Working with Oak National Academy, we’ve turned the materials from our Teach Computing Curriculum into more than 300 free, curriculum-mapped video lessons for remote learning.
A comprehensive set of free classroom materials
One of our biggest projects for teachers that we’ve worked on over the past two years is the Teach Computing Curriculum: a comprehensive set of free computing classroom materials for key stages 1 to 4 (learners aged 5 to 16). The materials comprise lesson plans, homework, progression mapping, and assessment materials. We’ve created these as part of the National Centre for Computing Education, but they are freely available for educators all over the world to download and use.
More than 300 free, curriculum-mapped video lessons
In the second half of 2020, in response to school closures, our team of experienced teachers produced over 100 hours of video to transform Teach Computing Curriculum materials into video lessons for learning at home. They are freely available for parents, educators, and learners to continue learning computing at home, wherever you are in the world.
Part of our work in the consortium behind the National Centre for Computing Education (NCCE) is to produce free classroom resources for teachers to deliver the Computing curriculum to students aged 5–16 in England. Our Director of Educator Support Carrie Anne Philbin describes how we define and represent progression in these resources.
For our work to develop a complete bank of free teaching resources that help teachers deliver the Computing curriculum in England, we knew that a strong progression framework is absolutely crucial. A progression framework is the backbone of any subject curriculum: it defines the sequence in which students learn, noting where core understanding of a topic is established in order to progress.
What’s the best approach to present progression?
We studied a lot of progression frameworks, examination specifications, and even some research papers. What we found is that there are two quite different ways of presenting progression that show what should be taught and when it should be taught, as well as information on how or why concepts should be taught.
Another approach is to use a map of possible trajectories through learning waypoints and importantly how they connect to each other. This approach highlights where prerequisite knowledge needs to be mastered before students can move on, as well as the dependent knowledge contained in other nodes that need to be mastered in order to progress.
Cambridge Mathematics are leading the way in “developing a flexible and interconnected digital Framework to help reimagine mathematics education 3-19”. We’ve been lucky enough to learn from their work, which has helped us to create learning graphs.
We develop learning graphs
For our free classroom resources, we organise computing content (concepts, knowledge, skills, and objectives) into interconnected networks we call learning graphs. We found that nodes often form clusters corresponding to specific themes, and we can connect them if they represent two adjacent waypoints in the learning process. Depending on the level of abstraction, the nodes in a learning graph contain anything ranging from the contents of a curriculum strand across an entire Key Stage, to the learning objectives of a six-lesson unit.
The learning graph for the Year 9 unit ‘Representations: going audiovisual’. Click to embiggen.
Initially, the graphs we produce are in a fluid state: they uncover the structure of the content and the possible journeys through it, without being bound to a specific teaching pathway. As we develop the content further, the graphs eventually reach a solid state, where the nodes are arranged to reflect our suggestions on the order in which teachers could actually deliver the content.
Learning graphs are doubly useful
We believe that learning graphs are useful to teachers on a whole new level: they directly inform lesson planning, but they also add value by showing opportunities to assess understanding at landmark waypoints in a lesson or unit. By checking that students are grasping the concepts, teachers are able to think more about how they are teaching and can revisit knowledge that perhaps didn’t land with learners the first time.
We need teachers’ feedback
All progression frameworks are subjective, and because so far there’s only little research into computing education, we rely on teachers’ experience of combining the ‘what’ we teach and ‘how’ to teach it in order to help inform this work. If you’ve not taken a look at our learning graphs for the NCCE Resource Repository, access them via teachcomputing.org/resources and let us know your thoughts via [email protected].
In issue 4, our international panel of educators and experts recommends approaches to continuing professional development in computer science education.
Approaches to professional development, and much more
With recommendations for more professional development in the Royal Society’s report, and government funding to support this, our cover feature explores some successful approaches. In addition, the issue is packed with other great resources, guides, features, and lesson plans to support educators.
The Royal Society: After the Reboot — learn about the latest report and its findings about computing education
The Cyber Games — a new programme looking for the next generation of security experts
Engaging Students with Drones
Digital Literacy: Lost in Translation?
Object-oriented Coding with Python
Get your copy of Hello World 4
Hello World is available as a free Creative Commons download for anyone around the world who is interested in computer science and digital making education. You can get the latest issue as a PDF file straight from the Hello World website.
Thanks to the very generous sponsorship of BT, we are able to offer free print copies of the magazine to serving educators in the UK. It’s for teachers, Code Club volunteers, teaching assistants, teacher trainers, and others who help children and young people learn about computing and digital making. So remember to subscribe to have your free print magazine posted directly to your home — 6000 educators have already signed up to receive theirs!
Could you write for Hello World?
By sharing your knowledge and experience of working with young people to learn about computing, computer science, and digital making in Hello World, you will help inspire others to get involved. You will also help bring the power of digital making to more and more educators and learners.
The computing education community is full of people who lend their experience to help colleagues. Contributing to Hello World is a great way to take an active part in this supportive community, and you’ll be adding to a body of free, open-source learning resources that are available for anyone to use, adapt, and share. It’s also a tremendous platform to broadcast your work: Hello World digital versions alone have been downloaded more than 50000 times!
Solving problems that are meaningful to us is at the core of our approach to teaching and learning about technology here at the Raspberry Pi Foundation. Over the last eight months, I’ve noticed that the types of digital making projects that motivate and engage me have changed (can’t think why). Always looking for ways to save money and automate my life and the lives of my loved ones, I’ve been thinking a lot about how digital making projects could be the new best friend of any new parent.
I never knew how much equipment one small child needs until very recently. I also had no idea of the range of technology that is on offer to support you as a new parent to ensure the perfect environment outside of the womb. Baby monitors are at the top of this list. There are lots of Raspberry Pi baby monitor projects with a range of sensing functionality already in existence, and we’ve blogged about some of them before. They’re a great example of how an understanding of technology can open up a range of solutions that won’t break the bank. I’m looking forward to using all the capabilities of the Raspberry Pi to keep an eye on baby.
Baby name generator
Another surprising discovery was just how difficult it is to name a human being. Surprising because I can give a name to an inanimate object in less than three seconds, and come up with nicknames for colleagues in less than a day. My own offspring, though, and I draw a blank. The only solution: write a Python program to randomly generate names based on some parameters!
from time import sleep
from guizero import App, ButtonGroup, Text, PushButton, TextBox
boyname = names.get_first_name(gender='male')
girlname = names.get_first_name(gender='female')
othername = names.get_first_name()
if babygender.get() == "male":
elif babygender.get() == "female":
app = App("Baby name generator")
surname_label = Text(app, "What is your surname?")
babylastname = TextBox(app, width=50)
babygender = ButtonGroup(app, options=[["boy", "male"], ["girl", "female"], ["all", "all"]], selected="male", horizontal=True)
intro = Text(app, "Your baby name could be")
name = Text(app, "")
button = PushButton(app, get_name, text="Generate me a name")
Thanks to the names and GUIZero Python libraries, it is super simple to create, resolving any possible parent-to-be naming disputes in mere minutes.
Food, Poo, or Love?
I love data. Not just in Star Trek, but also more generally. Collecting and analysing data to understand my sleep patterns, my eating habits, how much exercise I do, and how much time I spend watching YouTube videos consumes much of my time. So of course I want to know lots about the little person we’ve made, long before he can use language to tell us himself.
I’m told that most newborns’ needs are quite simple: they want food, they want to be changed, or they just want some cuddles. I’m certain it’s more complicated than this, but it’s a good starting point for a data set, so stick with me here. I also wondered whether there might be a correlation between the amplitude of the cry and the type of need the baby has. A bit of an imprecise indicator, maybe, but fun to start to think about.
This build’s success is mostly thanks to Pimoroni’s Rainbow HAT, which, conveniently, has three capacitive touch buttons to record the newborn’s need, four fourteen-segment displays to display the words “FOOD”, “POO”, and “LOVE” when a button is pressed, and seven multicoloured LEDs to indicate the ferociousness of the baby’s cry in glorious technicolour. With the addition of a microphone, the ‘Food, Poo, Love Machine’ was born. Here it is in action:
Here at Raspberry Pi, we know that getting physical with computing is often a catalyst for creativity. Building a simple circuit can open up a world of making possibilities! This ethos of tinkering and invention is also being used in the classroom to inspire a whole new generation of makers too, and here is why.
The all-important question
Physical computing provides a great opportunity for creative expression: the button press! By explaining how a button works, how to build one with a breadboard attached to computer, and how to program the button to work when it’s pressed, you can give learners young and old all the conceptual skills they need to build a thing that does something. But what do they want their button to do? Have you ever asked your students or children at home? I promise it will be one of the most mindblowing experiences you’ll have if you do.
Looks harmless now, but put it into the hands of a child and see what happens!
Amy will want her button to take a photo, Charlie will want his button to play a sound, Tumi will want her button to explode TNT in Minecraft, Jack will want their button to fire confetti out of a cannon, and James Robinson will want his to trigger silly noises (doesn’t he always?)! Idea generation is the inherent gift that every child has in abundance. As educators and parents, we’re always looking to deeply engage our young people in the subject matter we’re teaching, and they are never more engaged than when they have an idea and want to implement it. Way back in 2012, I wanted my button to print geeky sayings:
A sneak peek at the finished Geek Gurl Diaries ‘Box of Geek’. I’ve been busy making this for a few weeks with some help from friends. Tutorial to make your own box coming soon, so keep checking the Geek Gurl Diaries Twitter, facebook page and channel.
What are the challenges for this approach in education?
Allowing this kind of free-form creativity and tinkering in the classroom obviously has its challenges for teachers, especially those confined to rigid lesson structures, timings, and small classrooms. The most common worry I hear from teachers is “what if they ask a question I can’t answer?” Encouraging this sort of creative thinking makes that almost an inevitability. How can you facilitate roughly 30 different projects simultaneously? The answer is by using those other computational and transferable thinking skills:
Clearly specifying a problem, surveying the tools available to solve it (including online references and external advice), and then applying them to solve the problem is a hugely important skill, and this is a great opportunity to teach it.
Press ALL the buttons!
When we train teachers at Picademy, we group attendees around themes that have come out of the idea generation session. Together they collaborate on an achievable shared goal. One will often sketch something on a whiteboard, decomposing the problem into smaller parts; then the group will divide up the tasks. Each will look online or in books for tutorials to help them with their step. I’ve seen this behaviour in student groups too, and it’s very easy to facilitate. You don’t need to be the resident expert on every project that students want to work on.
The key is knowing where to guide students to find the answers they need. Curating online videos, blogs, tutorials, and articles in advance gives you the freedom and confidence to concentrate on what matters: the learning. We have a number of physical computing projects that use buttons, linked to our curriculum for learners to combine inputs and outputs to solve a problem. The WhooPi cushion and GPIO music box are two of my favourites.
The rise of the global maker movement, I think, is in response to abstract concepts and disciplines. Children are taught lots of concepts in isolation that aren’t always relevant to their lives or immediate environment. Digital making provides a unique and exciting way of bridging different subject areas, allowing for cross-curricular participation. I’m not suggesting that educators should throw away all their schemes of work and leave the full direction of the computing curriculum to students. However, there’s huge value in exposing learners to the possibilities for creativity in computing. Creative freedom and expression guide learning, better preparing young people for the workplace of tomorrow.
It’s the beginning of a new school year, and the latest issue of Hello World is here! Hello World is our magazine about computing and digital making for educators, and it’s a collaboration between The Raspberry Pi Foundation and Computing at School, part of the British Computing Society.
In issue 3, our international panel of experts takes an in-depth look at assessment in computer science.
Approaching assessment, and much more
Our cover feature explores innovative, practical, and effective approaches to testing and learning. The issue is packed with other great resources, guides, features and lesson plans to support educators.
Tutorials and lesson plans on Scratch Pong, games design, and the database-building Python library, SQLite3
Supporting learning with online video
The potential of open-source resources in education
A bluffer’s guide to Non-Examination Assessments (NEA) for GCSE Computer Science
A look at play and creativity in programming
Get your copy of Hello World 3
Hello World is available as a free Creative Commons download for anyone around the world who is interested in Computer Science and digital making education. Grab the latest issue straight from the Hello World website.
Thanks to the very generous support of our sponsors BT, we are able to offer free printed versions of the magazine to serving educators in the UK. It’s for teachers, Code Club volunteers, teaching assistants, teacher trainers, and others who help children and young people learn about computing and digital making. Remember to subscribe to receive your free copy, posted directly to your home.
As a special bonus for our print subscribers, this issue comes bundled with a copy of Ian Livingstone and Shahneila Saeed’s new book, Hacking the Curriculum: Creative Computing and the Power of Play.
The book explains the critical importance of coding and computing in modern schools, and offers teachers and school leaders practical guidance on how to improve their computing provision. Thanks to Ian Livingstone, Shahneila Saeed, and John Catt Educational Ltd. for helping to make this possible. The book will be available with issue 3 to new subscribers while stocks last.
We are very excited to announce that Hello World now has more than 10,000 subscribers!
We’re celebrating this milestone, but we’d love to reach even more computing and digital making educators. Help us to spread the word to teachers, volunteers and home educators in the UK.
Share your teaching experiences in computing and related subjects with Hello World, and help us to help other educators! When you air your questions and challenges on our letters page, other educators are ready to help you. Drop us an email to submit letters, articles, lesson plans, and questions for our FAQ pages – wherever you are in the world, get in touch with us by emailing [email protected].
We are very excited to announce that issue 2 of Hello World is out today! Hello World is our magazine about computing and digital making, written by educators, for educators. It is a collaboration between the Raspberry Pi Foundation and Computing at School, part of the British Computing Society.
We’ve been extremely fortunate to be granted an exclusive interview with Mitch Resnick, Leader of the Scratch Team at MIT, and it’s in the latest issue. All around the world, educators and enthusiasts are celebrating ten years of Scratch, MIT’s block-based programming language. Scratch has helped millions of people to learn the building blocks of computer programming through play, and is our go-to tool at Code Clubs everywhere.
A magazine by educators, for educators.
This packed edition of Hello World also includes news, features, lesson activities, research and opinions from Computing At School Master Teachers, Raspberry Pi Certified Educators, academics, informal learning leaders and brilliant classroom teachers. Highlights (for me) include:
A round-up of digital making research from Oliver Quinlan
Safeguarding children online by Penny Patterson
Embracing chaos inside and outside the classroom with Code Club’s Rik Cross, Raspberry Jam-maker-in-chief Ben Nuttall, Raspberry Pi Certified Educator Sway Grantham, and CPD trainer Alan O’Donohoe
How MicroPython on the Micro:bit is inspiring a generation, by Nicholas Tollervey
Incredibly useful lesson activities on programming graphical user interfaces (GUI) with guizero, simulating logic gates in Minecraft, and introducing variables through story telling.
Exploring computing and gender through Girls Who Code, Cyber First Girls, the BCSLovelace Colloqium, and Computing At School’s #include initiative
A review of browser based IDEs
Get your copy
Hello World is available as a free Creative Commons download for anyone around the world who is interested in Computer Science and digital making education. Grab the latest issue straight from the Hello World website.
Thanks to the very generous support of our sponsors BT, we are able to offer a free printed version of the magazine to serving educators in the UK. It’s for teachers, Code Club volunteers, teaching assistants, teacher trainers, and others who help children and young people learn about computing and digital making. Remember to subscribe to receive your free copy, posted directly to your home.
Are you an educator? Then Hello World needs you! As a magazine for educators by educators, we want to hear about your experiences in teaching technology. If you hear a little niggling voice in your head say “I’m just a teacher, why would my contributions be useful to anyone else?” stop immediately. We want to hear from you, because you are amazing!
The Cambridge office must have been very quiet last week, as staff from across the Raspberry Pi Foundation exhibited at the Bett Show 2017. Avid readers will note that at the UK’s largest educational technology event, held in London across four days, we tend to go all out. This year was no exception, as we had lots to share with you!
In our area of the STEAM village, where we had four pods and a workshop space, the team handed copies out in their thousands to eager educators interested in digital making, computing, and computer science. If you weren’t able to get your hands on a copy, don’t worry; you can download a free digital PDF and educators can subscribe to get this year’s three issues delivered, completely free of charge, to their door.
Sharing the Code Club love
Thanks to the support of some enthusiastic young people and our Code Club regional coordinators, we ran our first ever Code Club at Bett on Saturday.
Massive thanks to @TheChallenge_UK @CodeClub volunteers for helping @Raspberry_Pi out at #Bett2017 today 🙂
There was a great turnout of educators and their children, who all took part in a programming activity, learning just what makes Code Club so special. With activities like this, you can see why there are 5,000 clubs in the UK and 4,000 in the rest of the world!
Let’s be honest: exhibitions and conferences are all about the free swag. (I walked away with a hoodie, polo shirt, and three highlighter pens.) We think we had the best offering: free magazines and classroom posters!
It’s our the final day of #Bett2017! Pop over to STEAM village to see the Code Club team & get your hands on our coveted posters! #PiAtBett
We love interacting with people and we’re passionate about making things, so we helped attendees make their very own LED badge that they could keep. It was so popular that after it has had a few tweaks, we’ll will make it available for you to download and use in class, after-school clubs, and Raspberry Jams!
The ‘All Seeing Pi‘ kept an eye on attendees passing by that we may have missed, using comedy moustaches to lure them in. We’ve enjoyed checking out its Twitter account to see the results.
Speaking from the heart
The STEAM village was crammed with people enjoying all our activities, but that’s not all; we even found time to support our educator community to give talks about their classroom practice on stage. One of the highlights was seeing three of our Certified Educators, along with their class robots, sharing their journey and experience on a panel chaired by Robot Wars judge and our good friend, Dr Lucy Rogers.
These ARE the droids you’re looking for! Bill Harvey, Neil Rickus, Nic Hughes, Dr Lucy Rogers, and their robots.
Well done @Raspberry_Pi for such a good turn out yesterday! Keep up the good work at your stand in STEAM Village.
A royal visit
We were excited to be visited by a very special attendee, our patron the Duke of York, who spent time meeting the team, learned more about our programmes, and discussed teacher training with me.
Thanks to everyone who visited, supported, and got involved with us. We ran 43 workshops and talks on our stand, handed out 2,000 free copies of Hello World and 400 Code Club posters, caught 100 comedy faces with the All-Seeing Pi, gave 5 presentations on Bett stages, took 5,000 pictures on our balloon cam, and ran 1 Code Club and 1 Raspberry Jam, across 4 days at the Bett show.
At Raspberry Pi, we’re determined in our ambition to put the power of digital making into the hands of people all over the world: one way we pursue this is by developing high-quality learning resources to support a growing community of educators. We spend a lot of time thinking hard about what you can learn by tinkering and making with a Raspberry Pi, and other devices and platforms, in order to become skilled in computer programming, electronics, and physical computing.
Now, we’ve taken an exciting step in this journey by defining our own digital making curriculum that will help people everywhere learn new skills.
We have a large and diverse community of people who are interested in digital making. Some might use the curriculum to help guide and inform their own learning, or perhaps their children’s learning. People who run digital making clubs at schools, community centres, and Raspberry Jams may draw on it for extra guidance on activities that will engage their learners. Some teachers may wish to use the curriculum as inspiration for what to teach their students.
Raspberry Pi produces an extensive and varied range of online learning resources and delivers a huge teacher training program. In creating this curriculum, we have produced our own guide that we can use to help plan our resources and make sure we cover the broad spectrum of learners’ needs.
Learning anything involves progression. You start with certain skills and knowledge and then, with guidance, practice, and understanding, you gradually progress towards broader and deeper knowledge and competence. Our digital making curriculum is structured around this progression, and in representing it, we wanted to avoid the age-related and stage-related labels that are often associated with a learner’s progress and the preconceptions these labels bring. We came up with our own, using characters to represent different levels of competence, starting with Creator and moving onto Builder and Developer before becoming a Maker.
Progress through our curriculum and become a digital maker
We want to help people to make things so that they can become the inventors, creators, and makers of tomorrow. Digital making, STEAM, project-based learning, and tinkering are at the core of our teaching philosophy which can be summed up simply as ‘we learn best by doing’.
We’ve created five strands which we think encapsulate key concepts and skills in digital making: Design, Programming, Physical Computing, Manufacture, and Community and Sharing.
One of the Raspberry Pi Foundation’s aims is to help people to learn about computer science and how to make things with computers. We believe that learning how to create with digital technology will help people shape an increasingly digital world, and prepare them for the work of the future.
Computational thinking is at the heart of the learning that we advocate. It’s the thought process that underpins computing and digital making: formulating a problem and expressing its solution in such a way that a computer can effectively carry it out. Computational thinking covers a broad range of knowledge and skills including, but not limited to:
By progressing through our curriculum, learners will develop computational thinking skills and put them into practice.
What’s not on our curriculum?
If there’s one thing we learned from our extensive work in formulating this curriculum, it’s that no two educators or experts can agree on the best approach to progression and learning in the field of digital making. Our curriculum is intended to represent the skills and thought processes essential to making things with technology. We’ve tried to keep the headline outcomes as broad as possible, and then provide further examples as a guide to what could be included.
Our digital making curriculum is not intended to be a replacement for computer science-related curricula around the world, such as the ‘Computing Programme of Study’ in England or the ‘Digital Technologies’ curriculum in Australia. We hope that following our learning pathways will support the study of formal curricular and exam specifications in a fun and tangible way. As we continue to expand our catalogue of free learning resources, we expect our curriculum will grow and improve, and your input into that process will be vital.
We’re proud to be part of a movement that aims to empower people to shape their world through digital technologies. We value the support of our community of makers, educators, volunteers, and enthusiasts. With this in mind, we’re interested to hear your thoughts on our digital making curriculum. Add your feedback to this form, or talk to us at one of the events that Raspberry Pi will attend in 2017.
If there’s one thing we’re passionate about here at the Raspberry Pi Foundation, it’s sharing our community’s passion for making with technology. Back in January, the Education team exhibited at the Bett Show with a special Educator’s Edition of our fabulous magazine, The MagPi. The goal was to share our projects and programmes with educators who could join our increasing community of digital makers. Like all our publications, a downloadable PDF was made available on our website; this was good thinking, as the magazine proved to be very popular and we ran out of copies soon after the show.
Exhibiting at the Bett Show 2016 with the special Educator’s Edition of The MagPi
This year, we’ve been working hard to improve the support we provide to our Raspberry Pi Certified Educators when they take their first steps post-Picademy, and begin to share their new skills with their students or faculty on their own. In the past, we’ve provided printable versions of our resources or handed out copies of The MagPi. Instead of providing these separately, we thought it would be fun to bundle them together for all to access.
Educators getting hands-on with their builds at Picademy
Thanks to the support of our colleagues in the MagPi team, we’ve been able to bring you a new and improved special edition of The MagPi: it’s aimed at educators and is packed full of new content, including tutorials and guides, for use in schools and clubs. You can download a free PDF of the second issue of the special Educator’s Edition right now. If you want a printed copy, then you’ll need to seek us out at events or attend a Picademy in the UK and US whilst we have them in stock!
Warning: contains inspiration!
The digital making revolution in education: how the maker movement has been taking the classroom by storm!
A case study: creative computing at Eastwood Academy
How to start a Code Club in your school
Physical computing tutorials with Python and Scratch
Teaching computing with Minecraft
Blinky lights, cameras, micro:bits, and motor tutorials
In April 2014 we ran our first ever training event for teachers. We called it ‘Picademy‘, and we selected 24 fabulous teachers to attend and gave them a qualification and a very special badge at the end.
Our aim was to give teachers the skills and knowledge they need to get creative with computing, no matter what their level of experience.
Educators teach, learn and make with us at Picademy
Two years on, there are now over 700 Raspberry Pi Certified Educators around the world working with tens of thousands of young people. We know that many of our Certified Educators have gone on to become leaders in the field, helping to train other educators and build a movement around computing and digital making in the classroom.
Based on the huge volume of questions and enquiries we get from people who want to get involved in Picademy, we think we’re onto something, and we’re developing some exciting plans for the future. For now, I wanted to answer some of the most commonly asked questions about Picademy.
Picademy offers teachers two full days of hands-on Continued Professional Development (CPD) workshops, and attendees become Raspberry Pi Certified Educators. It’s free, and our friends at Google are supporting us to offer it at their Digital Garage venues around the UK. Watch the experiences of attendees at [email protected] in Leeds, then find out more and apply at rpf.io/train.
Picademy is a two-day course that allows educators to experience what can be achieved with a little help and lots of imagination. Through a series of workshops we introduce a range of engaging ways to deliver computing in classrooms all over the world. Highlights include using physical computing to control electronic components like LEDs and buttons; coding music with Sonic Pi; and terraforming the world of Minecraft. On day two, attendees have the opportunity to apply their learning by developing their own project ideas, learning from each other and our experts.
Each cohort that attends contains a mix of primary, secondary and Post-16 educators representing many different subject areas. One of our aims is to create leaders in education who are equipped with skills to train others in their community. Attending our training is the first step in that journey.
When are you bringing Picademy to [insert name of place here]?
This is by far the most common question. There is clearly a huge demand for the kind of professional development that Picademy offers.
So far, we’ve been mainly focused on the UK. The first wave of events were held at Pi Towers in Cambridge. Over the past year, thanks to the generous support of our friends at Google, we have been able to bring Picademy to cities across the UK, with events in Leeds, Birmingham and Manchester. In the next few months, we will be running events in Newcastle, Liverpool and London. The venues are part of the Google Digital Garage initiative, and we’ll be running Picademy sessions with them until at least April 2017, so we hope to pop up in a city near you soon!
This year, we launched a pilot programme in the USA, with our first ever Picademy training events outside the UK taking place in California in February and April before heading to Baltimore in August.
We don’t currently have plans to launch Picademy in other parts of the world. We’d love to, but we just don’t have the capacity. We are brainstorming ideas for how the Foundation can better support educators globally and as those ideas develop, we’ll be looking for your input to help shape them.
We often get asked whether we will partner with organisations in other parts of the world who want to run Picademy on our behalf. We aren’t currently considering those kind of partnerships, but it is one of the options that we will be looking at for the long-term.
I’m not a teacher, but I want to learn about Raspberry Pi. Can I attend?
Picademy is designed for teachers. The aim is to equip them with the best possible pedagogy, strategies, tools and ideas to bring digital making into the classroom. It’s also about building a community of educators who can support each other and grow the movement.
It’s not a “How to use Raspberry Pi” course. There are lots of websites and video channels that are already doing a fantastic job in that space (see our Community page for a small selection of these).
We know that there are lots of people who aren’t formal teachers who help young people learn about computing and digital making, and we are working hard to support them. For example, we have a huge programme of training for Code Club volunteers.
For Picademy, our priority is to support the people at the chalkface, where access to professional development is problematic and where up-skilling in digital making is needed most.
We have accepted applications from people in other roles, like teaching assistants and librarians, who work with children every day in schools or other community settings, but the vast majority of participants have been qualified, serving teachers.
If you want to learn about Raspberry Pi, one of the best places to start is a Raspberry Jam. There are now hundreds of Jams happening regularly around the world. These are community events, run by brilliantly talented volunteers, that bring together people of all ages to learn about digital making.
Can I have access to the course materials?
All our Picademy sessions are based on resources that are available for free on our website. Some of the most common sessions are based on:
Getting started with Physical Computing in both Scratch and Python
Our focus is on collaboration, making, project-based learning, and computing – similar to most Raspberry Jams, in fact. If you are super-interested in STEAM, project-based learning, and digital making (the pillars of Picademy), then I’d recommend the following reading as a starting point:
Using code we have created a funfair! All components triggered by #Python codes we have written ourselves #picademypic.twitter.com/J5spWvoQom
Our trainers all have experience of teaching in formal contexts, have good subject knowledge and a super-supportive manner. They share their expertise and passion with others which is inspiring and infectious. The educators that attend are open-minded, imaginative and curious. Together we have a lot of fun.
Who can I speak to about Picademy?
The teacher training team at the Foundation consists of three full time people: Picademy Manager James Robinson, Code Club Teacher Training Manager Lauren Hyams, and Education Team Co-ordinator Dan Fisher. Do reach out to us via the forum or social media.
We’re supported from across the Foundation and our wider community by an awesome team that helps us design and deliver the events.
Without the support of all these people, we would not be able to run the volume of events that we do – a huge thank you with bells on to all our helpers from me!
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