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The coding curriculum is well under way

Seven weeks in, the new coding curriculum has led to a number of revelations.

In my last article, I mentioned above anything else that thh overriding question on most teachers’ minds is ‘Will my teaching and knowledge be impacting enough to inspire the children?’

The answer is most definitely a resounding ‘yes’.

Teaching coding for the first time

I’ve recognised fellow teachers’ confidence and sense of focus, based on the new computing curriculum. It is evident that both teachers and children have been as inspired as each other.

The children were incredibly excited when they came to record their own voices in their first session. They recorded spoken actions and song lyrics, alongside the movements of their virtual sprite.

Whilst teaching the sessions I was impressed with the level of engagement throughout the tasks.

Freedom and creativity

It was evident that because the children were the ‘doers’ and ‘creators’, rather than just the responders, they were thoroughly enjoying the freedom and creativity.

Scanning the room I could hear the buzz of excitement. You could hear the exploratory conversation children were having with each other:  ‘Watch this! This sprite can turn 180 degrees’ and ‘What happens if we type in 360 degrees, will it turn full circle?’

Not only does Scratch, the programme used, teach logical steps, algorithms and sequencing, it also allows the child to be the director, creator and facilitator.

The next steps

Our next step as a school is making sure we have a multitude of apps available on our school iPads to encourage coding and designing alongside our core computing objectives.

For the first few weeks of term, I needed to make sure I actually knew how to teach the software. I found myself practising the motion and sequencing patterns on Scratch most evenings.

Support was also around.

Our computing coordinator went on a ‘computing in the new curriculum’ course within the first week of September, and was able to send all staff a guide for teaching Scratch effectively. This was followed by key objectives which we were expected to cover within the first seven weeks.

The experience of learning and teaching the new computing curriculum has been remarkably positive. I am looking forward to continuing testing, trialling, learning as teachers and engaging those inquisitive young minds, as are the other teachers.

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