projects.
Here we share our aims, objectives, and resources. You are free to use and repurpose the materials under the cc license at the bottom of the site.
A course for Foundation Phase and KS2 teachers
Aims of the workshop
- To introduce teachers to some of the basic concepts they will have to teach to deliver the new curriculum
- To provide ideas, materials and activities they can use in the classroom.
- To reassure teachers that they CAN do this!
Workshop Objectives
At the end of the workshop teachers will be able to:
- Explain any unfamiliar terminology in the computing curriculum in a way that is appropriate for the age they teach.
- List some key principles for teaching coding /control technologies to children.
- Discuss some alternative schemes of work and examine issues such as progression, differentiation, assessment.
- Recognise how things that they do already can be integrated or adapted and used to deliver the computing curriculum.
- Implement at least 3 entry – level lessons for either Foundation or KS2 on each of the following topics: Logical thinking, Understanding Algorithms, Creating and Debugging Programmes, Controlling Things.
- List some of the basic equipment they will need or would be useful.
- Explore and evaluate a range of software.
- Learn how to use a Makey Makey and use simple robots.
Target group
Primary teachers who have little or no experience of coding and programming but who will be delivering the new Computing curriculum.
Format
The course will be hands-on and workshop based. There will be no input session longer than 10 minutes and teachers will be guided through the same experiential processes that they can adapt for working with children in their own classroom. No prior knowledge of programming is necessary and the level of computer literacy required is no more than is required to teach the current ICT curriculum in primary schools to KS2.
Resources (click below, redirects to Taccle3 website)
Getting started with a Code Club!
A training plan written by Jen Hughes for Taccle 4 CPD
These resources are designed to be used by teacher trainers or for teacher CPD courses. We have tried and tested all of the Taccle workshops with teachers across Europe as part of the Taccle projects.
Here we share our aims, objectives, and resources. You are free to use and repurpose the materials under the cc license at the bottom of the site.
Target audience:
- New or potential Code Club leaders (Primary age)
- Managers of organisations organising code clubs
Aims:
To equip potential code club leaders with the skills and knowledge they will need to establish and run a coding club for primary school age children.
Objectives:
At the end of the course, participants will be able to:
- Describe different models of coding clubs and different rational underpinning their operation
- Discuss the equipment, materials, resources, staffing and premises requirements for a coding club.
- Calculate the costs of running a coding club, prepare a list of capital and recurring expenditure and potential income.
- List the legal and good practice requirements including DBS, insurance, safety, safeguarding and data security, AUP etc
- Explain how achievements in a coding club can be recognised and rewarded
- Describe different pedagogical approaches to helping children learn to code
- Recognise and respond to the needs of children across the ability range
- Say where they can get further help and support.
Outline programme:
Day 1: Getting started
Session 1. Why coding clubs?
- What is a coding club and why do we need them?
- How did it all start?
- Types of coding clubs – e.g school based, community or voluntary organisation based, private or stand- alone clubs
- Frequency and duration of activities – weekly meetings, code camps, participation in local, national or international events
- Target audience – inclusive, selective, open
Session 2: Money
- Funding – what does it cost? Expenditure and Income
- Session Premises – space, connectivity, internet and network access
- Staffing – who? (teachers, volunteers, parents etc) expertise, different roles
- Resources – IT equipment, other materials, BYOD
- Marketing and advertising
- Pricing models
Session 3: Legal requirements and good practice
- Insurance
- Legal issues
- Safety, safeguarding, data security, AUP
- Sharing equipment
Session 4: Accreditation and recognition
- Open Badge schemes for children and young people
- Accredited training for staff
Day 2: Delivering Content
Session 1: Types of programme
- Hobby based vs complementary vs supplementary curriculum
- Links to Computing /ICT curriculum /DCF
- Working in tandem with schools /ICT co-ordinator /class teachers
Session 2: Programme delivery
- Computing unplugged
- Tangible User Interfaces
- Robots
- Graphic programme environments
- Coding languages
Session 3: Inclusivity and differentiation
- Provision for less able children, more able and talented children and the geeks!
Session 4: Support and training
- Sources of help and advice
- Training opportunities
- National and local initiatives
- Networks
Duration
The course could run over 2 days (9.30 – 3.30) which can be run as a block, as stand-alone days, 4x morning only or over 4/5 evenings.
Materials cost
All equipment and material will be provided but participants are encouraged to bring their own devices if they would prefer digital copies.
Format
The training will be based mainly on groupwork using case studies, mini-projects, role play and other interactive methods.