Incorporating Awe and Wonder into Key Stage 1 computing lessons is a vital way to inspire curiosity and critical thinking among young learners. At Star Mirdif, we are leveraging our role as the only LabSchool in the Middle East as part of ISP to explore how best to use educational technology to benefit both learning and well-being. The outcomes of these experiments are intended to enhance teaching practices, foster student engagement, and build the confidence of our staff to use technology in meaningful ways.

One of the core challenges we face in computing lessons, especially at this stage, is the limited number of curriculum objectives for Key Stage 1. While this offers flexibility, it can sometimes lead to uninspiring lessons, particularly when tools like Google Slides dominate the learning environment. Though useful, this approach can feel dry and fail to instill the sense of excitement and creativity that technology lessons should encourage. My role is to help teachers rethink how they can use technology to enhance their pedagogy, and that’s where introducing innovative tools like the Kubo robot has transformed our approach.

Kubo offers a tangible and interactive way to introduce key computing concepts such as algorithms and debugging, which are essential skills for young learners. When I introduced Kubo to a few Year 1 students, the results were immediately impressive. The students were deeply engaged in problem-solving and critical thinking from the get-go, driving Kubo to various locations on a map, experimenting with different pathways, and celebrating their successes in real-time. They quickly grasped the concept of debugging, particularly when I introduced small “rules” like keeping the robot on the road instead of cutting across hedges. This kind of playful challenge promotes resilience and a deeper understanding of the trial-and-error process—skills they will carry with them throughout their educational journey.

Interestingly, when I introduced Kubo to the teachers, I witnessed similar patterns of critical thinking. Although they are skilled professionals, asking them to perform simple programming tasks—like making the robot move forward using a green arrow—challenged them. This is a reminder that educators, like their students, benefit from hands-on learning and experimentation. Once they cracked the code, the excitement was palpable. They began brainstorming how they could use Kubo to teach more complex algorithms and incorporate computational thinking into other lessons.

One of the pedagogical approaches we embraced is linking the robot’s functionality to concepts the students already know. For example, we called the tile that starts Kubo’s program “Start Teaching” and the one that ends it “Stop Teaching.” Different colored tiles were likened to languages—such as Arabic and English—strengthening students’ understanding of coding by drawing parallels to their everyday experiences. This scaffolding technique ensures that even when students face a challenge, they can relate it back to something familiar, reducing frustration and encouraging perseverance.

Introducing loops with Kubo was another breakthrough. By comparing loops to a circle, we reinforced the concept that the program will repeat itself, building their comprehension of more complex coding functions. The students were soon applying loops in creative ways, making predictions about how their programs would behave, and more importantly, learning that it’s okay to make mistakes along the way.

One of the key elements here is fostering Awe and Wonder—the excitement of seeing something unexpected happen when the robot moves or a program works after debugging. These moments are magical for young learners, and they reinforce a love for technology that is vital in our fast-evolving world. Star Mirdif is committed to researching, testing, and sharing best practices in educational technology, ensuring that staff and students alike are empowered to use tools like Kubo to not only meet curriculum goals but to far exceed them in an engaging and joyful way.

In the coming weeks, all Year 1 and 2 classes will start using Kubo. The goal is to continue developing an inquiry-based learning environment where students aren’t just consumers of technology but creators and problem-solvers. Teachers will use these sessions to build their confidence with coding and computational thinking, while students will be encouraged to experiment, fail, and try again in a supportive atmosphere.

Through this process, we are not only meeting the computing curriculum’s objectives but also embedding important life skills such as resilience, risk-taking, and collaborative problem-solving. By focusing on Awe and Wonder, we ensure that our students at Star Mirdif are not only prepared for the academic challenges ahead but are also inspired to approach them with curiosity and creativity.

For more information about Star Mirdif and our unique role as a LabSchool in the Middle East, visit Star Mirdif School, and for more details on the International Schools Partnership (ISP), please see their website.

In conclusion, Awe and Wonder should be central to all early computing lessons, igniting a passion for technology that encourages both students and teachers to continually explore, question, and innovate.