Engineering Habits of Mind: Bringing Real-World Robotics into the Computing Classroom

If you were unable to join us for the Engineering Educates online community meeting, don't worry! You can catch up on all the content and a recording of the session below.

Key Takeaways

• Engineering can be meaningfully integrated into Computing, Science, and Design Technology lessons without needing a standalone curriculum subject.
• The session explored how “engineering habits of mind” align closely with computational thinking and problem-solving skills already taught in schools.
• Real-world robotics contexts can help pupils see clearer links between coding, engineering, and future careers.
• Free classroom-ready resources were shared to support teachers with limited time, confidence, or specialist equipment.
• The discussion highlighted the importance of representation and inclusivity in engineering education.

Why engineering belongs in the computing classroom

This CAS online community meeting, led by Nicola Fletcher from the University of Manchester, explored how engineering concepts can be embedded into everyday classroom practice through computing, robotics, and design challenges.

The session began with a discussion around an image of pupils working with BBC micro:bit devices. Participants identified a wide range of learning taking place, including coding, debugging, teamwork, experimentation, problem-solving, and systems thinking. Nicola connected these ideas to the concept of “engineering habits of mind”, taken from the publication Thinking Like an Engineer.

Rather than treating engineering as a completely separate discipline, the session positioned it as a natural extension of the computational thinking and creative problem-solving already present in Computing lessons.

The barriers schools continue to face

A large part of the discussion focused on the realities teachers face when trying to introduce more engineering and technology-rich learning opportunities.

Attendees highlighted familiar challenges:

• Limited curriculum time
• Lack of subject knowledge or confidence
• Insufficient equipment or funding
• Pressure on Design Technology and Computing curriculum time
• Limited opportunities for professional development

Nicola reflected on her own experience as a primary teacher, admitting that Computing and DT lessons were often pushed to Friday afternoons because they felt harder to teach confidently. This clearly resonated with many participants.

The session did not present these barriers as individual failings, but rather as systemic challenges shared across many schools.

Engineering, representation, and careers

The discussion then moved onto why engineering education matters beyond curriculum coverage.

Nicola shared research highlighting the UK’s engineering skills shortage and discussed how stereotypical representations of engineers continue to influence young people’s perceptions of the field.

Participants explored the idea that many pupils still associate engineering primarily with repairing machinery, rather than with robotics, software, automation, healthcare, or digital innovation. The session also highlighted the underrepresentation of women in engineering and technology careers and the importance of pupils seeing diverse role models working within the sector.

There was also discussion around teacher confidence, with Nicola noting that relatively few primary teachers come from STEM backgrounds, while Computing specialist recruitment remains a challenge nationally.

Introducing Engineering Educates

The main focus of the session was the introduction to Engineering Educates, a collection of free, curriculum-linked classroom challenges designed for pupils aged 7–14.

The resources are built around the engineering design cycle:

• Ask
• Imagine
• Plan
• Create
• Improve

Nicola explained how these stages closely mirror existing approaches already familiar to many teachers, including “working scientifically” and iterative design processes in Computing and DT.

A key strength of the resources is their flexibility. Challenges are divided into short sessions that teachers can adapt, shorten, combine, or select individually depending on the needs of their pupils.

Importantly, the resources were designed specifically to reduce workload. Teacher notes, printable resources, curriculum links, and pupil-facing slides are all included, allowing teachers to “pick up and go” with minimal preparation.

Robotics and real-world problem solving

One of the most engaging parts of the session focused on robotics.

Nicola asked attendees to sketch what they thought a robot looked like. Predictably, many drawings resembled the humanoid robots commonly seen in films and games. This then opened up discussion around what actually defines a robot: movement, sensing, reprogrammability, and decision-making.

This provided a strong link back to Computing, with Nicola pointing out that three of these four characteristics rely heavily on computer systems and programming.

The session then explored one of the featured classroom challenges: Re-engineering Rehab. Developed alongside academics from the UK Robotics and Autonomous Systems Network, the challenge centres around rehabilitation robotics and physiotherapy.

Pupils are introduced to a real-world rehabilitation robot developed at the University of Manchester and are then challenged to design and code their own rehabilitation-themed games using:

• BBC micro:bit
• Scratch
• Sensors and accelerometers
• Iterative coding and debugging

The emphasis throughout was on purposeful computing. Coding was presented not simply as an isolated skill, but as part of solving meaningful real-world problems.

Accessibility and inclusion through low-cost resources

Another recurring theme was accessibility.

Nicola stressed that the challenges do not rely on expensive robotics kits or specialist hardware. Instead, the activities are designed around equipment many schools already own, such as micro:bits, basic circuits, and everyday DT materials.

This practical approach appeared particularly valuable for schools with limited budgets or teachers who may feel hesitant about introducing robotics into lessons.

The session also highlighted a free online CPD course focused on engineering in primary schools, designed to help teachers build confidence around engineering habits of mind and classroom implementation.

Next Steps: Reflecting on classroom practice

The session raised a number of useful questions for Computing teachers to reflect on:

• How often do pupils encounter genuinely real-world contexts in your Computing lessons?
• Are pupils making clear connections between coding and wider engineering applications?
• How representative are the examples and careers highlighted in your curriculum?
• Could existing Computing projects be reframed around problem-solving and design thinking?
• Are there opportunities to make greater use of physical computing already available in school?

Further Resources

Engineering Educates

BBC micro:bit

Scratch