Daz wilde wrote:
I've seen the education resources but wondered if anyone had advice on progressing through the easy steps to difficult projects..
For instance some year 3 pupils won't be able to cope with year 6 projects..
I think you may find otherwise! If this is a extra-curricular club, as opposed to a standard lesson, then it will consist of kids that want
to be there and have an interest in the subject, and some may even have some experience already.
I'm in a similar position. My son's primary school has acquired a single Pi through a film festival that they entered last year, and the IT teacher is very keen to get more and set up a designated Pi / maker area, but knows nothing about the Pi and how to implement it. As a parent, I've been playing with Pi's since they first launched and am lucky enough to have a job that leaves my afternoons free, so I volunteered to do a show & tell for the school's Digital Leader group (10 kids from Yrs 3 - 6) and a couple of teachers, in which I made up 4 simple projects ( LED dice, reaction game, level crossing with traffic lights & barrier, and an ultrasonic sensor module ) all coded in Scratch. I have since run 2 lunchtime sessions for this group, which involved talking them through bread-boarding a simple circuit with 2 buttons & 2 leds in the first session, and coding this into a reaction game, using Scratch, in the second. They went fantastically well, and the kids were keen to do more, and are also planning an assembly so that they can tell the rest of the school about what they are doing!
I plan to run 2 more double sessions between now and the end of the school year, and in September I intend to start an after-school club in Physical Computing. Baring in mind that I am not a teacher, some of the things that I have discovered are;
It's very tiring! This came as quite a shock to me (I can hear teachers everywhere laughing!), especially as the session were only 40 minutes, although we did cram a lot in, as these were intended to 'test the waters' to see if there would be any interest, as opposed to being in-depth lessons.
The students, especially as they are there voluntarily, will be keen to learn and experiment. I was specifically told not to be afraid to use complex terms and jargon, as long as I explained what they meant, as the teacher is keen on them learning the correct terminology. I actually had an interesting conversation with the Headmistress after I asked whether I should use the male/female terminology when referring to cables, and she had no hesitation in saying that I definitely should
use it if that is how they are referred to!
If you're not sure where to go with the lessons or are short of ideas - ask the kids! They are used to brainstorming and discussing ideas in class, and I guarantee they will come up with stuff that you hadn't thought of, or had dismissed as too difficult.
Try to get some of the other teachers to come to your sessions. Not only will this help them learn about the subject, it will also give them a frame of reference that they can use in class, and they might also come up with ideas that would integrate what you're doing with the rest of the curriculum.
The main thing is, DO IT!!