What is a MakerSpace.
I was interested in MakerSpaces because of their strong links to Foundation Stage best practise. It’s a place in school where children use sets of resources to work on projects related to Science, Technology, Engineering and Mathematic skills. Children design on their own projects or respond to challenges. I wanted to see how best practises and resources from Foundation can be extended to support learning further up school. For the Year 4 teachers, they wanted to see how our new range of iPad compatible robots can be used in their coding curriculum.
For this MakerSpace I was joined by Jason Milner. Jason is an Apple Distinguished Educator (ADE) from Sydney, Australia. Throughout July he visited other ADE schools across Europe and today we collaborated on this project at my school. Jason wanted to gain experience using iPad compatible robots and also observe the impact that wrapping code around the curriculum may improve the way in which children apply mathematic skills.
Monday 4th July was the day I had been waiting for since February. Apple Distinguished Educator, Jason Milner a Year 4 teacher from Sydney, visited my school to work with me on a MakerSpace project we had been planning for months.
What is a MakerSpace?
I was particularly interested in this concept of MakerSpaces because of the strong links to Foundation Stage style practice. It’s a place in your school or setting where children use open-ended resources or work on projects related to Science, Technology, Engineering and Mathematic skills. Children work on their own projects or respond to challenges set. I wanted to see how best practices and resources from Foundation can be extended to support learning in computing and programming skills. Jason also wanted to gain experience using our Dash robots with Foundation Stage children.
Digital Citizenship and online safety is such an important part of the National Curriculum and confidence to teach this subject is growing amongst teachers in upper primary years. But what is happening lower down school?
In the early years we have always been good at providing children with opportunities to develop relationship skills and problem solve in their peer groups. We have access to many age appropriate resources to discuss stranger danger and bullying. Over the last year I’ve started to see good materials published to bring online safety in to our curriculum. I want to share some of these today.
Coding in the Early Years is something that I have been tinkering with since the new primary curriculum became statutory. I’ve planned unplugged computing strategies which support the later use of BeeBots and practised skills on a suite of iPad apps designed to apply this skill of coding.
This year I’ve been lucky enough to get our hands on Dash robots that connect to our class iPads via Bluetooth. This robots have a suite of apps which progress from early control skills (like a remote controlled car) through to Scratch-like coding blocks that support the Year 6 objectives.
Yesterday I wrote about my experience at Institute, reflecting on the ADE community as a whole, the theme of the week and how I benefit from being a part of this group. Today I want to share 5 of my greatest learning moments.
In the summer term we take our Foundation Unit to Sherwood Pines, a Forestry Commission park here in Nottinghamshire. As the name suggests, it’s a large woodland with tall pine trees and a great outdoor education team and facilities for all ages. During the day we did all of the outdoor education activities you could think of in a forest: mini beast hunts, woodland art (Andy Goldsworthy), story trails (The Gruffalo) and for the purpose of this blog post, photography.
This Spring Term I was invited to work with staff at Heymann School, Nottinghamshire, who were preparing for Science Technology project. My role was to share and support in ways their early years pupils could engage with coding and control skills.
I champion a place for unplugged computing in the curriculum as it secures language, vocabulary, children’s internal decision making, recording and visualising their own inner-computing.