Dataloggers in the Science Curriculum

From the Science National Curriculum: 

Working Scientifically using the Labdisc datalogger from Globisens

During years 3 and 4, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content:



  • asking relevant questions and using different types of scientific enquiries to answer them
  • setting up simple practical enquiries, comparative and fair tests
  • making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers


  • gathering, recording, classifying and presenting data in a variety of ways to help in answering questions
  • recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables
  • reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions
  • using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions
  • identifying differences, similarities or changes related to simple scientific ideas and processes
  • using straightforward scientific evidence to answer questions or to support their findings.

During years 5 and 6, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content:


  • planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary
  • taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate
  • recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs
  • using test results to make predictions to set up further comparative and fair tests
  • reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations
  • identifying scientific evidence that has been used to support or refute ideas or arguments.

In Key Stage 3 Data loggers can be used across all disciplines Biology, Physics and Chemistry



If you are planning to incorporate analysis and set up experiments next half term then consider hiring a set of Dataloggers. Four Labdiscs with external sensors or four Mini Labdiscs with external sensors. Free software download for any operating system with examples. All the devices have GPS to allow experiments and sensor readings to be mapped to Google maps.

More information


ICT for Education Conference Newcastle 20th September 2019

We are very happy to be exhibiting at the ICT for Education conference in Newcastle. We have put together a great line up of things that will stimulate learning in the classroom. The emphasis is about getting technology into the hands of young people.

We have Coding:



Mathematics using Scratch

Mr Bit launch_L

Mr Bit

MIT agreed to include vector graphics into Scratch allowing the language to incorporate visual mathematical learning




Mr Bit is the ideal companion to the BBC micro:bit allowing code to be created using English sentences in a logical approach.


We have Robotics:


OTTO is a new robot. The philosophy behind the project is to build a worldwide community of practice. You can use all the resources of OttoDIY for free but the Otto DIY website must be included in any redistribution and remixes to abide by the CC-BY-SA license.

We sell kits with and without the body. We are looking to provide a range of body alternatives. This is a very exciting concept for us.

We have Science:

The Labdisc is one of the most sophisticated data loggers available. There are specific data loggers for Biology, Chemistry and Physics. We also have a General Science and Environmental Labdisc. All have specific inbuilt sensors and they all have the facility to accommodate extra external sensors. They are all portable with GPS.


Labdisc Mini

The Mini device is used in conjunction with tablets. There are fewer sensors but it has GPS so is a very versatile device.

If you are planning to come to the ICT for Education Conference we would welcome the opportunity to show you our products and talk about how we can help support your curriculum.

If you would like more information then please email or visit our website




























































































































































































































































































































































































































































































































































































































































































































































































































































































































































































































































































































































































can be used as a stand-alone device in the filed

The Labdisc mini operates in conjunction with a tablet but has inbuilt sensors and GPS


Labdisc Mini





If you are attending the conference please come and talk to us about your curriculum needs. We will be on Stand 38.







Lack of Budget is a barrier to young people learning!

40 per cent of secondary schools state ‘lack of budget’ is a key barrier to using EdTech, according to a survey for the British Educational Suppliers (Besa) – a sharp increase from 14 per cent in 2017.

We are trying to help schools to put digital technology into the hands of young people.

This is a General Science data logger. It is easy to use, comes with 13 sensors built-in and includes GPS.

The software that goes with the Labdisc is free on all platforms. Students are able to log their own data in real-time and see the changes using GPS and Google Maps. Interrogate data inline, table and graph format. Annotate data to show understanding. Export to other tools for presentation.

The Labdisc costs £377.00 plus VAT and delivery. Whilst this is expensive, the device has some high-end functionality and includes delicate instrumentation it is also value for money. We want young people to have access to this type of technology and so we have packaged four devices including external sensors (pH probe) for hire to schools.

So a set of four General Science dataloggers can be hired for a half-term period (notionally 6 weeks) for £377.00 +VAT and delivery. simply go to

We are passionate about technology and we want to help schools with their budget constraints.

We hope you have a lovely Summer break.





Relationships Education, Relationships and Sex Education (RSE) and Health Education

Statutory guidance for governing bodies, proprietors, head teachers, principals, senior leadership teams, teachers.


We need to look at delivering Online Safety through different subjects but we need to be joined up concerning the message. This document has references to Online Safety and what we need to be concentrating on.

Online relationships
Pupils should know:
• that people sometimes behave differently online, including by pretending to be someone they are not.
• that the same principles apply to online relationships as to face to face relationships, including the importance of respect for others online including when we are anonymous.
• the rules and principles for keeping safe online, how to recognise risks, harmful content and contact, and how to report them.
• how to critically consider their online friendships and sources of information including awareness of the risks associated with people they have never met.
• how information and data are shared and used online.

Paragraph 80.

Internet safety should also be addressed. Pupils should be taught the rules and principles for keeping safe online. This will include how to recognise risks, harmful content and contact, and how and to whom to report issues. Pupils should have a strong understanding of how data is generated, collected, shared and used online, for example, how personal data is captured on social media or understanding the way that businesses may exploit the data available to them.

By the end of secondary school:

Online and media
Pupils should know:
• their rights, responsibilities and opportunities online, including that the same expectations of behaviour apply in all contexts, including online.
• about online risks, including that any material someone provides to another has the potential to be shared online and the difficulty of removing potentially compromising material placed online.
• not to provide material to others that they would not want to be shared further and not to share personal material which is sent to them.
• what to do and where to get support to report material or manage issues online.
• the impact of viewing harmful content.
• that specifically sexually explicit material e.g. pornography presents a distorted picture of sexual behaviours, can damage the way people see themselves in relation to others and negatively affect how they behave towards sexual partners.
• that sharing and viewing indecent images of children (including those created by children) is a criminal offence which carries severe penalties including jail.
• how information and data are generated, collected, shared and
used online.

Internet safety and harms
Pupils should know:
• that for most people the internet is an integral part of life and has many benefits.
• about the benefits of rationing time spent online, the risks of excessive time spent on electronic devices and the impact of positive and negative content online on their own and others’ mental and physical wellbeing.
• how to consider the effect of their online actions on others and know how to recognise and display respectful behaviour online and the importance of keeping personal information private.
• why social media, some computer games and online gaming, for example, are age restricted.
• that the internet can also be a negative place where online abuse, trolling, bullying and harassment can take place, which can have a negative impact on mental health.
• how to be a discerning consumer of information online including an understanding that information, including that from search engines, is ranked, selected and targeted.
• where and how to report concerns and get support with issues

• the similarities and differences between the online world and the physical world, including: the impact of unhealthy or obsessive comparison with others online (including through setting unrealistic expectations for body image), how people may curate a specific image of their life online, over-reliance on online relationships including social media, the risks related to online gambling including the accumulation of debt, how advertising and information is targeted at them and how to be a discerning
consumer of information online.
• how to identify harmful behaviours online (including bullying, abuse or harassment) and how to report, or find support, if they have been affected by those behaviours.

Delivery and teaching strategies

Paragraph 107.

The national curriculum for computing aims to ensure that all pupils can understand and apply the fundamental principles and concepts of computer science, including logic, algorithms and data representation. It also covers e-safety, with progression in the content to reflect the different and escalating risks that young people face as they get older. This includes how to use technology safely, responsibly, respectfully and securely, how to keep personal information private, and where to go for help and support.

Sources of Information

Online safety
Education for a Connected World is the UK Council for Internet safety (UKCCIS)
framework of digital knowledge and skills for different ages and stages.
Sexting advice from UKCCIS for schools on preventative education and managing
reports of sexting.
Thinkuknow is the education programme from the National Crime Agency (NCA) and Child Exploitation Online Programme (CEOP), which protects children both online and offline.The site offers materials for parents, teachers and pupils on a wide range of online safety issues and facts about areas such as digital footprints, recognising fake websites and checking URLs.



Getting Ready for the school year 2019-2020

For UK schools. Now is the time to plan your STE(A)M curriculum but what to do, what to purchase, where to go for digital resources.

We have been very active in working with our educational partners to bring a variety of resources to education. The main problem is working out the best way to bring these fantastic resources to the attention of those who have the decision making responsibility in schools.

While we were thinking about this we pondered on the massive changes to TynCan Learning over the past year and so we thought we would simply highlight what we have to offer. Our overriding philosophy is simple:


For us, the best way to do that is to engage teachers and offer them a way to see how digital technologies can enhance the whole curriculum.

We are very proud of the way we have selected the products which we offer to schools. The one thing we will not do is cold sell to schools. If a teacher sees a product, they can usually decide if it has an educational value and if they do decide then the hard part is how to purchase it.


Programming Code

We have been working with Codeucate for about 2 years now. They have a wonderful online coding system for JavaScript and soon Python. The system will take someone with no experience and lead them through to being confident to write their own code. The system has a dashboard where teachers can monitor the progress of pupils/students. The system offers real-world examples which engage young people. We are currently offering a FREE online Summer Course in Javascript for UK teachers. 



For more information:


We are really happy to have teamed up again with Insight Resources to be able to offer the MrBit: software for the BBC Micro:bit. We have known the company for a very long time and I used their software successfully when I was in the classroom. We offer single and site licences for the PC. We are unable to register referrals via the Apps store for the iPad so if you do buy for your iPad, if you let me know I may receive a commission. If you would like the PC edition then simply go to




We have a great relationship with Seamus O’Neill who is the founder/owner of Ready Steady Code. His idea to MIT to include vector grids into Scratch enhanced the program significantly and allowed him to combine coding and mathematics which has enhanced the Scratch program but also engages young people. We are distributors for his excellent book and also his very useful flip books and charts. We are also co-ordinating training in the UK.

For more information


We have worked a number of years with the technology company Globisens. Their data loggers Labdisc are extremely easy to use, the software is available free to use on all devices and operating systems and all the loggers have GPS technology. They have dataloggers for General science but also specific loggers which will cover the Physics, Biology and Chemistry syllabus. There is also one specifically for studying the environment. The company built a mini datalogger which is used in conjunction with tablets. The system is very robust and many schools in the UK are using them successfully to support their STE(A)M agenda.

Experiments using the Labdisc.

As part of our quest to get digital kit into the hands of young people, we have started a hire scheme which enables a school to use 4 general science data loggers in a school for half a term. This allows school budgets to provide high specification technology to enhance learning.


Our partners in Chennai RobotixEdu have a suite of highly engaging products which we are able to distribute in the UK and Ireland. Phiro is a very flexible robot. It has the ability to be a floor robot but can also be transformed into the centrepiece of structure involving Lego, Morphun, Mega Blocks, Duplo.

The robot can also be programmed via a key press, or by coded Swish cards or by mobile phone. It can also be controlled via speech and images. This is a vet versatile device which can be used throughout the school.

See how versatile the Phiro can be


Playbits from RobotixEdu is a screen-free learning system whereby visual and aural feedback is given to the users. The system will support language, maths, music and coding. By using an intuitive electronic wand the user can interact with the system to recognise colours, musical instruments and also put together algorithms to follow a path to rewards. The system is Braille compatible with programmed discs with raised braille print for recognition. The wand can be manipulated for different languages and accents via a USB connection and software.

For more information




PlayBricks from RobotixEdu are an excellent way to introduce programming through play. The system has a base brick and several motors, LEDs and sensor bricks which can integrate with other brick on the market to create moving devices. The devices can also be controlled by using a PlayBits wand and discs adding to the notion of screen-free coding.




Click here to see more.



Marty the Robot is a really clever piece of engineering from our friends in Scotland Robotical. The Robot comes fully assembled and ready to go or you can purchase it in kit form and build it yourself. Marty engages children and adults alike and is very versatile in the classroom.

Find out more




                What is it?: The Hummingbird Kit is comprised of lights, sensors,                         and motors which allow students to build a robot out of any materials.

                 Keystage: suitable for Key Stage 2 +

                 Software Compatibility: Snap!, BirdBlox, MakeCode, Python, Java

                                                       Compatibility: Chromebook, Windows Mac, iOS, Android, Kindle Fire

Bring cardboard models to live by creating ways to move and connect together joints which can really engage young people.  For more information


At TynCan Learning we are always looking for creative and innovative ideas and ways to engage our young people and teachers in learning. We are proud to be part of the Storyball phenomenon.


Storyball is a device which is full of technology. It utilises stories and challenges to get children playing, learning and moving their bodies. Storyball keeps children moving by encouraging them to complete activities outside or inside, with friends or on their own.

Instead of using technology to mindlessly stare at a screen, children are engaged with the world around them on an adventure tailored for them.

The Storyball is now in production, the company have been extensively making sure the technology works especially the speaker system inside the Storyball which is so important for those using the device to be able to hear the instructions. We hope to have the product ready late in the Autumn term 2019.

We hope that we can continue to support schools and young people to engage with technology in a meaningful and fun way so that they will learn and grow.

We hope you now have a clear idea of the type of digital technology

we want to bring to education.


EU Code Week – Icebreaker MOOC

This is a very short introductory course that aims to make EU Code Week more appealing and meaningful for teachers and schools and raise awareness about the importance of integrating coding and computational thinking into their lesson.

The course starts on 3rd June and will run for 5 weeks, and 1.5 grace week at the end of the course. This is an introductory course with one single module and five different sections, with an estimated workload of five hours in total. Teachers can start the course anytime between 3-26 June.

The course will cover the following topics:

  • Section 1 – Why coding and computational thinking in schools?
  • Section 2 – What is Code Week and why should teachers participate?
  • Section 3 – How to register an activity and how to report back
  • Section 4 – What is Code Week4 all challenge & how to get involved
  • Section 5 – Assessment

To register follow the link:


When is a floor robot not a floor robot? When it’s a PHIRO!

Phiro Pro

The PHIRO is a really multifunctional device which is compatible with different programming languages and has a flexibility which makes it quite an attractive classroom device.

Button Control: PHIRO can be controlled by using the buttons on the top allowing forward backwards left and right and multiples of these commands to program the device to move.

Swish Card Control: Swish Card controlPHIRO can be controlled by Swish cards which have binary codes which are read by the Phiro these include complex “if else, repeat” statements. Young people can set out their code on the desk before swiping the cards through the device to program the Phiro


Pocket Code Control: PHIRO can be programmed via this block based app and then the code can be transmitted via Bluetooth to the device allowing young people to build on their Scratch language expertise.

Arduino: Young people can increase their programming knowledge by using this language for programming the PHIRO.

LEGO Compatible: Logo compatiblePHIRO has the ability to be included in a Lego creation making it the control centre of a lego construction allowing movement.

Not only can the PHIRO be integrated into Lego ( and other compatible building bricks) it can be controlled in many different ways.

Voice Control:


Gesture Control:

Finally, PHIRO can be controlled via hand gestures making it an ideal partner for Maker projects in school and at home.

Here are some other really fun ways young people can interact with PHIRO……


If you would like to find out more about PHIRO and the opportunities for fun-filled classroom coding please get in touch. We want to get technology into the hands of young people.