Getting started with

programming

University of Brighton, School of Education

– Purpose of study, computing programmes of study

“A high-quality computing education equips

pupils to use computational thinking and

creativity to understand and change the world.”

– Purpose of study, computing programmes of study

“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.”

– 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.”

– 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.

Activity #1 Jam Sandwich Robot

In pairs, write an algorithm to program a robot to make

a jam sandwich.

Try to ensure your instructions are precise and

unambiguous.

https://www.youtube.com/watch?v=leBEFaVHllE

Activity #2 Program a partner

One child ‘programs’ another child (who could be

blindfolded) to safely navigate an obstacle course.

This encourages the children to use precise,

unambiguous instructions.

Debugging

“create and debug simple programs” - Subject content

KS1

Debugging is the process of finding and correcting

errors in a computer program.

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.”

Activity #3 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 by using

logical reasoning.

Extension: Can you program Roamer to draw an N?

Activity #4 Which program?

Which of the 3

programs will

produce the picture

shown here?

Activity #5 Using Repetition

What is the most efficient program that you can write

that will produce a rectangle? Use your cards to plan

your sequence and then test it out.

Tip: You need to use a repeat command

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

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 (and explained clearly to

someone else or to a computer).

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

Selection lies at the heart of the ‘intelligence’ of a computer

program.

Activity #1 Hour of Code

Working in pairs, follow the Hour of Code beginners

tutorial. Your challenge is to complete this in 30 mins!

http://learn.code.org/hoc/1

NB: This tutorial introduces the key programming

concepts of sequence, repetition and selection

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.

Activity #2 Scratch Roamer

View the Simple Roamer project at

http://scratch.mit.edu/projects/33560452/. Click the

green flag to make the Roamer move.

Can you write a program to make the Roamer draw an

equilateral triangle? Click the ‘See inside’ button to get

started.

Hungry Monkey

View the Hungry Monkey project at

http://scratch.mit.edu/projects/21416773/. Click the

green flag to play the game.

We’re now going to decompose this game into smaller

problems and you will learn how to program each

element.

Activity #3 Hungry Monkey 1

http://scratch.mit.edu/projects/34307992/

Can you make the monkey sprite move left and right

when the left and right arrow keys are pressed?

Hint: you need to use a ‘forever’ block.

Activity #4 Hungry Monkey 2

http://scratch.mit.edu/projects/34309136/

Can you make the monkey jump when the ‘up’ arrow

key is pressed?

Hint: you’ll need to use a ‘wait’ block.

Activity #5 Hungry Monkey 3

http://scratch.mit.edu/projects/34311270/

Can you hide the bananas when the monkey grabs

them?

Hint: you’ll need to copy the code from Sprite1 to the

other banana sprites. To do this, drag the code stack

from Sprite1 onto each of the other banana sprites.

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.

Activity #6 Hungry Monkey 4

http://scratch.mit.edu/projects/34312402/

Can you make the score board work so it keeps track

of the number of bananas the monkey has caught?

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.

Outputs are the information produced by a computer

system for the user. This information can be output via

hardware such as a screen, a printer, speakers or a

motor driven robot.

makeymakey.com

Activity #7 Inputs & Outputs

Can you make a controller for the Hungry Monkey

game using a MaKey MaKey and some playdough?

If you weren’t able to complete the last Hungry

Monkey challenge you can find a fully working version

here:

http://scratch.mit.edu/projects/21416773/

Controlling or simulating

physical systems

“design, write and debug programs that accomplish

specific goals, including controlling or simulating

physical systems” - Subject content KS2

Controlling physical systems could be explored

through the use of kits such as LEGO WeDo. The

Hungry Monkey game is an example of a simulation of

a physical system.

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

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 :)