Changes to school curriculums increasingly require the introduction of computer science concepts to younger children. This practical report compares three existing tools for teaching computer science concepts: unplugged computing, tangible computing and MIT's Scratch. We specifically focus on the use of these tools for school pupils aged 5-7. We describe a comparative study with 28 pupils from three rural UK primary schools that explores engagement with, and effectiveness of, each tool. As far as we are aware this is the first such comparative study of its kind. We demonstrate that the studied tools can be used to successfully introduce core computer science concepts to pupils as young as 5 years of age, that the methods used by teachers to deliver computing curriculums may greatly impact the learning outcomes, and that particular care needs to be taken to ensure that pupils focus on learning concepts rather than learning tools.

In these early stages of implementation of the English computing curriculum policy reforms, there are uncertainties with regards to the intentions of computing to young people. To date, research regarding the English computing curriculum has been mostly concerned with the content of the curriculum, its delivery and surrounding pedagogy. In contrast this paper seeks to explore the underlying motivation and values embedded in the computing curriculum. We propose that this curriculum has been driven by the needs of industry and the economy. We use Schwartz's values to examine how the teaching of computing has been primarily embedded within the value of selfenhancement. We conclude, that by looking at this context and the underlying value structure, we can reflect on the dramatic effects of the narrative and discourse around the content, delivery and purpose of teaching computing to young people. We propose the narratives of curriculum, influence pedagogy and this in turn, has a powerful impact on the young people's view of themselves and the world we want to equip them to create.

This paper explores the possibility of a new philosophical turn in robot-ethics, considering whether the concepts of Emanuel Levinas particularly his conception of the 'face of the other' can be used to understand how non-expert users interact with robots. The term 'Robot' comes from fiction and for non-experts and experts alike interaction with robots may be coloured by this history. This paper explores the ethics of robots (and the use of the term robot) that is based on the user seeing the robot as infinitely complex.

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CHI can be a multisensory overload. Attendees endure days of workshops, presentations, evening parties, and ephemeral interactions. This paper attempts to disrupt that onslaught of activities [9]. It draws inspiration from theories and methods already in HCI-e.g. mindfulness [1], reflective design [8], and slow design [4, 7]-to bring eight pages of silence to the conference. This is meant to disrupt CHI's busy schedule and help attendees foster resilience. In pursuit of these aims, the authors will use the time and pages offered by this paper to facilitate a group silence; quiet, for just a moment, in the midst of the hurricane that is CHI.