Amazon Future Engineer: Coding for Climate Action gains ASE Evaluated status
Overview
Amazon Future Engineer: Coding for Climate Action: https://www.amazonfutureengineer.co.uk/c4ca
The coding for this climate action computing resource for KS2 and KS3 supports school-based coding in a context of sustainability and environmental events. The resource provides a six- to seven-week block of learning, with each week’s learning varying from one to two hours in duration. The resource has been created by Amazon Future Engineer, Digit<all> and the Micro:bit Foundation. It supports school-based learning of coding and coding solutions using the BBC Micro:bit V2, an improved version of the original Micro:bit, and which has an in-built miniature loudspeaker and microphone.
The resource comprises a curriculum map, teacher guides, PowerPoint presentations and a student journal. The student journal is complemented by an exemplar. The resource closely aligns with the computing curriculum, but also supports the science curriculum and, indirectly, the geography curriculum. Students tackle real-world challenges head on, learning how to monitor natural hazards and effectively communicate critical information to their communities. Students gain hands-on experience through coding Micro:bit inventions tailored to combat climate change challenges in their local area.
The lessons provide a motivating and meaningful real-life context for coding lessons, with links to science content. Learning about Early Warning Systems (EWSs) may help to lessen pupils’ climate anxiety as it aids in developing their understanding of how scientists and engineers are working on solutions to and mitigations of the problems that we face. Teachers will like these aspects of the resources.
A journal provides a useful companion to support students to record learning and with meta cognition. As might be expected, the journal lends itself to completion electronically and contains hyperlinks to useful videos, code and the Micro:bit coding site.
Key Stage 2 (age 7-11)
The curriculum map connects the resource to the computing and science curricula by linking curriculum statements to specific parts of each lesson. PowerPoint presentations are easy to navigate, with several slides incorporating animation to reduce cognitive load on children. Teacher guides are objective-led, have clear success criteria and are supported by a lesson snapshot.
The resource initially explores natural hazards and makes links between them and the water cycle. It goes on to explore how early warning systems may be used to mitigate the impact of natural hazards by breaking down EWSs into component parts. Children explore existing EWSs, identifying the different parts of each system and their functions. The resource then explores differences between hardware and software and the basics of coding, including input, output, repetition and variables. The online Micro:bit coding environment is very supportive and intuitive for children and their teachers alike. In this sense, the resource very much supports an introduction to coding, which would be very much appreciated by many educators including teachers and teaching assistants. The guides provide a high level of support through suggested questions, explanations and hyperlinks to relevant documents such as the student journal. This is most welcome, recognising that many primary teachers are not coding experts.
Children then identify and explore Micro:bit sensors and begin to get to grips with simple coding. A useful additional slide compares sensors with senses, supporting children with making links. Learning progresses through children using Micro:bits to control circuits and by using the radio function to send data between Micro:bits. This section of the resource links nicely with electric circuits and working scientifically skills.
Although marketed at KS2 (ages 7–11), this resource is more suited for Upper KS2 children (ages 9–11). Lower KS2 students may find it challenging to learn new science content, such as the water cycle, while also getting to grips with the Micro:bit and coding at the same time. Using the resource with older students can help ensure that learning remains focused and manageable.
Key Stage 3 (age 11-14)
As with KS2 resources, the curriculum map links the resource to the computing and science curricula by linking curriculum statements to specific parts of each lesson. Initially, learning follows a similar course to the primary resource – exploring natural hazards – but also links natural hazards to climate change. Hyperlinks to hidden slides provide additional science information for students, describing different hazards in more detail and linking each directly to climate change. Additional slides explain climate change in more detail. In a later lesson that explores variable types, the resource compares features of coding variables with science investigation variables. When students explore the radio feature, a hidden slide in the presentation is available to support teachers and students to understand general properties of waves and common features of electromagnetic waves. These additional slides provide welcome context for learning and make strong links between the project and science learning. Many computing teachers will also welcome the science background information, particularly if they do not have a strong science background.
As might be expected, coding is significantly more demanding than that for KS2 students. Although the resource explores the same Micro:bit features (buttons, sensors – accelerometer / light / temperature, radio, and conductivity using pins), the coding demand is significantly increased. For example, at KS3, looping, data types, variables, debugging, setting tolerances, comparisons and conditional statements are included as part of the coding solutions. More advanced coding techniques such as coding efficiency and the benefits pair programming also feature as part of learning.
Concluding remarks
The resources are well thought out and comprehensive and are worth consideration amongst science educators. The KS2 resource is ideal for schools starting out with coding, as it provides teachers with a ‘one-stop-shop’. The KS3 resource is similarly well supported, although experienced teachers may decide to cherry-pick resources to splice into existing schemes of learning. A strength of the resource is that it makes strong links between science learning and coding. A second strength is that coding is applied to real-life scenarios and demonstrates that Early Warning Systems supported by sensors, coding solutions and radio communications can make a real difference to people’s lives.
May 2025
Amazon Future Engineer: Coding for Climate Action
https://www.amazonfutureengineer.co.uk/c4ca
The coding for this climate action computing resource for KS2 and KS3 supports school-based coding in a context of sustainability and environmental events. The resource provides a six- to seven-week block of learning, with each week’s learning varying from one to two hours in duration. The resource has been created by Amazon Future Engineer, Digit<all> and the Micro:bit Foundation. It supports school-based learning of coding and coding solutions using the BBC Micro:bit V2, an improved version of the original Micro:bit, and which has an in-built miniature loudspeaker and microphone.
The resource comprises a curriculum map, teacher guides, PowerPoint presentations and a student journal. The student journal is complemented by an exemplar. The resource closely aligns with the computing curriculum, but also supports the science curriculum and, indirectly, the geography curriculum. Students tackle real-world challenges head on, learning how to monitor natural hazards and effectively communicate critical information to their communities. Students gain hands-on experience through coding Micro:bit inventions tailored to combat climate change challenges in their local area.
The lessons provide a motivating and meaningful real-life context for coding lessons, with links to science content. Learning about early warning systems (EWSs) may help to lessen pupils’ climate anxiety as it aids in developing their understanding of how scientists and engineers are working on solutions to and mitigations of the problems that we face. Teachers will like these aspects of the resources.
A journal provides a useful companion to support students to record learning and with metacognition. As might be expected, the journal lends itself to completion electronically and contains hyperlinks to useful videos, code and the Micro:bit coding site.
The resources are well thought out and comprehensive. The KS2 resource is ideal for schools starting out with coding, as it provides teachers with a ‘one-stop-shop’. The KS3 resource is similarly well supported, although experienced teachers may decide to cherry-pick resources to splice into existing schemes of learning. A strength of the resource is that it makes strong links between science learning and coding. A second strength is that coding is applied to real-life scenarios and demonstrates that Early Warning Systems supported by sensors, coding solutions and radio communications can make a real difference to people’s lives.