Creative practicals in the new GCSE science curriculum – PowerPoint

This PowerPoint supports Ed Walsh's Webinar: Creative practicals in the new GCSE science curriculum.

The role of practical work in the new GCSE science specifications has changed. What will this mean for lessons? How will this impact assessment?

Create an account to read this article

£7.00+ VAT

One-off purchase

Purchase and Download today

Register for free

No Credit Card required

Register for free
Access to 3 free articles
Free TeachingTimes Report every month

array(8) {
  ["distinct_key"]=>
  string(10) "post#43580"
  ["title"]=>
  string(64) "Creative practicals in the new GCSE science curriculum - Webinar"
  ["categories"]=>
  array(1) {
    [0]=>
    string(24) "Professional Development"
  }
  ["url"]=>
  string(58) "https://www.teachingtimes.com/webinar-creative-practicals/"
  ["post_date_timestamp"]=>
  int(1493251201)
  ["objectID"]=>
  string(12) "post-43580-0"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(320) "The role of practical work in the new GCSE science specifications has changed. What will this mean for lessons? How will this impact assessment? In this webinar, Ed Walsh takes a look at the impact of the changes on science lessons as we know them, and gives some practical advice ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(373) "... is: dCrFvfFrSimply copy and paste this code into the box below to begin watching. Alternatively you can watch the recording through Vimeo by clicking here.Creative practicals in the new GCSE science curriculum from TeachingTimes.com on Vimeo.The PowerPoint used by Ed Walsh in this Webinar can be found ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
  }
  ["_highlightResult"]=>
  array(6) {
    ["title"]=>
    array(4) {
      ["value"]=>
      string(118) "Creative practicals in the new GCSE science curriculum - Webinar"
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(6) {
        [0]=>
        string(8) "creative"
        [1]=>
        string(10) "practicals"
        [2]=>
        string(3) "new"
        [3]=>
        string(4) "gcse"
        [4]=>
        string(7) "science"
        [5]=>
        string(10) "curriculum"
      }
    }
    ["author"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(8) "Ed Walsh"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
    ["excerpt"]=>
    array(4) {
      ["value"]=>
      string(383) "The role of practical work in the new GCSE science specifications has changed. What will this mean for lessons? How will this impact assessment? In this webinar, Ed Walsh takes a look at the impact of the changes on science lessons as we know them, and gives some practical advice on incorporating enquiry-based work into your curriculum."
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(4) {
        [0]=>
        string(3) "new"
        [1]=>
        string(4) "gcse"
        [2]=>
        string(7) "science"
        [3]=>
        string(10) "curriculum"
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(570) "A link to the recording of Ed Walsh’s webinar, Creative Practicals in the new GCSE science curriculum, is embedded in this article.The password is: dCrFvfFrSimply copy and paste this code into the box below to begin watching. Alternatively you can watch the recording through Vimeo by clicking here.Creative practicals in the new GCSE science curriculum from TeachingTimes.com on Vimeo.The PowerPoint used by Ed Walsh in this Webinar can be found HERE"
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(7) {
        [0]=>
        string(8) "creative"
        [1]=>
        string(10) "practicals"
        [2]=>
        string(3) "new"
        [3]=>
        string(4) "gcse"
        [4]=>
        string(7) "science"
        [5]=>
        string(10) "curriculum"
        [6]=>
        string(10) "powerpoint"
      }
    }
    ["categories"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(24) "Professional Development"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
    ["tags"]=>
    array(4) {
      [0]=>
      array(3) {
        ["value"]=>
        string(3) "CPD"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [1]=>
      array(4) {
        ["value"]=>
        string(13) "GCSE"
        ["matchLevel"]=>
        string(7) "partial"
        ["fullyHighlighted"]=>
        bool(true)
        ["matchedWords"]=>
        array(1) {
          [0]=>
          string(4) "gcse"
        }
      }
      [2]=>
      array(3) {
        ["value"]=>
        string(14) "practical work"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [3]=>
      array(4) {
        ["value"]=>
        string(16) "science"
        ["matchLevel"]=>
        string(7) "partial"
        ["fullyHighlighted"]=>
        bool(true)
        ["matchedWords"]=>
        array(1) {
          [0]=>
          string(7) "science"
        }
      }
    }
  }
}

Professional Development

Creative practicals in the new GCSE science curriculum - Webinar

27 Apr 2017

array(8) {
  ["distinct_key"]=>
  string(10) "post#43195"
  ["title"]=>
  string(35) "Turn your students into scientists!"
  ["categories"]=>
  array(1) {
    [0]=>
    string(32) "Creative Teaching & Learning"
  }
  ["url"]=>
  string(65) "https://www.teachingtimes.com/turn-your-students-into-scientists/"
  ["post_date_timestamp"]=>
  int(1469710281)
  ["objectID"]=>
  string(12) "post-43195-0"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(256) "The new secondary science curriculum features a renewed emphasis on students thinking and working like ‘real’ scientists. But how do we cultivate such attitudes? Our science expert, Ed Walsh, considers the key areas."
      ["matchLevel"]=>
      string(7) "partial"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(443) "... and working like ‘real’ scientists. But how do we cultivatesuch attitudes? Our science expert, Ed Walsh, considers the key areas.Looking for moreadvice onteachingthe newsecondaryscience curriculum?Sign up for Ed Walsh’supcoming webinar,part of our newTeachersand LeadersSummerSchool.http://teachingtimesbookshop.co.uk/product/cpd-webinars/webinar-creative-practicals-new-gcse ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
  }
  ["_highlightResult"]=>
  array(4) {
    ["title"]=>
    array(3) {
      ["value"]=>
      string(35) "Turn your students into scientists!"
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["excerpt"]=>
    array(4) {
      ["value"]=>
      string(256) "The new secondary science curriculum features a renewed emphasis on students thinking and working like ‘real’ scientists. But how do we cultivate such attitudes? Our science expert, Ed Walsh, considers the key areas."
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(3) {
        [0]=>
        string(3) "new"
        [1]=>
        string(7) "science"
        [2]=>
        string(10) "curriculum"
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(5808) "Strategiesfor theNewCurriculum14Volume6.3nCreativeTeaching&Learning In 2014, the new National Curriculum for science replaced its ‘How scienceworks’ strand with ‘Working scientifically’. The change in name certainlyreflects a more active approach to this particular aspect of science teaching,with a very clear message: pupils must learn, first-hand, how to think andwork like true scientists.Central to this is the development of scientific attitudes. The global sciencecommunity never stands still; it is continually developing its theories andpractices as new ideas are put forward and new evidence comes to light. Inthe classroom, too, pupils should always be looking for opportunities to refinetheir investigations. The curriculum for Key Stage 3 requires that they be taughtthe value of objectivity, accuracy and precision. It also states that pupils mustlearn how to ensure their experiments—and by extension, their results—arescientifically valid.Worthy aims, certainly. But how can such attitudes be taught?Turn yourstudents intoscientists!The new secondary science curriculum features a renewed emphasis onstudents thinking and working like ‘real’ scientists. But how do we cultivatesuch attitudes? Our science expert, Ed Walsh, considers the key areas.Looking for moreadvice onteachingthe newsecondaryscience curriculum?Sign up for Ed Walsh’supcoming webinar,part of our newTeachersand LeadersSummerSchool.http://teachingtimesbookshop.co.uk/product/cpd-webinars/webinar-creative-practicals-new-gcse-science-curriculum/15Volume6.3nCreativeTeaching&LearningStrategiesfor theNewCurriculumShow, don’t tellThe new programme of study emphasisesthat scientific attitudes should be developedthrough coverage of curriculum content—thatis, students should develop a grasp of whatit means to work scientifically through theirexploration of key concepts and ideas, ratherthan as a discrete component.Objectivity, for example, is difficult to conveyeffectively just by telling pupils it is important.If the experiences they have of investigationsare all based on illustrating what is alreadyknown, they will find it harder to understandwhat it feels like to be led by the evidence.Investigative work should be based, in part,upon students developing ideas in responseto evidence they gather.Of course, it is impossible for any human,even the best scientist, to be truly objective.Individual scientists all have prior knowledge,theoretical beliefs, experiences, culturalbackgrounds, expectations and biases whichwill affect their observations and conclusions.Science tries to overcome this lack of pureobjectivity through the scientific community,which scrutinises scientific work and helpsbalance individual scientists’ leanings. (Moreon exploring this with pupils later).Working safely but independentlyThe ability to evaluate risk forms a brief butcrucial aspect of the working scientifically strand.Students will have previously met the need towork in a safe way; however, the transition tosecondary school science introduces materials,equipment and techniques that may be lessfamiliar and may introduce hazards that are lessapparent. Students need to be introduced tothese and trained effectively.It is important that students work safelybut also that they are increasingly able todecide how to do this. Rather than alwaysbeing dependent upon the teacher issuing andenforcing rules, they should be encouragedto identify hazards and propose safe workingpractices as a response. As they grow older,this might include ideas about concentrationsof chemicals, techniques involving equipmentand methods of disposal.The importance of accuracy andprecisionOne of the ways in which science goes througha step change for many students betweenYear 6 and Year 7 is the increased access toStrategiesfor theNewCurriculum16Volume6.3nCreativeTeaching&Learningcombinations of precision and accuracy usingthe retro arcade game ‘Phoenix’.2Is our evidence valid?The concept of evidence being valid is a centralidea in working scientifically. Students needto develop a sense of whether the evidencethey are gathering is enabling them to answerthe question that is driving their investigation,assuming, of course, that there is such aquestion. With some investigations, thereisn’t an issue over validity, but with others,especially when they are having to use onesituation to represent another, it becomesincreasingly crucial. Investigating energytransfer from burning foodstuffs under a boilingtube of water or using test tubes of hot waterto explore how penguins reduce heat lossby huddling are examples of experiments inwhich considering validity is both importantand insightful.It is also important to introduce and embedthe use of key terms such as ‘repeatability’.To an extent, this will be influenced by thedevelopment of the next generation of GCSEscience courses and the terminology used inthat. However, the word is specifically stated inthe new programme of study, and the question,‘If I were to do this experiment again, wouldI get the same results?’, is an important one.It encourages students to consider the designof their investigation and the following ofapparatus such as more accurate measuringequipment. Throughout their secondaryyears, students need to explore ways ofworking accurately, consider an appropriatedegree of accuracy and develop competencyin using more sophisticated equipment.Some phenomena, such as weight changeon combustion, may only be apparent usingsensitive weighing equipment, for example.Gathering data should lead to a"
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(6) {
        [0]=>
        string(8) "creative"
        [1]=>
        string(10) "practicals"
        [2]=>
        string(3) "new"
        [3]=>
        string(4) "gcse"
        [4]=>
        string(7) "science"
        [5]=>
        string(10) "curriculum"
      }
    }
    ["categories"]=>
    array(1) {
      [0]=>
      array(4) {
        ["value"]=>
        string(41) "Creative Teaching & Learning"
        ["matchLevel"]=>
        string(7) "partial"
        ["fullyHighlighted"]=>
        bool(false)
        ["matchedWords"]=>
        array(1) {
          [0]=>
          string(8) "creative"
        }
      }
    }
  }
}

Creative Teaching & Learning

Turn your students into scientists!

28 Jul 2016

array(8) {
  ["distinct_key"]=>
  string(10) "post#41586"
  ["title"]=>
  string(67) "Could ‘Thinkspaces’ offer a new way to teach coding in schools?"
  ["categories"]=>
  array(1) {
    [0]=>
    string(16) "Digital Learning"
  }
  ["url"]=>
  string(66) "https://www.teachingtimes.com/thinkspaces-new-way-to-teach-coding/"
  ["post_date_timestamp"]=>
  int(1401967019)
  ["objectID"]=>
  string(12) "post-41586-0"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(285) "According to a recent statement by Middlesex University, networks such as ‘ThinkSpace’ will be vital in teaching school children how to code and further develop their skills before attending University. So what is a 'ThinkSpace', and why should your school have one? Find out here."
      ["matchLevel"]=>
      string(4) "none"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(349) "... a non-profit start-up founded in Plymouth by schoolboy, JamesAnderson, from Devonport High School for Boys, with the aim of promotingcoding in schools at GCSE level.He and his friends were frustrated with the ICT curriculum, which focuses on using software likeExcel and Powerpoint rather than the technical skills ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
  }
  ["_highlightResult"]=>
  array(4) {
    ["title"]=>
    array(4) {
      ["value"]=>
      string(76) "Could ‘Thinkspaces’ offer a new way to teach coding in schools?"
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(1) {
        [0]=>
        string(3) "new"
      }
    }
    ["excerpt"]=>
    array(3) {
      ["value"]=>
      string(285) "According to a recent statement by Middlesex University, networks such as ‘ThinkSpace’ will be vital in teaching school children how to code and further develop their skills before attending University. So what is a 'ThinkSpace', and why should your school have one? Find out here."
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(5680) "This month’s FeaturesCould ‘Thinkspaces’offer a new wayto teach coding inschools?According to a recent statement by Middlesex University, networks such as ‘ThinkSpace’ will be vital in teaching schoolchildren how to code and further develop their skills before attending University. So what is the ThinkSpace initiative? Herewe explain…ThinkSpace is a non-profit start-up founded in Plymouth by schoolboy, JamesAnderson, from Devonport High School for Boys, with the aim of promotingcoding in schools at GCSE level.He and his friends were frustrated with the ICT curriculum, which focuses on using software likeExcel and Powerpoint rather than the technical skills they will need to develop their own apps,games and software – so they began to look at other ideas.Initially they wanted to create a sort of Apple Genius Bar-style technology clinic, wherestudents could get help with their devices. However this evolved into the idea of teaching morestudents how to build their own apps, and this became ‘ThinkSpace’.The idea is simple.  Build physical creative environments in schools where students canlearn to code and build apps. Then create a virtual community – not just within the room butamong other Thinkspaces around the world – where they can share their inspirations, successesand failures.In essence, ThinkSpace aims to get schools to create dedicated zones where students canlearn how to code in an informal, fun environment.http://www.teachingtimes.comThis month’s FeaturesJames said he and his friends had toteach themselves how to build apps andwanted to transfer those skills to others.Since the concept was born, Jameshas recruited a network of ambassadors toreplicate the Thinkspace idea in their ownschools.Organisations already exist, such asCode Club, but they are only in primaryschools, while movements like Code.org aremore like petitions than anything practical.the school needs to sign up to the socialnetwork Thinkspace Social, and they canthen begin inviting students to join in.James said: “We are trying to get rid ofthe stereotypes associated with the wordscode, coding, programmers… and make itcool to create apps. That’s why we are notusing the word code in our name.”The idea is that the Thinkspace would beopen during break and lunch and studentswould be able to drop in and out, as well as‘chill-out, eat lunch, read magazines’. Onepart of the Thinkspace would be focusedon design, while another would be morefocused on development.Supporting the technology is a socialnetwork, built by James, where schools canaccess tutorials, resources, how to videos,educational podcasts, interviews withexperts, and other materials. The hope isthat Thinkspaces could be run by the olderstudents teaching the younger ones.Thinkspace has already attractedthe support of Jimmy Wales, the founderof Wikipedia, Apple co-founder SteveWozniak and Twitter’s Dick Costolo, amongothers. The concept has similarities withGoogle Campus, the seven-floor facilityin East London that offers start-up firms aAlthough Thinkspace isn’t trying tochange the curriculum, it is trying to getschools to create their own Thinkspaces –computer workshops where students are freeto create and collaborate on any softwarethey want.To join the programme, schools don’tnecessarily have to have a high-techdevelopment lab – any space with enoughcomputers for all the students who wantto participate will do. A teacher fromplace to collaborate and get mentoring helpfrom experts, as well as the after-schoolCode Clubs that have been established in anumber of primary schools.Initiatives like these are designedto address the gap in teaching codingbetween primary and secondary education,and college and further education.While there are plenty of universitycourses that teach coding – MiddlesexUniversity, for example, offers a computerscience degree alongside a variety ofrelated courses – there is a lack of syllabiteaching similar skills at A-level and GCSE.Part of the problem is a lack ofeducators who are qualified to teachcoding: or rather, a lack of motivatingfactors for those with the skills andknowledge to enter the world of teaching.Experienced programmers can earnsignificantly higher salaries working forprivate companies than they can teaching http://www.teachingtimes.comhttp://www.mdx.ac.uk/courses/undergraduate/computing_it/computer_science_bsc.aspxhttp://www.mdx.ac.uk/courses/undergraduate/computing_it/computer_science_bsc.aspxThis month’s Featuresin schools, so there is little reason for themto make the switch. This makes it difficult tointegrate coding into the GCSE syllabusnationwide, leaving it up to voluntaryinitiatives, like Thinkspace and Codeclub toget children programming earlier.However, there is some progress. Arecent Department of Education shake-upof the computing curriculum will removethe necessity of teaching basic officeapplication skills like Word and Excel, andadd in the teaching of programming forchildren as young as five. The curriculum,which is due to come into place fromSeptember 2014, will teach the creationand debugging of simple programs inKey Stage One, and an understandingof computer networks and search in KeyJames Anderson starting out by simply searching online ‘how to build an iPhone app,’ he was enlisted byhis school to build a homework tracker and organisational app for his fellow students. That led him downa path of extra-curricular learning and app development, which helped him reach a level vastly ahead ofhis peers.Without a developer license for"
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(6) {
        [0]=>
        string(8) "creative"
        [1]=>
        string(3) "new"
        [2]=>
        string(4) "gcse"
        [3]=>
        string(7) "science"
        [4]=>
        string(10) "curriculum"
        [5]=>
        string(10) "powerpoint"
      }
    }
    ["categories"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(16) "Digital Learning"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
  }
}

Digital Learning

Could ‘Thinkspaces’ offer a new way to teach coding in schools?

5 Jun 2014

array(8) {
  ["distinct_key"]=>
  string(10) "post#96074"
  ["title"]=>
  string(52) "LEGO - Inspiring  Next Generation Coders This Summer"
  ["categories"]=>
  array(1) {
    [0]=>
    string(16) "Digital Learning"
  }
  ["url"]=>
  string(80) "https://www.teachingtimes.com/lego-inspiring-next-generation-coders-this-summer/"
  ["post_date_timestamp"]=>
  int(1627219485)
  ["objectID"]=>
  string(12) "post-96074-0"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(160) "The Coding Success programme comes with teaching materials and hands-on resources and, according to Owen Cooper at Ormiston Venture Academy, it's a game changer"
      ["matchLevel"]=>
      string(4) "none"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(304) "... seven and eight. Despite interruptions to learning, student numbers have held up well. Owen is also pleased to see that more girls are taking Computer Science. In years 10 and 11 the distribution was roughly 60% boys and 40% girls but with the new year 9s the proportion will be ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
  }
  ["_highlightResult"]=>
  array(6) {
    ["title"]=>
    array(3) {
      ["value"]=>
      string(52) "LEGO - Inspiring  Next Generation Coders This Summer"
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["author"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(11) "Sal McKeown"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
    ["excerpt"]=>
    array(3) {
      ["value"]=>
      string(160) "The Coding Success programme comes with teaching materials and hands-on resources and, according to Owen Cooper at Ormiston Venture Academy, it's a game changer"
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(5651) "Making and programming a LEGO buggy for a rescue missionComputer Science teachers need brilliant, ready-made, flexible resources to enrich their teaching and inspire young people to become the coders, computer scientists and software engineers of the future.It’s a tall order but, in a very welcome initiative, 600 non-selective state schools have recently received LEGO® Education SPIKE™ Prime expansion sets. These are designed to improve young people’s coding and robotic skills.It is part of the offer from The Coding Success programme, fully funded by BAE Systems, the Royal Navy and the RAF and developed in partnership with educational charity The Smallpeice Trust and Raising Robots, an authorised LEGO® Education partner. The initiative provides free teacher training sessions, LEGO Education SPIKE™Prime kits and curriculum-mapped lesson plans to help teachers make the most of the resources.As Richard Hamer, Education and Skills Director at BAE Systems, says:  ‘As the requirement for digital skills grows, coding is an increasingly important part of the curriculum. Working with the Royal Navy and the Royal Air Force to support the Coding Success programme, we’re aiming to give student and teachers the practical hands-on experience they need and inspire the next generation of scientists, technologists and engineers.’Digital Learning magazine talked to Owen Cooper at Ormiston Venture Academy in Great Yarmouth, part of The Ormiston Academies Trust, to find out what difference this project could make.Getting girls into codingOwen is Head of Student Support and part of a small team teaching Computer Science. There is a head of department, Owen, a part-time teacher, a teaching assistant and from September there will be a trainee teacher too. The school has 892 students and 43% of pupils qualify for Pupil Premium so families are not necessarily able to buy coding kits or sophisticated digital toys or send their children on the high-end digital summer camps. This means that the school has to ignite an enthusiasm for programming, robotics and all things digital in the classroom.Computer Science is compulsory in years seven and eight. Despite interruptions to learning, student numbers have held up well. Owen is also pleased to see that more girls are taking Computer Science. In years 10 and 11 the distribution was roughly 60% boys and 40% girls but with the new year 9s the proportion will be 50-50.This is a cause for celebration. Digital skills are playing a vital role in aiding our economic recovery following Covid-19, yet recent research from the Learning and Work Institute has found that the number of young people taking IT subjects at GCSE has dropped by 40% since 2015.‘Often, we find students, particularly girls, think that coding isn’t for them,’ said Owen. ‘But practical learning opportunities let students from all backgrounds experience the exciting world of robotics and then they can see that coding is for everyone to enjoy.’Coding successAt Ormiston Venture Academy they signed up for the Coding Success programme that was designed to:•         Improve engagement, interest or enjoyment in STEM subjects•         Improve attainment and progress in STEM subjects•         Develop engineering employability skills•         Challenge stereotypes by showing the diversity of disciplines, people and skills involved in engineeringThe school received two free kits and purchased 15 more so they had enough to use with a whole class group or for an after-school club session.A recent study of 2,000 young people by BAE Systems found that healthcare, engineering, science and technology and digital are among the top industries which young people believe hold the best long-term career opportunities, in light of the Covid-19 pandemic.However, research by Engineering UK demonstrates that knowledge of future STEM career opportunities continues to be limited among young people. Coding Success and IET FIRST® LEGO® League aim to close the gap and equip young people with the knowledge to realise their potential and become digital and technology pioneers.Creating solutions to real world problems‘The lesson plans were very good,’ said Owen.  ‘As a team we looked at the syllabus, what parts would work well with the LEGO activities and which activities we would use with different groups.’The lesson plans were a crucial element because Ormiston Venture had used LEGO in the past but felt it was not appropriate for some  of the students. This time is different. One Coding Success task was to create and program a LEGO Earthquake simulator and a buggy to rescue people affected by an earthquake on Ascension Island. Students plan a humanitarian mission to distribute fresh drinking water and rescue the injured. Programming can be done in Scratch which many primary schools use but secondary students can develop their text-based coding skills with Python. They could also add sensors to their robots so they can react to their environment, using given maps or coloured paper. ‘I feel this is very robust and can be used for anything you want with sensors and wheels. In the past, we had LEGO kits which were pretty limited and quite prescriptive. This project allows you to be much more creative and there are almost endless possibilities.’ said Owen. ‘So far, we have just built buggies"
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(6) {
        [0]=>
        string(8) "creative"
        [1]=>
        string(10) "practicals"
        [2]=>
        string(3) "new"
        [3]=>
        string(4) "gcse"
        [4]=>
        string(7) "science"
        [5]=>
        string(10) "curriculum"
      }
    }
    ["categories"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(16) "Digital Learning"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
    ["tags"]=>
    array(3) {
      [0]=>
      array(3) {
        ["value"]=>
        string(6) "coding"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [1]=>
      array(4) {
        ["value"]=>
        string(25) "Computer Science"
        ["matchLevel"]=>
        string(7) "partial"
        ["fullyHighlighted"]=>
        bool(false)
        ["matchedWords"]=>
        array(1) {
          [0]=>
          string(7) "science"
        }
      }
      [2]=>
      array(3) {
        ["value"]=>
        string(8) "robotics"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
  }
}

Digital Learning

LEGO - Inspiring Next Generation Coders This Summer

25 Jul 2021

Cookie	Duration	Description
cookielawinfo-checbox-analytics	11 months	This cookie is set by GDPR Cookie Consent plugin. The cookie is used to store the user consent for the cookies in the category "Analytics".
cookielawinfo-checbox-functional	11 months	The cookie is set by GDPR cookie consent to record the user consent for the cookies in the category "Functional".
cookielawinfo-checbox-others	11 months	This cookie is set by GDPR Cookie Consent plugin. The cookie is used to store the user consent for the cookies in the category "Other.
cookielawinfo-checkbox-necessary	11 months	This cookie is set by GDPR Cookie Consent plugin. The cookies is used to store the user consent for the cookies in the category "Necessary".
cookielawinfo-checkbox-performance	11 months	This cookie is set by GDPR Cookie Consent plugin. The cookie is used to store the user consent for the cookies in the category "Performance".
viewed_cookie_policy	11 months	The cookie is set by the GDPR Cookie Consent plugin and is used to store whether or not user has consented to the use of cookies. It does not store any personal data.

Create an account to read this article

£7.00+ VAT

Register for free

Cookies