My Score Card


Blog Task Description of Task Points Point tally
1. ·   Reflect on the national curriculum for computing. Write 200 words each on your computing strengths and weakness. Outline your learning objectives for this Computing. Define one concept of computational thinking, with examples of activities you might use to teach the concept. Plus a short summary of a government document. 200 200
2. ·   IPads and apps. Description of session. Include photographs of, useful ICT web links related to theme of apps and iPads. Or links to resources to support the use of iPads in classroom practice. 200 400
3. ·   Animation. Clear and reflective description of how you produced the animation and the learning opportunities. Photographs of the session or royalty-free/acknowledged copyright images illustrating the process of creating the animation. Useful ICT weblinks related to theme of animation. Resources to support classroom practice. 200 600
4. ·   E-Safety. A clear and reflective description of some of the issues of safe use of technology earning. Photographs of the session. Useful ICT weblinks as discussed in the lecture focusing on keeping children safe while using technology. Resources to support safe use of technology. 200 800
5. ·   Interactive Whiteboards. Clear and reflective description of how to use an interactive white board to support learning. Photographs of the session. For example upload screen shots of your resource as you produce it. Useful ICT weblink resources. Resources to support. 200 1000
6. ·   Website review. Think about the criteria you would evaluate the website by. Look at the site in depth. Investigate the resources. Use some of the tool. Explore some of the activities. Once you have investigated the site produce a review of the website discussing. The type of platform/website it is? Is it a free or subscription site? What age range can it be used for? The basic functionality of the website, is it a site that children use tools to create, or are there activities for the children to progress through. Ease of us for example can a child use it with no adult input, is there a management system for keeping children’s progress recorded. Make suggestions of how this program can be used to support any part of the curriculum. List two things you like about the website, why is this? List two things you feel could work better, why is this? 200 1200
7. ·   Beebots. Reflect on the activity you have produced during the session for the Beebot. Upload pictures and or video of the activity, and the map you created. Explain your activity discussing. How could you make it better? How could you use this activity with the children in a key stage 1 classroom? How could you extend your activity. What would children need to know before starting the activity? How could you simplify the activity? What would be the next step? Mention observations of use during school experience. 200 1400
8. ·   Computer programming. Visual programming- Logo patterns and the Hour of Code. Use photos from the session, link to national curriculum. 200 1600
9. ·   Scratch. Use photos from the session. Link to national curriculum. 200 1800
Badge Tasks Complete four at 100 points each. Additional points can be achieved by participating in the collection of different Computing badges. These are all different skills and tools for the classroom many teachers are exploring. You may work on as many different badges as you would like to.    
· School Experience ICT Badge. Make a note of the computing resources available for you to use within your school. Take photographs of any computing displays around the school.   Create a record of all the computing activities you undertake during your School Experience. 100 1900
· Pinterest Badge. Make four boards using the tools within Pinterest. Each board must have around 12 to 15 different pins. Share your board on a social media website (i.e. Facebook or Twitter). 100 2000
· Twitter Badge. Sign up for a Twitter account, which will be your professional Twitter account. Send your first tweet. Take a photo from one of the sessions and tweet the photograph. Find an educational quote or image about the use of technology and tweet this in a tweet. Tweet above 10 different tweets around the theme of computing and ICT. 100 2100
· E-Safety Awareness Badge. Type in ‘e safety digital citizenship posters’ into Google and then browse the different images of posters, which have been created to remind children of behaving well whilst online. Analyse the posters and note down the key points all the posters have in common. Create an e-safety poster for children then upload the image on a blog post. 100 2200




Scratch – Task 9

In this week’s session, we looked at Scratch.


This software is related to programming, a tool that we looked at in KS2 Computing. It is very similar to Hour of Code in which you must choose what steps to use and which order you would like them to run.

Firstly, I discovered that for the sprite to move, you need to insert the ‘when *green flag* clicked’ block. I played about with changing the number of steps that the sprite can move.scratch1

I then looked at the range of actions that the sprite can do under command, and they were categorized into sections such as: motion, looks, sound and events.


I then did a sequence of events for the sprite to carry out and experimented with the ‘repeat’ block and the ‘turn’ block. I think this would be useful for children in helping them understand the importance of getting the order of a sequence correct. If they can learn to do this, then they will be able to get the desired effect they are looking for.


This is related to the National Curriculum for Computing in KS2: ‘use sequence, selection, and repetition in programs; work with variables and various forms of input and output’.

This online PDF is very useful for teachers that do not know how to work Scratch. This can be useful for them to read before teaching a session on the particular programming software. The PDF provides clear instructions along with pictures so that anyone can learn how to use Scratch.


E-Safety Awareness Badge

There are many posters to inform children about being safe on the internet. You will see posters like these in most schools, showing that eSafety is an important matter and that every child should be aware of the risks of ‘going online’.

Most of the posters I looked into were in acrostic form, such as ‘S.M.A.R.T’ or ‘I.N.S.A.N.E’. I think this is a good feature because it will help children remember the tips that the posters are trying to give about eSafety.


I really like the design of this poster and think it will catch the attention of children’s eyes. It highlights the five most important steps to take when using the internet and I have decided to make a poster similar to this one.

This is my eSafety Poster:

Pinterest Badge


This is my Pinterest page (

This is the badge I enjoyed completing the most. It was fun to explore people’s different ideas to use in the classroom through pictures, blogs and DIY projects. I like the layout, especially the idea of your chosen pins placed in a particular board. This website opened my eyes to a wide range of fun and creative activities to bring into the classroom setting.

The four boards I created were:

  • Interesting Children’s Books
  • Story-telling Ideas
  • Music in the Classroom
  • Classroom Organisation

Researching ‘Story-telling Ideas’ inspired me to make my whole-class readings during school experience much more engaging and exciting by considering resources that will expand children’s learning.


I shared my Pinterest page on Twitter:



Computer Coding (KS2) – Task 8

In today’s session we looked at coding in the KS2 classroom.

Purple Mash

Firstly, we looked into which provided a range of coding resources that could be used in the classroom. Once logged in with a school/university login, you can explore many games within the ‘Tools’ section of the website that reinforce the learning of Computer Coding.


The first one we looked at was ‘2Go’. This is a very simple piece of software that only includes the actions for up, down, left and right. Although there is not much to learn from ‘2Go’ in terms of programming, one advantage is that it shows the path in which the ‘bee’ has taken.


The second tool we looked at was called ‘2Code’. This software provided tutorials to help develop the learning of computer coding. It also had a variety of games, such as, ‘Fun with Fish’ or ‘Snail Race’. In the game ‘Fun with Fish’, it gave you certain tasks to complete, all increasing in difficulty. This game was good fun and I found it very easy to use.

The last one we looked at was called ‘Logo’. I believe this was the most useful and informative out of the three apps. It is able to teach children to use commands by using spelling and maths. For example, they must spell ‘forward’ correctly and then decide ‘how many units’ they want the arrow to move by.


It draws on prior math knowledge, such as shape and geometry facts, including the understanding of angles. This was my favourite piece of software because I was able to experiment with different shapes and then I learnt how to use abbreviations in my commands which I also think would be very useful for children to learn.


The next thing we were shown on ‘Logo’ was how to create a procedure. A procedure is when you make something in order to use it again. For instance, creating the commands for a square then being able to use this as a short cut or a tool for creating different shapes, like ‘flowers’ (seen below).


Hour of Code

The next website we looked at was or ‘Hour of Code’. There is no teaching or tutorials involved but instead the learning is obtained through practice.

I had a go at the ‘Frozen’ inspired Hour of Code. I really enjoyed this software because I believe the children will be more engaged if they are learning with movie or game characters that they adore. (There was also a ‘Minecraft’ version which may interest some children too.)

There were 20 set challenges that the pupil must complete in order to receive a certificate. These challenges became increasingly difficult throughout the task.


I gained knowledge on the benefit of the ‘repeat’ block and how important it is to get the order of commands correct.

The software gave feedback after each challenge allowing the children to see where they went wrong and to receive information that may help them in the next challenge. As you can see (image above), the tasks became harder to complete and required concentration. I believe this level of knowledge needed would be more suited to a KS2 class rather than a KS1.


I really enjoyed this piece of software because it was easy to learn from it and I liked making my own ‘ice art’ with the ‘Frozen’ characters.

Useful app related to Computer Coding

I discovered an app called Kids’n’Code on the App Store on my iPad. I downloaded it because it looked fun and it was free. I liked the design and layout of the app but I found it hard to begin with because there was not much help with what I was meant to do.


I soon figured out how to work the app and I think it would be good to use an an extension task or maybe at ‘Golden Time’ in class to reinforce the learning of Computer Coding in the pupils. I especially liked the fact that it used the language of Coding such as ‘run’ and ‘program’.

Computer Coding (KS1) – Task 7

In this week’s session, we looked at the use of Bee Bots in the classroom. Bee Bots are controlled by programming and can help children develop their knowledge on sequencing and commands. We decided to focus this around the topic of KS1 Computing.


The Bee Bots can be controlled by pressing the buttons on the actual ‘bot’ which adds a practical element into the activity. This way, the pupils can physically see which way the Bee Bot will go according to their instructions and the buttons they press.

Another way in which the Bee Bots can be controlled, is by using the Blue Bots app which allows pupils to use their iPads through the help of Bluetooth to move the Bee Bots in the direction they choose.

After learning about how the Bee Bots worked, we were given the task of designing a map for the bots to follow. Most groups in the class did their map in the style of ‘cars on a road’ but my group decided to create a Strictly Come Dancing themed activity. IF this activity was applied to the classroom, the children could come up with a dance routine for the Bee Bots to do and create dancer names for the bots as well. To get the whole class involved, the audience members (the other pupils watching) could give the performance a score out of ten and extend this by justify why they gave that score.


This YouTube video shows how you might apply Bee Bots to the classroom.


School Experience ICT Badge

On our school experience, we saw many ways that ICT can be used in the classroom and were shown majority of the resources available for us to use. In our Reception class there were two iPads. These were occasionally used by the children, but were mainly used by teachers and supporting staff to assess the children’s progress using an app called tapestry. This app allows teachers to make observations of the children’s work during discovery time and select the areas of the EYFS curriculum that the work applies to. Parents also have access to the observations written about their children, and can make their own observations of children at home, which is useful for the class teacher to track progress and keep parents informed.


We also had access to the teacher’s computer and interactive whiteboard in the classroom. This was used throughout the day for many things such as the register, choosing lunch options, and songs. It was especially useful during discovery time as children could use the ‘ActivInspire’ program without adult input to practice letter writing, mark making, and drawing. The ‘ActivInspire’ software was also used by the teacher during phonics and ‘speedy maths’ sessions where the teacher wrote letters and numbers on the board for the children to see.


During our time on placement, the school participated in ‘Anti-Bullying Week’, where a focus on preventing cyberbullying was strongly emphasised. The children were given an assembly on the importance of stopping bullying both virtually and in real life.

Website Review – Task 6

Today I looked at a website called Oxford Owl. (

I chose this website because I am a big fan of reading and understand that eBooks are becoming more and more popular in classroom, and also at home. Personally, I prefer paper books over eBooks but I was willing to explore the benefits of using eBooks through this website.

When you log on to Oxford Owl, you can enter the eBook library which provides a range of Oxford Reading Tree books for different ages, bands and themes.


The first story I decided to read was ‘Can You See Me?’ by Roderick Hunt. The book mostly focused on pictures and questions, as the main character of the book adopted an ‘I Spy’ attitude by asking the reader to find particular objects in the pictures.


The website provides the option of using ‘audio’ which reads the text for the child. This means that the child can read the book without an adult’s input. The voice is not monotone, but rather expressive which means the child can get the most from the story.

The website has play activities related to the particular book for the child to complete after they have finished reading. The types of tasks are: labeling pictures or recognising rhyming words. The activities include words that were used throughout the book which helps reinforce learning.


The second eBook that I read was ‘Cats’, also written by Roderick Hunt. I really enjoyed this book as it had rhyming sentences in it. The play activities for this book were similar to the previous book, however it also had a ‘rearranging letters’ activity which I think was useful in terms of spelling and grammar.


In terms of using the website, I think it is very easy to navigate around, even for a child. It is suitable for all ages as it provides a range of different types of books. The two things I like about this website is the activities included with the books and that the back of the book tells the reader which phonics are being focused on in the story.

The two things I think can be improved, are the range of activities that come with each book and also feedback on what you got right and wrong in the activities instead of just a ‘Well Done!’ picture at the end of each one.

Overall, I loved this website and think it would be very useful in the classroom for whole-class stories.


Interactive Whiteboards – Task 5

In this week’s session, we learnt about the advantages of having Interactive Whiteboards (or IWb’s) in the classroom.

We found out that there are three different types of interactive whiteboard: 
Promethean Whiteboard, RM Easiteach and SMARTBoard.

Interactive whiteboards can support children’s learning by being used for:

  • Individual or group activities e.g. pupil presentations
  • Whole-class sessions e.g. teacher’s presentation of a subject
  • Mental warm ups e.g. interactive games related to the subject being taught
  • Games e.g. to wind-down after a long day, or as a class reward for good behaviour

We then registered an account with PrometheanPlanet, ( which enabled us to access different teaching resources to support using whiteboards in the classroom, for example, ActivInspire. We learnt that the whiteboards can be used for solving mathematical problems, improving literacy skills and presenting ideas in a fun and creative way for different subjects, such as Science.

Our group decided to focus on ‘presenting ideas’ in which we drew a killer whale and labelled the different body parts on the animal. We thought this would be useful in terms of revising known facts in the classroom, especially in subjects like Science or Geography.


The following website gives ’10 Creative Ways to use Whiteboards in the Classroom’ which I think is a very useful link for teachers to keep in mind if they are struggling to find ways to use more technology in their own class. The author suggests using it for Google Earth, recapping a field trip, team competitions and much more.

Thank you,