PMI and review of the Draft Technology Curriculum released in Oct 2025

As part of our school wide review of the Draft curriculums released in Oct 2025 this was the curriculum I was asked to review.  Here are the notes.  Would love to hear others ideas on this as well.  There are lots of points here to share when we go to send our reviews to the curriculum review team which is due in April.  It is really imporant that we get as much feedback to this team (on all curriculum areas) as possible if we want any changes to be made. 

A good suggestion someone at our Kura had was that instead of year by year teaching topics their should be a phase focus as this would then support more multilevel teaching classes - which is the nature of lots of schools within NZ.

 The New Zealand Curriculum - Technology (Oct 2025)

Single Strand in Years 0-6 Design, Make, and Innovate: Focuses on design processes and making simple outcomes. It develops students’ understanding of how ideas are explored, tested, and refined to meet needs and how design choices affect people and environments. Progressive focus within this strand at each phase Y0-3 - Teaches Support Students = Observations and simple making Y4-6 - Teachers guide students to be more purposefully creative = Purposeful design and digital integration Y7-8 - Students engage in rigorous Design processes = Authentic needs and multistrand integration Years 7-8 moves to 4 strands (all to be covered), and then to 5 strands in years 9 & 10 (must do at least 2 strands)

P  What are the positives of your learning area?	M What are the negatives of your area?	I What parts do you find interesting?
Design Make Innovate is the single strand from years 0-6 and then branches off into further substrands in intermediate & secondary school - Personally I think this process is more simplistic than previous Technology version but yet still requires that human cultural and technological impact to be a lens to design,make and innovate using. - This human aspect is specifically still written into the curriculum  (Sustainability, Ethics and social change are woven within) Computational thinking still integrated early in teaching sequence (but with unplugged focus) Computation thinking a big drive from Y7 Lots of links to play make create too.  Designed so that the complexity of tools increases as students progress through year levels.  (But some discussion around specific tools especially in younger years e.g. needling before scissor use??? Tools and examples are not indicative but to be used as starting points to spark ideas  - BUT … the downside is that will people go outside of these as they are already quite full on? - Maybe we could unpack what we already do and see what we are doing that fits already.	Digital Technologies* not included until year 6.  THIS IS - Too little too late when students are already coming to school digitally literate.  Students need to be taught Cybersafety all the way through and this is NOT allowed for in this curriculum.  - Also a big mismatch with KEN as the cyber safety is a big push from year 0.  PARENTS are not teaching cybersafety at home and therefore students are coming to school with misconceptions on this and these need to be managed early!  Lots creating accounts, signing up for things and giving out personal information to outside people even before coming into schools Digital tools in classrooms can be used earlier successful and this is reflected in many schools already without loosing focus on the basics (and it in fact adds depth to the hour a day process for schools.  Schools who are doing this well will continue to do so as it works for both students, whanau and teachers.  This means that the learning that students are required to do in year 6 is ALREADY DONE and is actually very short sighted of the curriculum.  Limiting a curriculum as ‘some students in NZ’ don’t have devices is short sighted - The approach to not teach any basics until year 6 is perhaps again too little to late.  There would be VERY FEW students outside of school who do not have access to digital devices - so learning to use them as TOOLS for learning as opposed to just Toys should be key to all key stakeholders in education.    Resourcing, storage and maintaining equipment required for each year level.  These can be expensive and therefore need storing between use, and schools will need to factor in replacement and repairs. Lots to cover in an already time poor curriculum and Technology if done well needs to go through several rounds of ‘design, make, innovate’ on a single project to truly reflect this process and embed it into practice. Lots of stuff being presented and taught at year 4 is what students have been learning about in year 7 & 8 - Are they developmentally ready for this? The amount of time required to teach means that a surface level of these skills will be taught and may not be revisited frequently to ensure that are embedded into students schema of learning (that spin off or surface or indepth) Looking at the MOE plan on time allocation (we have been told we don’t have to use this model but do have to stick with it - teach 1 hour a day of reading, writing and maths LOL so when factoring in quality learning in other curriculum areas this is a miss match (as with all other curriculum areas) All Strands and areas must be covered IN FULL through to year 8 and then only meeting minimum requirements from year 9. Specific people to focus on and do case studies on as part of a year by year technology focus may not fit the design processes you (as a teacher) are covering and to do it as described is ‘extra’.  Should this be so stipulated or should this be up to teachers to choose someone to focus on based on the technological problems/focuses they are covering.	Digital devices “not required” until year 6 - Instead some things can be taught through unplugged activities.  Don't say you can’t use it.  Äll knowledge and practices can be covered with or without the use of digital devices. Opportunities to integrate with other curriculum areas but to do indepth this is not enough Shifts from 2017 Curriculum to 2025 (mostly structural and progressional)  Explicit knowledge statements and practices  Stronger emphasis on design as a human centred, culturally informed process Clear expectations for digital integration and systems thinking (earlier)

RPI - Day 2 - Know your Learners as Readers

Another great session today with RPI, with time to reflect on what we know about our students already and how we can use that information to accelerate progress.

A large part of this day was focused around assessment both formative and summative and how that as teachers we are always looking for ways to have the most positive effect on our students. 

With this is mind the idea that Assessment is a collaborative endevour between both teacher and student and needs to drive our learners to be on-board with asessment so they can actively particpate in the assessment tasks.  Early this week we had completed our PAT tests with one student in particular not doing as well as I had expected for exactly this reason - So this idea (not new but timely reminder) was good.

Another key focus area today has been based around Learning Intentions and Success Criteria.  Again not new infromation but was good to look at it again from a New Curriclum point of view and relates specifically to our school and cluster goal this year 'being the year of the learner'.
GOAL: For all our learners to understand what progress in reading looks like and to recognise the progress they are making.

A highlight for me...

was looking at the NZCER assist data (PAT results) as this has been a new process for me this year and being the 'geek' that I am delving deeper into this data, and even finding my way around this site has been useful.

Next steps...

I am also looking forward to re-designing my reading planning so it is more student friendly, which is always a big push for me.  This makes it easy for our students to navigate their learning but also provides both structure and support that is required to make the shifts in learning that we all want.  

My challenge will be ensuring that supports are in place to enable students to to work independently on their learning.  While for some of the learners this will be instinct, for some this will be a real struggle.

I also have a cluster of students who have really brought into the idea of 'increasing the number of students in our class that are reading for enjoyment' so finding time to support our collective motivation and focus in this is key as well.  Needing to timetable opportunties for students to work towards this shared classroom goal will both add buy-in from others as well as keep the momentum going for this goal.  

Reading Profile Survey Results

RPI - Day 1 (Friday 13th Feb 2026)

Todays session was base around Reading is Core.

There was lots of sharing and reflecting on what a good reader looks like which lead nicely into the 5 pillars of reading and how this can support us as teachers to create an effective reading programme. It was re-affirming actually that many of the things I use to do at this Year 4-8 level are still the basis for effective reading programmes and ways to effectively accelerate literacy learning in our tamariki.

One of the interesting points that was brought up was that reading itself leads not only to better educational and job opportunities for our tamariki, but it also supports their mental and physical well bring and that the effects of being a reader (regardless of reading ability) is likely to have many other knock on effects to an individuals development.

For me it was about seeing the links between what I had already put into practice this year as well as seeing the relevance of what I had implemented in previous classrooms to still support the structured literacy drive with the new phases 2 curriculum.

I will be interested to see the results of the students reading survey as it links well to a tracking sheet I have already started, related to individuals use of the library use at our school, but also support the discussion on why this as a resource is so important.  WE LOVE OUR LIBRARY AND OUR LIBRARIAN!  It is such a great space to be. 

I also have been trying to get my head around the new structure of our reading program (which has a large whole class focus) which for me hasn't sat well and I have been working out ways to tweek this to reflect the 30-31 amazing learners and their specific needs. I also like the idea of the 'taskboards' (AKA - Presentations) which are similar to junior versions I have used previously.

Blake Foundation

 

Following on from Cluster PD on the 28th of Jan this year the Blake Foundation were invited to our school.  This was such a magic opportunity for our students to see technology in action and using it to experience being totally immersed in a new and meaningful learning environment they would have never been able to experience before.

Today students were able to view and learn about what makes a healthy and unhealthy marine environment.

Technology opens the eyes and the hearts of our students so they can experience and learn both in and about environments that are important to us now and in the future.  Sustainable change must come from the heart.

Thinking ahead to the future:  Blake offers an opportunity for teachers to become more immersed in inspiring environmental leadership.

Kids Tryathlon 2021

This year's group of Weetbix Try-athletes was much smaller than previously.  It was magic to continue to offer weekly training sessions at school to help them all to prepare.  We also had a trial run triathlon prior to the day so students felt prepared for the distances they would need to complete on the day, and to experience the jelly legs as students at Ohaeawai School like to call it.

On the 10th of April, we all received the bad news that although the triathlon would continue the swim leg was being swapped out for an additional run (due to the water at Waitangi being unsafe to swim in).  On the 11th of April Nakita (my daughter) and I got up super early to head to Waitangi to set up our school area.

The kids did themselves proud and all completed the course and had such amazing smiles when they returned to our school area with their medals.  They all did us their teachers and parents proud with their manners and their encouragement towards each other and other students from different schools.  

Seeing students grow in areas outside the traditional learning areas is one thing that makes teaching magic, especially in the areas of values, perseverance, and relationships with others.

Teaching and learning goes beyond what is seen to that which is unseen.  It is not just about what students can read, write and calculate, but also about how they view success, themselves, and the world around them.

 

Weclome to Class on Air

Yesterday a package arrived at school.  Receiving this package was both very exciting as well as extremely scary as it makes this year's professional journey seem even more real.  

Late last year I applied and was successful in being offered the opportunity to be a Manaiakalani Class on Air teacher for 2021.  I am looking forward to sharing what learning looks like in Rural New Zealand schools and within our Kaikohekohe cluster.

As we did not have 1:1 devices in Team Maunga to make Class on Air happen it also meant that I had to change year groups and move to a 1:1 Chromebook learning space.  So this year's professional learning journey is massive, but also very motivating.

These are some areas I will be growing in:

Class on Air - Recording and critiquing practice

New collaborative teaching buddy

New Teaching Level

Using 1:1 devices

Students using blogs to share their learning.

Like my principal has said these are all areas I have strengths and passions in already so this is not a daunting thing but more a natural progression and bringing all these points together to maximize growth in both myself as well as my students.

Change is a catalyst for growth, and if we always do what we have always done, we will always get what we have always got.

 

Maths PD with Diane

Last week we had Diane Ogle visit again (CORE EDUCATION).  Something that was very clear from this visit is how far we have come from the beginning of our Maths PD Journey.  It will be interesting to review our school wide data to see how this PD has impacted our student's achievement as a whole.  

The 'Maths Journey' began in January 2019 with a TOD focused on teaching maths to mixed ability groups using rich maths tasks.  This was something Maunga Team had at times trialed and tried to make work within our classes in 2018.  We had seen how mixed ability groups worked well within writing and I had heard about 'Bobby Maths' or 'DMIC' so we had done a little research together.  We were all excited and nervous about this journey.  A key phrase that Diane kept telling us on the day was "It's not a sprint, it's a marathon... You will get there in the end".  Speaking to Diane on her last 2 visits it has become apparent that we have reached this point.  

In the past 2 sessions she has been in Maunga she has recorded the teaching session and then snippets of what the children have been doing in their groups.  After the 1st recorded session, we sat down together to go through the recording to analyze the teaching sequence.  Although we didn't get to analyze all (due to technical software issues Diane was having) the message was clear that what we were doing was working from her maths consultant point of view.  This was great as it supported our observations and data to date as well.

Following this recorded observation, SJ and I then presented at the NMA maths conference in Whangarei based on our maths experiences and tasks this year especially.  This went well and Diane also informed us that she was bringing teachers to observe our teaching on her next visit.  When she arrives for this visit she also asks if she can record the session again.  On this particular day, we do not have time to be released to discuss the recordings.  After school, I was able to catch up, as I wanted to discuss the next steps and her recordings (I am keen to be able to review these myself).  She has promised to send these through, and just discussed keeping on with what we are currently doing as it is working.

She also turned the conversation quickly to the next NMA conference and how we should present something around what our next maths tasks are e.g maps and coding.  This is where our learning is going over the next few weeks, so will be interesting and exciting to see how this goes.  This week we will be re-introducing BeeBots but with the focus on Maths Learning, and getting Student to find different things in the class that can represent the same distance as a Beebot moves.  We will also be re-introducing the language of directions.  This is important for us as SJ has many new Students and many of my students have either moved up from Iti (NE room) or moved into Maunga Nui (Y2-3 space).  We are also planning to make our little maths groups a bit bigger to trial running this maths learning as a collaborative Maunga/Iti learning experience.  Especially in the first few sessions when we do more of the unplugged learning.  We will be very interested to see how this goes... I know Diane is waiting to hear as well, so fingers crossed.

AutoDraw - create your own icons

Thanks, Cheryl Torrie for taking this online workshop.  Was a cool tool to play around with.  

Auto Draw 

Today's workshop was all about Auto Draw and turning scribbles into interesting and engaging icons.  There are lots of ways that this could be used in the classroom both by teachers and students.  

One way is for a visual timetable for students, as well as making icons for sites and slide presentations.

I found that you could also use it on the iPad just as easily.  You could also download the drawings to the camera roll and then by opening another chrome tab you could also remove the background.

It will be interesting to see if this can be incorporated into 'explain everything' and other apps that we use in class. - But that will be another day's task.

 Link to Slide deck

Link to Remove Background

Incredibox - Workshop by Phil Margetts

Thanks, Phil for taking this workshop to share with us all another tool to fill our Kete.  

Today's workshop was on a tool called Incredibox.  This is a quick and easy way to mix music to create and record a sound that can then be used as part of a video (as a backing track).  The examples that were shared of this in use were screencastify's that had this pre-setup incredibox sound playing in the background (e.g. in another tab).  This then became part of the screencastify recording.  This is a fantastic idea and so easy to just add a little extra pizazz to a recording.  Loved the workshop.

Link to first trial of this tool

Link to presentation

This was a great tool for Chromebook users as a free "web version", however was not so great for iPad users.  I couldn't find a way to use the web version on the iPad and it kept prompting me to download and use the paid version.  

Still think Garage Band is a fantastic tool for creating music on the iPad - and the kids like to create using it.  Key point to take away ... CREATE MORE!

Nortland Maths and Stats day 2020

Key Note Speaker - Subash Chander K

Site - https://sites.google.com/view/infinityplusone/

subash@ojc.school.nz

Relationships matter - There are no limits

Come, listen, trial, share, and be challenged by the feedback you get - this will move teaching practice.

Don't be afraid to share.  If we are trying something different in our classrooms we should be sharing it back into our communities.  "The important thing is this: To be able at any moment to sacrifice what you are for what you can become." Eric Thomas / Charles dickens.

In life, things nowadays are all online and can be accessed whenever, wherever... so why is education not following this same trend.  Currently we have online food, movies, music but often learning is still locked into this notion that physically being with learners is the only way for us to teach.  When we think about how technology can be harness this online element so that learning can also be whenever and wherever.  This is very much along the lines of our Manaiakalani Pedagogy.  

Subash also shared how he created a uTube channel that did exactly this, and how through this process not only did his teaching grow but also students were able to access it a key moments in time when it is of most use to them.  He also shared how this also helped grow others around him as they also began recording videos so that they could also help the students in their classes.

"You are the average of the 5 people you spend the most time with" - Jim Rohn

Workshop one - Tech tools for teaching

Flip Grid - A quick video tool that shares videos in one place.  Great for collecting pre or post-unit understandings.

Tinkercad - A 3D construction tool where students can use this to create using different shapes.  It also looks at perspectives and puts into place the 3D element - Blockscad is another version that may be simpler for younger children.

Desmos - Cool graphing tool - can also be used for art creating.

Lots of other sites/tools were shared but most of these were aimed at secondary school students (so emailed these off to by sons so they can look over and see what they think.

Workshop Two - Mathematical Minds in Year One

This was fantastic - Really enjoyed sharing our Mathematical minds in year one presentation.  It was a shame that numbers at the conference were so low but it did enable lots of discussion and questioning as we ran our workshop.  As a result, we didn't get through all of our slides but due to the ongoing discussion and questioning, this was not a problem.  Diane Ogle is also planning to bring people up to visit us in class to see this in action so that should be fun too.  At the end, we also got a lovely thank you card and gift voucher.  Totally unexpected but much appreciated as well as the presentation had taken us lots of time to prepare.  The bonus however is that much of our teaching by inquiry for the year has been summarised within this presentation.

Workshop Three- Cuisenaire and Creativity

This was a great workshop and something that SJ and I had been looking forward to since we signed up.  We have heard all about Ali and her Cuisenaire workshops and it was a definite highlight for the day.

The workshop not only confirmed and affirmed our approach to introducing Cuisenaire rods in our classrooms but also gave us LOTS of ideas on how and what we could include next.  We are currently waiting for a few more Cuisenaire rods to arrive (as we were needing to restock our white, red, and pink (1, 2, and 4) blocks.  We also got very excited about the possibility of using these rods to coincide with our topic of local and national landmarks and how we could also use Cuisenaire rods to represent these places as well as using them to read maps (at a very junior level of course) and to integrate with the use of our Beebots.  Can't wait to get back to school to try some of this stuff out.

Cool phrase - "Park your thinking on the table".

SJ and I also got quite interested in the history of Cuisenaire rods and started doing a little digging - So much more we could learn.

Level 1 Educator Certiicate

 Late last week I received confirmation of successfully passing my Level 1 Educators Exam.  Another successful outcome of Northland Term 3 DFI 2020.

DFI - Day 9 - Revision

Exam day

Here we go ready for the 3-hour exam for Google educator level 1.  Fingers crossed.  :-)

Ubiquitous Learning

Ubiquitous learning is all about A3 - Anytime, Anywhere, Any pace (from anyone) - All student-driven and centered.  This is what makes learning now and in the future more engaging, rewindable, and focused shifting students to a higher level of student achievement.  

This year has definitely been the year of ubiquitous learning coming into its own with the need to do distance learning with COVID19. 

High-quality learning is the ultimate goal - where learners are experiencing high-quality learning experiences right now (and all the time) while we are not with them.  This is great for relievers as they are able to just pop in and carry on without us - e.g. the learning is online and accessible and so the learning carries on regardless of the teacher.

School days are no longer 9-3 - Learning carries on outside of these hours.  Rewindable learning is such an important part of this outside of 9-3 hours but it is also a fantastic way to reinforce learning at home and for parents to see what it is we are focusing on.

"Technology enables removal of barriers, previously inconceivable solutions to problems, opportunities for new ways of learning - It's not just a tool" - A quote from the slide deck.

Rewindable learning

Today we were reminded of Rewindable learning.  This is something that has become a guiding principle in what we do in our classroom.  "If it's worth teaching, it's worth capturing" & "if it's worth learning, it's worth capturing" - Rewindable learning makes learning accessible to more learners and not just in class but when-ever, where-ever, and how-ever they learn best.

Completion of DFI

It has been fantastic to learn more about the background of the Manaiakalani pedagogy.  Completing DFI has also given me the time to implement and refine lots of strategies and skills, and actually come up with more inviting and engaging resources for children in my learning space. It also gave me time to streamline other elements e.g. emails.  Many of these things I knew, and have done many of these things YEARS ago but never get around to updating - So DFI has been about reconnecting/reflecting and revising these things. 

DFI - Day 8 - Computational Thinking

 Empowered - Learners and Teachers

“The Manaiakalani kaupapa of empowerment is about the advancing of 

Rangatiratanga; taking back control of their own lives”

Pat Snedden

Choice of words - Manaiakalani point of view

Agency versus Empower

Agency - sounds flasher to an educator but can be confusing and also scare our whanau

Empower is a word that parents/whanau can associate with.

Like always the choice of words we use as educators needs to reflect the audience we have whether it be parents and whanau or students. If we are aiming our talk at teachers then we have a common language but often this shared language base is not the same for whanau and students

Dorothy shared with us a quote about devices

Devices: it's NOT 'just a tool'...

if it's just a tool then it's way too expensive... and we should go back to a cheaper option.

I can wholeheartedly agree with this, as the expense of a device needs to result in a substantial increase in learning opportunities and outcomes that it can deliver (and this is her point)

However ... it is WAY bigger than that.

If we look at devices from the point of view of it being NOT 'just a tool' then the device itself is what is going to improve learning which we all know is not the case.  However, if we look at it from the point of view that 'it is just a tool' then the ownership for transforming educational outcomes is placed on the teacher and indirectly on individual students.  This means that as educators we need to be looking/making opportunities students work on them in ways that do redefine education and learning.  It reminded me of the SAMR model of digital learning.  Devices themselves are useless without a purpose and a direction and although all levels of the SAMR model are important the transformational part of their use happens when students have to grapple with what they are learning, creating, and sharing it in different ways and acting on feedback and feedforward.

So merging Dorothy's quote with my rambling.  The device is what makes a difference, if and when the teacher/educator is looking for ways to transform learning in the classroom. 

AND THIS IS WHAT THE DFI IS ALL ABOUT DOING! - creating, motivating connecting, and reconnecting teachers with the transformative practice that inspires and moves teaching and learning practices in ways that capture, engage and empowers learners to 'be the best that they can be'.   '

The device alone does not do this... It is a big part of the kete that we carry around with us as we work in classrooms.  Just like technology is now integral in our society so too is technology in our educational system.  Without technology assisting learning in the classroom, teachers can not access or make the same shifts as the same opportunities are not available.  The Device and the pedagogy need to go hand in hand TPACK

In addition to this ... 

Devices... "assist the making of connections by enabling students to enter and explore new learning environments, overcoming barriers of distance and time..."

P36 NZ Curriculum (2007)

Devices ..." when it transforms the way we learn, offers us new uncharted experiences and opportunities..."

Dean Shareski (2011)

Empowerment

One of the first things that empower you is having money or access to money, and in reverse, a very powerful disempowerment is not having access to money. This is because many of the choices we have are determined by this. And therefore money gives us the power to choose and not having money locks us into a very narrow set of options (where often there really is no real choice at all).

In addition to this other things either empower or disempower us along the way and for many of our youngsters, their options are limited and or non-existent. Many of our students suffer;

• Disempowerment of community
• Disempowerment through medical
• Disempowerment in Education

We as educators may not have any power over the first 2, and we don't have any power over how students begin in education but we do how the power to make the difference in the third.

Key facts to remember looking forward

• Our kids are arriving so far behind in all areas fine motor, academic ... (close to half a lifetime behind e.g. coming in around 2.5 years to 3 years).
• 32 million words less - in any language - the conversations ... that an adult and a child has.
• Many students we come across are Transient.

Video to watch

The New Technologies curriculum - Computational thinking

Our students need to be active participants in an online world so they can feel apart of a larger community. This is the community that they will need to eventually need to be apart of - e.g. a wider world. They also need to be confident and creative users.

Digitally fluent means that students/teachers decide when and why to use different technologies and tools to complete their work or complete tasks and solve problems. - It means you are able to create their own solutions using digital technologies.

This Create element to learning is becoming more and more important as we think of a thing like a maker movement. This movement looks at the need to develop a mindset of creativity in our students rather than maintaining a consumer's approach.

"Students with this creative capacity and technical literacy will hold the power in the future. They are the next generation of entrepreneurs, and, as some teenagers and younger students have shown us, they are already the entrepreneurs of today".  https://www.wired.com/insights/2014/12/future-made-by-creators-not-consumers/

“The digital curriculum is about teaching children how to design their own digital solutions and become creators of, not just users of, digital technologies, to prepare them for the modern workforce."

Chris Hipkins, 2018

Digitally fluent students is a natural progression if you have digitally fluent teachers - This is where we are at. As educators, we need to adopt an Agile pedagogy - where it can change and adapt quickly for teachers and for students.

It starts at school with students being empowered and learning in a digital environment.

Digital Curriculum

Today we spent some time unpacking the digital curriculum again, its always a great to be reminded of this and to think of the strand and AO's form a student's point of view. This is also something we have been reflecting on and working on as part of our Digital team meetings at Ohaeawai so was a lovely reminder to keep going.

Technology strands include; Technology Practice, Technology knowledge, and the nature of technology

Technological practice

Planning for practice

Brief development

Outcome development and evaluation

Technological knowledge

Technological modeling

Technological products

Technological systems

Nature of Technology

Characteristics of technology

Characteristics of technology outcomes.

Then there are the Thinking about how technology can be used across the different learning areas and across outcomes.

Computational thinking

Programming (input, output, sequence, iteration, selections, variable)

Unplugged activities

Algorithms

Understanding human behavior

Understanding binary

Robotics

Sphero, Arduino lego, makeymakey

Scratch coding

App development: Code.org

Design and development 

woven every part of the technology curriculum into these progress outcomes. 

Create part of the day

Today the group that I was working in decided to work from scratch.  Most used the scratch on the Chromebook/computer.  As I was the only one teaching juniors I decided to do mine on Scratch Jnr - as this is the medium that my students use.  It was both exciting and frustrating.  I decided to try making a game using Scratch Jnr.  Our facilitator thought this was a good idea and we had a quick look at ones online and decided to go for it. 

The game I created was based around the maths context of chickens and rooster.  This project worked well and this was quickly finished.  

A question I had along the way included can you copy an entire page with all the sprites and coding associated with it and then just manipulate the code.  Short answer ... NO.

Another question I had at the end was now can I share it.  This was the part that was VERY frustrating as the only way the facilitator and I found to share it was merely recording the scratch project (which we had already been doing).  This of course defeats the purpose of having it as a game because the only way it can be shared is as a video file.  I really like the project I had created but have now challenged my daughter to recreate it using scratch on a computer so it can be embedded into our learning site. 

Here is the video of the scratch I had created.