DEMYSTIFYING THE NEW PRIMARY COMPUTING CURRICULUM

ADELE HULL LEICESTER ELEARNING TEAM

OBJECTIVES

• Become familiar with the new Computing program of study

• Begin to understand computer science terminology and thinking

• Begin to understand what needs to be taught for computer science in your Key Stage

• Get some experience of coding using Scratch

What is computing?Can be split into 3 strands• Computer Science• Information Technology• Digital Literacy

Computer Science

Digital Literacy

Information Technology

http://www.schoolswork.co.uk

http://www.engineering.leeds.ac.uk

To use a Formula One analogy

Information technology is about driving the car and winning the race

Digital Literacy is about driving it safely and according to the rules

Computer Science is about what is under the bonnet and how to make it work efficiently

http://www.morguefile.com

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.

Attainment targets By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.

New Curriculum

IT’S NOT ALL NEW!• Much of what you do currently is still relevant

• There’s new emphasis on computer science (used to be control and modelling)

• Children should be taught computational thinking and programming

Subject content Key stage 1 Pupils should be taught to:

• use technology purposefully to create, organise, store, manipulate and retrieve digital content

• recognise common uses of information technology beyond school

• 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

• 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

What’s in the New Computing Curriculum?

Subject Content Key Stage 2Pupils 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

• 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

• 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

• • use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of

ways to report concerns about content and contact

What about EYFS?

Development Matters Area – Understanding the World Aspect - Technology

What about EYFS?

Development Matters Area – Understanding the World Aspect - Technology

30 – 50 months• Knows how to operate simple equipment, e.g. turns on CD player and uses remote control.• Shows an interest in technological toys with knobs or pulleys, or real objects such as cameras or mobile

phones.• Shows skill in making toys work by pressing parts or lifting flaps to achieve effects such as sound, move or

new images.• Knows that information can be retrieved from computers

40-60 Months• Completes a simple program on a computer. • Uses ICT hardware to interact with age-appropriate computer software.

Early Learning Goal• Children recognise that a range of technology is used in places such as homes and

schools. They select and use technology for particular purposes.

EYFS Key Stage 1 Key Stage 2

• Children recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular purposes.

• Completes a simple program on a computer.

• Uses ICT hardware to interact with age-appropriate computer software.

• Knows how to operate simple equipment, e.g. turns on CD player and uses remote control.

• Shows an interest in technological toys with knobs or pulleys, or real objects such as cameras or mobile phones.

• Shows skill in making toys work by pressing parts or lifting flaps to achieve effects such as sound, movements or new images.

• Knows that information can be retrieved from computers

•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

•design and write 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; generate appropriate inputs and predicted outputs to test programs

•use logical reasoning to explain how a simple algorithm works and to detect and correct errors in algorithms and programs

New Curriculum – Computer Science elements

Looking at what it all means

Understanding the technical vocabulary

WHAT IS COMPUTATIONAL THINKING?

Go to http://games.thinkingmyself.com/ and start to work through the activity

Computer Science Terminology Bingo

A sequence of instructions to perform a task written in a language that can be recognized by a computer

A sequence of instructions to perform a defined task

To change an algorithm or program when it isn’t functioning correctly

To think through the actions of an algorithm (used to predict an outcome)

To perform a sequence of instructions on a computer

When instructions are carried out based on a condition occurring

When sections of algorithms are repeated a fixed number of times or infinitely

A value in a program which can change (such as a score in a game)

Breaking a problem down into smaller parts

Algorithm

Program

Debug Logical reasoningSelection

Repetition

Variable

ExecuteDecomposition

ABSTRACTION

• Reducing complexity to define main idea.

• Abstraction is the act of representing essential features without including the background details or explanations.

Skills to be taught

Recognising patternse.g. I can continue a repeating patternRecognise patterns in numbers e.g. multiples, continuing a sequence of numbers

Sorting e.g. I have lots of shapes of different sizes and colours. I sort by number of sides and call one of the groups triangles as they have three sides.Being able to pick out 2D and 3D shapes by particular characteristicsClassifying living things

Summarising e.g. I read a story, think about what it is about and give it a title.Identify main points in a storyPick out key words when searching for information

ALGORITHM

An algorithm is a precise method of solving a problem.

http://youtu.be/leBEFaVHllE

(REMEMBER - YOU DO NOT NEED A COMPUTER TO DEFINE OR USE AN ALGORITHM!!!!)

EYFS – Ewith real objects and on screen how to make things happen especially where more than one thing to do.

KS1 – Li to work something out or make something happen.

KS2 – C increasingly complex sets of instructions to achieve a specified outcome

A program is just one way to apply an algorithm.

Where do you start?

• New curriculum programme of study• What you teach currently

• DON’T throw the baby out with the bathwater• Do continue to do what is being covered well

Think about what you are already doinghttp://chrisbetcher.com/2013/05/changing-the-bathwater-keeping-the-baby/

What other things are you already doing?

http://clc-control.lancsngfl.ac.uk

http://www.tts-group.co.uk

http://en.wikipedia.org/wiki/Scratch

http://www.flowol.com

http://www.legoengineering.com/tunnel-vision/

The Computational Thinker:

Attitudes and Skills

This is a way of thinking making the

impossible possible creating solutions

to problems in everyday life

This is not thinking like a

computer always using the

computer as the solution

a limit to creativity to problems in everyday life

Pattern Recognition I can recognise if this is similar to a

problem I have already solved. I can identify how parts of the

problem are connected.

Problem solving Designing systems

Understanding behaviour

Decomposition I can break the problem up into

smaller parts. I can explain the different parts of

this problem and solution.

Algorithm Design I can think about what I need to do

to make this happen? I can work out the steps I will need

to solve this problem?

Abstraction & Generalisation I can work out which information I

actually need. I can work out what I don’t need to

know. I can think about whether I have made

this more complicated than I need to. Will this work for other things?

Making Mistakes I can enjoy things that go wrong and

learn from them. I can see mistakes as a normal part of

solving problems.

Perserverance I don’t give up. I’m prepared to keep

having a go to see what happens. I keep going even when things seem

confusing. I’m determined to find solutions.

Imagination I can look at things in unusual ways. I am ready to consider the impossible. Sometimes I leave a problem for a while.

A solution might come to me while I am thinking about something else.

Collaboration I can use other people’s ideas. I can share my ideas. I can talk with others to solve a

problem. I can teach my peers and they can

teach me.

What are you already doing that can contribute to computational thinking?

USEFUL WEBSITES

http://www.code-it.co.uk/index.htmlWebsite developed by Primary Teacher, Phil Bagge

http://www.computingatschool.org.uk/Computing at School are a group who promote teaching on Computer Science in schools. Lots of free resources and forums.

Introduction to Programming using Scratch

Scratch can be used for coding from Year 2

AND FINALLY

• Don’t panic!

• There are lots of materials being developed to help teachers.

• Get your pupils to help. Make use of Digital Leaders.