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The first stage of developing any software project isn't coding, it's planning. To plan the project as a whole, and to plan how the computer will be programmed draws on the set of computational thinking processes I've blogged about elsewhere.
Typically developers need to understand a problems or system before they've any chance of being able to develop some software for this, and that's likely to draw on processes such as logical reasoning, to identify the relationships between cause and effect, abstraction, where they'll focus on the key features of the problem or system, leaving others to one side, and pattern recognition or generalisation, where they might think of other projects which have something in common with the current project, looking to see if there are aspects of the approaches or solutions to these which could be re-used. Decomposition is really important for breaking big projects down into manageable tasks, and algorithmic thinking is necessary to plan how these will be tackled.
Developers will also need to draw on computational thinking in first designing their programs before they start coding. How formal this design stage is will vary from one development methodology to another, but there's always some thinking and planning necessary before the actual coding can begin.
In traditional 'waterfall' software development, a single path is planned through the project from beginning to end. If a bespoke solution is being developed for a particular client, the project will start with the client working with analysts to specify requirements for what the software needs to do. A more detailed specification can then be worked up, which will include much of the technical planning for how to program a solution, including consideration of systems, language, algorithms and data structures, but no actual code. The specification then gets implemented as code in whatever language for whatever system has been decided- often this will be by a team of developers, each weighing in on one or more particular parts of the project in parallel with others. The next stage is to test the code rigorously, making sure that it has no bugs and that it meets the detail outlined in the specification and the original requirements. There's usually a fifth stage in commercial waterfall development in which the software house undertakes to maintain the program, updating it if necessary to meet changing requirements. Waterfall methods are still used for some big, public sector software deployments. And we all know how successful they are.
This approach has something in common with curriculum development – moving from requirements that children should be taught computer science, IT and digital literacy through a detailed specification of programmes of study to implementation through schemes of work, lesson plans and activities to testing and evaluation, with further support there if necessary.
In iterative development, the process of designing, coding, testing and evaluating becomes a cycle rather than once and for all. Most modern software development fits into this pattern or a variant of it, hence new versions of software are regularly released which fix bugs that only became apparent once the software was released, or implement new features, in response to customer suggestions, technical innovations or market pressures. Often developers will release an early 'beta' version of their software, perhaps to a limited number or quite openly, to get help with testing and evaluating the software before committing to an official final release. This is common practice in open source development, where the users of the software are positively encouraged to help with fixing as well as finding bugs or adding code for new features themselves.
There are parallels between the design – code – test – evaluate cycle of iterative development and the plan – teach – assess – evaluate cycle for teaching that many teachers and schools now use routinely. Similarly, just as assessment for learning has produced a tight loop between teaching and assessing, so that the results of formative assessment feed directly in to how the rest of the lesson or unit of work proceeds, so in iterative development, there's a tight loop between coding and testing – as bugs become apparent in testing, they get fixed through more coding – this process is called debugging.
Whilst recognising the importance of things such as planning, agreeing requirements and producing documentation, agile software development moves the focus of the effort to producing working, usable code, typically much earlier in the process. It also emphasises the importance of collaboration with users and responsiveness to change. Whilst by new means universally accepted, the effectiveness of agile methods in getting to a 'minimum viable product' and then developing this further in response to changing needs and rapidly developing technologies has made this approach popular with many working in technology based start-ups, as well as for developing new online tools and apps for tablets or smartphones.
The emphasis in agile methods on individuals and interactions, collaborating with customers and responsiveness to change might put us in mind of the 'child-centred education' pedagogies of an earlier generation, and perhaps even today there's scope in some computing lessons for supporting and encouraging pupils as they pursue individual, independent projects or their own lines of investigative enquiry.
The national curriculum for Key Stage 2 expects that pupils will have some experience of working on larger software projects than just learning the key programming concepts of sequence, selection and repetition:
design, write and debug programs that accomplish specific goals
The way you go about this though is up to you! Choose the approach which would work best with your pupils, and for the particular project you (or they) have in mind.
It's perhaps best to let pupils have some experience of all three of these methodologies. For some programming projects, you may only have time to work through from planning to debugging and evaluation once, in which case guiding pupils through the waterfall process may make most sense. Other times, it would be worth taking a more iterative approach, getting pupils to look for ways in which they could add further features to their programs, improve the user interface or refine their algorithms, as well as emphasising repeated coding, testing, debugging as part of the programming process itself.
Pupils who find that they really enjoy coding and choose to do this independently outside of formal lessons might often adopt an approach with much in common with agile methods – there's anecdotal evidence that this is often the case for those contributing to the Scratch community or taking part in the Kodu Kup. You might like to look for ways to facilitate this approach in curriculum time too: perhaps setting very open challenges to pupils, eg 'make an educational game', providing support and challenge as needed as well as encouraging pupils to help support one another as they rise to meet the challenge.]]>
Whist creativity been an important aspect of ICT education in many schools, 'computational thinking' is something new for many, but this represents a golden thread running throughout the new programmes of study. Computational thinking is about looking at problems and systems in such a way that computers can help us solve or understand them – it's the sort of thinking which software developers and computer scientists routinely engage in, but it also has wide applications beyond the realm of computing. It draws on concepts such as logical reasoning, algorithms, decomposition and abstraction, as well as approaches such as tinkering, making, debugging, tenacity and collaboration. Whilst there's much more to the new curriculum than 'coding' (the act of translating the rules or steps of an algorithm into a computer program), I've no doubt that programming is the best (but certainly not the only) way to develop computational thinking.
There are economic arguments for including much more computer science on the curriculum, for me the case was much more about the nature of a liberal education for the third millennium. Given the role which digital technology plays in so many aspects of life and society, shouldn't there be an entitlement for all pupils to learn something about the ideas on which it is based and its implications, as well as being able to make good use of it for getting useful and creative work done.
The notion of an entitlement for all is central to the very idea of a national curriculum, even if this has been somewhat watered down in the move to academisation. The new curriculum applies to pupils with special educational needs and disabilities, as it does their peers: 'This is for everyone', as its inventor, Tim Berners-Lee said of the web.
The framework acknowledges that this means 'ensuring that the national curriculum is taught in ways that enable all pupils to have an equal opportunity to succeed'. Furthermore, being able to program can be hugely empowering for many with SEN/D. Without wishing to generalise, some with Asperger's syndrome find the predictability of computing reassuring; the immediate feedback on semantics and syntax in computer code can help some with dyslexia; decomposing problems into their components might help some with ADHD; and simple, text based interfaces can be used effectively by many with sensory or motor difficulties.
I think teachers, working with SENCOs and computing coordinators or heads of department, can quite easily adapt planning and resources for the new computing curriculum to ensure that all pupils are fully included in activities and learning. Let me illustrate this with a few example.
A few appropriate adaptations can make the new curriculum much more accessible to pupils with SEN/D. It's also well worth getting all pupils to take accessibility and inclusion issues into account when writing software and creating digital artefacts as part of the new curriculum. So, pupils writing their own computer games in Key Stage 2 and 3 ought to think about the extent to which their games could be played by others with limited motor control or with some sensory impairment – use of alternative interfaces such as a Kinect or a MaKey MaKey can really help here. Pupils developing web-based content similarly should bear accessibility requirements in mind: have they included 'ALT' text for their images? Would their site be navigable by someone using a screen reader? At Key Stage 3 the new curriculum talks about pupils' projects meeting the needs of known users and of paying attention to design and usability, which is great, but shouldn't this also include some recognition for accessible design?
Assessment has also changed in the new curriculum – the old levels have been removed and not replaced. Instead we now have an expectation that all pupils will 'know, apply and understand the matters, skills and processes specified in the relevant programme of study'. There's an exception to this for pupils with SEN working below the level of the programme of study for their key stage. For these children, the old P-scales for ICT remain in effect. These haven't been revised to take account of the move from ICT to computing; however, there's much here which can provide a framework for teachers seeking to develop the beginnings of their pupils' computational thinking. For example, P3 ii, 'They apply potential solutions systematically to problems', characterises exactly the sort of pattern recognition and generalisation that lies at the heart of efficient software development, and P4, 'They know that certain actions produce predictable results', captures something of the deterministic, logical nature of computer programs.
It's fair to acknowledge that many teachers see the new programmes of study as a daunting prospect for pupils even without SEN/D, in part I'm sure because it draws on subject knowledge they were never taught themselves. The best approach if you feel like this is just to have a go – to explore and experiment with some of these tools yourself. Writing your own simple educational games in Scratch is not nearly as hard as it might sound, and a great way to develop bespoke interactive resources for your pupils. I think there's much to be said for teachers having a go at learning something difficult: not least because it can go a long way to developing empathy with pupils who themselves might find much at school difficult.
The above is the text of a commissioned article for SEN Leader magazine. © Forum Business Media Ltd, all rights reserved. It's reproduced here with permission. Readers may also be interested in John Galloway's notes on Switched on Computing and pupils with SEN, and the work of CAS #Include.]]>
As these are based on Mozilla's excellent Open Badge infrasturcture, the badges are portable so can be converted into Open Badges when pupils hit the age of thirteen and can create their own personal Open Badge accounts.
I'd see this as a great way to record and reward pupils' attainment against the statutory attainment target for the new curriculum:
By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.
Problem solver 1 understand what algorithms are, how they are implemented as programs on digital devices, and that programs execute by following precise and unambiguous instructions
Programmer 1 create and debug simple programs
Logical Thinker 1 use logical reasoning to predict the behaviour of simple programs
Content Creator 1 use technology purposefully to create, organise, store, manipulate and retrieve digital content
Beyond School recognise common uses of information technology beyond school
E-safety 1 use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies
Problem solver 2 design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts
Programmer 2 use sequence, selection, and repetition in programs; work with variables and various forms of input and output
Logical thinker 2 use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs
Communicator understand computer networks, including the internet; how they can provide multiple services, such as the World Wide Web, and the opportunities they offer for communication and collaboration
Searcher use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content
Content Creator 2 select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information
E-safety 2 use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact
My working definition of creativity starts with Sir Ken Robinson's notion of 'the process of having original ideas that have value'. Both parts here matter. There should be scope in computing education for pupils to do their own original work, not merely follow the instructions they're given or make something based on what their teachers have modelled; yes, this will demand confidence and competence in a range of skills, but the digital tools now at the disposal of pupils in primary schools are far beyond anything my generation might have dreamed of when we were their age. It's also important that pupils work be of value; that it be as good as it can be. The provisionality of digital media helps here: a pupil can easily revise and improve their work, and evaluation, debugging and iterative development are essential parts of how software gets written, in the 'real world' and in school computing.
I'd go somewhat further than Sir Ken though: I'd argue that creativity has to involve making something: not necessarily a physical artefact, but designing algorithms and making programs, systems and content across a range of digital media will all draw on, and allow pupils to express, their creativity. Making things to show to others draws on a long tradition in computing education, with Seymour Papert, the inventor of Logo programming, arguing that it's through this process that pupils best come to construct and revise their mental models of the world around them: you can see this when young children play with construction toys, but also when their elders create programs in Scratch or Python, or compose music, create 3D models or computer animations.
These ideas lie at the heart of the approach we've taken to the computing curriculum in Switched on Computing. The focus of almost every unit is a creative, often collaborative, task in which pupils can apply their own originality to challenging projects. These cover both the IT (applications) and CS (foundations) aspects of the new curriculum, whilst fully embedding the sort of critical digital literacy which pupils need to consider the implications of technology for themselves and society. So, for example pupils in Year 1 produce their own talking book, in Year 3 they create videos and scripted animations, in Year 5 they write their own computer games and an e-safety website. In all these units, there's a process of designing, implementing, reviewing and, often revising, reflecting the way in which software and digital content are developed beyond the classroom. The creative work resulting from these projects, and pupils' reflections on this, also provides ample evidence of attainment in relation to the content of the new curriculum.
The above was commissioned for the September edition of Innovate my School. It's posted here with permission. © all rights reserved.]]>
Rising Stars' Naomi Watson and I have been looking through David's bullet points to see how well Switched on Computing matches up to the job of supporting teachers and schools in meeting these expectations. I hope you'll agree that we've done a pretty good job here.
pupils demonstrate excellent understanding of important concepts in all three strands of the computing curriculum and are able to make connections within the subject because they have highly developed transferable knowledge, skills and understanding
Switched on Computing has full coverage of the new Programme of Study for computing from Years 1–6, ensuring that children develop the knowledge, skills and understanding required throughout the primary years. The links within the subject are highlighted throughout the scheme, with digital literacy elements integrated fully into computer science and IT-based units.
pupils consistently use their subject knowledge and understanding very effectively in written and verbal explanations and can solve challenging problems
Each unit requires children to solve a real-life problem using digital technology. Children are encouraged to apply their knowledge in both verbal and written forms and to produce a tangible outcome. Pupils are expected to present, review or write-up their work in many units.
pupils make highly effective use of a wide range of hardware and software appropriate to their age and ability
Switched on Computing prompts teachers to employ a range of readily available or free software in their lessons from Paint and iMovie, to Scratch and Kodu. Use is also made of hardware such as digital cameras, video cameras, GPS, tablets or smartphones and web servers.
pupils show independence in their use of computing across all three strands of the curriculum and exhibit positive attitudes towards the subject and working constructively with others
Each unit shows teachers how to set their children off on independent projects that require them to solve real-life problems. In collaborative groups, they produce tangible outcomes using digital technology. Links with local and national IT and other organisations are suggested.
pupils show high levels of originality, imagination, creativity and innovation in their understanding and application of skills in computing
Creativity is at the heart of every Switched on Computing unit, from Year 1's We are TV chefs, which teaches algorithms and video, to Year 6's We are app designers where children program simple mobile apps. It is through these creative projects that pupils develop their understanding of concepts in computing.
it is informed by excellent subject knowledge and understanding of continuing developments in teaching and learning in computing
Regardless of their prior computing experience, teachers are supported to get up to speed with the knowledge and understanding of the new curriculum. Background knowledge and useful links are provided, which highlight the best advice and guidance available. Switched on Computing was written by a nationally recognised expert and has been endorsed by Computing at School and Naace.
teachers have a high level of competence and expertise, both in terms of their specialist knowledge and technical skills and in their understanding of active learning in computing, which they use effectively to secure achievement which is at least good
'Software in 60 seconds' demos for each unit at beginner, intermediate and advanced levels give teachers a good understanding of the technical skills they will be asking their pupils to employ. This is supplemented by additional Switched on Computing training and CPD addressing computer science and IT subject knowledge through video and interactive tutorials.
it is rooted in the development of pupils' understanding of important concepts and progression within the lesson and over time; it enables pupils to make connections between individual topics and to see the 'big picture'
Switched on Computing provides progression through the computing curriculum. Each unit highlights the knowledge and skills examined in past units to help children make connections across topics. Within units, lessons are sequences to provide progression and continuity with a clear sense of meaningful purpose.
lessons address pupils' misconceptions very effectively; teachers' responses to pupils' questions are accurate and highly effective in stimulating further thought
Assessment opportunities are highlighted throughout, with suggestions for how teachers can best elicit pupils' understanding. Suggestions are made for how common misconceptions may be addressed.
teachers communicate high expectations, enthusiasm and passion about computing to pupils; they challenge and inspire pupils to produce the best work they can
Switched on Computing is an unashamedly ambitious scheme of work that has been carefully trialled in schools to ensure that expectations are high but achievable. Units have been designed to provide many 'wow' moments as pupils develop their skills and understanding.
teachers use a very wide range of innovative and imaginative resources and teaching strategies to stimulate pupils' active participation in their learning and secure good or better progress across all aspects of the subject
Switched on Computing draws on cutting-edge software and online resources. The teaching strategies recommended emphasise collaborative and creative projects that can be linked to work in other curriculum areas. Suggestions are made for further independent activities and links between home and school.
an imaginative and stimulating curriculum is skilfully designed to match to the full range of pupils' needs to ensure highly effective continuity and progression in their learning
Switched on Computing offers a highly innovative and creative route through the new computing curriculum offering progression from Years 1–6. There are suggestions for stretch and challenge at every level, and recommendations are made for how content can best beadapted for pupils with SEN/D or EAL.
the curriculum is broad and balanced with all three computing strands covered well for all pupils in computing lessons and/or across the school curriculum
This has been a guiding principle in the development of Switched on Computing. For each year, three units are based around computer science elements, and three for information technology. Digital literacy elements are integrated within all units. Suggestions are made for how units can be linked with other curriculum topics.
the contexts in which computing is taught are relevant to pupils' lives and reflect the increasing use of computing in the world of industry; excellent links are forged with other agencies and the wider community to provide a wide range of enrichment activities to promote pupils' learning and engagement with the subject
Each Switched on Computing unit requires children to produce a tangible outcome in a real-life context, making computing relevant to their lives. There are suggested opportunities for taking each activity further, including parental involvement, educational visits, and links with local and national organisations.
links with other subjects in the school are productive in strengthening pupils' learning in computing
There are clear cross curricular links suggested for each unit. Many units take pupils' learning in other areas of the curriculum as their starting point.
pupils are expected to use their computing knowledge, skills and understanding in realistic and challenging situations
Each Switched on Computing unit requires children to produce a tangible outcome in a real-life context, making computing relevant to their lives, and demonstrating its relevance to the lives of others.
pupils' have comprehensive knowledge and understanding of how to stay safe when using new technologies
E-safety guidance is addressed in every unit so that teachers feel confident in guiding their pupils to stay safe while carrying out the unit activities. Digital literacy elements are integrated into all units, and units emphasise the implications of aspects of computer science and IT for pupils' and others' safe and responsible use of digital technology.
rigorous curriculum planning ensures the subject makes an outstanding contribution to pupils' spiritual, moral, social and cultural development.
Philosophical and ethical implications of computing are addressed in a number of units, particularly in relation to privacy, intellectual property and responsibility. Social development is addressed through an emphasis on collaborative project work in many units. Some units focus specifically on cultural development, including We are photographers, We are musicians and We are architects
leadership is informed by a high level of subject expertise and vision that has a clear impact on the performance and practice of members of the department and on outcomes for pupils
Switched on Computing draws on a deep and extensive knowledge of computing and computing pedagogy. It was developed by CAS and Naace board members and has been endorsed by both associations. It includes an assessment framework that makes it easy to show impact on pupils' progress and attainment to be demonstrated.
there is a strong track record of innovation in computing; subject reviews, self-evaluation and improvement planning are well-informed by current best practice in computing education
Switched on Computing drew extensively on material from the highly successful Switched on ICT scheme, with development informed by curriculum changes, technological innovation and teachers' evaluation of the older scheme. It is directly informed by current models of best practice in computing education and primary education more generally.
subject leadership inspires confidence and whole-hearted commitment from pupils and colleagues; there are effective strategies to delegate subject responsibilities where appropriate and to share good practice and secure high-quality professional development in the subject
The scheme incorporates sufficient flexibility for class teachers to adapt content to the interests and enthusiasms of their class and to link content to other areas of the curriculum.
continuing professional development is well-targeted and thoroughly evaluated for its impact; it includes up-to-date training for teaching assistants and technical support staff
Implementing Switched on Computing provides an excellent opportunity for targeted CPD. CPD resources available include 'Software in 60 seconds' walkthroughs plus further video and interactive tutorial CPD to build subject knowledge.
computing has a very high profile in the life of the school and is at the cutting edge of initiatives to raise pupil progress
Switched on Computing offers many opportunities to raise the profile of computing in the life of a primary school, from cross-curricular projects to assemblies and educational visits to cross-phase projects such as opinion polls and educational game development.
access to computing equipment is outstanding, and the school is likely to have promoted the use of mobile technologies; the computing infrastructure enables pupils and staff to have very good access to their work and to the school's learning resources at all times, and contributes to pupils' achievement.
Switched on Computing allows and encourages the use of cutting edge technology such as cloud-based software and tablet apps. Use of mobile technology forms a focus for Year 6 units on app design and development.
there is an age-appropriate e-safety curriculum that is flexible, relevant and engages pupils' interest; that is used to promote e-safety through teaching pupils how to stay safe, how to protect themselves from harm and how to take responsibility for their own and others' safety
E-safety guidance is addressed in every unit so that teachers feel confident in guiding their pupils to stay safe while carrying out the unit activities. The development of pupils' digital literacy, including the safe, respectful and responsible use of technology, is integrated throughout the scheme. An e-safety pathway and checklist is provided for every year ensure a good level of e-safety support.
rigorous e-safety policies and procedures are in place, written in plain English, contributed to by the whole school, updated regularly and ratified by governors.
In unit 5.4, We are web developers, pupils work together to create a website explaining e-safety and responsible online behaviour. Other units also allow pupils to form and express opinions in relation to the safe and responsible use of technology.
The above (apart from the text from David's slides) is © Rising Stars, all rights reserved. It is posted here with permission. It should not be taken as implying any specific endorsement by Ofsted of Switched on Computing.]]>
What has changed is the focus – back in the old days, many a school saw ICT in terms of skills, as providing training in using a range of different software applications. Now, our focus moves to an educational one on which we are to provide students with the knowledge and understanding of not only how computers and their software work, but also how they can help understand and solve complex systems and problems.
You might think that a shift of this significance will mean that schools will have to find money in their budgets for a whole host of new equipment and software, but this is very far from the case. In fact, much of the new material in the curriculum can be taught without using any computers at all: work on understanding what algorithms are, how problems can be solved by decomposing them into smaller parts, how logical reasoning can be used to spot and correct errors, and even how the internet and search engines work can all be done 'unplugged', through class-based activities, physical resources and role play. The New Zeland website CS Unplugged has some great, free ideas for this sort of work.
In developing Rising Stars' new Switched on Computing scheme for primary schools, our local authority partner (Havering) were very keen that we avoided any software or hardware that schools would have to pay extra for or which they weren't already likely to have. With the exception of a few, relatively inexpensive apps for those schools looking to use iPads for computing, we've succeeded. Not only does this mean little if any additional outlay for schools, it also makes it far more practical for pupils to continue working on computing projects at home, and for teachers to find the time they need to experiment with software for themselves.
So, what sort of infrastructure, hardware and software might a school need to do justice to the new curriculum requirements?
The new curriculum broadens the scope for computing beyond the traditional Windows desktop computer of old, with an expectation that pupils in KS1 will be taught to 'recognise common uses of information technology beyond school', such as digital cameras, smartphones and tablets, and that at KS2 pupils should 'select, use and combine a variety of software (including internet services) on a range of digital devices', as well as learning about 'computer networks, including the internet'. To do this well, and to best support learning and teaching with technology across the curriculum, a first class internet connection seems essential – ideally one in which the school can take responsibility for decisions over what sites are and are not permitted. With the potential of iPads, Android tablets and Chromebooks to provide 1:1 access to the web, robust wifi provision would also be high up my shopping list, and not just for the computing curriculum.
There's nothing in the KS1 programming expectations that requires pupils to use technology more advanced than Bee Bots or Roamer Toos: floor turtles such as these provide a great way in to programming for younger children, as Ofsted acknowledged in their 2011 report on ICT. In KS2, the computing programme of study leaves open the option of either controlling or simulating physical systems, although the D&T curriculum includes the expectation that pupils 'apply their understanding of computing to program, monitor and control their products', so some control technology here would be great, and this is a very motivating context for programming for many. Lego's Wedo kit, whilst not cheap, is very good and interfaces directly with Scratch for programming (see below). The more geeky could have much fun with Arduino, although even I might be reluctant to try this with a class of thirty…
Whilst the Raspberry Pi provides a low-cost, no-frills platform for pupils (and their parents) to explore programming and other aspects of computer science, there's probably not much need for them in your computer lab assuming you've got a set of laptop or desktop computers that you can connect to the web. That said, for learning about how computer networks work, they've much to offer, as your pupils have access to diagnostic commands like ping, traceroute and nslookup that most administrators block on Windows networks. We've a great half-term long unit investigating networks with these tools in Switched On Computing.
I think it's also worth having access to a web server, even if not on site, as not only does this provide further insight into how the internet works and provides multiple services, but it would also make it possible to host webpages and web sites developed by pupils, together with individual or collaborative blogs and wikis, although there are plenty of other ways for pupils to engage in these activities.
The programme of study expects pupils to work across a range of devices: whilst this can include their home computers and web servers, I do think some access to smartphones and tablets alongside laptops or desktops would be beneficial, particularly for those pupils who've not got access to such devices at home.
I don't think there's any need to rush out and buy lots of new software for the new curriculum. The multi-purpose software schools have been using for ICT is still just as relevant for much of computing – so Office, the 2Simple suite, Google Apps for Education and much else remains directly relevant. It's still really important that pupils move on to secondary education being able to word process their work, create a presentation, and analyse data on in a spreadsheet. Tools such as these are relevant for programming too – making an interactive presentation provides some insights into sequencing and selection, and creating a spreadsheet model draws on much computational thinking and some basic functional programming.
There's also an expectation that pupils will be engaging in creative work across a range of digital media in the new curriculum. At KS1, pupils should 'use technology purposefully to create, organise, store, manipulate and retrieve digital content', and at KS2, they 'design and create a range of programs, systems and content that accomplish given goals'. For Swithced On Computing, we've included units which take in digital photography, video recording, audio, music composition, animation and even 3D modelling. Free tools such as Pixlr, Movie Maker, Audacity, LMMS, Scratch and Sketchup make such things readily accessible for primary pupils, and provide some wonderful opportunities for creative expression.
For programming in KS1, there's much to be said for working with floor turtles, but perhaps by the end of Year 2 pupils will be ready to move on to screen based programming. For schools that have gone down the iPad (or similar) route, there are some great game-like apps which provide a scaffolded introduction to coding: the Bee Bot app is lovely, as are things like Daisy the Dinosaur and Light-Bot. The free ScratchJr app offers a lot of scope for some creative programming, including animations and simple games. Another approach, which we've used for some units in Switched On, is to create custom blocks in Scratch for the sort of commands pupils will know from floor turtles, making the transition from floor to screen an easy one.
For programming in Key Stage 2, there are many choices, but we've focussed on MIT's Scratch in Switched On, as it captures perfectly that sense of learning through exploration, experiment and construction which seems so effective at developing a deep practical understanding. This is available for free, either online without registration or as a download for Windows or the Mac. After a few years of Scratch programming, I don't doubt that pupils would be ready to move on to another language, but I'd look at tools like App Inventor or Touch Develop rather than rushing to more traditional text-based languages such as Python or Javascript.
The above is a commissioned piece for ICT for Education magazine. I've posted it here with permission. © all rights reserved.]]>
Many hope that the new curriculum will result in more studying CS at university and thence a flourishing IT industry. For me, though, computing's place on the curriculum is about recognising that in the third millennium CS is as much a part of a rounded education as physics, poetry or music.
The first line of the new curriculum sets out the level of our ambition: 'A highquality computing education equips pupils to use computational thinking and creativity to understand and change the world.' While creativity has been a feature of the best ICT lessons for a long time, 'computational thinking' is a relatively new term: it's the concepts and approaches that we draw on when using computers to help us solve problems or understand systems. It includes such concepts as logic, algorithms, decomposition, abstraction and generalisation as well as approaches like experimenting, making, debugging, persevering and collaborating. Computational thinking certainly characterises the work of software engineers and computer scientists, but more importantly it has wide applications across and beyond the school curriculum.
Learning to program is, I think, the best way to develop computational thinking. It's also great fun. There are some brilliant resources available now that make it so much easier for pupils to learn to program, and for schools to teach this. Better still, the best of these are free, and often online, making it easy for pupils to carry on (or even to start) coding at home.
Top of my list would have to be MIT's brilliant Scratch platform, where programs are built by connecting coloured building blocks together, like virtual Lego. Scratch has a built-in share button, encouraging users to publish their programs to the web, much like videos onto YouTube, as well as remixing the code written by others. For younger children, the new ScratchJr app for the iPad provides an even easier interface for creating scripted, interactive animations, and Microsoft's Kodu is a very accessible introduction to game programming.
Secondary school sees the introduction of text-based programming languages: Python is the current favourite, and good 'teach yourself' resources are available from Codecademy and elsewhere. Microsoft's TouchDevelop deserves a mention too, as an easy way in to developing apps for tablets and smartphones.
Out of school activities like Coder Dojo and Young Rewired State are great for pupils who want to take their programming further. Code Club and Code Club Pro offer ways for those already working in the industry to help out with after school clubs or getting teachers up to speed with CS themselves.
Teachers and their pupils have so much to look forward to in this world-leading new curriculum!
This was published in the Time and Leisure magazine group titles in August, under the title 'Brave new curriculum'. It's reproduced here with permission. © All rights reserved.]]>
"A high quality computing education equips pupils to use computational thinking and creativity to understand and change the world".
It's worth noting that we're framing this in terms of a liberal education, rather than vocational training: yes, many pupils may well go on to jobs as programmers, software engineers and computer scientists, but computing, like physics, music and poetry, deserves its place on the curriculum because it provides both a unique lens through which to understand the world and a rich creative medium through which pupils can change it.
'Computational thinking' is the golden thread running throughout the programme of study, and might be an unfamiliar phrase to many teachers. Computational thinking is about looking at problems and systems in such a way that we can make good use of computer systems to help us solve or understand them. The higher order thinking skills, such as logical reasoning, decomposition, abstraction, generalisation and algorithms, and practical approaches, such as tinkering, making, fixing, persevering and collaborating, on which it draws have wide applications beyond computing itself. Whilst much of computational thinking can be developed away from the computer, I've no doubt that the practical experience of writing useful, interesting programs is the best way to develop these skills and understanding.
Creativity, on the other hand, has characterised the best ICT lessons for many years now, and it would be wrong to lose sight of this crucial element of computing education in the new focus on coding and other aspects of computer science. Creating original digital artefacts that are valued by others is certainly motivating, but I think, as did Seymour Papert, that it's also a very effective way of coming to understand the ideas that lie at the heart of computing as a discipline. Writing computer code is, itself, a creative process, but so are creating animations, making videos, developing a website and even producing a well designed set of presentation slides. All of these have their place in a broad and balanced computing curriculum.
Just as pupils learn well in computing through making things, I think the same applies to their teachers. One of the best ways to get to grips with the new programme of study is to spend time exploring some of the great tools available for teaching computing. For example, MIT's Scratch is a great toolkit for pupils to learn to code, but it's also a platform in which teachers can develop simple (or even quite complex) educational games and simulations to use with their pupils. In Switched on Computing, I've put together a scheme of work that teachers can adapt to fit with their own cross-curricular project work, whilst ensuring breadth and balance, as well as plenty of challenge, in teaching computing. The carefully planned step-by-step approach, and some great professional development resources, should provide the support many teachers are looking for in making the exciting transition from ICT to computing with their pupils.
Originally published in the August edition of Educational Technology as 'Computational Thinking', reproduced here with permission. © All rights reserved.
Can anyone learn to program? I think so, and I think it's important that those teaching computing think so too. I've been at a couple of conferences in the last month where the question came up, and I was really surprised by how many in these audiences thought there'd be at least some in their classes who would just not get programming. This worries me, I think because it suggests that some teachers are approaching the new curriculum with a fixed model of pupils' ability, as if this were presented to us as a given with which to do what we can.
Learning to code is less about 'natural' ability and much more about working hard at it. That coding is hard is no bad thing: doing challenging things provides far more opportunities for learning than doing easy things, and an attitude characterised by perseverance will serve pupils well beyond their computing lessons. It's also what makes it fun – there's a similar buzz from fixing a stubborn bug as from completing a tricky video game level. In formal education, success with coding is also likely to be about having teachers who explain things well, set interesting, challenging tasks and believe that their pupils will get there. Carol Dweck's notion of the growth mindset is relevant here – to make progress with computing, pupils should believe that they can succeed if they work at it, and their teachers should help them to believe that. As Dweck puts it "teach … children to love challenges, be intrigued by mistakes, enjoy effort, and keep on learning".
A vision that computing is for everyone was at the heart of the drive to get it on the national curriculum. There's always been some programming there, although evidence suggests too many teachers paid lip service to this in the past, but the new programme of study places far greater emphasis on computer science as the foundations of the subject. This includes programming and an understanding of networks and hardware, but also, importantly, elements of 'computational thinking' such as logical reasoning, algorithms, decomposition and abstraction. It's these concepts that allow us to make use of computers to extend our own abilities to solve problems and understand systems. Whilst only a minority of pupils will go on to careers in the IT industry or academic computer science, digital technology plays such a significant part in our lives and society that some understanding of how it works ought to be an entitlement for all. Similarly, the insights into natural and artificial systems that computer science offers, like those from the other sciences, should be there for all.
There are parallels between computing education and music education – just as becoming a professional (or serious amateur) musician is going to demand commitment and individual study far beyond that of whole class music lessons, so the software engineers and computer scientists of the future will be developing apps and learning languages that go beyond those covered in class. That's fine. And yet, music deserves it's place on the curriculum for all, irrespective of 'ability', gender or background, as part of a rounded, liberal education, as a medium for pupils' creative expression and because it helps pupils to understand the world better. The same is true of computing.
The phrasing of the new programme of study for Key Stage 4 is unique in the national curriculum: rather than the usual 'pupils should be taught…' it begins 'All pupils must have the opportunity to study aspects of information technology and computer science…'. Whilst this is capable of multiple interpretations, I think we ought to adopt a fairly literal stance here, and expect secondary schools to make their KS4 courses in CS and IT open to all their pupils. I know many schools want to take a more pragmatic stance, using performance at KS3 (or earlier) as a predictor of exam success, and tailoring options to maximise pupils chances at GCSE and school league table points, but wouldn't it be better to open up GCSE CS to any who are interested? Studying CS at this level would be useful for many post 16 pathways, as well as future career choices in an increasingly digital world. Furthermore, opening up CS as on option for everyone would make more of a difference for those from socially disadvantaged backgrounds, or with a range of special educational needs, than for those who might sail through such a course.
Gates, Jobs, Berners-Lee, Page, Brin and Zuckerberg achieved what they did partly through the opportunities their education offered them – ensuring that all pupils now receive their entitlement to learn computing means that far more will have the chance to be their successors.
Originally published on the TES ICT and Computing blog as part of their Computing Week.]]>
Personally, I think one of Mr Gove's most significant contributions to English education will be the abolition of 'levels' as the default mode of assessment for the national curriculum. The expert panel, commissioned to review the curriculum, made a persuasive case for getting rid of levels: children became more concerned with what 'level' they were, rather than what they had learnt; it became too easy for teachers to group pupils according to their level, thus typically, widening the spread of achievement in a class; the level descriptors themselves were quite abstract and not always easy to interpret.
In his letter to the panel, thanking them for his work, Mr Gove announced that 'the current system of levels and level descriptors should be removed and not replaced'. Nevertheless, the 2002 Education Act defines the national curriculum in terms of programmes of study, attainment targets and assessment arrangements, and thus we see a concise and consistent attainment target for all the programmes of study:
By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.
This reflects precisely the argument of the expert panel, that all assessment processes should directly link back to the content of the programme of study.
And yet… so many teachers and school leaders, seem convinced that we should re-invent levels for the new curriculum. Many schools appear to want what they're used to. I fear this is often because that's a) how performance management works, b) that's the only data their management information systems can cope with or c) they think that this is what 'Ofsted want'. I don't think any of these are good reasons. If a school genuinely thinks levels for assessment are in chidlren's best interests, then I'd respect that view, but any other reason is hard to defend.
So, what then instead? I think it's quite simple: take the expert panel's advice and the statutory attainment target as it stands. Link all assessment directly to the content of the programmes of study, nothing more, nothing less. I'd suggest breaking the programmes for each key stage down into their component clauses, that is at a more granular level than the bullet points. Start using these statements to inform the learning objectives of units of work, and even lessons – the programmes of study really should be the starting point for these: all else is a matter of interpretation. Start collecting evidence of pupils' competence in and mastery of these elements, tracking this over time, or better still, ask pupils to start collecting this evidence themselves. Is anything else really necessary, or indeed helpful?
A system like this would allow pupils to keep track of the specifics of what they've learnt and inform targets for what comes next. It would give parents a much more meaningful picture of what a child had learnt, and what they still needed to study. It would allow next year's teacher to have a much clearer idea of what a child still needed to master before the end of the key stage. It would still allow school leadership and the inspectorate to track year on year progress, comparing the list of competencies at the beginning of the year with those at the end. It also isn't too far removed from what we have for EYFS profiling or the Teaching Standards.
This is the thinking which lays behind my work with my Roehampton colleague Pete Kemp to draw up a framework for assessing attainment in computing. The Key Stage 1 and 2 statements were included in Computing at School's guide for primary teachers, and we've recently extended this into KS3, see http://bit.ly/compassess. More pragmatically, we've grouped the statements into 'bands' from 1 to 8: this numbering could be used in place of the old levels, if schools are committed to using the old system of tracking progress.
In terms of implementing such a system, technology really does help. Collecting work together in folders on the file server, in Google Drive folders, or in class blogs are all preferable to, and cheaper than, folders of printouts. However, secure, idividual blogs would be my preferred option, with pupils routinely uploading the digital artefacts they create, adding in some thoughtful, reflective observations on their learning and tagging the content using the granular statements from the the programmes of study, before submitting this work for review by their peers and their teacher. It's well worth encouraging pupils to document how they made something, talking about the challenges they overcame and what they learnt, rather than just uploading their finished artefact, in part because much of the new curriculum is about understanding rather than skills. Written comments, uploaded audio or a simple screencast provide great ways of capturing the richness of this learning. A project completed over the course of a half term, such as creating a website, making a game in Scratch or filming some digital video might provide evidence for a number of attainment statements. Over the course of the key stage, a diverse portfolio of evidence of attainment against all the curriculum requirements would emerge; more usefully, at any time it would be easy to get a snapshot of which statements had been met, and which still needed more evidence to demonstrate attainment.
Beyond schooling, this sort of fine grained evidencing of achievement seems to have caught on. Brownies, Guides, Cubs and Scouts have been doing this for a while now, with badges awarded when a portfolio of evidence is assembled to demonstrate that particular skills and competencies have been acquired. Mozilla have developed a system of Open Badges, in which the metadata about evidence and authority is embedded in a digital 'badge' than can be displayed on a blog or e-portfolio: makewav.es make a version of this system available for free to schools in the UK. Granular tracking of attainment can feed in to such a digital badge system quite easily, with badges for each of the programme of study bullet points linked to a relevant collection of evidence on a pupil's blog.
I'd be the first to acknowledge the importance of tracking progress, setting personalised targets and rewarding achievement, but I worry that in the past it's been all too easy to put the assessment cart before the learning horse. I do hope schools will use the opportunity they have now, not only in computing, to refocus attention on the content of the curriculum, and ensure that all their pupils have the best possible chance to demonstrate what they've learnt.
Originally published in Teach Primary, July 2014. © Maze Media, all rights reserved.
The following video was recorded for the inaugural CAS Calderdale hub and covers some similar territory to the above.]]>


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Cibo Matto
- Address:
254 Chauncy street
Mansfield, MA 02048Neighborhood:
- Cuisine:
ItalianPrice: $30 and under
Cibo Matto
- Dining Style: Casual Elegant
- Website: http://cibomattocaffe.com/
- Phone: (508) 339-9800
- Hours of Operation:
Monday - Friday: 11:30am - 10:00pm
Saturday: 11:30am - 11:00pm
Sunday: 11:30am - 9:00pm
- Payment Options: AMEX,Discover,MasterCard,Visa
- Cuisine: Italian, Comfort Food
- Dress Code: Smart Casual
- Accepts Walk-Ins: Yes
- Additional Details: Bar Dining, Beer, Farm to Table, Full Bar, Patio/Outdoor Dining, Takeout, Wine
A word from Cibo Matto
Inspired Italian cuisineContinued
Foodspotting photosSee all photos
Cibo Matto reviews from OpenTable diners
108 reviews since August 1, 2014
- Food4.4Service4.4
- Ambiance3.9Noise LevelModerate
neighborhood gem (70)fit for foodies (59)notable wine list (30)great for outdoor dining (26)good for groups (25)special occasion (22)great for lunch (21)romantic (19)hot spot (17)kid-friendly (9)vibrant bar scene (8)great for brunch (5)late-night find (4)Show More
- kyla, a proromanDined on 11/16/2014after a long stay away, we came back a year ago to see if things had changed. indeed they did. kyla (bartender) has gone beyond suggesting wines, beers, etc, she also recommends foods AND changes that the kitchen is happy to do for their customers. she's also very cool behind the bar. she's never harried, she's always in control and aware of your needs. NICE JOB, KYLA!!! B&WSpecial Features:I would recommend this to a friend.
- Friday Night DinnerDanKVIPDined on 11/7/2014This is our go to place for Friday night. I had the crusted salmon which was delicious. My son had the Pork Ragu; he was unwilling to share. My wife had the Pork Milanese; it was OK but the risotto that came with it was outstanding. Service was excellent as usual.Special Features:
- Superior Food and Service!OpenTable Diner Since 2011Dined on 11/5/2014Our first visit---chosen based on location and what looked like a nice menu. It was just great and exceeded our expectations. Fabulous risotto, terrific lamb and short ribs. Interesting and delicious brussel sprout salad (who knew) Will definitely go back.Special Features:I would recommend this to a friend.
- Disappointing First ExperienceParrinoNightoutDined on 10/31/2014We were looking forward to trying Cibo Matto as it always appears busy. We arrived about 10 min early for our reservation and were seated at a tiny table for 2 between other tables even though we requested a booth in our reservation (no acknowledgement of this by the hostess). It took 10+ min before our server greeted us and she had limited knowledge of the wine menu when asked. House salad was good but both chicken and veal parmesan were disappointing. Server did not check back so we asked a bus boy who brought us fresh cheese and had earlier brought the wine chiller which the server never even offered. Dessert and coffee also disappointing......don't think we will return as there are much better restaurants in the area.
- Great Nightsstastyfood8Dined on 10/25/2014My wife and I enjoyed a wonderful dinner. Our meals were delicious and well prepared with good portions. Our server was friendly, and the rustic apple tart was amazing. We saw so many tempting meals pass by that we look forward to going back again to try more.Special Features:I would recommend this to a friend.
- Love this placeSoxandfoodDined on 10/24/2014Great little restaurant in the Boston suburbs. Nice menu specials changed often- selections varied for every appetite. Can get a bit crowded as they try to maximize space but worth it nonetheless ! You won't be disappointedSpecial Features:I would recommend this to a friend.
- RoniDined on 10/18/2014Excellent experience...food was excellent.....a little pricey, but worth it.Special Features:I would recommend this to a friend.
- lollyDined on 10/17/2014Thankfully a co-worker introduced me to Cibo Matto. After coming back to the office raving about the meals, he brought back a Cuban sandwich which made the office smell wonderful. I've had lunch and dinner multiple times and can't wait to go back. We went last Friday and it's where we are going again this Friday. Loved our waitress Rosie. She was very helpful answering our menu questions and were thrilled with her selections.Special Features:I would recommend this to a friend.
- FabulousDressage23Dined on 10/11/2014We love going to Cibo Matto. The food is always amazing, the ambiance is great and the service is always fabulous. My favorite is the grass fed meatballs, but everything I have tried is just as good! Love it here!Special Features:
- Ciorc4759Dined on 10/11/2014This is a very busy neighborhood spot...in a strip mall with an outside area...The service was wonderful, attentive, knowledgeable and supportive. The food in all our choices was excellent and very tasty... We will go back again... The menu covers all areas and I'm sure you'll find some great dishes or just pizza..Special Features:
- Great optiondeepVIPDined on 10/11/2014Inventive food, great rotating specials, small but great wine list (and amazing italian beer list) make Cibo Matto a fantastic find in Mansfield. My wife and I go now because it is very close to North end on core Italian, but then adds a dimension of fusion for some dishes. We had a spanish charcuterie, and the brick oven shrimp and scallops are amazing (though you need to split it because it is so heavy and get a salad!)Special Features:
- One of the best meals everDaisy1duckDined on 10/11/2014My wife and I went here to celebrate our anniversary and we both loved the food we ordered. I had the chicken parmigiana and my wife had a thin pork tenderloin over risotto with butternut squash. Mine was very flavorful with excellent sauce and fresh pasta and I tasted hers and it was delicious. We also had coffee and a gingerbread dessert which was fantastic so, needless to say we will be back sooner than later.Special Features:I would recommend this to a friend.
- New Fall MenuDanKVIPDined on 10/10/2014Menu has changed over to fall. Harvest squash soup was very good as was the short rib.Special Features:
- OpenTable Diner Since 2011Dined on 10/4/2014We went for pizza from watching the Phantom Gourmet. Pizza was tasty but too thin for out taste.Special Features:
- DisappointingOpenTable Diner Since 2014Dined on 9/27/2014I have been to the restaurant previously and had a great meal and service. Tonight, not so much. Not sure if it was because we had a party of 8 but the service was slow, non attentive yet they added 20% automatically to the bill. I'm afraid adding the tip automatically doesn't give any incentive to the waitress to be a good waitress.
- Anniversary CelebrationNanceDined on 9/21/2014We went to Cibo Matto to celebrate our anniversary. We brought our son and his girlfriend, and we were all extremely happy with everything! We had a quail appetizer first, and I had a nice side salad. My husband had a scallop special as his entree. My son had chicken piccata, and his girlfriend had a steak salad. I had the vegetable rissoto and some of their fabulous meatballs. And the bread comes with olive oil and several condiments - course salt and pepper, grated cheese, and crushed red pepper. HIGHLY RECOMMEND.Special Features:
- Amore'Whats4dinnahDined on 9/20/2014Always something fabulous on the specials menu! I've tried something new each time and always left overly satisfied. Great atmosphere, cocktails and service as well.Special Features:
- Delicious dinner for 14Partyof14Dined on 9/20/2014Cibo Matto accommodated our group of 14 people (with a reservation!) on a Saturday night flawlessly. Our table was ready. Our server was friendly and efficient. The food was prepared quickly and deliciously. All agreed it was a great choice of restaurant.Special Features:I would recommend this to a friend.
- Dining for TwojoeandritaDined on 9/19/2014My husband and I love to dine at Cibo Matto. The menu has such a variety of appetizers, entrees( Italian , fish , American ) with a unique touch with each one. It is convenient , great parking , wonderful staff and superb food. I had my favorite appetizer the beet salad. My husband had his favorite antipasto. This visit they separated the items in the antipasto so sharing was easy and you could select the food you wanted. Extensive wine list. I had Veal piccata and the chef was accommodating to me by putting the cooked pasta plain on the side. The seating by the hostess station can make for a bit of noisy dining but we tuned that out fast. The food and staff make for a wonderful evening out and 2 miles from home. Will return once againSpecial Features:I would recommend this to a friend.
- great find!rich77bamaVIPDined on 9/19/2014Wonderful experience while in the Mansfield area. There at lunch and ate at bar. Excellent Italian inspired menu. Staff was cheerful and attentive.Special Features:I would recommend this to a friend.
- Pleasantly SurprisedInspiredDined on 9/13/2014My first time at Cibo Matto and I was not disappointed. All of the food was amazing. Started with the Pork Quesadilla, then shared the Spaghetti & Meatballs and the Chicken. I wanted to eat all of it, but didn't feel like unbuttoning my pants to fit it all in. I will definitely be back.Special Features:I would recommend this to a friend.
- Italian that steps it upJoeRDined on 9/11/2014Loce Italian and especially when the food quality is so good, like Cibo. Bright and fresh ingredients, flavor intensity, nice wood oven glow and the smells from the open kitchen were a plus. Split the antipasto to begin--assorted meats and cheeses with their crusty bread. Nice. Had the Rigatoni alla Bolognese--unique fennel and sausage twist, very enjoyable. Closed with well done Cappacino. Will come back to dig deeper into the menu.Special Features:I would recommend this to a friend.
- Quick outdoor dinner before ConcertthebestestDined on 9/9/2014We stopped by Cibo for a quick dinner before a concert at the Xfinity Center. We sat outdoors next to the indoor / outdoor bar area. The road traffic was loud, but we didn't seem to mind it, I like white noise in the background and I able to hear my dinner partner with ease. Great waiter, great food, which came out quickly.Special Features:
- Nice findMichelleDined on 9/9/2014We made reservations online for dinner before going to a show at the Xfinity Center. My daughter and I both enjoyed our meals very much ( salmon dinner and chicken special) and if we are ever in the area again we will be sure to return. Thank you for a nice surprise!Special Features:
- Anniversary Surprise--thank youNCHRmanVIPDined on 9/8/2014We celebrated our 29th wedding anniversary and the staff went out to their way to make our dining experience special. They had our favorite bottle of wine iced and waiting for us at the table and as always service and the food was awesome. Sabrina was just great!Special Features:
- kyla, fantasticromanDined on 9/7/2014whether bartender kyla knows your name or not, she always remembers your favorite drink or favorite dish. without fail, she always aims to please. whatever you want OFF the menu, she and the cibo matto staff make it happen. EXCELLENT!Special Features:
- Zuzu56Dined on 9/6/2014We had made reservations for dinner thru opentabele. However when we arrived the weren't certain about were to seat us. They put us in a corner near the bathroom. UGH!!!!!!!!!!!!!!! . My husbands salmon and rissotto he said was good. My veal parm was Horrible. THe tomato sauce tasted like tomato soup. Ther were no spices at all in it. It was Saturday and 90 outside and probably 88 in the restaurant no aiconditioner. All in all it was a horrible expeerience. Would never go Back.
- EnjoyableLulubellDined on 9/6/2014Great food- waitress was great but very slow. When she did show up she was pleasant and helpful. Food was great. We went before the Miranda Lambert concert and would absolutely go back again.Special Features:I would recommend this to a friend.
- Just what I was looking forOmnomnomDined on 9/4/2014We sat outside on the patio and it was perfect. Thought at first the traffic may be loud, but you barely notice it with the radio playing and other customers. The food was so delicious, true Italian comfort food. We started with an app, entrees and of course we couldn't say no to dessert. Our server, Sabrina, was friendly and funny. All courses came out at just the right time and we never felt rushed. Our favorite part had to be the fact they had affogato. Not many places do and when I saw on the menu, knew it was the perfect dessert beverage, with a cannoli too of course. Although it's a drive for us we are already looking forward to going back. It's a great place, you won't be disappointed.... I could eat everything on the menu!Special Features:
- Great!badgb21Dined on 9/4/2014Great staff and atmosphere. Food and drink perfect.Special Features:
- Missed againKPM14VIPDined on 9/3/2014I have been to Cibo three or four times now and it just seems that they miss on something each time. The last two occasion stand out, in particular. Before this last trip, my buddy and I ordered the bolognese and it was uneatable due to the overwhelming taste of fennel. To their credit, Cibo credited the bill and gave a complimentary calamari dish to us but the "damage" was done. This time, we were sitting outside in their very nice outside seating area, beautiful night, too. The waitress was particularly nice, attentive and pleasant and the glass of wine was good. However, then the calamari appetizer came out, it was rubbery. Not good. Too bad. My goat cheese salad was good but, again, the "damage" was done.Special Features:
- DeliciousCherylVIPDined on 8/27/2014What a great restaurant. Can't say enough about the great meals we have @ Cibo Matto.Special Features:
- A favorite local restaurantNonameDined on 8/27/2014Always delicious food beautifully presented. Most recently dined with seven others. Everyone loved their meals. I bring friends often and have never been disappointed.Special Features:I would recommend this to a friend.
- quality food and drinkromanDined on 8/17/2014little ms guerrini (bartender) is a good reason for us going back to cibo matto. not only is the food fantastic...whatever you want, if they can do it, they will, but having a bartender recall your last visits...priceless! b&wSpecial Features:I would recommend this to a friend.
- delicious and welcomingmfuryhopDined on 8/16/2014came here to meet with friends over dinner before a concert at Xfinity Center and it was great! Staff was friendly and kitchen was accommodating to my pineapple allergy by holding salsa from my dish and mixing a special batch of sangria for us.Special Features:I would recommend this to a friend.
- Creative dishesBorn4Dined on 8/15/2014Creative dishes and fresh ingredients; beet and goat cheese salad; fresh fish; great soups; gingerbread warmed with ice cream; great neighborhood restaurant; for foodies like eating in BostonSpecial Features:I would recommend this to a friend.
- Good, but not great.chefpelonDined on 8/15/2014Me and my children had dinner here. The food was good, but not great. Wings were great. Goat cheese was basic and bread it was served with was bland. Veal marsala was good portion, but lacked flavor and was tough. Pizza was average. Service started slow, but improved. Basic order taking, no upselling.Special Features:
- Great Solo Eating SpotGr82eatVIPDined on 8/11/2014I found this restaurant on Opentable.com and what a find after a full day of business travel. I was greeted warmly upon my arrival and seated promptly. My server was both courteous and patience as I looked over the menu and still needed her help in choosing a great entree. Since it was late I decided to go right to the entree and decided on the trout and pasta over the rack of lamb, which was delicious. I finished my meal with the poppy seed cake and was very satisfied. My entree was a generous portion, enough for me to have another round the very next morning. This restaurant has something for every palate. I doubt that you'd be disappointed with any meal selection.Special Features:
- Good neighborhood restaurantJohnVIPDined on 8/8/2014Food was very good, nice beer choices on tap, busy place!Special Features:I would recommend this to a friend.
- The following 157 reviews are from the Cibo Matto reviews archive.
- Amazing Food Find in ManfieldsJoanDined on 7/25/2014First time visit and they had outstanding food and wine offereings in easy to find local Mansfield location...will defintiely return.Special Features:

subset: commoncrawl


text:
When it comes to money, everyone wants to know exactly what they're paying for — and if they're getting the best deal. With that in mind, we've gathered some of the most common questions about Raven's prices, discounts, payment options and more. What does Raven cost? … Read More
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The Chief Judge of Niger State, Justice Fati Abubakar, on Monday ordered the release of four inmates serving various sentences at the Suleja Prisons.
Abubakar released the inmates, who had between four days and two months left to complete their sentences, during her visit to the prison.
The released inmates, Salisu Mohammed, Mohammed Ibrahim, Francis Okon and Lawal Yakubu, had been convicted of offences of theft, joint act, criminal trespass and conspiracy.
Abubakar advised the inmates to be useful to themselves and the society at large and to change from their old ways.
She expressed satisfaction that very few of the inmates in the prison were still awaiting trial as most of them were already in court.
Abubakar urged stakeholders to continue to ensure speedy dispensation of justice.
"I want to call on all stakeholders to ensure that they do their best in bringing justice to those who deserve it," she said
Earlier, the Officer in charge of the Suleja Prisons, DCP Okadamiri Peter, said there were a total of 348 inmates in the prison.


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"I'm going to have to tweak this a little, maybe too much beet flavor, but very creative. Always looking for new pizza ideas, and this was definitely new. Merged this with another similar recipe and thought I'd share her method for those without a stone. Prepare the pizza on a sheet of parchment paper, slide it with the paper onto your..."
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"I reserve the fifth star for a best in class recipe, and this a vegetarian's chili Nirvana. I used a chocolate stout, added more cocoa, 1-2 T honey, and salt. Your recipe as it stands is fabulous, I only needed to tweak the seasoning level to personal likes."
"Just making a counterpoint to the other reviewer. He found the amount of herbs and spices confusing to the tongue, but I think that intricacy is the essence of jerk, a Carribean staple, and I found this to be the tastiest jerk anything I've ever had. All kudos to Emeril; I merely cut and pasted here as I thought it was perhaps the best tast..."
"A really superlative vegan main dish. I will be using the method of dredging in cornstarch and frying in a lot of recipes. It worked perfectly as the chicken substitution in this recipe. Thanks for sharing!"


text:
Nantes 0-0 St Etienne
Nantes had goalkeeper Remy Riou to thank for holding out a late onslaught from St Etienne as the two sides recorded a goalless draw at the Stade de la Beaujoire.
The result sees Michel Der Zakarian's side extend their undefeated run to 10 games in all competitions to leave them fifth, hot on the heels of the top four, while for their opponents it was a fourth consecutive draw as the point moved them up to sixth.
The visitors had the chance to go in front three minutes in as Kevin Monnet-Paquet retrieved...


text:
Emotions High on Both Sides of Gun Control Hearing
Emotions High on Both Sides of Gun Control Hearing
45 results for 'rifle'. Showing results 19 - 36
Emotions High on Both Sides of Gun Control Hearing
What Exactly Is an Assault Weapon?
Obama Signs 23 Executive Orders on Gun Control
NRA: Obama Hypocritical over Armed School Guards
NRA: Congress Won't Pass Assault Weapons Ban
NRA Throws Down Challenge to More Gun Control
Biden Closing in on Specific Gun Control Measures
Examining Newtown: Battle Brews on Guns, Mental Health
Gun Control Questions Heat Up after Colo. Shooting
Romney Speaks to NRA Hoping to Gain Support
French Police Arrest 19 Terror Suspects
Election Goals Top Priority as CPAC Kicks Off
Grenades Thrown at Crowd in Belgium, 4 Dead
Dustin Ellerman shares his experience of staying true to his Christian faith while winning The History Channel's 'Top Shot'...
Israeli leaders have warned the U.S. that weapons smuggling in the Gaza Strip could destroy chances for a Middle...
Because of the aggressive spread of extremist Islamic ideas, thousands of Palestinian Christians have fled Palestinian-controlled areas like Bethlehem.
The Soviet Union collapsed in late 1991, but former agents of the KGB survived. Some are using a little...
Keni Thomas recounts his war experience, "Black Hawk Down", and tells how losing his friends on the battlefield changed...


text:
Diablo III Windows OSX-Preload
seeders: 2
leechers: 4
Added on May 14, 2012 by SKIDROWCRACK26.67K in Games > PC
Torrent verified. Downloaded 10 times.
Diablo III Windows OSX-Preload (Size: 7.6 GB)
Two decades have passed since the demonic denizens, Diablo, Mephisto, and Baal, wandered the world of Sanctuary in a vicious rampage to shackle humanity into unholy slavery. Yet for those who battled the Prime Evils directly, the memory fades slowly and the wounds of the soul still burn.
When Deckard Cain returns to the ruins of Tristram's Cathedral seeking clues to new stirrings of evil, a comet from the heavens strikes the very ground where Diablo once entered the world. The comet carries a dark omen in its fiery being and it calls the heroes of Sanctuary to defend the mortal world against the rising powers of the Burning Hells – and even the failing luminaries of the High Heavens itself.
Explore a fully-realized Sanctuary – the living, breathing gothic fantasy world of Diablo III rendered in gorgeous 3D.
Battle the unholy forces of the Burning Hells with all-new character classes like the otherworldly Witch Doctor, or with re-imagined warriors from Diablo's past: such as the fierce Barbarian.
Rain Hell on your enemies wielding the interactive environment as a weapon: lay cunning traps, turn destructible objects against your foes, and use environmental obstacles to your advantage – all powered by the Havoc physics system.
Experience the intensity of multiplayer Diablo III over an all-new, wickedly-enhanced Battle.net platform with numerous enhancements to make connecting with your friends easier – and cooperative gameplay more fun.
Release Date: May 15, 2012
M for Mature: Blood and Gore, Violence
Genre: Third-Person Action
Publisher: Blizzard Entertainment
Developer: Blizzard Entertainment
Suggested system requirements:
Core 2 Duo 2.4 GHz, 1 GB RAM (1.5 GB dla Vista/7), graphic card 896 MB (GeForce GTX 260 or better), 12 GB HDD, Windows XP/Vista/7.
Release name: Diablo.III.Windows.OSX.Preload
Size: 7.60 GB
1. Unzip
2. Install
NOTE: The Diablo 3 pre-order files will be decrypted and allowed to be installed at the times listed below:
8:01 a.m. PDT on May 14
16:01 GMT on May 14
17.01 CEST on May 14
Crack wait.
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Uploader Comments
SKIDROWCRACK26.67K • 14 May 2012, 20:22
Torrent: Diablo III-Collectors Edition
Includes update + Collectors Edition includes soundtrack + exclusive weapons and artifacts.
Update and other collector edition stuff will be uploaded separately for users who have downloaded standard version.
SKIDROWCRACK26.67K • 14 May 2012, 15:37
Game can be installed now.
All Comments
anonymous • 09 September 2013, 11:36 Show comment
I only want this to play offline. can this work?
anonymous • 29 June 2012, 14:05 Show comment
http://www.youtube.com/watch?v=1kJ5u1CdrgQ http://www.youtube.com/watch?v=1kJ5u1CdrgQ http://www.youtube.com/watch?v=1kJ5u1CdrgQ http://www.youtube.com/watch?v=1kJ5u1CdrgQ http://www.youtube.com/watch?v=1kJ5u1CdrgQ http://www.youtube.com/watch?v=1kJ5u1CdrgQ
anonymous • 21 May 2012, 23:38 Show comment
This obviously is an ignorance of mine because it works for some, but for me. I extract it and there seems to be no problem there. But as soon as I click on diabloiii.app it just bounces once and then nothing... Could someone a little more tech savy tell me what's wrong? I have downloaded twice with the thoughts of it being corrupt or there being a download issue but both times same outcome. Anyone??
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text:
Edward S. Casey
Distinguished Professor
Ph.D. Northwestern University, 1967
B.A. Yale University, 1961
Harriman Hall 217
Stony Brook University
Stony Brook, NY 11794-3750
Tel: (631) 632-7570
Areas of Specialization
Phenomenology, philosophical psychology, aesthetics, theory of psychoanalysis. Recent research includes investigations into place and space; landscape painting and maps as modes of representation; ethics and the other; feeling and emotion; philosophy of perception (with special attention to the role of the glance); the nature of edges
Edward Casey, past chairman of the department (1991-2001), works in aesthetics, philosophy of space and time, ethics, perception, and psychoanalytic theory. He obtained his doctorate at Northwestern University in 1967 and has taught at Yale University, the University of California at Santa Barbara, The New School for Social Research, Emory University, and several other institutions. His published books include Imagining: A Phenomenological Study (Studies in Continental Thought) (Indiana University Press, 2000), Remembering: A Phenomenological Study (Studies in Continental Thought) (Indiana University Press, 2000), Getting Back into Place (Indiana University Press, 1993), and The Fate of Place (University of California Press, 1997). He has extended his close examination of the place-world to maps and landscape paintings in Representing Place in Landscape Paintings and Maps (Minnesota, 2002) and Earth-Mapping (Minnesota, 2005). A new direction of research is visual perception, with an emphasis on the unsuspected power and subtlety of the glance. A book titled The World at a Glance has just appeared (2007). Future projects will focus on edges, feeling, feeling and thinking. Overall, Casey's philosophical work is broadly descriptive and attempts to bear out the nuances of basic phenomena of human experience that have been neglected in earlier philosophical accounts.
Selected Publications
- The World at a Glance (Indiana, 2007).
- Earth-Mapping: Artists Reshaping Landscape (Minnesota, 2005).
- Representing Place: Landscape Painting and Maps (Minnesota, 2002).
- The Fate of Place: A Philosophical History (California, 1996).
- Getting Back into Place: Toward a Renewed Understanding of the Place-World (Indiana, 1993; 2nd edition, 2009).
- Remembering: A Phenomenological Study (Indiana, 1987; 2nd edition, 2000).
- Imagining: A Phenomenological Study (Indiana, 2000, 2nd edition).
- Spirit and Soul: Essays in Philosophical Psychology (Spring Publications, 1991).
- "Taking Bachelard from the Instant to the Edge." Philosophy Today. Celina, OH: Messenger Press, 2008. [PDF]
- "Public Memory in the Making: Ethics and Place in the Wake of 9/11." Architecture, Ethics, and the Personhood of Place. Ed. Gregory Caicco. University of New England Press, 2007. [PDF]
- "Mapping the Earth in Works of Art." Rethinking Nature: Essays in Environmental Philosophy. Eds. Bruce V. Foltz and Robert Frodeman. Indianapolis: Indiana University Press, 2004. [PDF]
- "How to Get from Space to Place in a Fairly Short Stretch of Time: Phenomenological Prolegomena." Senses of Place. Santa Fe: School of American Research Press, 1997. [PDF]
- Mikel Dufrenne, Phenomenology of Aesthetic Experience, Trans. Edward S. Casey (Northwestern, 1989).
- Mikel Dufrenne, The Notion of the A Priori, Trans. Edward S. Casey (Northwestern, 1966).
Upcoming Events
Thinking the Plural: Richard Bernstein's Contribution to American Philosophy
September 26th-27th
"Other Histories, Other Temporalities: Latin American Thought in Intersection with Continental Philosophy"
Alejandro Vallega
October 8th
Fré Ilgen: Arts and Bodies
October 14th
Translating Jean-Luc Nancy: Invitations and Intrusions
October 15th
*POSTPONED* Don Ihde Distinguished Alumni Award
October 21st
Book Presentation
Edward S. Casey and Mary Watkins, Up Against the Wall: Re-Imagining the U.S.-Mexico Border
October 30th
Spaces of Control: Confronting Austerity and Repression
Eleventh Biennial Radical Philosophy Association Conference
November 6th-9th
"Envelopes of Flesh"
November 7th
"The Avowal of the Truth: Torture and Confession in the Witch-Hunt"
November 13th
"Affective Labor and Feminist Politics"
Johanna Oksala
November 18th
"Heidegger's Mask: Silence, Politics and 'World Jewry' in the Black Notebooks"
Adam Knowles
November 20th
Transatlantic Collegium Workshop
Wesley Mattingly
December 1st
"The Big Picture: Philosophy After the Apollo Missions"
Kelly Oliver
December 2nd
"Violence and Hyperbole: From the Death Penalty Seminar to the 'Cogito' Essay"
Michael Nass
December 11th


text:
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text:
How To Make Rubber Band Bracelets.
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text:
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Sep 27th 2010 By Julieanne Smolinski
Girl Kills Eminem in Her Bathroom
This girl Lisa Scinta is totally biting our favorite pastime, but you know what? She does a pretty good job. Turns out, this is just one of many covers she somewhat mystifyingly performs in front of an empty towel rack. (Maybe she dries her hands with the power of song.)
She also pays tribute to B.o.B., The Audition and Lemondrop supercrush Jason Derulo. Check it out, sing along and enjoy.
From Our Partners
Monday 27 September
By Jojo
Why does she have a piano in her bathroom??
Tuesday 28 September
By Exile05
Because it's like a booth. lol closets work too. Maybe she wants to look at herself in the mirror as well to make sure she looks good while she's singing, it's probably a small piano or there isn't a piano at all, who knows. haha
Tuesday 28 September
By Maggie
She's probably playing a keyboard with a piano setting or a digital piano. But she has an amazing voice, I hope she has a successful singing career.
Saturday 23 October
By Roneyb
The bathroom generally has the best acoustics in the house due to its relative size, 'tile' floors, and the tub/shower enclosure provides a little natural reverb...I'm convinced that's why we have the "American Idol" effect...thousands of people who think they can sing when they really can't, because everyone's voice sounds better in the shower!
And that was not meant as a dig on this beautiful young lady...she definitely has some real talent, great tone & control...
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