+1 for LMC. Better when you can picture how these parts interact.

Agree. Shorthand assumes understanding such as count = count + 1 rather than count += 1. Better to spell out what is meant.

Makes sense to go where the teachers are.

Great thanks.

Engaging in terms of varied visual feedback. Engaging in terms of removing syntax errors that hold back early progress of the easily put off. Another tool in a long journey of many parts of which each has a place and we shouldn't be wedded to one.

Still useful, and engaging, in today's classrooms.

What resonated with me in Mindstorms was highlighting that if Descartes used coordinates by watching a fly on the ceiling, then a child might understand the same concept programming a turtle. Extend this to Scratch's position on a screen and you have a way of making the abstract more concrete.

Absolutely. Not very secure though.

Could he break out the micro:bits next week?

This might be something we will look at in the new @oaknational.bsky.social computing curriculum. So much potential!

We don't do enough of the concrete in computing, or maybe just starting from a frame of reference that pupils can visualise and/or relate to.

These look fab - thank you!