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Welcome.
Welcome.
This website is currently under development to ensure that there is a clear and sensible progression pathway through the Stages and the projects outlined for each Stage.
This website is currently under development to ensure that there is a clear and sensible progression pathway through the Stages and the projects outlined for each Stage.
New projects and depth of explanation of the projects will be added in the future, so it is worth revisiting the site from time to time.
New projects and depth of explanation of the projects will be added in the future, so it is worth revisiting the site from time to time.
The site has been produced by St John's College School in Cambridge for anyone wishing to develop a STE(A)M curriculum at their school. You are welcome to copy and repurpose any of the content on this site so long as it is for use in education and is not for profit.
The site has been produced by St John's College School in Cambridge for anyone wishing to develop a STE(A)M curriculum at their school. You are welcome to copy and repurpose any of the content on this site so long as it is for use in education and is not for profit.
The projects in this scheme of work support the physical computing and robotics elements of the UK's Computing Programmes of Study.
The projects in this scheme of work support the physical computing and robotics elements of the UK's Computing Programmes of Study.
The projects are also being mapped to the Coding and Robotics competencies specified in the National Curriculum Statement for Coding and Robotics, annual teaching plan (Department: Basic Education - Republic of South Africa). See NCS Map .
The projects are also being mapped to the Coding and Robotics competencies specified in the National Curriculum Statement for Coding and Robotics, annual teaching plan (Department: Basic Education - Republic of South Africa). See NCS Map .
Teacher training
Teacher training
This site is intended to give teachers simple practical advice on how to get started with physical computing and robotics and to extend what they are already doing. This is by no means a comprehensive collection of physical computing projects. They have been selected to demonstrate the wide range of techniques and processes that are commonly applied in physical systems. The projects can be easily be adapted and used to solve an almost infinite variety of sensing and control problems.
This site is intended to give teachers simple practical advice on how to get started with physical computing and robotics and to extend what they are already doing. This is by no means a comprehensive collection of physical computing projects. They have been selected to demonstrate the wide range of techniques and processes that are commonly applied in physical systems. The projects can be easily be adapted and used to solve an almost infinite variety of sensing and control problems.
It is essential that those who are teachers of physical computing or STE(A)M have the opportunity to develop their practical skills for building circuits that incorporat sensors, processors and actuators. They must gain first hand experience of developing computer controlled robotic systems. Without this practical experience, they will lack the sufficient knowledge and understanding and more importantly the 'feel' for the subject to be engaging and effective teachers of robotics.
It is essential that those who are teachers of physical computing or STE(A)M have the opportunity to develop their practical skills for building circuits that incorporat sensors, processors and actuators. They must gain first hand experience of developing computer controlled robotic systems. Without this practical experience, they will lack the sufficient knowledge and understanding and more importantly the 'feel' for the subject to be engaging and effective teachers of robotics.
It is hoped that teachers will bring this practical, hands on approach into the classroom in accordance with best practice. When learners are developing practical projects they will be fully engaged in the work. They will gain a deeper knowledge and understanding of the principles and skills which underpin coding and robotics. They will also become familiar with the design cycle as they think about, design, build, test, evaluate and refine their systems. With each iteration of this cycle their knowledge and understanding will grow. Although they have their place to teach some of the theory, it is not possible to acquire a genuine feel for this subject by simply studying from a text book and carrying out unplugged or virtual simulations.
It is hoped that teachers will bring this practical, hands on approach into the classroom in accordance with best practice. When learners are developing practical projects they will be fully engaged in the work. They will gain a deeper knowledge and understanding of the principles and skills which underpin coding and robotics. They will also become familiar with the design cycle as they think about, design, build, test, evaluate and refine their systems. With each iteration of this cycle their knowledge and understanding will grow. Although they have their place to teach some of the theory, it is not possible to acquire a genuine feel for this subject by simply studying from a text book and carrying out unplugged or virtual simulations.
Key technologies
Key technologies
The vast majority of the projects in this website are based on two key resources for the teaching of physical computing in schools.
The vast majority of the projects in this website are based on two key resources for the teaching of physical computing in schools.
> micro:bit V1 and V2 and the MakeCode programming environment (micro:bit Classroom is available for collaborative working)
> micro:bit V1 and V2 and the MakeCode programming environment (micro:bit Classroom is available for collaborative working)
> Raspberry Pi Pico V2 and W and the Thonny micropython programming environment.
> Raspberry Pi Pico V2 and W and the Thonny micropython programming environment.
N.B. Raspberry Pi and micro:bit are both nonprofit education forundations.
N.B. Raspberry Pi and micro:bit are both nonprofit education forundations.
Although there are alternatives, these are some of the compelling reasons for making use of these two particular devices:
Although there are alternatives, these are some of the compelling reasons for making use of these two particular devices:
> They can be coded using the Python language.
> They can be coded using the Python language.
> micro:bit and Raspberry Pi are charitable foundations, so their pricing represents excellent value for money.
> micro:bit and Raspberry Pi are charitable foundations, so their pricing represents excellent value for money.
> They have been tried and tested over a number of years and are proven to have outstanding reliability.
> They have been tried and tested over a number of years and are proven to have outstanding reliability.
> The two foundations have created extensive libraries of support materials and tutorials for both teachers and students.
> The two foundations have created extensive libraries of support materials and tutorials for both teachers and students.
> Due to their widespread adoption in schools, teachers have been creating and posting a vast and growing 'informal' video library of tutorials on Youtube.
> Due to their widespread adoption in schools, teachers have been creating and posting a vast and growing 'informal' video library of tutorials on Youtube.
> Their coding environments have been extremely well designed for use by beginners and relatively young children and are available to use both on and off line.
> Their coding environments have been extremely well designed for use by beginners and relatively young children and are available to use both on and off line.
> Their coding environments are free of charge and can be downloaded to use offline.
> Their coding environments are free of charge and can be downloaded to use offline.
A learning resource
A learning resource
This website can also be used by school pupils and students to learn - what works, what does not - and how to make it work if it doesn't!
This website can also be used by school pupils and students to learn - what works, what does not - and how to make it work if it doesn't!
There is an indication of the appropriate age range for each stage. The projects growing more advanced through the stages.
There is an indication of the appropriate age range for each stage. The projects growing more advanced through the stages.
For those running robotics competitions, activities and clubs after school, at weekends and in the holidays this will be a useful resource for learners to usestimulate ideas for their projects while providing some essential background knowledge.
For those running robotics competitions, activities and clubs after school, at weekends and in the holidays this will be a useful resource for learners to usestimulate ideas for their projects while providing some essential background knowledge.
Technical resources
Technical resources
The STE(A)M approach should not be about schools spending lots of money.
The STE(A)M approach should not be about schools spending lots of money.
Sophisticated working artifacts can be built with recycled materials and cheap components as this website is designed to show. For some projects aditional breakout boards are required but those that have been designed for school are not expensive.
Sophisticated working artifacts can be built with recycled materials and cheap components as this website is designed to show. For some projects aditional breakout boards are required but those that have been designed for school are not expensive.
We advocate the recycle, make do and mend, DIY approach. If learners have designed, built and customised a robotics system themselves they will feel a much greater sense of ownership and pride in what they have achieved. They will also gain a clearer and deeper knowledge and understanding of the components involved and how they work together in the completed artifact.
We advocate the recycle, make do and mend, DIY approach. If learners have designed, built and customised a robotics system themselves they will feel a much greater sense of ownership and pride in what they have achieved. They will also gain a clearer and deeper knowledge and understanding of the components involved and how they work together in the completed artifact.
Schools with generous budgets for robotics resources may be tempted to invest in one of the many expensive, high tech, turnkey solutions. While these provide reliable and precise robotic platforms, they limit the scope for imagination and creativity. Best practice pedagogy when teaching robotics is to learn the theory and skills via a problem solving project based approach starting with the individual components and progressing to problems of increasing complexity. A robotics education should not begin with a complex, ready built platform with a booklet of coding 'recipes' to follow. Self-built robotics platforms offer schools an affordable, flexible, adaptable and hackable resource.
Schools with generous budgets for robotics resources may be tempted to invest in one of the many expensive, high tech, turnkey solutions. While these provide reliable and precise robotic platforms, they limit the scope for imagination and creativity. Best practice pedagogy when teaching robotics is to learn the theory and skills via a problem solving project based approach starting with the individual components and progressing to problems of increasing complexity. A robotics education should not begin with a complex, ready built platform with a booklet of coding 'recipes' to follow. Self-built robotics platforms offer schools an affordable, flexible, adaptable and hackable resource.
Watch the video below for an outline of some of the STEM resources available for coding, computer control and robotics in schools.
Watch the video below for an outline of some of the STEM resources available for coding, computer control and robotics in schools.
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