Tag: Computing

Learning Objectives:

• Have experienced tutorial based graphical programming applications such as ‘An Hour of Code’, ‘Purple Mash’, ‘2Code’ and ‘Rapid Router’ which could be useful in supporting pupils who have little experience of graphical coding applications.
• Have reflected on the advantages and limitations of these approaches.
• Have explored and discussed relevant academic sources linked to these approaches.

 

The Computing Programme of Study for Computer Science states that Key Stage 2 pupils should be able to:

• design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts;
• use sequence, selection, and repetition in programs; work with variables and various forms of input and output;
• use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs.

 

Graphical Coding Applications at Key Stage 1 and Key Stage 2:

There are a range of graphical coding applications that make use of a tutorial-based approach such as An Hour of Code, Purple Mash 2Code or Rapid Router. This approach could support pupils who have little previous experience of coding using graphical coding applications.

In this session we looked at three applications that introduce coding through a tutorial-based approach. They were:

• An Hour of Code;
• Purple Mash 2Code;
• Rapid Router.

In all three applications pupils are set coding tasks to complete that address key computer science objectives such as sequence, selection, repetition variables etc. in a structured, closed tutorial. They all present pupils with short challenges and limit the number of blocks that pupils can choose from to solve the problem. Schools are making significant use of this type of approach and we anticipate you may be asked to teach computer science using this type of resource.

They also contain video tutorials which can support the development of coding at KS2.

Each website also has links to further opportunities to write code in a less restricted environment which we will also consider.

An Hour of Code:

The site’s home page is located at: https://code.org/learn. (N.B. United States First Grade is equivalent to Year 2 in England and Wales, so the Grade 2-5 tab is the same as Key Stage 2).

Interactive Tutorials at Key Stage 1 – Kodable:

Strengths:

• It provides examples of how to use it beforehand;
• Doesn’t need much explaining from the teacher;
• Interactive for the children;
• Easy access if the software is available.

Limitations:

• Once you’ve done it a couple of times, it gets quite boring;
• If you’ve got technology in schools – there is certain technology that will take it and certain technology that won’t;
• Not every child would necessarily need to start at the same point.

Interactive Tutorials at Lower Key Stage 2:

To access, use: https://code.org/learn – then use the Grade 2-5 tab.

The tutorial I accessed during this session was: Make a Flappy Game.

 

 

 

Follow these steps:

1. Attach a block to the ‘when click’ block, then press ‘run’. Click or tap the screen to move Flappy to the target.
2. Now we’ve added some ground. Attach a block to the ‘when hit the ground’ block. Your code needs to ‘END GAME’ when Flappy Crashes.
3. The ‘when run’ block allows you to run code when your game starts. Set the level speed and flapping to the target.
4. Flappy will fly through obstacles unless you write code to make him crash. Attach a block to the ‘when hit an obstacle’ block. Your code needs to ‘END GAME’ when Flappy crashes into the first set of pipes.
5. Let’s add a scoreboard, and count points when Flappy makes it past obstacles. Add to the ‘when pass an obstacle’ block, and then score a point by flying Flappy through the first set of pipes. 

Strengths:

• Introductory video to explain how to use the application ‘Make a Flappy Game’;
• It’s more challenging for the children – step one is quite basic, then it gets harder as it goes along;
• Straight away you’ve got that appeal as it is used as a game or with characters – quite appealing;
• The children can visually see the code and what the ‘sprite’ is doing.

 

Limitations:

• You would only be able to do it once;
• Some children may get through it quicker than others;
• Children all work on different levels – they don’t all have to start at the same point;
• No choice of what children can do – not much ownership like in Scratch.

Purplemash 2Code:

To find 2Code once you have accessed Purplemash, type in 2Code into the search box on the top right. 

Chimp Level:

• Haunted Scene;
• Guard the Castle;
• Princess and the Frog.

Quite a few schools use Purplemash – this is since the new curriculum has been inputted. Purplemash provides you with lesson plans, pre-made resources – everything is already there for you.

Strengths:

• Video tutorials;
• Children can have their own username and password where they can then save their work;
• Ready made lesson plans and resources;
• Children can visually see what they are doing – the code becomes highlighted.

Limitations:

• It is still step by step but again, there isn’t much room for development;
• For those more advanced children, it would be a matter of finding more difficult work for them;
• Limited number of backgrounds or ‘sprites’.

 

Rapid Router:

This starts from your very basic, to the beginning of Secondary School – it goes from level 0 to level 109.

To access ‘Rapid Router’ go to: https://www.codeforlife.education/rapidrouter/

Rapid Router also uses ‘Blockly’ and like 2Code provides an extensive range of levels, 109 in total, that progressively introduce a range of programming concepts. Rapid Router uses the context of grocery delivery vans that are controlled by blocks of code through all of its levels.

Strengths:

• Real life situation so children relate to it – how people use this in the modern world;
• Instructions to advise children what to do;
• You have got more blocks so it can be a bit more complicated but allows children to challenge themselves to try and improve their algorithm score;
• How can we make our algorithm more efficient;
• Simplified;
• Can start children off at different points – element of differentiation.

Limitations:

• It’s quite repetitive so may not maintain interest;
• It may be too difficult for some children.

 

What are the main benefits to Tutorial Approaches?

• They are interactive and engaging for the children;
• Allows children to engage in independent learning;
• Links with maths – problem solving;
• Good starting point for children who struggle with coding;
• Its good with teachers because it is already there and you are not having to create your own resources – cuts down on your preparation time;
• If you lack confidence with teaching coding, it may be easier having it on the websites we have used today.

 

What are the potential limitations to Tutorial Approaches?

• Some of the activities are too repetitive and don’t necessarily provide room for progression;
• If you have the whole class doing the same activity, it is hard to determine which children are understanding and which children need support.