8TH CONFERENCE FOR TEACHERS 2016

COMPUTING AT SCHOOLEDUCATE • ENGAGE • ENCOURAGE

Part of BCS, The Chartered Institute for IT

8TH CONFERENCE FOR TEACHERS 2016

UNIVERSITY OF BIRMINGHAM 18 JUNE 2016

CAS TenderfootCPD for Key Stage 3

Curriculum rich resources to support CPD trainers

www.computingatschool.org.uk/tenderfoot

1

Achim JungUniversity of Birmingham

Welcome to the 8th AnnualCAS Conference for Teachers at the University ofBirmingham! We hope youwill find it a rewarding andstimulating experience,whether you are attending for the first time,or whether you are a “regular”. We are proudto host the event and to be able to make acontribution to the CAS agenda in this way.

As we were hoping when we started CAS in 2008, interest in Computer Science as acareer is soaring and we are getting moreand much better prepared students into ourcourses. Indeed, for the first time this year,more than half our intake had taken an A-level in Computer Science before. We can see the difference this makes to student engagement, understanding, andattainment, and we have already changedour syllabus in response. More changes arein the pipeline and here at the University ofBirmingham we look forward to the day whenall our students will arrive with in-depthexperience of computing.

I hope that this year’s conference will againbe an opportunity for all of us to learn fromeach other and to be inspired by the lecturesand workshops assembled by SimonHumphreys and his brilliant team ofpresenters.

Simon Peyton JonesComputing At School

Welcome to the CASConference! It’s a busy time.Alongside the seismicchange to Computing,teachers are grappling withthe consequences of otherreforms, to the national curriculum, to thequalifications landscape, to the schoolinspection framework. Some of thesechanges look like moves in the rightdirection: Progress 8 is better than anabsolute measure, the new Ofstedinspection framework is less focused onresults. Some are plain wrong, like thewithdrawal of GCSE IT. But all of them placeschools and teachers under stress, and thatmakes it hard to get the Computing onto theradar of school leaders.

So it is hugely encouraging to be here,surrounded by motivated, innovativeteachers, all passionately committed tosharing with our young people the joy andbeauty of computing. Every day in my emailI get a CAS digest of events, debates, andresources about how you are bringingcomputing to life in our classrooms. You really are the stars of the show.

In the midst of the complexities of anaspirational curriculum colliding with therealities of the classroom, I remainoptimistic. The BBC micro:bit, long delayed,but all the feedback I’ve had is that it’sfantastic. The CAS Regional Centres havebeen a tremendous success. I am veryexcited about the Quantum assessmentproject. Our friends at Raspberry Pi go fromstrength to strength. CAS TV gets ravereviews. You will all have your own stories totell; do share them today. Together, we cando this. And we will.

COMPUTING AT SCHOOL 8TH CONFERENCE FOR TEACHERS 2016 WELCOME

WELCOME

COMPUTING AT SCHOOL 8TH CONFERENCE FOR TEACHERS 2016 KEYNOTE PLENARIES

KEYNOTE PLENARIES

ComPuTing And mAThS09:50

We are excited to welcome Conrad Wolfram to the CAS conference this year. Conrad hasbeen a prominent proponent of ‘Computer-Based Math’ – a reform of mathematics education to make greater use of information technology and is the founder ofwww.computerbasedmath.org

He will present arguments for the connections between maths and Computing and therelevance for us all in our classrooms.

Conrad Wolfram

Strategic Director and European co-founder / CEO of the Wolfram Group

Conrad Wolfram, physicist, mathematician and technologist, is StrategicDirector and European co-founder/CEO of the Wolfram group ofcompanies. Described as the place where “Computation meetsKnowledge” and “The Math Company”, the Wolfram Group specialises inpushing boundaries at the intersection of computation, data science,maths and knowledge, including making Mathematica software, theWolfram|Alpha knowledge engine (powering knowledge answers forApple’s Siri), the Computable Document Format (CDF) standard andWolfram Language. All Wolfram technology is now being hybridised tothe cloud, including providing private computation cloud installations. Conrad is also aleading advocate for a fundamental shift of maths education to be computer-based, andfounded computerbasedmath.org (CBM) to drive implementation of the change. Themovement is now a worldwide force in re-engineering the STEM curriculum, with earlyprojects in Estonia, Sweden and across Africa. He regularly appears in the media and asa keynote speaker on subjects ranging from the future of the web to 21st centuryeducation. He holds degrees in natural sciences and maths from the University ofCambridge, UK.

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iT’S PeAnuT BuTTer Jelly Time!!!15:40

A (hands-on) taste of some memorable moments from CS50, Harvard University’sintroduction to the intellectual enterprises of computer science and the art of programming,via which to teach computational thinking to students in university and K12 alike. CS50 isHarvard’s largest course, with 800 students in Cambridge, as well as Yale University’s largestcourse, with 300 students in New Haven. The course is also edX’s largest MOOC, with700,000 registrants online. And the course is now available as well as CS50 AP, anadaptation for high schools that satisfies the College Board’s new curriculum framework forAP Computer Science Principles.

david malan

Gordon McKay Professor of the Practice of Computer Science, School of Engineering and

Applied Sciences and a Member of the Faculty of Education, Graduate School of

Education, Harvard University

David J. Malan received his AB, SM, and PhD in Computer Science fromHarvard University in 1999, 2004, and 2007, respectively. He teachesComputer Science 50, otherwise known as CS50, which is HarvardUniversity’s largest course, Yale University’s largest course, and edX’slargest MOOC. He also teaches at Harvard Extension School andHarvard Summer School. All of his courses are available asOpenCourseWare. His research in graduate school, focused primarily oncybersecurity and computer forensics. His more recent publicationsfocus on instructional technologies and pedagogy.

COMPUTING AT SCHOOL 8TH CONFERENCE FOR TEACHERS 2016 PLENARIES

PLENARIES

ThiS iS hoW We do iT in PrimAry09:15

What have the Romans done for us? Provided us with fun topic opportunities for animations,quizzes, games, simulations and chariot making! Cross-curricula activities in Computinglessons provide a means to consolidate learning, deepen understanding, and even provideassessment opportunities. However, is it too easy to create tenuous topic work with limitedopportunity for targeted progress? Also what about creativity? Five teachers reflect on theirfavorite cross-curricula Computing activities celebrating the successes and learning from thepitfalls. Plus, we might do a computational thinking puzzle or two (maybe with a specialguest)!

Jane Waite

Computing At School’s London Regional Project Manager

Jane recently started a part-time PhD at Queen Mary University London(QMUL) looking at how children learn computational thinking. She alsoworks for King’s College London and QMUL as Computing At School’sLondon regional project manager. Jane is a qualified primary teacher,having ten years’ experience in education and twenty years’ experiencein the IT industry. In 2014/15 she was an author on the Barefoot project,writing resources that demystified the new primary computingcurriculum. She also writes for cs4fn, Primary Computing andCambridge International and delivers the Scratch taught element of theBCS Certificate in Computer Science Teaching. Jane is obsessed by computationalthinking; don’t get her started on abstraction.

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ComPuTing ACroSS The CurriCulum – SummAry15:40

Many have argued that the concepts and approaches of computational thinking haveapplications beyond Computing itself. But it’s not only concepts like abstraction, logicalreasoning and generalisation that help in studying other subjects; many academicdisciplines draw explicitly on programming to enable new discoveries and provide freshinsights, in fields ranging from computational biology to the digital humanities.

Now that Computing is firmly established as a subject in many schools, there’s a greatopportunity for pupils to apply their newly acquired programming skills in the context ofsome of the other subjects they study. Ranging from Monte Carlo methods for estimating π,to composing music with Sonic Pi, Miles takes us on a quick tour of just a few of the waysthat pupils can practise their programming in meaningful contexts and deepen theirknowledge and understanding of other disciplines.

miles Berry

Principal Lecturer in Computing Education, University of Roehampton

Prior to joining Roehampton, Miles spent 18 years in four schools, muchof the time as an ICT coordinator and most recently as a head teacher.He is a member the management boards of Computing At School andNaace, the UK Forum for Computing Education and the Raspberry PiFoundation. He is a fellow of the BCS, RSA and HEA and has recentlybeen elected as international representative to the CSTA’s board.Over the years he has contributed to a number of Computing relatedprojects including the Computing programmes of study, Switched OnComputing, Barefoot Computing, QuickStart Computing and CAS TV.He gives regular keynotes and CPD workshops on Computing and education technologyin the UK and abroad and has worked on a number of international consultancy projectsinvolving curriculum development and CPD.-

COMPUTING AT SCHOOL 8TH CONFERENCE FOR TEACHERS 2016 PROGRAMME

PROGRAMME SCHEDULE (subject to change until the last moment)TIME TITLE

08:00 registration and refreshments (Computer Science)09:00 Welcome 09:15 Plenary This is how we do it in primary 09:50 Keynote Computing and Maths

Research 1: Research in the primary classroom The Wolfram Language in the classroom: a rapid tool for cross-curicula programming CAS Tenderfoot – supporting CPD trainers of computer science Primary control of physical systems! A friendly alternative to the dusty corner of the ICT cupbo Bridging Mathematics and Computer Science with Haskell Making music with your micro:bit Pedagogy in Primary Computing MicroPython for the Microbit for Absolute Beginners Digital Literacy: do pupils share knowledge through social media? Scratch-ing the surface of GPIO “Phish N’ Chips” - Cyber Security CPD for Teachers

Research 2: Research in the secondary classroom, Part 1 The Wolfram Language in the classroom: a rapid tool for cross-curicula programming CAS Tenderfoot – supporting CPD trainers of computer science Computer Science Trainee Teachers: The Next Generation Bringing declarative programming to life ISPY: Push Button unplugged and interactive python Robots and Physical Computing How brilliant is the BBC micro:bit? Twenty practical ways to make an impact with Computational Thinking in Digital Literacy and b Keep Calm and Learn Java Script with the BBC micro:bit It’s all about the Network! Duncan Maidens KS1

Research 3: Research in the secondary classroom, Part 2 The Wolfram Language in the classroom: a rapid tool for cross-curicula programming Making the most of the BCS Certificate Using simple C++ to teach programming and key Computer Science concepts at GCSE Computing through Mathematics . . . a way to develop higher-order thinking skills Programming in an engaging and inclusive curriculum Observation as a primary concept for the computational thinker Engaging Year 7s with Programming through MicroPython on the BBC micro:bit Encouraging Responsibility Online through a Text-Based Adventure Game Effective Pair Programming – Practical advise in how to successfully get students collaborating Assessing computational thinking skills and programming constructs

Research 4: Key questions in computer science education research Python in the transition years Taking Kodu Further - Building a Games Machine with primary school pupils How to make your Key 3 Computing Course Fun Python’s music to my ears! micro:bit – Route and STEM Equipping primary teachers to let go Python programming in Minecraft on the Raspberry Pi Increasing performance through active movement and outdoor learning Abstraction, Inspection and Debugging (AID) MATHS through SCRATCH aka Ready Steady Code (RSC)

15:40 Keynote It’s Peanut Butter Jelly Time!!! 16:25 Plenary Computing Across the Curriculum – Summary 17:00 Closing remarks

11:10 Workshops and Seminars (Block A)

12:00 Workshops and Seminars (Block B)

13:45 Workshops and Seminars (Block C)

14:35 Workshops and Seminars (Block d)

10:40 refreshment Break

12:45 lunch and networking

11:50 Quick dash to ...

14:25 Quick dash to ...

15:15 refreshment Break

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SPEAKER(S) SUITABLE FOR

Simon Humphreys Jane Waite, Wendy Macleod, Bradley Dardis, Neill Melville, Nic Hughes

Conrad Wolfram

Sue Sentance KS1 KS2 KS3 KS4 KS5 Robert Cook KS2 KS3 KS4 KS5 Roger Davies, John Woollard KS3 oard Peter Gaynord KS1 KS2 Ian Benson KS2 KS3 Simon Johnson KS3 Ben Davies KS1 KS2 Clifford French KS3

Robert Blair KS1 KS2 KS3 KS4 KS5 Cat Lamin KS1 KS2

John Palmer, Jason Stanton KS3 KS4 KS5

Sue Sentance KS1 KS2KS3 KS4 KS5 Robert Cook KS2 KS3 KS4 KS5 Roger Davies, John Woollard KS3

Stuart Davison KS3 KS4 KS5 Mike Spivey KS3 KS4 KS5

Dave White KS2 KS3 Nicholas Hughes KS1 KS2

Stuart Ball KS3 beyond Jason Budge KS2 KS3

Shahneila Saeed KS3 Duncan Maidens KS3 KS4 KS5

KS2 KS3 KS4 KS5

Andrew Csizmadia and Ellie Overland KS1 KS2 KS3 KS4 KS5 Robert Cook KS2 KS3 KS4 KS5

Sue Sentance KS1 KS2 KS3 KS4 KS5 Phil Gardner KS3 KS4 KS5

Joanne Hodge KS1 KS2 Pete Dring KS2 KS3 Meurig Beynon KS1 KS2 KS3 KS4 KS5

David Ames KS3 KS5 Melanie Dennig KS3 KS4 KS5

g James Franklin KS2 KS3 KS4 KS5 Phil Bagge, Les Carr KS2 KS3 KS4 KS5

Sue Sentance KS1 KS2 KS3 KS4 KS5 Ben Stradling KS2 KS3 Phil Anley KS2 KS3

Darren Travi KS3 Ilia Avroutine KS3 KS4 KS5 Daniel Toms KS3 KS5 Steven Gibson KS1 KS2

Sarah Zaman KS2 KS3 Pete Marshman KS2 KS3 KS4 Dharini Krishnamoorthy KS3 KS4 KS5

Seamus O’Neill KS1 KS2 KS3 KS4 KS5

David Malan Miles Berry Simon Peyton Jones

COMPUTING AT SCHOOL 8TH CONFERENCE FOR TEACHERS 2016 WORKSHOPS

WORKSHOPS

CAS reSeArCh SeSSionS11:10, 12:00, 13:45 and 14:35 KS1, KS2, KS3, KS4, KS5

This is the second time we have featured research as one of the themes at the CASConference. This year three of the four sessions will be led by teachers who have beencarrying out classroom-based research projects to find out more about what works incomputer science pedagogy – in this area there is still much we need to know! Research is a growing area of interest within Computing At School so we hope that this series ofpresentations will be of interest to many teachers, whether you want to know that works, orwhether you would like to get involved in research-oriented activities yourself. For the finalsession we will attempt to summarise some of the key research that relates directly to theteaching of computer science in the curriculumations will be of interest to many teachers,whether you want to know that works, or whether you would like to get involved in research-oriented activities yourself. For the final session we will attempt to summarise some of the key research that relates directly to the teaching of computer science in the curriculum.

SESSION 1: RESEARCH IN THE PRIMARY CLASSROOMChair: Sue Sentance

This year we have been running a projectsupporting teachers interested in carryingout research in their own classroom. In thissession, Helen Banks, Pete Jeffreys, EilishBateman and Lynda Chinaka, all primaryteachers, describe what they have found outabout developing literacy in SEN learnersthrough Computing, developing persistencein pupils and using unplugged activities.

SESSION 2: RESEARCH IN THE SECONDARYCLASSROOM, PART 1Chair: Sue Sentance

This year we have been running a projectsupporting teachers interested in carryingout research in their own classroom. In thissession, secondary school teachers DebbieThompson, John Feleppa, Keith Buncle andIwan Jones talk about what they have foundout about students with special needslearning programming, computationalthinking, flowcharts and programming, and democratic enterprise in Computing.

SESSION 3: RESEARCH IN THE SECONDARYCLASSROOM, PART 2Chairs: Andrew Csizmadia and EllieOverland

This year we have been running a projectsupporting teachers interested in carryingout research in their own classroom. In thissession, secondary school teachers Remi Gauvain, Kim Sayers, Sam Sadler andCraig Walton talk about what they havefound out about using Bloom’s taxonomy inComputing assessments, gender inComputing and strategies for developingcomputational thinking.

SESSION 4: KEY QUESTIONS IN COMPUTER SCIENCE EDUCATION RESEARCHChair: Sue Sentance

In this seminar, Sue will give a whistle-stoptour of some of the interesting research inthe area of computer science educationfrom a teacher’s perspective. She will thenlead a discussion on what the importantquestions are in computer scienceeducation research.

8/9

The WolfrAm lAnguAge in The ClASSroom:

A rAPid Tool for CroSS-CurriCulA ProgrAmming11:10, 12:00 and 13:45 KS2, KS3, KS4, KS5

robert Cook

Technical Consultant, Wolfram Research

Europe Limited

Robert is a member ofWolfram’s technical teamand an author for theComputer-Based Mathsproject. His backgroundas an experimentalscientist drives hisapproach to both codingand education, whichfocuses firmly on the use of mathematicsand the Wolfram Language as tools forreal-world problem-solving. His interests inthe realms of Computing include imageand signal processing, machine learningand the murky world of Big Data. Robert’ssession will aim to introduce educators tothe Wolfram Language, coveringpragmatic steps to getting started andproviding a quick glimpse into the out-of-the-box power available.

The Wolfram Language is a powerful, high-level Computing language that can bean ideal environment to rapidly prototypeand explore cross-curricula concepts in theclassroom. This workshop aims to giveeducators a rapid introduction to the basicsof this programming language and to supplya series of novel, cloud-based explorationsready for deployment in their teaching. This session will be aimed at those with noprior knowledge of the Wolfram Languageand will primarily utilize the freely-availablecloud technologies. Expect to come awaywith a little knowledge and a lot of ideas.


WORKSHOPS

CAS TenderfooT – SuPPorTing CPd TrAinerS of ComPuTer SCienCe11:10 and 12:00 KS3

The CAS Tenderfoot scheme provides trainers with well-resourced frameworks for trainingComputer Science teachers. This session is designed for teachers (Master Teachers, leadteachers, trainers) who are willing to support less-experienced colleagues. The session willdescribe how the CAS Tenderfoot materials can be used to support whole-day and twilightsession events; the materials form a curriculum-deep CPD scheme of ten one-day CPDpresentations for trainers. The framework and resources will give Key Stage 3 teachers astrong grounding in Computer Science beyond that of the pupils they are teaching. Units include: How Computers Do Stuff: A conceptual approach to programming; CleverStuff for Common Problems: Going beyond simple algorithms; Doing Stuff and Doing It Well:Search for clever algorithms; Bits and Bytes: The digital advantage; Theoretical Computers:Fun with finite-state machines; Bits and Chips: Boolean logic and machine architecture;Thinking Machines: The quest for artificial intelligence; Communication Basics: The cleverideas that make the internet tick; Clicks and Mortar: Making sense of the way the web works; Simulating Our World: Adventures In agent-based modelling.Topics covered will be programming, algorithms, networks, hardware, data representation,the internet and modelling, to include an in-depth discussion of the ‘why’ and ‘how’ ofteaching aspects of Computer Science. It will assume that the ‘what’ of the curriculum isunderstood by the participants.

John Woollard

Teacher, trainer and researcher, Southampton Education School, Southampton University

John Woollard coordinates activities associated with the CAS TenderfootCPD programme, and has worked across all phases of education, fromearly years to postgraduate Computing.

roger davies

Director of IT, Queen Elizabeth School, Kirkby Lonsdale, Cumbria

Roger is Editor of the CAS termly magazine, SwitchedOn. He was a lateentrant to teaching, working in the printing industry before starting as aDesign & Technology teacher. Teaching IT since 1991, he drifted intoteaching A-level Computing almost by accident shortly afterwards. Heempathises with teachers today who find themselves tackling the subjectwith little background knowledge. Roger is Editor for the Tenderfootproject, providing CPD for teachers to appreciate the depth and breadthof Computer Science. The training materials explore classroom-readyresources for use at KS3 upwards.

PrimAry ConTrol of PhySiCAl SySTemS! A friendly AlTernATive To

The duSTy Corner of The iCT CuPBoArd11:10 KS1, KS2

Peter gaynord

CAS Master Teacher / Generalist

Classroom Teacher, Histon and Impington

Junior School, Cambridge

Peter is a general KeyStage 2 classroomteacher with twentyyears’ experience ofindustrial softwaredevelopment, as well asbeing a CAS MasterTeacher.

ian Benson

Acting CEO, Sociality Mathematics CIC

Sociality Mathematics CIC is a community-interest company thatsupports a network of schools following the Cuisenaire-Gattegnoapproach to mathematics. Ian is a member of the General Council of theATM. He has a PhD in Computer Science, a Masters degree in SymbolicComputation, and a Masters degree (Cantab) in Mathematics. Thisworkshop will describe the results of a pilot project involving Year 6 andYear 7 mathematics and Computer Science students.

Bridging mAThemATiCS And ComPuTer SCienCe WiTh hASKell11:10 KS2, KS3

The statutory entitlements for mathematics and Computer Science require learners to be ableto move fluently between representations of mathematical ideas and to master computationalthinking. At university level, conceptual mathematics unify the studies of algebra, geometryand logic. Ian has been involved in the development of a set of exercises that applyconceptual mathematics to meet these new entitlements. He will show how to apply thisapproach to Caleb Gattegno’s early algebra. Gattegno was a pure mathematician andeducationalist who was founding secretary of the Association of Teachers of Mathematics(ATM). Gattegno used Cuisenaire resources to teach all four arithmetic operations, andfractions as operators, in Year 1, as required by the new curriculum. His is the only provenway to do this. In Gattegno’s concept, graph algebra is introduced before arithmetic, throughthe study of constructions made with colour-coded rods.

Does your old ICT cupboard have a darkdusty corner where the control technologylurks, waiting for an outing? If the answer isyes, and you would like to see an achievableway forward that utilises your existing low-cost DT kit, then do come along to thissession. You will receive free, simple, step-by-step resources to take away. All ideas will link DT to Computing so thatyour children can learn about physicalcomputing in an engaging and relevant way.

10/11


WORKSHOPS

mAKing muSiC WiTh your

miCro:BiT11:10 KS3

In this hands-on workshop, delegates willexplore ways to make music with the BBCmicro:bit, learning how to transpose sheetmusic, and how to connect speakers/headphones to the micro:bit in order tocreate annoying ringtones!

PedAgogy in PrimAry

ComPuTing11:10 KS1, KS2

‘I can’t teach computing: I’m a teacher not acoder’. This is a common mindset for manyPrimary school teachers. However, byutilising the pedagogical practices that theyemploy in other areas of the curriculum,Primary school teachers can find themselvesin the perfect position to introduce andenthuse pupils about computational thinkingand programming. This session will focus onhow we can modify strategies used in othercurriculum areas for use in Computinglessons. It will also focus on conceptualunderstanding, cross-curricular contexts, the role of whole-class teaching, strategiesto support individual learners andassessment opportunities.

Simon Johnson

CAS Master Teacher / Principal

Consultant, Tablet Academy, Telford Park

School

Simon is a formerComputing teacherturned consultant, and aCAS Master Teacher.Simon is also a MicrosoftInnovative ExpertEducator, Raspberry PiCertified Educator andMicrosoft Teacher Trainer.After a successful career as a networkmanager, Simon trained to be a collegetutor before moving into Secondaryeducation. Although being Secondary-school trained, Simon also has experienceof teaching children at Primary ages,having worked at a City Learning Centrefor four years. Simon is a huge advocatefor the use of technology to supportteaching and learning, as well as being aDigital Leader evangelist.

Ben davies

CAS Master Teacher / Classroom Reacher

St Paul’s CE Primary School, Manchester

With over fourteen yearsof classroom experience,Ben is a teacher at StPaul’s Church of EnglandPrimary School inManchester, where he isthe subject leader forscience and Computing.He is a CAS MasterTeacher and Hub Leader, and has held theposition of Lead Practitioner for ICT for hislocal authority. Ben is passionate aboutusing technology to enhance learningexperiences and to motivate students in all subject areas. He promotes thedevelopment of links between Computingand other curriculum areas to providepupils with purposeful learning activities.

12/13

miCroPyThon for The miCro:BiT for ABSoluTe BeginnerS11:10 KS3

Clifford french

CAS Master Teacher / IT Strategy Manager, Camden School for Girls, London

Clifford is passionate about how physical computing brings ComputerScience to life. He runs weekend classes for children using RaspberryPi, Arduino UNO and Engduino, often with the aid of students fromUniversity College London. Clifford is looking forward to enriching theseevents with the BBC micro:bit, using materials developed with other CASMaster Teachers in London.

The session will show how the micro:bit helps students to fundamentals of programming:data structures, sequencing, iteration and conditions. We will look at some basic electronicswhich Key Stage 3 students have found really engaging with the micro:bit. We'll end byhighlighting some key differences between Python and MicroPython; both students andteachers with prior knowledge of Python will find it helpful to be aware of these. Llessonplans which will be available to all participants.


WORKSHOPS

digiTAl liTerACy: do PuPilS

ShAre KnoWledge Through

SoCiAl mediA?11:10 KS1, KS2, KS3, KS4, KS5

The purpose of this workshop is to raiseawareness of the different aspects of DigitalLiteracy (DL), and how this awareness cansupport non-formal learning. Following abrief presentation introducing DL themesand concepts, attendees will be invited todiscuss their perceptions, assumptions andexperiences of how social media is used (or not) by students in knowledge sharing.Results of this discussion will be comparedwith conclusions drawn from the presenter’sresearch, in an attempt to give a clearerpicture of the difference between what we asteachers think is happening and how studentsthemselves are actually using social media.

robert Blair

CAS South East Computing Science

Education Lead, PhD Candidate,

University of Southampton

A final year PhDcandidate with twentyyears’ experience ofteaching ComputingScience in schools,colleges and university,Robert is passionateabout studentengagement and makinglearning easier. Viewing learning as asocially-constructed event, he isinvestigating the use or non-use of social media in the sharing ofknowledge by school pupils. In addition to this, he is also the Computer ScienceEducation Lead at the University ofSouthampton’s CAS Regional Centre.

SCrATCh-ing The SurfACe

of gPio11:10 KS1, KS2

Cat lamin

Primary School Teacher, Computing

Co-ordinator, Maths Teacher and real-life

geek girl

Cat is enthusiastic aboutgetting teachers andchildren interested incoding and Computingany way she can. She isa Raspberry Pi CertifiedEducator, AppleDistinguished Educatorand Google CertifiedEducator. Cat founded Coding Evening forteachers, a network of social events toencourage teachers and communitymembers to get together, sharing bestpractice for Computing teaching in arelaxed and informal environment.

What is a Raspberry Pi? Is it suitable for thePrimary classroom? How can you use one inyours? In this workshop you will beintroduced to the input and output pins on aRaspberry Pi and be shown how to use them with Scratch to create a simple LEDtraffic-light sequence. Find out how to use abreadboard and a sensor with Scratch, aswell as exploring some cross-curricular useof the Pi in the Primary classroom. The workshop will be suitable for completebeginners in both the Raspberry Pi and inScratch.

14/15

‘PhiSh ‘n’ ChiPS’ – CyBer SeCuriTy CPd for TeACherS11:10 KS3, KS4, KS5

Everything you now need to know about cyber security for GCSE Computer Science.The West Midlands CAS Regional Centre, in conjunction with others from organisations suchas Cyber Security Challenge UK (CSCUK), GCHQ and The National Crime Agency, bringsyou ‘Phish ‘n’ Chips’ – a veritable smorgasbord of cyber security nuggets in the form of aCPD session for Secondary Computing teachers. With cyber security now on the GCSEComputer Science syllabus, we hope to signpost a range of useful activities and resourcessupporting the cyber agenda.

John Palmer

CAS Master Teacher / Regional Coordinator, CAS West Midlands Regional Centre,

Birmingham City University

John has been teaching Computing at The Chase, Malvern for fifteenyears, and works closely with a number of cyber security organisationson various projects. He runs the CAS Three Counties Hub and is a CASMaster Teacher, as well as being in the team developing the WestMidlands CRC.

Jason Stanton

Schools Officer, Cyber Security Challenge UK

Jason is Schools Officer for Cyber Security Challenge, a not-for-profitorganisation. A trained teacher of Computing, he organises andmanages the cyber security programme for UK school pupils. He worksclosely with sponsors, universities, government and other organisations tocreate an exciting and enticing set of challenges and events throughwhich UK school children can learn about and experience the world ofcyber security.


WORKSHOPS

Stuart davison

CAS Master Teacher / Senior Lecturer in

Computer Science Education, Birmingham

City University

Stuart is a SeniorLecturer in the School ofEducation at BirminghamCity University, where heleads the secondaryPGCE and Teach FirstComputer Scienceprogrammes for initialteacher training. He is aCAS Master Teacher and former regionalcoordinator and is now helping tocoordinate the running of the CAS WestMidlands Regional Centre at BirminghamCity University., Stuart was an ICT andComputing teacher for twelve years, sevenof which were as Head of Department.

ComPuTer SCienCe TrAinee TeACherS: The nexT generATion12:00 KS3, KS4, KS5

he curriculum shift to Computing haschallenged many a stalwart ICT teacher but,for those starting out in their teachingcareers, they don’t know any different! Thissession provides an insight into thechanging landscape of teacher training, toreflect the move in schools towardsComputing. You will hear from current PGCEand Teach First trainees as to what they aredoing differently to the ICT trainees of thepast, learning about the successes andfailures they have experienced along theway. Through interaction you will gain aninsight into what lecturers and schoolmentors are doing differently in order toprepare trainees for this brave new world

16/17

mike Spivey

Director of Teaching and University Lecturer, Department of Computer Science, Oxford

Mike Spivey teaches programming, programming languageimplementation and programming language theory to undergraduatestudents at Oxford University. His research focusses on using abstractalgebra and functional programming to illuminate the relationshipbetween the meaning of programming languages and the mechanismsthat are used to implement them.

Bringing deClArATive ProgrAmming To life12:00 KS3, KS4, KS5

Programming in a declarative style is sometimes thought to be too difficult for beginners whoare still struggling to string more than a handful of commands together . Using examplesfrom my GeomLab system, I shall try to suggest the opposite. A declarative style avoidsunplanned interactions and makes it easier to see how complex behaviours can be built bycombining simple components. GeomLab promotes the idea that we can program withvalues without knowing how they are represented. Simple stick figures can be rotated orcombined horizontally or vertically to produce surprisingly complex patterns, and recursionallows us to describe patterns that repeat or are self-embedding, like some of the famouswoodcuts of M C Escher. Come and have a go – it''ll be fun!


WORKSHOPS

iSPy: PuSh-BuTTon unPlugged And inTerACTive PyThon12:00 KS2, KS3

Would you like a creative, integrated teaching and learning environment for computationalthinking, involving a subset of Python that offers no syntax errors and no typing? In ISPY,there are no syntax errors, no error messages for pupils to deal with, no saving-and-runningprograms: in short, no IDE environment and therefore no ‘administrative error’ overhead forpupils or you.

The push-button, instruction-by-instruction, interactive nature of the development ofprograms with graphical output (a development from Papert’s Logo Turtle) means that mostsemantic or logical errors are usually visually evident, spotted as they arise, and dealt with bya simple ‘delete’ button. Most importantly, pupils can focus on the computational thinkingnecessary, and are free to experiment, to solve graded design problems (‘five jive’, ‘swing-eight’, ‘rock’n roll’) in drawing on the screen. At the same time, the children arelearning to program using the programming control structures of Sequence, Repetition andFunctions. Eventually, they create their own unique patterns.

ISPY, a package written in Python, is a scaffolded introduction to computational thinking andPython 3. There’s more (‘action geometry’ and a follow-up full Python 3 Course) onispython.com

dave White

CAS Master Teacher / Visiting Lecturer, Dept of Computer Science, University College

London

Dave is a CAS Master Teacher, currently co-teaching computationalthinking in a local school (Years 7, 8 and 9), applying it to programming inPython 3 using ISPY. A lecturer in Computer Science with the trainingteam at UCL, he gained the Google International Award CS4HS 2015 fora computational thinking/programming course for CAS Master Teachers.He is particularly interested in the pedagogy of Computer Science, andhas focused in recent years on the Key Stage 2 and 3 band. Thepackages ISPY and Power.py, along with other downloadable teachingmaterials, will be freely available on his website, ispython.com, forteachers of Computing.

18/19

hoW BrilliAnT iS The BBC

miCro:BiT?12:00 KS3

The BBC micro:bit is changing the nature ofComputing in schools. There is a wealth ofresources and learning opportunities ofwhich teachers might not be aware. In thissession we will explore and experience thegreat range of free resources that isavailable.

Stuart Ball

STEM and Learning Evangelist, Microsoft

Stuart works on the UKMicrosoft EducatorProgramme and isresponsible for the KoduKup and TeacherProfessionalDevelopment. He is aformer Primary schoolDeputy Headteacherand ICT Adviser. He has written a numberof books for teachers, and currentlyauthors the Microsoft UK Teachers blog.In 2005 he won a Microsoft InnovativeTeacher Award and attended the first everInnovative Education Forum in Seattle. Hehas developed an expertise in the use oftechnology to support learning, and seeksto challenge how we think about everydaydevices, software and apps. He isresponsible for Kodu winning a BETTaward in 2014. He is a wannabedeveloper, passionate about teaching,learning and, of course, all things Welsh.

roBoTS And PhySiCAl ComPuTing12:00 KS1, KS2

During this hands-on session you will learnhow to make and program a simple robotusing a microcontroller called a CrumbleBoard. We will discuss the rationale forteaching Computing using robots, andexplore some contexts in which it can betaught. You will also have the opportunity toinvestigate some other robots, such as themBot and Sphero, and to learn how toprogram them. You will leave the sessionwith practical ideas to teach physicalcomputing using robots.

nicholas hughes

CAS Master Teacher / Head of

Computing, Latymer Prep School, London;

Educational Consultant, 3BM

Nicholas is a self-confessed IT geek! He isa class teacher, PrimaryCAS Master Teacher anda Raspberry Pi CertifiedEducator, and workspart-time as aneducational consultantfor 3BM. He loves toexplore different ways to teachprogramming and is a massive fan ofphysical computing and robotics. He iseager for more teachers to learn how toget it into their lessons. In a previous lifehe worked as an Advanced Skills Teacher,supporting schools teaching Computingthroughout the London Borough ofRedbridge. Over the years he has beenlucky enough to speak at a number ofconferences about his work with robotsand the application of game-basedlearning in the classroom.


WORKSHOPS

TWenTy PrACTiCAl WAyS To mAKe An imPACT WiTh ComPuTATionAl

ThinKing in digiTAl liTerACy And Beyond12:00 KS2, KS3

Where does the use of computational thinkingend, and what are the limits of DigitalLiteracy? With last year’s House of LordsSelect Committee on Digital Skills, it hasbecome clear that more needs to be done inschool to empower and prepare pupils for their‘digital futures’, both in Computer Science andbeyond.

So, how can we as practitioners give ourstudents a rigorous and academically-challenging perspective on Digital Literacyand technology-enhanced learning? Ratherthan mimic the former ICT approach ofprocedural- and skills-based learning throughtechnology, how can we employ the strengthsand core problem-solving approaches ofcomputational thinking in those elements ofthe new curriculum lying beyond ComputerScience and Computing in general? Thisworkshop will explore a range of new andpractical approaches to the use of technologyand Computing in teaching and learningacross the curriculum. It will make use ofcomputational thinking and problem solving as keys to enabling students to learn moreeffectively with technology in all subject areas;it will enable pupils to employ any new form oftechnological learning in a more powerful andmeaningful way.

Jason Budge

CAS Master Teacher / SLE, Devon

Teaching School Partnership, Exeter

The skills and experiencewhich Jason gainedwhile working in the film,creative and technologyindustries have provedinstrumental in hisachieving sustainedpositive impacts on thelearning, personaldevelopment and social development ofpupils. His focus now, as an SLE and CASMaster Teacher, is on how technology andComputing can connect with and engagechildren in their learning; how it can driveup standards and support theprofessional development of teachingteams and school leaders. By exploringthe potential of new technologies, he hasbeen able to provide schools with theexpertise they require to ‘future proof’teaching and learning, in order to engageand inspire children to achieve their verybest. An award-winning filmmaker, hecontinues to practice as an IT professionaland writer, using his industry experienceas part of an active approach to his ownprofessional development.

20/21

KeeP CAlm And leArn JAvASCriPT WiTh The BBC miCro:BiT12:00 KS3

The launch of the BBC micro:bit represents a fantastic opportunity for everyone to ‘gethands-on’ with physical computing and coding. Code Kingdoms built the JavaScript editorfor the micro:bit; their intuitive code editor supports beginners with graphical code chunksand the more advanced with a gradual introduction to text-based coding. Come and seewhat the JavaScript editor and the BBC micro:bit are capable of!

Shahneila Saeed

Head of Education, UKIE and Director, Digital Schoolhouse

With over nineteen years of experience in Computing education,Shahneila has seen changes to the curriculum from many perspectives.As Head of Department, she led her school’s transition to Computingseveral years ahead of government changes. She joined CAS in 2008and became one of its founding board members. In February 2014 shejoined UKIE (UK Interactive Entertainment Association) to becomeDirector for the Digital Schoolhouse.

iT’S All ABouT The neTWorK!12:00 KS3, KS4, KS5

The digital revolution in which we are all living is underpinned by the physical devices andconnections that ‘glue’ the infrastructure together. This is the area of computer networks.Teaching it practically has always proved difficult because few of us have a spare networklying around that we can pull apart and configure. It can be even more restrictive trying touse a school’s network, with little access and overzealous restrictions in place. This sessionoffers access to a Network Simulator via the Cisco Network Academy program. The CiscoAcademy Program also gives access to a range of other CS-related courses and is FREE forschools. (NOTE: this free offering does not include CCNA or other core courses.)

duncan maidens

Senior Lecturer, Cisco Networking Academy, Birmingham City University

Duncan worked initially as a BBC engineer following on from his degreein Electrical and Electronic Engineering at Newcastle Upon Tyne. A briefsecondment to the training centre in Evesham set him on the teachingpath within the Royal Navy as an Instructor Officer. After leaving the RN,he completed a masters degree in Data Communications andNetworking which led him into a research post and on into a career as alecturer in Computer Science and Networking. He also works at the CASWest Midlands Regional Centre.


WORKSHOPS

Sue Sentance

King’s College, London

Sue Sentance works at King’s College London training new computerscience teachers and also with the Computing At School regional centrefor London, CAS London. In her work with CAS over the last two years,she has implemented the BCS Certificate in Computer Science Teachingand also led the Teacher Inquiry in Computing Education project forteachers. She was formerly a Computing and ICT teacher at secondaryand sixth-form level. She is also a member of the CAS Board.

In this session, Sue will introduce the BCS Certificate in Computer Science Teaching anddescribe how teachers can benefit from this accreditation. Examples of the types of projectsundertaken will be described and there will be contributions from teachers who are eithercurrently working towards, or have completed, the Certificate.

mAKing The moST of The BCS CerTifiCATe13:45 KS1, KS2, KS3, KS4, KS5

22/23

uSing SimPle C++ To TeACh ProgrAmming And Key ComPuTer

SCienCe ConCePTS AT gCSe13:45 KS3, KS4, KS5

This will provide a demonstration of how simple C++ console-based programs can be usedat GCSE, not just in practical programming work but also to illustrate important areas of thecurriculum that are often overlooked; a mixture of ideas that you can demonstrate as ateacher, or that students can work on individually. Introduction to C++ and useful features oflanguage; benefits of trying C++ in the classroom; examples of classroom-friendly / free C++compilers and text editors that you can use on PCs, Macs and the Raspberry Pi; what C++source code looks like – the structure of a simple program compiling source code to makean executable program, including the ‘compile once run many’ idea; a tour of the differentprogramming constructs in C++ and how they relate to GCSE requirements (including datatypes, sequence, selection, iteration, functions and recursion); resources that you can use tohelp you and your student; how all of this relates to theory topics at GCSE – practicalexamples for the classroom: the difference between compiled and interpreted languages; thedifference between high-level and low-level programs; assembly language and mnemonics;machine-code executables containing binary instructions; common data-types (integers, realnumbers, characters, strings and Boolean values); use of simple recursion (functions that callthemselves); open-source versus proprietary software – the difference between them;source-code portability – moving programs from one kind of computer to another.

Phil gardner

CAS Master Teacher / Head of Computing, Tiverton High School, Tiverton

Phil teaches Key Stages 3 and 4 Computing at Tiverton High School, arural 11-16 comprehensive. After using Small BASIC in the classroom withstudents, he began looking for alternative languages that would allow awider range of programing techniques to be used in GCSE project work,and which would tie in further with GCSE theory topics. His classes nowuse C++ on the Raspberry Pi and on recycled PCs running UbuntuLinux, but you can try this stuff with just a single Raspberry Pi.


WORKSHOPS

ComPuTing Through mAThemATiCS . . . A WAy To develoP

higher-order ThinKing SKillS13:45 KS1, KS2

A fun, practical workshop teachingcomputational thinking through mathematics atKey Stages 1 and 2. Included in the sessionwill be: basic binary through code breakingand ‘Binary Boggle’; image representation –colouring by numbers; Key Stage 1 directionallanguage and understanding, using Beebotsand coordinates networks – the FruitChallenge! This will be a hands-on sessionusing adapted, unplugged activities linked to reasoning and problem-solving inmathematics.

Joanne hodge

CAS Master Teacher / Year 6 Teacher,

Learning and Technologies Leader,

Raspberry Pi Certificated Educator, and

CEOPS Ambassador at Our Lady of

Lourdes Nursery and Primary School,

Grantham Road, Southport

Joanne is a Primaryschool teacher ofthirteen years, currentlyteaching Year 6, who hasan enthusiasm for allthings technological. Atthe moment, she lovestinkering and her newpleasure is her recentlyacquired Raspberry Pi (from her certifiedtraining course) and her Sphero. She hasbeen a CAS Master Teacher for the pastthree years and now runs a CAS Hub inSefton. Her passion is to usecomputational concepts to develophigher-order thinking skills in other areasof the curriculum, such as mathematics.

This workshop looks at ideas and resourcesfor planning a curriculum that motivates,stretches and engages both boys and girlsof all abilities. Born out of frustration thatgirls were outperforming boys in KS2/3 yetboys were massively outnumbering girlsbeyond KS3, this session gives examples ofideas to try and mistakes to avoid whenplanning a computing curriculum that playsto students' strengths to inspire them toenjoy making progress in programming andcomputational thinking.

24/25

Pete dring

CAS Master Teacher / Subject Leader:

Creative Technology, Manor CE Academy,

York

Pete teaches Key Stage3 and 4 Computing atManor Church ofEngland Academy inYork, and Year 6Computing at WestfieldPrimary CommunitySchool. He is aComputer Sciencesubject mentor for School Direct trainees,a Specialist Leader of Education withEbor Teaching School Alliance, and a CASMaster Teacher. He’s enjoyed working withPrimary schools in the York area, throughCAS Hubs and in-lesson workshops forKey Stage 2 students – aimed at makingthe Computing curriculum engaging andaccessible for all.

ProgrAmming in An engAging And inCluSive CurriCulum13:45 KS2, KS3


WORKSHOPS

oBServATion AS A PrimAry ConCePT for The ComPuTATionAl

ThinKer13:45 KS1, KS2, KS3, KS4, KS5

The Computational Thinker: Concepts and Approaches is a well-known Barefoot Computingposter. The striking simplicity of its design belies the subtlety of its content, which challengesminds with far more experience of Computing than those of Primary school children.Making construals offers a perspective on Computing that is complementary to writingprograms and computational thinking. A construal is an interactive resource that helps us tomake the connections-in-experience that underlie learning. A spreadsheet is a prototypicalexample, establishing a live connection in the teacher’s experience between an examinationgrid and students’ performances.

Making construals promotes thinking about Computing in a way that is focussed on what weobserve, what agency acts to change what we observe, and how these changes are linkedthrough dependency. This gives new insights into the concepts and approaches identified inBarefoot, potentially better suited to Computing non-specialists, and perhaps Primarychildren. In his workshop, a construal of giving change will be used for illustration, looselybased on Phil Bagge’s Coins program from ‘how to teach Primary programming usingScratch’. This is an online resource, created in a newly developed state-of-the-art Computingenvironment, relating the observations which a child might make in order to give change witha generic program that can be seamlessly modified in a fluid and flexible manner.

The aim of the workshop will be to explore how making a construal can help us to deviseclassroom activities in the Barefoot tradition which serve two purposes: helping pupils todevelop the basic understanding of money necessary to give change; and laying afoundation for programming a computer to give change.

meurig Beynon

Emeritus Reader in Computer Science, University of Warwick, Coventry

Meurig is celebrating his ‘retirement’ by playing a leading role in the EUErasmus+ CONSTRUIT! project. The aim of CONSTRUIT! is todisseminate new thinking and practice for Computing, based on the ideaof making construals. Making construals draws on forty years ofComputer Science teaching. It is informed by research into algebra andalgorithms, as well as an alternative approach to Computing-in-the-wildwhich has taken its inspiration from major contributions by colleagues,research and project students, a love of music and the philosophy ofWilliam James.

26/27

engAging yeAr 7S WiTh ProgrAmming Through miCroPyThon

on The BBC miCro:BiT13:45 KS3, KS5

david Ames

CAS Master Teacher / Associate Tutor,

Edge Hill University, Ormskirk

David works as anassociate tutor on thevarious PGCEs inComputing at Edge HillUniversity and he alsocontributes to theGeoCraft Project(www.geocraft.org.uk),working on programming resources usingMinecraft and Python on the RaspberryPi. He is a CAS Master Teacher and helpscoordinate the activities of – and providesupport to – some of the local MasterTeachers on behalf of the CAS NorthWest (Manchester) CRC.

Now that schools have received their BBCmicro:bits, there is a fantastic opportunity touse them as a hook to get studentsinterested in many aspects of Computingand other subjects. This session will look atusing the micro:bit and MicroPython as away to engage the students, and to get themlearning Python as a byproduct of thisengagement. We will cover a brief overviewof MicroPython and the Mu editor, and thenlook at some example projects, with theinclusion of some cross-curricular activities.


WORKSHOPS

enCourAging reSPonSiBiliTy online Through A TexT-BASed

AdvenTure gAme13:45 KS3, KS4, KS5

melanie dennig

CAS Master Teacher / Head of

Department (Computer Science),

Churston Ferrers Grammar School,

Brixham; and Subject Lead Computer

Science, South West Training School

Alliance

Melanie is Head ofComputer Science in herschool in Devon, whereshe teaches the subjectacross all key stages. As a graduate of ComputerScience (BSc Hons), sheis well placed to deliverCPD to colleagues both within the regionand beyond. She aims to ensure thesuccessful delivery of Computer Sciencethrough her role as CAS Master Teacherand her position as Subject Lead inComputer Science within the South WestTeaching School Alliance. Melanie hascontributed to a range of subject-specificresearch projects, and contributes to theproduction of a wikkibook tailored to thenew Computer Science A Levelspecification.

The urgency of building responsible onlinebehaviour is well recognised within theeducational sector and beyond. This sessionwill show delegates a scheme of work whichcan contribute to this aim, whilst providingstudents with the opportunity to learn thebuilding of programs using selection and themanipulation of lists. Melanie willdemonstrate how these more challengingtechniques can be delivered through anumber of highly-engaging and meaningfullessons addressing issues beyond theComputer Science curriculum. Both lessonoutlines and worksheets will be madeavailable, in addition to coded solutions inPython.

28/29

James franklin

Computer Science Teacher, Royal Russell School, Croydon; and Director, Axsied Publishing

James is currently a teacher of Computer Science at Royal RussellSchool, Croydon, and the founder of Axsied Ltd, which publishesComputer Science resources for Secondary schools. He has taughtComputing for ten years and has previously held the roles of e-SafetyOfficer and e-Learning Coordinator across a group of four schools.James has a degree in Computing from Imperial College, London, and aMasters degree in Computing in Education from King’s College London.His passion lies in helping teachers to reduce their workload whilstmaintaining the highest standards of teaching quality.

Are you constantly rushing around your classroom trying to help students with syntax errors?Do you need to stretch the brightest whilst supporting the weakest? There is a way to have afar more efficient and relaxed classroom by using pair programming. Of course, we all knowthat you can pair students together, but this often presents issues. How do you pair themtogether? What do you do when a student dominates the keyboard? This talk will give youpractical, evidenced ways to pair students, and novel solutions to overcoming potentialdifficulties. The talk will introduce methods which work in managing school-age students in away that they perceive to be fair and productive. Most importantly, it will make your classroommore productive whilst making your life, as a teacher, far more relaxed! Although the talk willuse results based on James’s research at King’s College London, it will be focussed onpractical solutions which you can start employing in the classroom immediately.

effeCTive PAir ProgrAmming – PrACTiCAl AdviCe in hoW To

SuCCeSSfully geT STudenTS CollABorATing 13:45 KS2, KS3, KS4, KS5


WORKSHOPS

ASSeSSing ComPuTATionAl ThinKing SKillS And ProgrAmming

ConSTruCTS13:45 KS2, KS3, KS4, KS5

Join Phil Bagge and Professor Les Carr as they describe their collaboration to assess pupils’complexity and independence in computational thinking and programming, starting from thesimple premise that they wanted to capture the important learning conversations betweenteacher and student, turning them into useful data that helps teachers and students to plannext steps and to identify areas requiring more support. Their free app will be available touse by anyone attending the session.

Phil Bagge

CAS Master Teacher; Computing Inspector / Advisor, Hampshire Inspection and Advisory

Service; Computing Manager, Hampshire College of School Leadership;

Teacher, Ringwood Junior School, Otterbourne Junior School, Calmore Junior School

Phil was involved, through BCS and CAS, in the drafting stage ofcreating and refining the new Computing curriculum. He currentlyteaches Computing Science in three Hampshire junior schools, where hehas created a curriculum that covers all the objectives of the newnational curriculum, as well as promoting mathematical understanding.Phil was an ICT AST for many years, working with various schools inHampshire. Phil is a contributing author to the Compute-IT Key Stage 3scheme of work, and has a new book, ‘How to teach Primaryprogramming using Scratch’. His Computing Science resources can befound on his code-it.co.uk website. Phil is passionate about the power of Computing tohelp pupils develop into resilient problem-solving learners.

les Carr

Academic staff in Web and Internet Science

Les is a Senior Lecturer in Computer Science in the Web and InternetScience Research Group at the University of Southampton, teachingprogramming and web technology to undergraduates and mastersstudents. His principal research interest is the impact of the web onsociety (intellectual property, privacy, political engagement). Les runstraining/mentoring sessions for Primary/Secondary ICT teachers throughthe CAS Regional Centre based at the University.

30/31

PyThon in The TrAnSiTion yeArS14:35 KS2, KS3

Ben Stradling

CAS Master Teacher / Computing Leader,

Wincanton Primary School, Wincanton

A CAS Master Teacherand Somerset PrimaryHub Leader, Ben is basedat Wincanton PrimarySchool. Working withSomerset ELIM, Ben wasone of the contributors tothe Wessex ComputingProject, planning materials that have beendesigned to help teach Computing acrossthe whole Primary age range. With a keyinterest in the use of technology tosupport teaching and learning, Ben isalso a Google Certified Innovator,Raspberry Pi Certified Educator and aClass Dojo UK Ambassador.

With most Primary schools using block-based programming tools to delivermost of the Computing curriculum, it isessential to have something else to moveonto once you’ve ‘done’ Scratch or one of itsequivalents. This session will explore thetools and resources that have been used toteach text-based programming in Python toKey Stage 2 students. These vary fromcreating simple programs to helping inmathematics and using simple lines of codeto create amazing things in Minecraft Pi,utilising the power of the Raspberry Pi.


WORKSHOPS

TAKing Kodu furTher – Building A gAmeS mAChine WiTh PrimAry

SChool PuPilS 14:35 KS2, KS3

Coding can be immense fun for children, but all too often it is restricted to a narrowcomputer-only experience. Phil builds on pupils’ enjoyment of Design and Technology tocreate a timely link between Computing and the wider potential of electronics and design-ledmanufacture. Using inexpensive kit and freely-downloadable software, Phil takes you throughthe steps needed to provide for your pupils a hands-on coding and building experience,inspiring them to want to bridge the gap between player and games machine with aninterface built of equally-robust hardware and software. The result is fun!

Phil Anley

CAS Master Teacher / Classroom Teacher and Head of Key Stage 2, Bishopstone Church

of England Primary School, Bishopstone

Phil enthuses about the potential of Computing to everyone he meets.The children in his class need no convincing, taking part as they do in awide range of technology-embedded activities in their high-tech Victorianvillage school. Phil has been a Primary school teacher for ten years,before which he founded a computer-training company. His most recentstart-ups are the Swindon Schools Computing Partnership (SSCP) andthe Research and Innovation Group (RIG). Through these networks Philexplores and disseminates the innovative use of technology to developteaching in Swindon schools and beyond. Early adopters of One TabletPer Child and fully-integrated VLEs (Virtual Learning Environments), Phil’s RIGmembership enjoy the potential of new technology as it becomes available. Phil relishesthe chance to share the fun at every opportunity.

32/33

hoW To mAKe your Key STAge 3 ComPuTing CourSe fun14:35 KS3

darren Travi

CAS Master Teacher / Head of Computer

Science, The Royal Grammar School,

High Wycombe

Darren leads theBuckinghamshire CASHub. He has beenteaching A-LevelComputer Science sincethe 1990s and GCSEComputing since thecourse started in 2010. He has been an active and leadingmember of CAS, successfully presentinga series of CPD events aimed atsupporting teachers who deliverComputing at all levels, from Primary rightup to Secondary. Darren is also a leadtrainer for OCR’s GCSE Computingcourses, and is a member of itsassessment and examination team.

Ever thought of how to make Computingmore fun and inclusive, worrying about yourlower-achieving pupils not engaging with thesubject? Getting hassle from your seniormanagement about levels of progression?Come along to this hands-on practical andinteractive session and discover the scienceof making Computing fun! The workshop willfocus on introducing algorithms and providesome ideas on how to introducecomputational thinking, giving a briefoverview of computing applications tosupport this. The session will provide anumber of ideas and techniques for theintroduction of algorithms. It will considerhow this can be extended to enable pupils tomaster skills in applications such as BYOB,and to then introduce pupils to text-basedprogramming, making the transition throughthe use of applications such as Trinket andGamemaker.

PyThon’S muSiC To my eArS! 14:35 KS3, KS4, KS5

Computing and music share an important concept: sequencing. Making Python play music isa great way to spice up your lesson and introduce some advanced Python techniques:functions, list comprehension and API.

ilia Avroutine

Teacher, Key Stage 5 Leader, The Royal Grammar School, High Wycombe

Teaching Computing since 1998 on two continents, Ilia has acquired a lotof tricks and tips which he loves to share. As a CAS Hub Leader and atireless CPD provider, he understands the needs of classroom teachers,presenting in a practical, hands-on way. A CAS member since the verybeginning, he has written for the Cambridge MOOC, the Key Stage 3Hodders textbook, and an A-Level textbook teacher’s guide. He runsCPD for an exam board, and teaches Years 7 to 13, concentratingparticularly on A Level, using Python, JavaScript and PHP.


WORKSHOPS

miCro:BiT – rouTe And STem14:35 KS3, KS5

Daniel’s excitement at the launch of themicro:bit was no surprise, but what he didn’texpect was that of his colleagues in scienceand technology. This is the story of theschool’s micro:bit launch, from initialhackathon to full STEM launch. The sessionwill reflect on how the micro:bit has broughtcolleagues together and how they will trackits impact on a generation.

daniel Toms

CAS Master Teacher / Lead Teacher of

Computing, Harrogate Grammar School

Daniel is the LeadTeacher of Computing atHarrogate GrammarSchool. In 2012 hehelped to implement oneof the largest one-to-oneiPad schemes in the UK.Dan is also a CASMaster Teacher and hasbeen working with both Primary andSecondary schools in Yorkshire to helpimplement the new Computingcurriculum.

eQuiPPing PrimAry TeACherS

To leT go 14:35 KS1, KS2

In Victorian Britain, teachers spoke andchildren learned. Those who didn’t failed.Teachers were regarded as the founts of all knowledge and wisdom. With theintroduction of Computing, manyprofessionals still hold onto the idea that they are the experts in the room. Thissession will look at the importance ofequipping teachers with questions andstrategies to engage children when theteachers themselves don’t know all theanswers. It will consider how computationalthinking gives permission to engage in thisnew, explorative learning.

Steven gibson

CAS Master Teacher / Computing

Coordinator, Glen Park Primary School,

Plymouth

Teaching creatively isSteven’s passion; helove’s learning,investigating, tinkering.Based in Plymouth hecurrently co-ordinatesComputing and teachesYear 5 children. Steventrains future teachers atone of the local universities. He also runsthe local Computing Hub, workingalongside the Plymouth Teaching SchoolsAlliance to equip teachers with the skillsand network needed to make their liveseasier. Steven has been a CAS MasterTeacher for two years, regularly takingpart in the CASChat Twitter sessions onTuesday evenings with a mix of seriouscomments and comical responses.

34/35

PyThon ProgrAmming in mineCrAfT on The rASPBerry Pi14:35 KS2, KS3

Sarah Zaman

CAS Master Teacher / Regional

Coordinator, CAS North West

(Manchester) Regional Centre,

University of Manchester

Ex-Primary schoolteacher, computing leadand now a RegionalCoordinator for CASbased at the Universityof Manchester, Sarahhas a keen interest inMinecraft and theRaspberry Pi and howthey can be used to enthuse children inComputing lessons.

Looking to liven up your Python lessons inKey Stage 3, or want to extend your KeyStage 2 children in programming? Comeand find out how to program in Python and Minecraft on the Raspberry Pi credit-card-sized computer.

inCreASing PerformAnCe Through ACTive movemenT And

ouTdoor leArning 14:35 KS2, KS3, KS4

This session introduces the use of outdoor learning, active movement and sport-performancetechniques as methods to increase the self-efficacy of girls in Computer Science.

Peter marshman

CAS Master Teacher / Head of Computer Science and ICT, Park House School, Newbury

Peter is a CAS Master Teacher who has developed previous initiatives intransition, self-efficacy and outdoor learning. He would like to share howthe combination of sport-performance techniques and active movementcan increase the self-efficacy of girls in the Computer Scienceclassroom.


WORKSHOPS

ABSTrACTion, inSPeCTion And deBugging (Aid)14:35 KS3, KS4, KS5

These are key aspects of programming, but do we train our students to effectively to abstractkey information and debug code on their own? This session will focus on ways to train yourstudents on abstraction and debugging in programming. The target audience is Key Stage 4staff, but Key Stage 3 staff will also benefit from getting their students trained in AID. We willlook at different ways of introducing abstraction and debugging through a variety of plannedlesson activities. Resources will include some practical activities that could be used in theclassrooms.

dharini Krishnamoorthy

CAS Master Teacher / Computing and IT Coordinator, Tech City College, London

Dharini has been working as a Computing teacher for more than eightyears. She has a BSc and a Masters degree in Computer Science. She has worked in the IT industry as an analyst programmer and as asoftware engineer. She is a CAS Master Teacher , and a GCSEexaminer/moderator for different exam boards. She has a strongprogramming background and is proficient in C++, VB.NET, T-SQL,PL/SQL, BBC Basic, Python, FORTRAN, PASCAL and C. Dharini’s focusin teaching has always been to promote Computing among girls and findways to develop students’ understanding.

mAThS Through SCrATCh AKA reAdy STeAdy Code (rSC)14:35 KS1, KS2, KS3, KS4, KS5

Seamus o’neill

Author, Mathemagic

Seamus O’Neill is author ofIreland’s most popularmaths programmeMathemagic. He is aformer teacher, computerprogrammer and founderof the County MeathCoderDojo. Seamusresearches projects anddevelops unique concepts. READY STEADYCODE is one such innovation. He hasformulated a training course that producesChampion Tutors.

This presentation will explain what READYSTEADY CODE is and how it creates anamazing new relationship between Mathsand Scratch. It is a unique way to useSCRATCH to do maths and coding at thesame time. Teachers require no backgroundin coding. It saves them time and effort whilecaptivating the children to use code as theydo their written maths work. It is aninnovative way to equip them with computercoding skills. The ingenious READY STEADYCODE, coupled with the phenomenalsuccess of CoderDojo, means everyclassroom in Ireland and the UK can have itsCoders!

8TH CONFERENCE FOR TEACHERS 2016

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Transcript of 8TH CONFERENCE FOR TEACHERS 2016