Barefoot Code Cracking

17th September 2019A Hayward

 

Barefoot has launched a new campaign today – Code Cracking (#BarefootCodeCracking), a campaign demonstrating how computational thinking was used in World War Two. The lessons encourage pupils to become code crackers themselves, research the history and then produce a film about code cracking.

Click here to go to the website.

As part of the campaign Barefoot are introducing the Code Cracking Cup, a UK-wide competition to win a VIP trip for 50 people to Bletchley Park, featuring an award winning learning experience, £500 towards travel* and the much coveted Barefoot Code Cracking Cup trophy! (see details on the website).

*An alternative prize is available if the winning school is too far away to travel to Bletchley Park. See terms and conditions for more information.

Classroom pack
As part of the Code Cracking campaign, they have created limited edition Code Cracking classroom bundles, the first 150 teachers that request a workshop via the website and enter the word ‘Cup’ as the campaign code, will receive one of these. They are designed to support pupils in these exciting lessons and will include the following:

A Top secret folder

Code Cracking ID cards for the whole class

Colourful A2 posters which will get your pupils excited about Code Cracking and the Code Cracking Cup

Bunting to dress your classroom

Code Cracking pencils and stamp

They are limited to the number of packs that  but as always, some of these materials will be available to download from the Barefoot website.

 Win prizes

There will also be spot prizes for people engaging on our social media platforms and they will be asking people to ‘tag a teacher’ to help spread the word about Barefoot during the campaign, which runs from Monday 16 September to Monday 18 December 2019.

Twitter:       @BarefootComp

Facebook:    /Barefootcomputing

Young people and privacy

17th September 2019A Hayward

The My Data and Privacy Online website has a range of resources for young people, their parents and professionals, while the Outcomes Report is an interesting read providing an overview of the research behind the project.  Below is an extract from the report of children’s understanding of privacy online:

 

5 to  7 year olds         

·         A developing sense of ownership, fairness and independence

·         Learning about rules but may not follow them, and don’t get consequences

·         Use digital devices confidently, for a narrow range of activities

·         Getting the idea of secrets, know how to hide, but tend to regard                    tracking/monitoring by a trusted adult as helpful

8 to 11 year olds 

·         Starting to understand risks of sharing but generally trusting

·         Privacy management means rules not internalised self-regulation of behaviour

·         Still see monitoring by a parent or other trusted adult positively, to ensure their              safety

·         Privacy risks linked to ‘stranger danger’ and interpersonal harms

·         Struggle to identify risks or distinguish what applies offline/online

12 to 17 year olds

·         Online as ‘personal space’ for expression, socialising, learning

·         Concerned about parental monitoring yet broad trust in parental and school restrictions

·         Aware of/attend to privacy risks, but mainly seen as interpersonal

·         Weigh up risks and opportunities, but decisions influenced by desire for immediate benefits