This graphic shows how the skills needed to produce high standard are progressively developed from step one through to progression step five. Use this when planning activities to ensure that progression in skills and the appropriate level of challenge are central to any task.
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🤖 mTiny
🤖 mTiny
mTiny is an engaging, screen-free robot designed to introduce coding in a playful and interactive way for young learners, making it an excellent tool for developing coding skills in primary schools across Wales. Aligned with the Curriculum for Wales, mTiny helps children grasp foundational coding concepts such as sequencing, problem-solving, and logical thinking through tangible, hands-on experiences. By guiding mTiny through mazes, challenges, and interactive stories, learners can explore early computational thinking in a way that fosters creativity, curiosity, and collaboration. mTiny allows learners to progress naturally from basic commands to more complex problem-solving tasks, all while developing key digital and computational skills. This progression ensures that learners build confidence in their coding abilities, preparing them for more advanced digital learning as they move through the curriculum.
⭐ TINKER TIME!
⭐ TINKER TIME!
Allow learners the opportunity to explore the device, discovering what it can do. An active and exploratory approach promotes independence in learning, searching for and evaluating a range of new ideas.
⭐ TRIAL AND ERROR!
⭐ TRIAL AND ERROR!
Allow learners to experiment with their codes and make mistakes. Problem solving and debugging is part of coding and computational thinking.
⭐ COLLABORATION!
⭐ COLLABORATION!
Provide opportunities for learners to articulate their ideas and questions while challenging and responding to their teachers and peers.
⭐ SHARE!
⭐ SHARE!
Motivate learners by sharing an aspirational end goal linked to their interests. Learners will consolidate what they have learned and can reflect on the steps they took to get there.
⭐ CREATIVITY!
⭐ CREATIVITY!
Is there another way to solve the problem? Encourage learners to ‘think outside the box’ and not to take the obvious route to solving a problem.
Suggestions 🔎
Suggestions 🔎
mTiny
Here are some applications and software that you can use to develop computational thinking skills. These are a small selection - there are MANY more available. It is essential that you select the applications and software that is suitably matched to the learner's stage and that each learner experiences a range of these applications as they apply and develop their digital skills.
PS1 - Give and follow instructions
PS1 - Give and follow instructions
What does good look like?
What does good look like?
mTiny provides an exciting introduction to coding for young learners through engaging, hands-on experiences. This interactive robot encourages children to explore fundamental concepts such as sequencing, directionality, and problem-solving in a playful and accessible manner. By using visual coding cards and guiding mTiny through simple tasks and challenges, students can develop their computational thinking skills while fostering curiosity and creativity. These early coding activities align with the curriculum’s focus on active, exploratory learning, allowing learners to grasp the basics of programming in a collaborative environment. As students engage with mTiny, they build confidence in their abilities and lay a solid foundation for more complex coding concepts in future progression steps.
How about...
How about...
Cymraeg – Can learners show their understanding of a question by directing mTiny to a picture using the coding blocks. E.g. ‘Oes tatws ar y fferm?’ Learners build a code and move around a farm themed map toward the potatoes.
We’re going on an mTiny hunt! - Navigate mTiny through obstacles to retell the story ‘We’re going on a bear hunt’ repeating the story language as they build the code.
Roles - Control the movement of mTiny (either by shaking the tap pen, using the joystick or creating a code using tiles) to interact with contents of the large tiles. mTiny will adopt the role of doctor or police officer and learners need to heal the patient or catch the criminal.
In the block play area, build a maze for mTiny and navigate around it either by shaking the tap pen, using the joystick or creating a code using tiles.
⭐ Skills ⭐
⭐ Skills ⭐
Recognise and follow instructions
Recognise and follow instructions
Pupils can identify a sequence of direction tiles as set of instructions to be followed in the correct order to reach a given point on a map.
Use simple coding language
Use simple coding language
Pupils can use the correct language to describe the function of the coding tiles (forward, backward, turn left/right, input, go).
Create simple algorithms
Create simple algorithms
Pupils can create their own algorithms using the coding tiles to control mTiny’s path to a given point on a map.
Identify simple errors
Identify simple errors
Pupils can test out their algorithm using mTiny to clearly identify simple errors in code.
PS2 - Understanding and applying basic concepts
PS2 - Understanding and applying basic concepts
What does good look like?
What does good look like?
mTiny serves as an invaluable resource for enhancing learners’ coding skills through interactive and engaging activities. Building on their foundational knowledge, students can explore essential coding concepts such as loops, conditional statements, and basic programming logic while working with this playful robot. By using visual coding cards to create sequences and patterns, learners gain a deeper understanding of how to construct commands that guide mTiny through increasingly complex challenges and obstacles. These hands-on experiences not only promote critical thinking and problem-solving but also encourage collaboration and creativity among peers. As students progress with mTiny, they strengthen their computational thinking skills, preparing them for more advanced coding tasks and fostering a love for technology that aligns with the goals of the Curriculum for Wales.
How about...
How about...
Give learners a ‘Parson’s Problem’ – provide all the correct direction tiles but in the wrong order. Can they arrange them to reach a given point on the map? Learners can test out their solution and debug as necessary.
Pair programming – learners work in pairs and adopt the roles of driver and navigator. The driver is responsible for writing the code and tapping the pen. The navigator focuses on the wider task, debugging the code and problem solving.
Use the PRIMM Approach to structure lessons – Predict the outcome of a given code, Run the code to test their predictions, Investigate the code either by annotating or debugging, Modify the code to change it’s original function and finally Make a new code with a new function but using the same structures as the original.
⭐ Skills ⭐
⭐ Skills ⭐
Following an algorithm
Following an algorithm
Pupils can predict the purpose and outcome of an algorithm by reading or following it. They realise the importance of accuracy in an algorithm.
Adapting an algorithm for different outcomes
Adapting an algorithm for different outcomes
Pupils can change their route to the same destination to meet a certain criterion or to make their route more efficient.
Using the repeat and loop tiles
Using the repeat and loop tiles
Pupils can identify repeated steps and streamline their algorithm using a loop/repeat tile.
Debugging errors
Debugging errors
Pupils can identify errors within their algorithms through testing and suggest solutions to solve their errors.
PS3 - Increasing complexity
PS3 - Increasing complexity
What does good look like?
What does good look like?
In Progression Step 3, mTiny becomes a powerful tool for learners to deepen their coding skills and apply their understanding of more complex concepts. At this stage, students are encouraged to explore advanced coding principles such as algorithms, functions, and debugging, enhancing their computational thinking and problem-solving abilities. By programming mTiny to navigate intricate mazes, complete interactive challenges, or even create their own games, learners can experiment with conditional logic and loops in a fun and engaging way. These activities not only reinforce their coding knowledge but also promote collaboration and creativity as students work together to design solutions. As learners engage with mTiny, they develop confidence and competence in their coding abilities, preparing them for the challenges and opportunities that lie ahead in their digital learning journey while aligning with the objectives of the Curriculum for Wales.
How about...
How about...
4C’s Task – Critical Thinking, Creativity, Collaboration and Communication. Share an end goal with a whole group. Split into four teams, each with a focus on one of the four C’s. The whole group must work together towards the end goal but keeping their specific role in mind.
Record videos or user guides for other learners at all stages of learning to explain how to code mTiny to preform different tasks.
Devise concept maps for mTiny’s functions and the coding knowledge needed for each.
Use ‘Peer Instruction’ method to introduce mTiny. Allow learners to research or have ‘tinker time’ getting to know the equipment. Next provide multiple choice questions to assess their knowledge of mTiny. Finally provide time for peer discussion
⭐ Skills ⭐
⭐ Skills ⭐
Make algorithms concise
Make algorithms concise
Pupils can debug and shorten their algorithm when repeated letters or shapes are used by including loops and repeaters.
Explaining and debugging
Explaining and debugging
Pupils can read and explain the purpose of an algorithm, identifying and correcting errors (debugging).
Exploring functions
Exploring functions
Pupils can generate a sequence using mTiny and label it as a function, enhancing their workflow when coding.
Conditional statements
Conditional statements
Pupils are beginning to use conditional statements ‘if … then…’ to further develop their code.
Created in partnership with...
Created in partnership with...
Hendre Infants School
Hendre Infants School
Hendre Junior School
Hendre Junior School
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