Ei505 Session 1

COMPUTATIONAL THINKING AND PROGRAMMING IN THE NEW CURRICULUMEI505 – SESSION 1

EI505.WORDPRESS.COM/

SESSION OBJECTIVES

• To understand the requirements of the new Computing curriculum

• To gain an understanding of computational thinking

• To introduce students to a programming environment suitable for teaching at KS2/3

COMPUTING?

DISCUSS:

In pairs, share experiences from your placements on the teaching and learning of ICT or Computing within your settings.

CONSIDER:

How are schools are implementing the new curriculum?

How confident do teachers feel about teaching Computing?

How do you feel? How prepared are you?

CO

MPU

TIN

G - P

OS

Purpose of study

A high-quality computing education equips pupils to use computational thinking and creativity to understand and change the world. Computing has deep links with mathematics, science, and design and technology, and provides insights into both natural and artificial systems. The core of computing is computer science, in which pupils are taught the principles of information and computation, how digital systems work, and how to put this knowledge to use through programming. Building on this knowledge and understanding, pupils are equipped to use information technology to create programs, systems and a range of content. Computing also ensures that pupils become digitally literate – able to use, and express themselves and develop their ideas through, information and communication technology – at a level suitable for the future workplace and as active participants in a digital world.

CO

MPU

TIN

G - A

IMS

Aims

The national curriculum for computing aims to ensure that all pupils:

can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation

can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems

can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems

are responsible, competent, confident and creative users of information and communication technology.

CO

MPU

TIN

G - K

S2/K

S3

Key stage 2

Pupils should be taught to:

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; and the opportunities they offer for communication and collaboration

use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content

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 and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information

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

CO

MPU

TIN

G - K

S2/K

S3

Key stage 3

Pupils should be taught to:

design, use and evaluate computational abstractions that model the state and behaviour of real-world problems and physical systems

understand several key algorithms that reflect computational thinking [for example, ones for sorting and searching]; use logical reasoning to compare the utility of alternative algorithms for the same problem

use 2 or more programming languages, at least one of which is textual, to solve a variety of computational problems; make appropriate use of data structures [for example, lists, tables or arrays]; design and develop modular programs that use procedures or functions

understand simple Boolean logic [for example, AND, OR and NOT] and some of its uses in circuits and programming; understand how numbers can be represented in binary, and be able to carry out simple operations on binary numbers [for example, binary addition, and conversion between binary and decimal]

understand the hardware and software components that make up computer systems, and how they communicate with one another and with other systems

understand how instructions are stored and executed within a computer system; understand how data of various types (including text, sounds and pictures) can be represented and manipulated digitally, in the form of binary digits

undertake creative projects that involve selecting, using, and combining multiple applications, preferably across a range of devices, to achieve challenging goals, including collecting and analysing data and meeting the needs of known users

create, reuse, revise and repurpose digital artefacts for a given audience, with attention to trustworthiness, design and usability

understand a range of ways to use technology safely, respectfully, responsibly and securely, including protecting their online identity and privacy; recognise inappropriate content, contact and conduct, and know how to report concerns

COMPUTING IS…

Digital Literacy

Computer Science

IT

COMPUTATIONAL THINKING

Computational thinking is, in its broadest sense, a term that encapsulates a number of particular logical thought processes that people employ to utilise a range of computer hardware and software to transform ideas and imagined solutions into reality.

Turvey, K. Potter, J. Allen, J, Sharp, J. (2014)

COMPUTATIONAL THINKNG… (THINKING LIKE A COMPUTER)

Algorithm - A precise step by step guide to achieving a specific outcome.

Decomposition - sometimes called factoring is breaking a problem into smaller manageable chunks that can be solved separately.

Abstraction - is the process of simplifying a process so that it can be considered at a higher level often in relation to other processes.

COMPUTATIONAL THINKING IN ACTION…

ACTIVITIES:

• Using a roamer, create an equilateral triangle

• Knock down a tower of bricks

• Navigate a maze

• Shall we dance? Synchronous dancing robots.

• Tip: Procedures are great for this.

HOW DO WE TACKLE THE CHALLENGES OF COMPUTING?

• The skills of computational thinking can be taught with or without computers

• Encourage exploration and ‘what if…’ questions

• Provide learners with time to experiment, test and take risks

• Enable children to solve problems and in turn, create their own problems / challenges

• Provide creative and exciting contexts for learning

• Aim for children who create, communicate and are safe

INTRODUCING SCRATCH

INTRO TO SCRATCH 2.0

SEQUENCE

REPETITION

GETTING STARTED

1. Sign up to the Scratch 2.0 community at http://scratch.mit.edu

2. Add your Scratch community username to group Google doc

3. Create a simple Scratch project that uses sequence, selection and repetition (e.g. a game or an interactive story). If you need help to get you started, use the interactive help provided in Scratch 2.0 (click small button near top-right corner).

4. Share your project in the community

Add your Scratch name here http://goo.gl/nRC0il

FOLLOW UP TASK

1. Take a look at 3 of your peer's projects (you might want to ‘See Inside’ to learn about what they've done) and leave a comment

2. Come to the next session ready to critically reflect upon your experience and to build upon what you have learnt