Kettering nov 15 computing

DELIVERING THE NEW COMPUTING CURRICULUM

Isabella LieghioSpecialist Computing teacher

Icon Learning Education Consultants@iconlearningict

AGENDA9.30-10.30: The Computing Curriculum and programming progression

10.30-11.15: Text based programming using Logo

11.30-12.15: Unplugged Computing

1.15-2.15: Graphic based programming using Scratch

2.30-3.30: Apps, assessment, resources

WHAT IS COMPUTING?

Foundations, Applications and Implications? (MB)

CURRICULUM STRANDS

KEY STAGE 1• Understand what algorithms are; how they are implemented as programs

on digital devices; and that programs execute by following precise and unambiguous instructions

• Create and debug simple programs

• Use logical reasoning to predict the behaviour of simple programs

• Create, organise, store, manipulate and retrieve digital content in a range of formats

• Use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies

KEY STAGE 2• Design, write and debug programs that accomplish specific goals,

including controlling or simulating physical systems; solve problems by decomposing them into smaller parts

• Use sequence, selection, and repetition in programs; work with variables and various forms of input and output

• Use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs

• Understand computer networks including the internet; how they can provide multiple services, such as the World Wide Web

KEY STAGE 2 CONT.• Appreciate how [search] results are selected and ranked

• Use search technologies effectively

• Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems …including collecting, analysing, evaluating and presenting data and information

• Understand the opportunities [networks] offer for communication and collaboration

• Be discerning in evaluating digital content

• Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact

CPD / TERMINOLOGY

ALGORITHM

A precise step-by-step guide to solve a problem or achieve a particular objective.

How do algorithms help us to program?

Programming

DE-BUGGING

• The art of fixing or correcting algorithms or programming code.

• It’s ok if it doesn't work!

Programming

PHYSICAL ACTIVITIES FOR EYFS AND KS1• Simple electronic toys - from torch to washing machine

• PE sessions - direction / turn / human robot eg Jambot / Teabot

• Focus on directions / distance / planning / routes / predicting / order / sequencing

• Following and giving instructions e.g. cooking recipes

• Story context eg Incy Wincy Spider, LRRH

• Remote control toys > Beebots >Roamers / Probots

• Understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions

• Create and debug simple programs • Use logical reasoning to predict the behaviour of simple programs

Programming

PROGRESSION TO ON-SCREEN REPRESENTATION • Simple programming software

• 2go (Infant Video Toolkit)

• Focus on Beebot

• Online tools e.g. iBoard (www.iboard.co.uk)

• Apps eg Daisy Dinosaur, Beebot

• Modelling with screen turtles (LOGO)

• Understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions

• Create and debug simple programs • Use logical reasoning to predict the behaviour of simple programs

Programming

USING SCRATCH AT KS2• Free tool developed by MIT http://scratch.mit.edu

• Online / offline versions

• Graphics based programming of sprites by choosing / moving / ordering blocks

• Attach to external models e.g. Wedo

• Existing planning

Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts

Use sequence, selection, and repetition in programs; work with variables and various forms of input and output

Use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs

Programming

WHICH LANGUAGE(S) TO CHOOSE?Programming

TEXT BASED PROGRAMMING USING LOGO

• Versions - free at MSW Logo

• Existing planning - Simon Haughton / Phil Bagge

• Year groups and concepts

• Repeat loops (Iteration)

• Procedures (abstraction)

Programming

LOGO PLANNING Programming

http://www.simonhaughton.co.uk/logo-programming/

UNPLUGGED COMPUTING

• Teach yourself concepts

• Exemplar activities

1. DRAW A DIAGONAL LINE2. DRAW ANOTHER DIAGONAL LINE CONNECTED TO THE TOP OF THE FIRST ONE3. DRAW A STRAIGHT LINE FROM THE POINT WHERE THE DIAGONAL LINES MEET4. DRAW A HORIZONTAL LINE OVER THE STRAIGHT LINE5. AT THE BOTTOM OF THE STRAIGHT LINE, DRAW A CURVY LINE6. DRAW A DIAGONAL LINE FROM THE BOTTOM OF THE FIRST DIAGONAL TO THE STRAIGHT LINE7. DRAW A DIAGONAL LINE FROM THE BOTTOM OF THE SECOND DIAGONAL TO THE STRAIGHT LINE

IS THIS WHAT YOU GOT?

CAN YOU IMPROVE ON THE ALGORITHM?

THE PACKET GAME

SCRATCH - HANDS ON

Programming

SCRATCH (V 2.0)Preview window Script blocks

Backgrounds and sprites Programming area

SCRATCH V1.4Preview windowScript blocks

Backgrounds and spritesProgramming area

QUICK START GUIDES FROM SCRATCH

REPETITION

Sun rise Sun set

Left leg inLeft leg out

ShakeHokey cokeyTurn around

SELECTIONWhen your program has to make a choice about

whether a particular condition is met.

the house feels cold

turn the heating on

leave the heating off

VARIABLEAn empty box which can contain a value that might

change eg score, speed etc

GENERALISATION (PATTERNS)‘adapting a solution that solved one problem to

solve another’

Example from Phil Bagge, CAS Master teacher

COMPUTATIONAL THINKING – KEY TERMS

Resource by Pete Dring on CAS http://community.computingatschool.org.uk/resources/1758

22804830

OPPORTUNITIES FOR DEBUGGING

ADAPTING ACTIVITIES

SCRATCH JR APP

PROGRESSION

• Simple logical sequence

• Using repetition (iteration)

• Using selection and conditions

• Adding variables

• Combining variables

LINKING WITH OTHER MODELS

• Lego WeDo

• Xbox Kinect

Understand computer networks including the internet; how they can provide multiple services, such as the World Wide Web

Appreciate how [search] results are selected and ranked Use search technologies effectively

WHAT ELSE?

Create, organise, store, manipulate and retrieve digital content in a range of formats

Select, use and combine a variety of software (including internet services) on a

range of digital devices to design and create a range of programs, systems …including collecting, analysing, evaluating and presenting data and information

APPS TO SUPPORT PROGRAMMING• Beebot (free)

• Beebot Pyramid (69p)

• Daisy Dinosaur (free)

• Move the turtle (£1.99)

• Hopscotch (free)

• Cargo-Bot (free)

• A.L.E.X (free)

• Scratch JR (free)

• Cato’s Hike (£2.99)

• The Foos (free)

Programming

THINGS TO CONSIDER…

• Binary

• Python and other languages

• Hacking HTML - Mozilla x-Ray goggles

• Raspberry pi / Arduino / BBC micro:bit

• Makey makey

• Sphero

CAS / NAACE PROGRESSION

Miles Berry

SWITCHED ON FRAMEWORK

Miles Berry

PROGRESSION PATHWAYS

CAS

SCHEMES OF WORK

Pete Richardson, @primarypeteWalton le Dale school

USEFUL LINKS FOR FURTHER SUPPORT

• www.computingatschool.org.uk

• www.bbc.co.uk/education

• www.codeclub.org.uk

• www.simonhaughton.co.uk

• www.code-it.co.uk by Phil Bagge

• www.code.org/learn

DELIVERING THE NEWCOMPUTING CURRICULUM

@iconlearningictisabella@iconlearning.co.uk

Presentation slideshareFurther CPD sessionsSchool based sessions

HTTPS://WWW.SURVEYMONKEY.COM/

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