day 1 getting to grips with computing
TRANSCRIPT
Getting to grips with
computing
University of Brighton, School of Education
Day 1 - Computational Thinking & Programming
Introductions
Who Wants to be a
Computing
Co-ordinator?
Score 1 point for each answer
you get right.
You get a bonus point if you
can also guess the correct key
stage.
1988 1999
2014 I made it up
Pupils should be taught how to plan and give
instructions to make things happen [for
example,
programming a floor turtle, placing instructions
in the right order]
1988 1999
2014 I made it up
Pupils should be taught how to plan and give
instructions to make things happen [for
example,
programming a floor turtle, placing instructions
in the right order] (KS1)
1988 1999
2014 I made it up
Pupils should be able to develop a set of
commands to control the movement of a screen
image or robot; understand that a computer
program or procedure is a set of instructions to
be followed in a predetermined sequence.
1988 1999
2014 I made it up
Pupils should be able to develop a set of
commands to control the movement of a screen
image or robot; understand that a computer
program or procedure is a set of instructions to
be followed in a predetermined sequence.
(KS2)
1988 1999
2014 I made it up
Pupils should be able to understand that a
computer can control devices by a series of
commands, and appreciate the need for
precision in framing commands.
1988 1999
2014 I made it up
Pupils should be able to understand that a
computer can control devices by a series of
commands, and appreciate the need for
precision in framing commands. (KS2)
1988 1999
2014 I made it up
Pupils should be taught to understand what
algorithms are; how they are implemented as
programs on digital devices; and that programs
execute by following precise and unambiguous
instructions.
1988 1999
2014 I made it up
Pupils should be taught to understand what
algorithms are; how they are implemented as
programs on digital devices; and that programs
execute by following precise and unambiguous
instructions. (KS1)
1988 1999
2014 I made it up
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.
1988 1999
2014 I made it up
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.
(KS2)
Score Check
1988 1999
2014 I made it up
Pupils should be taught to use logical reasoning
to predict the behaviour of simple programs.
1988 1999
2014 I made it up
Pupils should be taught to use logical reasoning
to predict the behaviour of simple programs.
(KS1)
1988 1999
2014 I made it up
Pupils should be taught how to create, test,
improve and refine sequences of instructions to
make things happen and to monitor events and
respond to them [for example, monitoring
changes in temperature, detecting light levels
and turning on a light]
1988 1999
2014 I made it up
Pupils should be taught how to create, test,
improve and refine sequences of instructions to
make things happen and to monitor events and
respond to them [for example, monitoring
changes in temperature, detecting light levels
and turning on a light] (KS2)
1988 1999
2014 I made it up
Pupils should be taught to 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.
1988 1999
2014 I made it up
Pupils should be taught to 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. (KS3)
1988 1999
2014 I made it up
Pupils should be able to use a software
package to create a computer database so that
data can be captured, stored and retrieved.
1988 1999
2014 I made it up
Pupils should be able to use a software
package to create a computer database so that
data can be captured, stored and retrieved.
(KS2)
1988 1999
2014 I made it up
Pupils should understand that personal
information may be held on a computer, which
is of interest to themselves and their families.
1988 1999
2014 I made it up
Pupils should understand that personal
information may be held on a computer, which
is of interest to themselves and their families.
(KS2)
GAME OVER
ComputingAn introduction
Information
TechnologyDigital Literacy
Computer
Science
“The core of computing is computer science”
—DfE, National Curriculum
Information
TechnologyDigital Literacy
Computer
Science
“A high-quality computing education
equips pupils to use computational
thinking and creativity to understand
and change the world.”
—DfE, National Curriculum
What is computational thinking?
– Jan Cuny, Larry Snyder, and Jeannette Wing
“Computational thinking is the thought processes
involved in formulating problems and their
solutions so that the solutions are represented in
a form that can effectively be carried out by an
information-processing agent.”
Abstraction
Logical reasoning Generalisation
Decomposition
Pattern recognition Algorithmic thinking
– Jan Cuny, Larry Snyder, and Jeannette Wing
“Computational thinking enables you to bend
computation to your needs. It is becoming the
new literacy of the 21st century.”
Computational thinking and programmingkey stage 1
Subject content for KS1
Pupils should be taught to:
• 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
Algorithms
“understand what algorithms are; how they are
implemented as programs on digital devices; and that
programs execute by following precise and
unambiguous instructions” - Subject content KS1
An algorithm is a sequence of precise and
unambiguous instructions that are followed in order to
achieve a specific outcome.
Precise and unambiguous
instructions
Inside your envelope is a photograph of a simple
LEGO model. You need to write a sequence of precise
and unambiguous instructions so that someone else
could make the same model without seeing the
photograph.
You may only use words. Pictures of any kind are
strictly forbidden!
Coffee break11:15-11:30
Debugging
“create and debug simple programs” - Subject content
KS1
Debugging is the process of finding and correcting
errors in a computer program.
Create a simple program
Program Roamer to draw a T shape. Plan the
sequence of instructions first using your cards. When
you’re happy with your instructions, try them out on
Roamer.
If it isn’t right first time, debug your program until you
get the desired result.
Using Repetition
What is the most efficient program that you can write
that will produce a square? Use your cards to plan
your sequence and then test it out.
R x [ sequence of commands to repeat ]
x represents the number of times you want to repeat
the sequence.
Can you produce an equilateral triangle using the
same pattern?
Logical reasoning
“use logical reasoning to predict the behaviour of
simple programs” - Subject content KS1
“Logical reasoning: a systematic approach to solving
problems or deducing information using a set of
universally applicable and totally reliable rules.”
Logical reasoning activity
Which of the 3
programs will
produce the picture
shown here?
Subject content for KS1
Pupils should be taught to:
• 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
Computational thinking and programmingkey stage 2
Subject content for KS2
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
Sequence, repetition
& selection
“use sequence, selection, and repetition in programs” - Subject
content KS2
Sequence: putting instructions in an order where each one is
executed one after the other
Repetition: one or more instructions are repeated a number of
times or until a condition is met or the program is stopped
Selection: instructions are executed depending on whether a
particular condition is met
Blockly Maze
Work through the Maze activity at
https://blockly-games.appspot.com
NB: This activity introduces the key programming
concepts of sequence, repetition and selection
If you complete this activity, have a go at the Bird
activity.
Lunch break12:30-1:15
Decomposing problems
“solve problems by decomposing them into smaller
parts” - Subject content KS2
Decomposition is the process of breaking a problem
down into smaller problems so that ultimately the
bigger problem can be solved.
Simple Pong game
http://scratch.mit.edu/projects/51633850/
Can you make the paddle move left and right when the
left and right arrow keys are pressed?
Tip: click the ‘See inside’ button to view and edit the
code for this project.
Inputs & Outputs
“work with […] various forms of input and output” -
Subject content KS2
Hardware such as a keyboard, a mouse, a camera or
a sensor is used to input data to a computer.
Hardware such as a screen, a printer, speakers or a
motor driven robot is used to output data to a user.
Inputs & Outputs
Can you make a controller for the Pong game using a
MaKeyMaKey and some playdough?
Tip: remember that you need to be connected to earth
to make a complete circuit.
Variables
“work with variables” - Subject content KS2
Variables are containers for data. They enable us to
store, retrieve or change data. A variable could be
used in a game to keep track of a user’s score or to
remember a player’s name.
Simple Variables Example
http://scratch.mit.edu/projects/50476486
Box variable activity
The Pong game should work as follows:
- The user should be awarded a point every time the
ball hits the paddle.
- ‘Game over’ should be displayed if the user misses
the ball 3 times.
We need to use variables in both cases.
Using variables
in our Pong game
http://scratch.mit.edu/projects/51633850/
Can you make the score and miss-count variables
work correctly so that the user is awarded a point each
time the ball hits the paddle and the 'game over'
message is displayed when the user has missed the
ball 3 times?
Debugging at KS2
“design, write and debug programs that accomplish
specific goals” - Subject content KS2
This builds upon children’s experience of debugging at
KS1. As their programs become more sophisticated
the debugging becomes more challenging.
Coffee break2:30-2:45
Simple Broadcast Example
http://scratch.mit.edu/projects/50819486
Subject content for KS2
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
Discussion
What are the most effective pedagogies for
developing computational thinking?
Handout: Keith Turvey’s chapter on Computational Thinking.
Resources
There is a list of further learning
resources on the password
protected page at theSLATE.org
Evaluation
Please take a couple of minutes to complete our
simple online evaluation form:
goo.gl/DW8YPt
Thanks :)