Tag: tes

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Coding develops cognitive skills, problem solving and analytical thinking (“computational thinking”). By introducing and developing these abilities from primary school onwards, we create the building blocks and thought processes necessary for robotics and AI. This is not about displacing traditional subjects but, rather, changing the emphasis. Coding can comfortably sit alongside other subjects, especially those with a creative slant, reinforcing the development of key skills through multiple channels.

Digital skills: Why coding should at the centre of the school curriculum | Tes

Coding certainly can develop cognitive skills, problem solving and analytical thinking. A lot of other things can too. I think it is difficult.

Any class will present a wide range of learners. Designing or adapting lessons to try and get as many of them in the right zone to develop these skills is tricky. If you don’t get this right coding is neither productive or fun.

The article notes:

. Coding can comfortably sit alongside other subjects, especially those with a creative slant, reinforcing the development of key skills through multiple channels.

I’ve certainly found that putting coding into a context can lead to more fun and success. By adding elements art or making to a coding project more pupils are involved in problem solving, collaboration and creativity.

A difficulty in managing this might be the perceive need to be an expert in several different areas. I’ve certainly found myself in situations where I’ve not be completely confident around some of these areas.

The article acknowledges that covid has had an effect:

It is a reasonable assumption that this immersion in IT and technology is preparing young people for a digital future and teaching them the skills they will need.

But we need pupils to be creators as well as users:

there is a largely unrecognised digital difference between the users of technology and the creators

I think there is also a gap around literacy and the problems that the mixing of commercial and educational interests in technology. A lot of the uptake in digital solutions lacks any questioning of the provides of these solutions.

This is something I am not very sure I’d know where to start with? Perhaps Coding is not ‘fun’, it’s technically and ethically complex:

In just a few years, understanding programming will be an indispensable part of active citizenship. The idea that coding offers an unproblematic path to social progress and personal enhancement works to the advantage of the growing techno-plutocracy that’s insulating itself behind its own technology.

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Read Outdoor learning has improved our pupils' attainment by Jay Helbert
Children here at early level experience 50 per cent of learning and play outdoors, those at first level have 33 per cent and second level children have a quarter of their school time outdoors. This has enabled the school to use a mixture of formal and informal learning outdoors to build in play-based and pupil-led learning, which, in turn, has helped to reduce anxiety and build resilience.

Really positive article in TES by Jay Helbert💙 (@learningjay) .

Our Forest School (in the grounds of Argyll Estate) and Beach School (on the shore of Loch Fyne) provide opportunities for a blended experience. These lessons take place weekly over the course of a school term and are child-centred experiences where teachers set up learning “provocations” and options for activities ranging from den-building and mapping to creating artwork and storytelling.

I’ve done a bit of outdoor learning in school but nowhere near the 25% the second level classes are managing here. I was interested to see this maths idea:

where children survey plant and animal species to gather data

I sometimes struggle to think up second level ideas for literacy & numeracy. I’ve mostly found early and first level ideas online.

The outdoors a great stimulus for writing, reports, narrative and poetry. Talking and listening seem built in. In maths we have done a fair bit of shape & measure and I can see the potential for data and related activities. It would be good to see a bank of ideas. 25% is more than once a week.

Bonus thought, has TES Scotland become a sort of medium for educational blogging. I am reading a lot of good stuff on TES.

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Henry Hepburn, @Henry_Hepburn interviews Chris Smith, @aap03102, This was a pretty delightful listen for all sorts of reasons. Chris shows a healthy dislike of inservice days;-)

I particularly like the idea that his subject, maths, could be of interest to pupils in itself. Lessons, and activities don’t always need be part of a project, although Chris talked about great ones, or in preparation for a career.