At the chalk face: Built by a Teacher, for Teachers: The Story of Go Code It

At the chalk face: Built by a Teacher, for Teachers: The Story of Go Code It

In this episode of At the Chalkface, we’re joined by Pete Hudson — computer science teacher, Head of Department, and creator of Go Code It — a programming platform built by a teacher, for teachers.

After years of frustration with platforms disappearing overnight (and taking hours of hard work with them), Pete decided enough was enough… and built his own.

We chat about the challenges of teaching programming at scale, the hidden cost of “free” platforms, and why stability matters just as much as functionality. Pete also talks us through how Go Code It supports teachers day-to-day, from setting and tracking student work to automatic marking and feedback, helping to reduce workload and improve visibility across the class.

We also explore how our very own Time2Code fits into the platform, giving teachers and students access to a wide range of programming problems in a more structured and manageable way.

If you’re a computing teacher looking for a more dependable approach to teaching programming — or you’ve ever felt the frustration of having the rug pulled from under you — this is definitely one to watch.

Find out more about Go Code It: https://gocodeit.online

For more from us - https://craigndave.org

Don’t forget to like, comment, and subscribe for more real talk from the classroom.

#ComputerScience #TeachingCoding #EdTech #CraigAndDave #GoCodeIt #AtTheChalkface #CraignDave

Transcript

SPEAKER_01 0:06

Hello and welcome back to another At the Chalk Face. Uh if you don't know who we are, where have you been? Living under a rock? No, I'm kidding. It's this Dave and I here, uh experienced teachers of computer science at the County of Gloucestershire, and we provide resources for you to cover everything you need to get the most out of the subject for you and your students. If you knew who we are, you will know that occasionally we have guest speakers on, and we've got one today. And I'm not going to keep him in the wings, I'm going to bring straight on. This is uh Peter Hudson, and the reason we brought Peter on today is he is the creator of Go Code It. Now we've talked about this a bit before, and we're sure we'll get into it. And one of our free resources, Time to Code, is embedded in Go Codit. So I'm sure we'll get into that. But let's just start from the scratch. Peter, tell everyone listening, who are you and what is Go Codit? Like in a nutshell.

SPEAKER_02 0:59

I'll try and keep be sure then. So my name's Peter Hudson. I'm actually a teacher of computer science. So I've been teaching, uh, I'm a head of department, I've been teaching it for 20 years plus. Um, and um, obviously, computer science is a passion for me. It's well, for everybody watching, I'm sure. Um, Go Codit is a programming platform to assist computer science teachers in their day-to-day job. We've seen these things before, um, but obviously um it's it's it's to assist you in your teaching of um programming. Yeah, I mean, I've been around for a while. Prior to becoming a teacher, I I worked for a in retail, um, but I did a lot of programming on the side. And like a lot of us that were born in the 70s, I guess, um, I used to do a lot of programming on the early models. I didn't really get into the programming area then, but uh that led into my passion and led to me becoming a teacher and then led to go code it, I guess, ultimately.

SPEAKER_00 1:56

So you're a programmer by trade, then, uh really, Peter. And uh then came into teaching afterwards.

SPEAKER_02 2:02

Well hobbyist program, enthusiastic hobbyist and an enthusiastic hobbyist, which most people were, I think, in about 19, you know, 1985. Most people were like that and throughout the 90s. Yeah, so I came into teaching later on. Obviously, I kind of flicked around things early before I became a teacher, but there was just this thing about wanting to teach and wanting to be a programmer for to teach that to students. I guess that's what that's what drew quite a lot of us to it.

SPEAKER_00 2:29

So give us the backstory then, because there was a time before Go Code It, and now there's a time with Go Code It. So t tell us tell us about that.

SPEAKER_01 2:40

Yeah, yeah. Specifically, what was the mechanism for you to decide, well, I'm gonna create my own? Because you just said you're unlike Dave and I, who have retired out of the classroom, as much as we didn't want to, you've just confessed you're still a full-time practicing teacher, head of department. So what on earth? There must have been something significant that made you think, I'm not gonna go and buy something that's out there, I'm gonna create my own. And then we know the answer, but yeah, tell an audience that sort of catalyst and what what ledged you going, you know what, I've got to create my own platform here.

SPEAKER_02 3:07

Right, okay. Well, it's a it's a mixed bag of things, but ultimately, obviously, we had um several platforms that were available for free. I have to say, I can I kind of came to uh coding rooms, if we remember coding rooms, I came to coding rooms quite late. Uh, somebody made me aware of it. I thought, oh, this would be awesome. I could track all of my programming. And prior to that, uh, in the classroom, you we're printing off code or we're watching over the shoulder. There's not really an easy way to track how far everybody's got through all of the programs. So prior to that, obviously I found coding rooms. Oh, this is awesome, it's free. And and and coding rooms is just was and still is really just an incredible platform. Uh, but as we know, it it went. Okay, it was it was free, it was brilliant. And the the bizarre thing about coding rooms and those that followed was I didn't mind paying a little bit. If they'd if it had kept it alive, if it if I could have still used it, that would have been one thing. So, anyway, two years of work down the pan for coding rooms and then uh up pops replic. Brilliant, thumbs up, free again. Uh, I think a lot of people know this story, but um yeah, but for all of my work on Repli, uh another couple of years of investing time. Uh, I was really happy with the course. I think that like a lot of us were, and then again, um, I don't know where it all disappears. Now we're not talking about small amounts of time for teachers here. These were big amounts of time investments from us to build these platforms up. And it was great that it was free, but there's also our time, our time's important. Uh, and I it kind of I don't know, I was just sat at my desk one day and thought, I can do this myself. Why am I why am I uh putting putting all this up? At least I know that if I build it and I make it myself, it's not going to disappear overnight. Uh, and I know that uh the work that I do is gonna be worthwhile to me because ultimately that's really what it was. Um, so that's where I started, it's about three years ago now. I can't remember, it was straight after Replic uh disappeared. Um so I just started and I started nice and easy, and I'll be honest, when I first started, it was just for me. Um, it were really just I don't need to rely on somebody else or just build this platform. And it was only after doing it for maybe about six to eight months I had a student teacher with me. The student teacher said, Oh, other people might quite like to use that. Uh and then obviously from there there it carried on and just carried on building. It's become a bit of an obsession now. Um building this platform or building, you know, lots of teachers get in touch with me and keep keep telling me what the kind of things that they want to add. But that's what it is. I don't want to waste my time anymore. Uh my time's precious, as is other people's. Uh, and what we need is a platform that's stable and is just going to keep working. Uh and nobody's gonna pull the rug out from us.

SPEAKER_01 5:45

I I hear you. And this is how, isn't it, Dave? This is how we came across Peter in the early days, because of course we were feeling the same frustration from the other side. You know, we're a resource provider. Well, we have time to code, it's wonderful, there it is, but it's such a static website. What would you recommend? And we were putting our well, you Dave, you kind of lead on the programming side of things. You were putting hours, putting our time to code website into these platforms that you've mentioned, only to find out that they will go. And we went through that hoop twice as well. We were hearing the frustration from teachers, teachers almost getting frustrated at us, and it's like, it's not, we're not putting a platform. And it was like, well, Craig, I don't know if I'm gonna bother putting it in another one. I mean, just tell them they can use our website and and that's it. But our website wasn't providing all those tools that you were talking about. That's the thing, because you know, and that's that's how we came across Peter in the early days, wasn't it? It's like, hang on, we've got someone here who's had enough of this, and they're uh and they're actually a teacher. And I think, yeah, that's uh where you two first first met.

SPEAKER_00 6:41

Yeah, there was um there was a time when we thought to ourselves, right, okay, we spent ages putting all our materials into uh coding rooms, and um we were very familiar with a teacher that had been employed by coding rooms to then build the platform and build more educational material into it. And of course, because I I uh knew them, because I worked with them at one of the schools uh that I taught at, we had a close relationship and we were actively building the material into the platform and also changing its feature set and making it much more suitable for the educational context. And uh, out of the blue, he just got made redundant and they decided no, we're not going to go down the education market after all, there's no many in it. And uh literally within three months of being employed, um, had lost his job. And so uh yeah, we all went looking for something else, and Replit was there, and we thought, okay, well, you know, we'll we'll we'll do it again. And uh that's how we met uh Kat Morgan actually through Replit because we were building all our materials then um into Replit and Kat was helping us with um with that process, and exactly the same thing happened all over again. It was all of a sudden um Replit is no longer focusing on the educational market, having done uh all sorts of things to support it, and and people were just left uh high and dry. And so there was that moment where we thought, right, let's make a coding platform, you know, let's stop all this nonsense. We've got the expertise in Craig and Dave, and we can do this for ourselves. Let's fill the gap. And of course, what happened is lots of other people were having very similar thoughts, and all of a sudden there's you know the Raspberry Pi code editor, and there are other code editors and small hobbyist um offerings and everything. And people started to kind of do their own thing and look for their own solutions because they were just so fed up with the market being so volatile in that area. Um, but Pete, your story really resonated with us because we finally found someone that wasn't a company, you weren't chasing the profit. You just wanted something that you could depend on that where the rug wasn't going to be pulled out from under you, and it was going to be there tomorrow because you needed the tool. And I think this really for me is the unique selling point of Go Code it. It's a tool you need, and therefore it has to exist because you need it for your students, and you're not chasing the buck, you're not trying to change the world and get everybody on to go code it. I think your philosophy is more if you like it and you want to come with me, then come along. And if you don't, don't. It's up to you.

SPEAKER_02 9:20

Well, uh as I said, I mean, ultimately businesses can do as um whatever they but their businesses ultimately can do whatever they want. If they want to withdraw a product, then they can do, but we we can't deal with that volatility. Well, you can deal with it as a one-off, but when it keeps repeatedly happening, it becomes a bit of a problem. And like you said, right, I go coding's transformed my programming, but it's mainly because it's built around what I know I need as a teacher. Uh, and then obviously I do get a lot of feedback from other teachers who feed into that as well and tell me what they need as well. But I don't, it was weird because I was I was saying earlier on, right? Um, less is more in terms of um teachers on the platform. Every teacher that comes onto the platform actually just makes it um not harder work for me, but just uh adds to the load and adds to the pressure and everything else. So um for me, primarily it's about me and I want other teachers to be able to use it. And I'm really um loving the fact that teachers are coming on board and we're getting a lot of uh people come into it, but it isn't about it isn't about the money. I am not a business, I do work full-time and my full-time job um keeps keeps me going, you know. It's it and I love my job. I'm a teacher. Why why wouldn't I love my students? Are they amazing? I have some of the best programmers I think that are out there. Why would I not want to do that? But I need this as a tool, so that's what drives it. Uh, and if other people get access to it and and can use it and and see it's it's helpful to them, then that's great. I think I had a conversation with you a little while ago saying I'm not great at advertising. I don't really do much, I don't really do much advertising, I don't post too much on social media, I don't put things out, but it's like I say, just um I'm quite happy with the way that it's way that it is, you know. And uh from the feedback they get from the teachers, they are as well. And and what what's really helpful is that I do have a lot of teachers feeding into the process. So rather than um, you know, it kind of all being top-down and just guessing um what teachers need, I get so much feedback. So can you just add this? Can you just add that? And because it's just me, um, it's real, and I know my code base inside out, it's quite easy to kind of just keep adding things. My only restriction is time. I've said that loads. I don't have enough time.

SPEAKER_00 11:31

It's that real sort of built by teachers for teachers ethos that you know is is Craig and Dave, you know, that's the heartbeat of Craig and Dave. And as you say, when you're not driven by a large organization with a different profit-driven agenda, or you know, education is just a small arm of what they do, or whatever it happens to be, then you can you can be nimble. How how do you cope though with this situation of you built this tool for you? It's got a kernel core set of features that you need. It probably doesn't need a thousand bells and whistles and edge cases and everything else. But no doubt, teachers, as they come on board with the platform, they've got a slightly different context, a slightly different way that they want to teach programming, and they're gonna come up with features and things they want you to implement. Where do you find that line between I could do it, but I kind of don't really want to do it because it's gonna take it away from what I need and what I'm doing, and then uh implementing things that people are asking for. Where do you find that line?

SPEAKER_02 12:30

It's a very strange mindset. It's really it's uh it became more about uh it's become over time less about what I need and more about what teachers want. Uh and I think I think from a if you if we're put looking at it from a pure business point of view, that would put you in a tricky position because then you'd be saying, well, we're doing it not because the platform needs it and it's going to generate revenue or whatever it is, you're just doing it because somebody thinks that that would be a cool thing to add. Um so I always say, really, it's more a question of how much time do I need to invest um to get it done? Is it doable uh within you know within the constraints that I have? Uh and if I if if I can, if I can answer those two questions, then to be honest, it just goes on my massive list of things that would be really nice to add. And when I find time, I add it. So it's for me, it's not that I mean, I could strip back pretty much you know, 90% of the site. I think on a day-to-day basis, most of us need, um, and I certainly just need a log of what everybody's completed. So can I set SAS? Will it automatic? Can I get that feedback? Um, but some of the ideas that come out of people, I think, oh wow, that's a brilliant idea, right? I don't necessarily need it myself, but why not put that in if I can do? Um, so so really it's not driven. Um, I guess, I guess, like I say, it's a weird mindset, and it's become a bit of an obsession, if I'm honest. What else can I add? Um, teachers what they want.

SPEAKER_01 13:55

Yeah, I mean we're we're we're not, you know, as people have seen in students before, we're not going to do a full feature demo. If you want to learn more about the product, you know, please head over to Go Code It, literally written like that, dot online, and you know, you can have a good view there what it is. But but you know, tell us now, I mean, what are the the main features from the point of view of a teacher? I'm a teacher, currently looking for a new platform just to help me manage that workload of all my students programming. Yeah, what would you say are the other highlight features?

SPEAKER_02 14:29

So from a teach from a basic point of view, which is where it grew from, is you can um set fixed assignments, programming assignments to your classes. Um the students get them individually, they can write the code for it, it will self-test and mark them for you within some constraints, and then uh it will feed that information back to you as a teacher that you can see in a class. So you open up your class, you see a mark grid, you can see exactly where each student has got up to, which exercises they completed. Uh, and ultimately that that's the core of the platform. Um, because that's really what I needed and what I wanted from Leopard um Replic. Everything else is kind of um bells and whistles, really. Um tools that make life easier, ultimately, but that's it. And I say I remember way back many years ago when we first started without these platforms, we would either monitor them over the shoulder with a with a paper grade book, or I've got to I've got to make this like my life easier here. So they would bring their code to me and I would you know go through it line by line. But the volume of students that we're talking about now, 30 students in a class, that's just not it's just not manageable. It is manageable, but it's it's extraordinarily difficult. So we go code it takes that away. Um and then we can focus on if you want to push it a little bit further. If a student's racing ahead, all you're doing is having a glance down, have they solved it the correct way? And then you can focus easily on those that are struggling because they're highlighted on your grid. Um, yeah, so at its core, that's it.

SPEAKER_01 15:56

Yeah, I love it. Sorry, Dave, at its core, sounds like it's been written by a teacher for teachers, right? I mean that that's that's the beauty, that's the beauty and the simplicity. Sorry, go on, Dave.

SPEAKER_00 16:06

Yeah. So uh Craig and Dave, as I was saying earlier, we've then took a strategic approach. Do we create our own coding platform or do we look for others to effectively partner with? And we took the decision that we would focus on uh pedagogy, not platform. So Time to Code, which is our programming offer, is an approach to teaching programming and a set of exercises, ultimately. That's what it is. And then you can take that pedagogy and you can take that um approach and the programming tasks, and you can plug them into all these other platforms in order to then, as Pete says, uh set tasks, get the auto-testing and the auto-marking and the feedback and the tracking and and all the rest of it that uh you want to just make managing 30 students programming uh a lot easier. So why why would you want time to code in your platform, uh Peter? Because you very generously have uh have put time to code uh in the platform. I don't think you were expecting to do it uh initially. And I said, Pete, can we can we put time to code and go code it, please? But uh why why do you want it there?

SPEAKER_02 17:17

So there's a good well, there's a couple of reasons, but it comes down to accessibility of programming problems. We were using time to code, um, so it was missing from time to code the testing. So it makes sense if I'm building a platform that allows me to um kind of self-mark things, why would I not want those programs inside the platform that I'm building for me as I'm teaching? So primarily as a starting point, we're using time to code, I can use it on my platform. Uh selfishly, I guess, uh I can get access to the self-marking. So that was that was the first reason. And the other reason is we're as teachers, we need access to as many programming problems as possible. We need to keep things fresh, and we know that exams uh are often unfamiliar problems built from lots of other, you know, we're kind of and and the students need that access to as many programming problems as they can do, and that's what that's additionally what Time to Code gave me. I already had uh maybe uh, I don't know, a hundred problems that I'd pre-written myself. Uh Time to Code gave me another, I don't know, a hundred problems. I don't know what your account is for those. Um so it really just gives access to me and to others, you know, access to all those problems. They could have got access to that through Times Code anyway, but obviously with the self-marking, there's that that real benefit. And now now teachers who access it have access to over 200 problems can build their own. Uh and obviously, hopefully, hopefully, I can get somebody else who says, Do you know what? I want to I want to add some more problems to your platform. Yeah, just keep building it, keep giving, keep, keep giving these students more to solve.

SPEAKER_00 18:57

Yeah, absolutely, absolutely. No, but you're absolutely right. You know, having a having a large bank of problems that you can get students to solve, and particularly those students that might be at the upper end, they they run out of material quickly because they're writing programs in their own time, they can do the small and trivial problems, they need a little bit more. And you know, times code is intended to be a little bit more challenging, uh, with some slightly meatier problems, particularly in the later levels, and this emphasis on using sub-programs quite a lot to uh break the problem down and then actually solve the problem using uh sub-programs right from the off is something that a lot of students and teachers won't be familiar with. But they've got that option in uh in Go Code it, which is um which is really great. As you say, it's another um option for them. So uh but yeah, that's that's absolutely fine, absolutely fantastic.

SPEAKER_02 19:47

The way the way time to code is structured is is brilliant. Like you say, it for some students it's a it's it's a higher uh level and it's a bit of a step up, but what those students that grasp that very quickly have a really good foundation uh for later on, and we need them to grasp that quickly. So time to code problems, and they're so different to often the way that other platforms give their their problems. So time to code problems are really unique in the way that they're presented.

SPEAKER_00 20:13

Yeah, right. I mean, we tried to find a slightly unique approach, a different approach, because we thought to ourselves, what's the point of replicating the same old challenges that everybody else has got, right? Is there a can we offer something a little bit different? Um, not necessarily better, but can we offer something different so that teachers and students have got that choice and they have got a greater range of problems that they could solve perhaps in a slightly different way as well? But talking about um having the rug pulled, you've just reminded me that actually we're about to go through that again because I'm sure you've heard this, um, Trinket are stopping uh their platform in the summer. So that's another rug that's being pulled. So everybody that's currently got uh trinkets out there is going to need to find an alternative solution. And Go code it is perfect. Um, and what we're having to do at Craig and Dave, because as I've said, it's really a pedagogy and approach and problems as opposed to a platform. We've um just got hyperlinks off to our problems in Trinket at the moment, and they're gonna stop working in the summer term, so we're going to need to update all our hyperlinks. And of course, you and I have been uh in dialogue and uh thought about well, you know, can we find a way to put the boilerplate code into Go Codit instead? So that if you are familiar with using time to code just as a website and you click on the hyperlinks and it sends you off to the trinkets, can it send you off to the Go Codits instead? And um and we're there. I haven't updated the hyperlinks yet, but uh every one of the time to code problems has a unique URL. So I'm able to then very easily just update the hyperlinks, and uh teachers won't really notice, other than the fact they're now going to get all the um automatic testing and everything. Everything that was a manual process before without having to actually change anything about what they're delivering. So that's a job for me for the summer. Update all our hyperlinks to be uh pointing to Go Code it.

SPEAKER_02 22:11

I was gonna say there's a couple of things that can I just uh there was a couple of things in there. One, there are a few additions to the platform now that I just did over uh the last few weeks, which are gonna be a nice bonus. So now you get a reference for your keywords built into the editor, and there's a there's a few other things. So so we should you should find as that transition, there's a few extra things in there that are quite uh that quite nice to have. But talking about pulling the rug, again, this could this comes down to um what's the motivation for the platform? And the problem is I think that this idea that that that there's an abundance of um value to these platforms in business terms, and sadly there there isn't, and and that's not to say um that that that um I think the point is schools are not flush with money, they just this and and even on my budget. I have to keep an eye, my budget just doesn't stretch um that far. Once we bought books and exercise books and markers and things like that, just doesn't stretch that for us. So there isn't an abundance of money, and if if a platform is relying on it as their sole income, um and a business is right, it's it's it's a rocky road, I think.

SPEAKER_01 23:18

Yeah, yeah, you're absolutely right, and this is what we've seen, isn't it? A lot of these big commercial companies going down oh, education, everyone has to go to school by law, it's compulsory, there's a huge market. Then they get into it, they discover the money in the education market is not where they thought it was, it's quite thinly and widely stretched, and then they go, There's no money to be made here, and then of course they pull out. And this, of course, is why, and uh probably worth mentioning this as well. This is why we're so keen to promote both Go Coder and also the donor. Because if people are turning around saying, Hang on, aren't you pushing another platform? Which, you know, which one are you in bed with? Well, it's not like that. The reason we've gone to both these people is they both come from the same situation. The donors come out for the exact same situation, built primarily for students at university, developed by the university for their students. And oh, this is good. Same thing here, and it's also worth pointing out we don't get there's there's no there's no financial benefit or partnership here between us and Pete or us and the donor. We've recommended both because these are both platforms offering tools for students by students and have grown out of a need to fulfill those for those students. So, you know, both excellent systems, and you know, um we we start and go code it, we'll continue to propose it. The stuff you're doing is uh amazing. But yeah, I just thought I'd clear that up. I do have to ask one thing, Pete, because um our uh our viewers will waggle their finger if I don't ask this question at the end. They'll go, but how much does it cost? So is it completely free? Is it completely paid? Is there a split? If there's a split, what do I get for free and what do I get for the extra? I know they can find this all out from the website, but again, in a in a nutshell, what's the what's the pricing model?

SPEAKER_02 24:55

Okay, so uh to honor the other platforms, it's free if you just want to access the programming problems. So time to code remains free um in the way that it did do before through Trinket. So if you just want to access the exercises, click on a link, uh, and your students can go there. You can follow the time to code course as well and the the Go Codit course as well. Obviously, the teaching tools um come with an additional uh cost. The plans, I'm just gonna check my check my pricing. Uh yeah, so plans plans start at£75 for an individual account, but for that you get in my mind, I thought that could that covers a GCSE cohort. So you'd have a teacher and 120 students that that would cover that. So if you want to take your GCSE students through, it's£75 for the year. That gives you access to everything that the platform has to offer. And then it steps up because I was looking at uh you know how much it costs me a student, uh, I guess really ultimately, because what schools have you know we're teaching across everyone. So small school, 120 students. I'm just going to check my numbers: three teacher accounts and 500 student accounts, medium school, four teacher accounts, uh, and a thousand students, that's 170. The highest cost comes from the large school, and that's 210 pounds, but that would cover your school, so the entire school, so that's one and a half thousand students and and six teachers and one and a half. I think it's 210 pounds. I have to say though, I'm not a business. So if somebody wants to contact me, they've got something that they need. Uh I do get messages all the time, just let me know what it is that you need. Uh, and I'm I I have a lot of flexibility in there to to customize and change things. Um, yeah, it is driven by how much would I have been willing to pay, really, yeah, uh, and how much does it cost me to run the platform? And that's that's where we've settled on at the moment.

SPEAKER_00 26:49

Really, really affordable. I mean, let's face it, as you said, if if you're if you're one teacher with a few classes, it's 75 quid a year, you know, 120 quid a year, 170 quid a year, that's probably all you ever need to spend.

SPEAKER_01 27:02

And you've been time it will save you, the time it will save you and the benefit it gives the students in terms of feedback. Yeah I mean, there are much more cost costly solutions that give you a lot less, let's put it that way.

SPEAKER_00 27:12

Yeah, absolutely. And and that's you know, that's for all the uh the tools that you want for task setting and and progress tracking and all the rest of it. But if you just want to you know use time to code on a reliable platform, then you can do that completely free. And of course you can get going for free and then decide later, actually, I it would be good if I had some tracking tools and then you know put them in later. There's there's there's no problem with that. I just want to um pick Craig up on one thing because he said uh of course it's the law, everybody has to go to school. Of course, that's not true, because there are people out there that are homeschooled, and that's a perfectly uh legal and valid approach. Everyone has to be educated, is probably what I should do. You know I'm a stickler for my face. There we go. But the point I'm making is that of course, uh, if you are home educating, then you can use um you know, go code it with time to code or go code it with go code it problems or or or whatever completely for free.

SPEAKER_02 28:11

So it's uh home education. Yeah, they wouldn't need the extra stuff. I should I should mention also I give it anybody if anybody's interested in I do have a I do a 30-day trial. Um so all they've got to do is just send me a message and say, can I can I just try it out? And you can you can have 30 days, no problem. Um and obviously if you don't like if you don't like what you you see, you don't fight think you'll use it, then that's fine. Just just let it finish and and move along to the next one.

SPEAKER_01 28:36

I love that. No, this has been really brilliant. What I don't want to do, Pete, is wrap up and end the episode, and then you'd think, oh god, I didn't get an opportunity to say X, Y, or Z. So is there anything like you really want to sort of um tell our listeners that we haven't covered or uh I I will it's it's a thank you, really, right?

SPEAKER_02 28:54

To to everybody because in my head, I'm just some teacher from from the north of England, right? Uh I I've had an idea, and the fact that it impacts so many students is it's what makes me sit at my computer every night doing more, and the teachers have just been amazing. The amount of ideas that I've got from the teachers and the support, uh, and just so genuinely helpful. Um, for me, that's it. So I'd be remiss if I didn't get this opportunity just to say thanks to everybody and to you two guys as well for um.

SPEAKER_01 29:25

But you know what? That literally could have been us saying that about our our own our own products and services that we've done over the years. It it's exactly the same story, and I think that's why it resonates so well. Well, look, thank you ever so much for coming on, uh Peter. As I say, we're we're continuing to develop along with him Time to Code. And as Dave hinted there, we're going to be using it to replace uh uh uh trinket as well. Um if you want to learn more uh know more, please head over to gocodeit.online. Uh that's Peter's website, and uh you mentioned about contacting you if you've got any questions or queries. I assume there's a a fairly obvious way of contacting you from that website as well.

SPEAKER_02 30:04

Yeah, just uh click on the get in search button. That easy.

SPEAKER_01 30:07

Perfect. There you go. Sounds like you know what you're doing. Thank you very much for joining us. It's been delight, and I'm hope I'm sure we'll have you back in the future. But uh, for everyone watching, thank you very much, and we'll see you next week. Another at the short face. Bye-bye.