Computing is the one subject where the technology is also the content, and that changes how the grid reads. Writing a Scratch quiz or a Python Magic 8-ball program is Creative, but it is Creative Replace: coding is what the lesson was always going to be.
A lot of good computing teaching is about reading code before writing it. Year 8 trace tables, Parsons puzzles with one distractor line, and predict, run and check in Replit all sit in Interactive Replace. Put the class's pseudocode-to-Python translations side by side on a Padlet, or have Year 9 count comparisons in three search algorithms and re-vote on which is most efficient, and the teacher can see the reasoning as it happens. That is Interactive Amplify.
Transform here often means putting the machine itself under test. Year 9 check Gemini's phishing verdicts on twelve fictional emails against the evidence. Year 10 test Copilot-written Python functions against their own edge cases.
The lessons run from a Year 3 Bee-Bot route to a Year 13 line-by-line code review.
Creative Amplify
Each child programs their own ScratchJr version of Aesop's race, setting speeds and a sleep for the hare, then tests and debugs it until the tortoise crosses the line first.
Creative Replace
Each child programs a Scratch character of their choice to dance in a loop, change colour and jump when the space key is pressed.
Each child builds a three-question Scratch quiz about the Anglo-Saxons, using if-then-else so the sprite reacts to right and wrong answers and keeps a score.
Pairs clip red, amber and green LEDs to a micro:bit and code the UK traffic-light sequence, with a button that brings in a pedestrian phase.
Each student programs a short Scratch story in which two characters take turns to speak across two scenes.
Students plan a robot on the squared page of their book, then write p5.js commands such as rect(), ellipse() and fill() to draw it at the coordinates they planned.
Each student codes a micro:bit to show a random rock, paper or scissors icon of their own design when it is shaken, then plays a classmate.
Each student writes a Python program that answers a yes-or-no question with a random reply from a list of eight answers they wrote.
Creative Transform
Groups of four, two students from each of two schools, write one Python number-guessing game over a staff-hosted Teams call, passing the driver role between schools every ten minutes.
Interactive Amplify
Every student remixes a teacher-made Scratch game with two planted bugs, hunts them in their own copy and posts the cause and fix to a class Padlet wall that the teacher uses to run the debate.
Each student traces one of three pseudocode snippets, posts a plain-English explanation of what it does to a class Padlet, and challenges classmates' explanations in the comments.
Students vote on which of three search algorithms is most efficient, test each in Scratch on growing lists, chart the class's comparison counts and vote again.
Students watch the teacher's screencast of fixing a buggy Python program in Edpuzzle and must predict each next debugging step before the video continues.
Students write a prediction for each of eight short Python snippets, run it in a shared Replit project, and explain in one sentence any prediction that missed.
Students translate three OCR Exam Reference Language algorithms into Python, test them in Replit, and post them to Padlet so the teacher can compare contrasting versions.
Students post bugs from a planted-error Python function to syntax and logic columns on Padlet, and the teacher targets the bug nobody found.
Students place sticky notes on the weakest parts of an office network diagram in FigJam, then propose fixes and vote on which to make first.
Students comment on the attributes of a trip-booking table that break 2NF or 3NF, and the plenary starts from the attributes the class disagrees on.
Two named peers comment on each student's practice library-loans code in a shared Doc, and writers fix the flagged lines in Replit and rerun the teacher's tests.
Students vote on the best search method for one lookup and for ten thousand lookups in an unsorted list, and the teacher uses the split to expose the cost of sorting.
Interactive Replace
Groups plan a sequence of moves to get a Bee-Bot from the start square to a target on a grid mat, predict the route, run it and fix any errors.
Pairs drag shuffled pseudocode lines into working order for three algorithms on a shared Microsoft Whiteboard, spotting the one line in each puzzle that belongs to no correct solution.
Pairs run a teacher-provided micro:bit program in the MakeCode simulator, press each virtual input, record what happens and test a prediction by swapping two event handlers.
Students trace three short Python programs line by line, recording each variable's value in trace tables in their own copy of a Google Doc, which the teacher marks for the next lesson.
Interactive Transform
Pairs tilt, turn and carry a school tablet while phyphox shows its accelerometer, magnetometer and pressure sensor live, to work out which sensor sits behind screen rotation, the compass, step counting and floor detection.
Students each ask Microsoft 365 Copilot Chat for five short character sketches of someone in an assigned job, log the names and pronouns in a class sheet, and compare the pooled results with published UK workforce figures.
Students judge twelve teacher-written emails as phishing or genuine, ask Gemini for its verdict and reasons, and test every reason against what the email actually shows.
Students write test cases from a password rule, ask Copilot Chat for a password checker from a one-line brief, run its code against their tests in Replit and find out which rules it assumed.
Passive Replace
Grade 6 watch a ten-minute tutorial on the board that builds a draw-a-square program with a repeat block, then predict in their books what other loops would draw.
The teacher runs an animated PowerPoint that follows one web page request from a school laptop to a server and back, while Grade 7 label a network diagram in their books.
Grade 8 read a Google Doc of worked examples on binary, denary and hexadecimal conversion, doing each matching question in their books.
Passive Transform
The teacher runs Copilot on the board, asking the same questions in fresh chats and following its cited links, while students record what changes and what holds, then connect it to how language models predict text.
Lessons that look like one cell but sit in another
Useful counter-examples when you are checking your own lesson placement on the PICRAT grid.
This page is one of a growing set of PICRAT examples by cell, subject and grade. Page maintained by Andy Perryer.