Skip to main content

Mango Learning

We are a community of teachers that have developed extensive computing resources primarily aimed at the English secondary school curriculum that can be accessed here: www.mangolearning.academy.  Mango learning empowers teachers to deliver great lessons that explain complex ideas using clear and highly scaffolded teaching and learning resources. We are very excited to offer these resources for free to the community.

These teaching and learning resources for computing are made by teachers for teachers and we understand the day-to-day challenges that teacher face.  The resources incorporate general and computing specific evidence-based pedagogy. We incorporated spaced retrieval practice though knowledge organisers, diagnostic questions and quizzes, for instance. We also incorporate ideas from cognitive load theory through lots of worked examples.  To help with coding we use PRIMM and block to text based pedagogical approaches.  To support literacy we address vocabulary head on, encourage group work and class discussion and support pupils writing responses to long answer questions among many other strategies.

At Key Stage 3 we cover the English national curriculum. We incorporate a range of activities from unplugged (eg binary, Caesar encryption) through to physical computing (creating a robot from a Microbit). At GCSE we cover the main exam board latest specifications including AQA, OCR, Eduqas and Edexcel. At A level we cover the AQA and OCR specification.

We leverage the use of other platforms including www.diagnosticquestions.com  on we have written hundreds of questions and dozens of quizzes. We have recorded more than 200 short straight-to-the-point videos on YouTube, and made activities on Quizlet to support vocabulary and literacy.

These resources have been tried, tested and refined over many years on numerous groups of students. All resource are fully editable and we encourage teachers to use, share and adapt all the content.

This is an ongoing project and we are always looking for others to get involved and contribute resources.  If you are interested please do get in touch at hello@mangolearning.academy

Comments

Post a Comment

Popular posts from this blog

Semantic Waves

In the previous post we looked at the transfer of learning from block based coding to text based languages.  Semantic waves offer a theory that help us to structure our lessons to support transfer of learning (Maton, Waite et al).  When we present concrete examples in single contexts transfer of learning is going to be weak.  We need to present multiple examples in a range of context.  This allows us to abstract out the underlaying features.  This idea of moving along a continuum between the abstract and concrete is given by the term semantic gravity.  For instance, if we talk about an algorithm in abstract terms we might say that it is a sequence of steps to solve a problem.  At this stage we have presented it as an abstract idea so has low semantic garvity.  In a lesson we might then go on and write algorithms for drawing squares.  This represents a concrete episode with high semantic gravity.  In a good lesson we might also want to give multiple examples of algorithm in different co
Post a Comment
Read more

Teaching Children to Read Code using Evidence-based Approaches

Before students can write code, they need to be able to read code. Computer science pedagogy is often based around the ideas of Piaget’s constructivism - where pupils develop their knowledge through exploration, and Papert’s constructionism - where pupils learn through creating artifacts. However, evidence has shown that learners need guidance to gain useful knowledge efficiently and to organise that knowledge in a clear and logical way. They need to be able to break a problem down, remove the unnecessary detail, find patterns and think algorithmically before they can start to write programs for solving problems. Just as we wouldn’t expect a young child to write prose before they can read, we need to provide guided approaches that use direct instruction and scaffolding to help our students read code before they can be expected to write code themselves. These guided approaches are needed just as much as, if not more than, creative discovery activities. Explain the code My first approach
Post a Comment
Read more