Making Coding Feel Real with EaRL

Making Coding Feel Real with EaRL

Computing can sometimes be one of those subjects where children can say the right words without those words fully meaning something to them yet. They might say algorithm, sequence or debugging, but that does not always mean it has properly clicked.

That is why I have always liked practical computing resources. When children can see something happening in front of them, the learning starts to make much more sense. They are not just hearing about coding, they are doing it, watching it, changing it and trying again. For me, that is where the best learning happens. That was exactly what I liked about using EaRL. It gave the children a practical way into coding and, because they could physically see the EaRL moving and following their instructions, it all felt much more real.

Starting with a goal, but following the children too

Whenever I teach something like this, I go in with a curriculum focus and a lesson goal in mind. I want to know what I want the children to get out of the lesson and what I would like them to understand by the end. At the same time, some of the best lessons happen when you are willing to shift things depending on how the children respond. That happened when I used EaRL. I had an idea of where I wanted the lesson to go, but once the children started exploring and talking, I found myself adapting parts of it. With the Key Stage 2 children especially, I went with what they were noticing, the little problems they came across and the conversations that were naturally happening as they used it. Because it is so tangible, the thinking is right there in front of you. The children can see what has happened, explain why they think it happened and then test a different idea. That is what makes it so useful for deeper thinking.

Why practical coding works so well

One of the hardest things with coding, especially at first, is that it can feel a little abstract. With a physical robot, children can see straight away whether their instructions have worked or not. If they have missed a turn or added too many moves, it is obvious. That sounds simple, but it is really powerful. The children give the instructions, watch what happens and then improve them. They quickly start to understand that coding is about giving clear instructions in the right order and then changing things when they do not work. It also makes computing feel more accessible. Some children can be unsure when it comes to coding, but EaRL feels much more open and inviting.

Letting children explore first

One thing I nearly always do with a new resource is give the children a bit of time to have a play with it first.  The children wanted to test the buttons, see how it moved and just try things out. Even in that first stage, there was learning happening. They were predicting what EaRL might do and then trying again.

What it looked like in the classroom

One simple activity that worked well was asking the children to programme EaRL to travel reach a specific point. Before pressing go, they had to explain the route first and say what they thought would happen. That small step made a big difference because it slowed them down. It meant they had to think about the order of the instructions rather than just pressing buttons and hoping for the best. When EaRL moved, they could instantly see whether their instructions had worked. If it ended up in the wrong place, they then had to work out why. That brought debugging to life in a natural way.

The same resource, different outcomes

One of the things I really liked was that the same resource worked across different age groups, but the outcomes were different. With younger children, it was more about the basics, simple sequences, direction and understanding that the robot follows instructions in order. With the older children, especially in Key Stage 2, it became much more about the thinking behind it. They were looking at why something had not worked, whether there was a better way to do it and how they could improve what they had already done.

Final thoughts

For me, what makes EaRL work so well is that it makes coding feel real. The children can actually see their instructions come to life, and that makes a huge difference. I also like the fact that you can go in with a curriculum aim and a clear lesson idea, but still be led a little by the children and how they interact with the resource. If they notice something interesting or hit a problem, you can build on that there and then.

Resources like this are useful because they encourage deeper thinking. They are physical, practical and easy for children to connect with, and that helps them make sense of ideas that might otherwise feel too abstract.

Simon Hunt is a primary school teacher currently teaching in a mixed Year 3/4 class at Tottington Primary School. He is passionate about making learning practical, engaging and memorable for children, especially through creativity, computing and meaningful uses of technology in the classroom.

Simon is the Manchester Evening News Inspirational Teacher of the Year award winner and has spoken at educational conferences across Europe. He also works with BBC 500 Words as a consultant, is a children’s author, and visits schools to talk about writing, storytelling and reading for pleasure, as well as sharing CPD and practical ideas with staff.

Alongside his work in schools, Simon shares ideas, classroom practice and reflections online under the name Mr Hunt from the Front. At the heart of everything he does is a real passion for helping as many teachers and children as possible through ideas that are practical, inspiring and rooted in real school life