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Statutory from Sept 2014 Many schools are already implementing this https://www.gov.uk/government/publications/natio nal-curriculum-in-england-computing-programmes-ofstudy Highlight key phrases/terms Old ICT curriculum 1999 http://dera.ioe.ac.uk/4403/1/cICT.pdf Compare and contrast - ICT and computing Why the change from ICT to computing? Look at new KS3/4 PoS (why?) Implications/thoughts/comments?


To use the computer for a purpose. To understand how things work, • to make them work, • to know what to do if something goes wrong. To be producers and creators not just consumers. Computers & devices we use are not magical - they need precise instructions in order to perform a task. Designing a control system or game involves higher order thinking skills -

planning collaboration problem solving logical thinking testing refining improving Pupils will discover that there can be more than one correct answer. Good for cross curricular links.


Computing is the combination of: • Digital literacy • Information Technology • Computer Science More of a focus on IT and CS using investigation, experimentation, problem solving, learning the ‘craft’ of coding, planning, writing, testing, debugging etc Children are capable users and producers, digitally literate, digital citizens.


• Encourage children to answer ‘what if…’ questions. (What happen if I switch this on) • Helps them to become problem solvers and problem creators •

Programming, control tech, game design challenges children and teachers, but is incredibly inspiring.

• You do not need to know the answers to everything! •

Programming lends itself well to the approach of letting children explore for themselves the different possibilities.

• How can we facilitate this?


Physical activities involving sequencing and directions • Remote control toys, ‘floor robots’ or programmable toys(beebots/roamer/probots/pixie) Children can experiment moving toys and Robots from one place to another. They are learning about: directions, distance, planning, routes, predicting, order, sequencing anything else?


Non electronic sequencing activities and PE sessions: • Playing counting games, counting steps forwards, backwards, left or right. • Develop awareness of direction and turn. • Talking about directions when travelling somewhere e.g. how you get to school •

Making and using maps, including key landmarks.

Following and planning dance routines.

• Planning a trail (classroom or outside) and following it. •

Human robot activities


• Electronic remote control and relational toys a) Simple turn on/off devices e.g. torch b) Then more functions e.g. washing machine, toaster, microwave, camera. c) More values/choices e.g. tape recorder, photocopier, TV, radio. • Instructions – following and giving e.g. Cooking recipes, sequencing games, puzzles, blindfold, use toys and puppets. • Story context e.g. Incy Wincy spider, red riding hood avoiding the wolf etc. • Structured and free play activities. • Simple programmable toys or floor robots e.g. Pixie, BeeBot. • More complex programmable robots e.g. Roamer, Probot.


• After programming robots, the next step can be an on-screen representation, or ideally, combining abstract & physical activities. • Simple programing software e.g. 2Go by 2Simple, Focus on Beebot. • • Online activities e.g. guiding a spaceship to a planet or finding your way through a maze. http://www.iboard.co.uk/activities/path/controlling-andmodelling/subject/ict

Then move onto more complex programming software.


Cheese Sniffer Chameleon Flycatcher Lilly Hop Mole Maze Space Hunt


2Go by 2Simple https://www.2simple.com/ivt/ 2DIY by 2Simple https://www.2simple.com/2diy/ Focus on Beebot http://www.focuseducational.com/category/BeeBot-Resources/6 Roamer world http://www.valianttechnology.com/uk/pages/roa mer_rworld.php Espresso coding http://www.espressocoding.co.uk/espresso/emd/c oding/unit.html?unit=1a


Computer Science Computational thinking Coding/programming Networks and the Internet Communication and collaboration Creativity • Productivity • Design, criticality, responsibility • • • • •

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Algorithm is a step-by-step procedure for calculations. Decomposition also known as factoring, refers to the process by which a complex problem or system is broken down into parts that are easier to conceive, understand, program, and maintain. Abstraction is the art of taking the details out of a problem so that you can make a solution work for many things. Generalised patterns/pattern recognition is the ability to notice similarities or common differences that will help us make predictions or lead us to shortcuts.

http://games.thinkingmyself.com/


.......a step-by-step procedure for calculations. …….a series of actions to perform to get a job done. …….coming up with sequences that guarantee particular jobs are done .…….devising efficient ways of doing things: • two different ways of doing something could both guarantee to get the job done but one may be quicker than the other and so better.


KS1: understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions. KS2: use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs.


Sandwich Bot: Program your teacher to make a Jam Sandwich http://code-it.co.uk/unplugged/writesandwichalgorithm2.pdff Video: http://www.youtube.com/watch?v=leBEFaVHllE


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Using word tools

Make an algorithm for getting up in the morning


New PoS for computing Sept 2014

• Many schools are implementing this now • Not just about coding/programming - much broader focus on computer science, digital literacy and information technology • Computational thinking: being able to think like a computer scientist •

Practical experience for children is important but computational thinking doesn’t necessarily need computers

• Understanding of hardware and networking, searching, digital citizenship, e-safety. • Assessment - no levels - use AfL to show all children have achieved expectations of PoS by end of KS.


Have another look…… Writing, testing and refining more complex programs that include: • Selection, repeat, variables, inputs, outputs Understand networks and search technologies Design and create a range of programs, systems and content that accomplish given goals


Computers get things done by a machine executing a program, written in some language. Much of the power of computers comes from their ability to store and manipulate very large amounts of data. Computers are communication devices. Computers are part of a wider context.


Data in computers is stored and transmitted as a series of zeros and ones. A binary number is made up of only 0s and 1s. How can we represent words and numbers using just these two symbols? 0 1 0 0 1 = ? http://www.bbc.co.uk/programmes/p0166rgs


Progression EYFS - KS2: • • • •

from a 'concrete' hands on approach and writing basic sequences of instructions to an on-screen simulation and to writing more complex programs.

Programmable robots & mats Linking models, inputs and outputs including sensors (data logging). Software examples:Focus on Beebot – 2DIY- LOGO & ‘turtle’ programs - Kodu- Roamer world Scratch- Flowol 4 – Alice - Junior Control Insight- Python


Focus on Beebot http://www.focuseducational.com/category/Bee-Bot-Resources/6 2DIY https://www.2simple.com/2diy/ LOGO & ‘turtle’ programs http://el.media.mit.edu/logo-foundation/products/software.html Roamer world http://www.valiant-technology.com/uk/pages/roamer_rworld.php Scratch http://scratch.mit.edu/ Junior Control Insight http://www.logotron.co.uk/controljnr/ Flowol 4 http://www.flowol.com/Flowol4.aspx Alice http://www.alice.org/index.php Kodu http://www.kodugamelab.com/


1 The web is not the Internet 2 Programming is much more than coding 3 Computer Science is much more than programming If you didn’t know 1, 2, 3 then you will need to improve your subject knowledge!!

Only then can you start to look for ways to teach/work with the children‌. Recommended resource for subject knowledge: http://www.computingatschool.org.uk/data/uploads/ ComputingCurric.pdf http://www.bbc.co.uk/programmes/b01r9tww/clips


How do computers work? How is information stored? How do devices communicate with each other? ?

Is there a difference between data & information? Network challenge: Can you draw the internet? Google challenge: How do search engines work? You have 15 mins - then present your findings‌‌.


To use the computer for a purpose. To understand how things work, • to make them work, • to know what to do if something goes wrong. To be producers and creators not just consumers. Computers & devices we use are not magical - they need precise instructions in order to perform a task. Designing a control system or game involves higher order thinking skills -

planning collaboration problem solving logical thinking testing refining improving Pupils will discover that there can be more than one correct answer. Good for cross curricular links.


“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.” (NC, 2013) The levels/attainment targets have been abolished and not replaced. It is expected that ALL children will be able to do what’s in the PoS by the end of each KS. The recommendation is that AfL will be built into the curriculum. Different for SEN pupils for whom P-Levels should still be used as the AT if their achievement is at that level . There are no P-Levels for computing at present so use ICT ones and check with school for guidance. ‘Ofsted’s inspections will be informed by whatever pupil tracking data schools choose to keep’. (DfE, 2013)


Computing ITT & CPD wiki: https://sites.google.com/site/primaryictitt/home The Computing At School Working Group (CAS) is a grass roots organisation that aims to promote the teaching of Computing at school. http://www.computingatschool.org.uk/ Computer science without a computer: http://csunplugged.org/ Phil Bagge’s Computer Science site: http://code-it.co.uk/ Rethinking ICT Wiki: http://rethinkingict.wikispaces.com/ International Society for Technology in Education (ISTE) is the largest teacher-based, non-profit organisation in the field of educational technology. http://www.iste.org/learn/computational-thinking

Computing the new curriculum  
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