Kettering nov 15 computing
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DELIVERING THE NEW COMPUTING CURRICULUM Isabella Lieghio Specialist Computing teacher Icon Learning Education Consultants @iconlearningict
Transcript of Kettering nov 15 computing
DELIVERING THE NEW COMPUTING CURRICULUM
Isabella LieghioSpecialist Computing teacher
Icon Learning Education Consultants@iconlearningict
AGENDA9.30-10.30: The Computing Curriculum and programming progression
10.30-11.15: Text based programming using Logo
11.30-12.15: Unplugged Computing
1.15-2.15: Graphic based programming using Scratch
2.30-3.30: Apps, assessment, resources
WHAT IS COMPUTING?
Foundations, Applications and Implications? (MB)
CURRICULUM STRANDS
KEY STAGE 1• 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
• Create, organise, store, manipulate and retrieve digital content in a range of formats
• 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
KEY STAGE 2• 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
KEY STAGE 2 CONT.• Appreciate how [search] results are selected and ranked
• Use search technologies effectively
• 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 …including collecting, analysing, evaluating and presenting data and information
• Understand the opportunities [networks] offer for communication and collaboration
• 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
CPD / TERMINOLOGY
ALGORITHM
A precise step-by-step guide to solve a problem or achieve a particular objective.
How do algorithms help us to program?
Programming
DE-BUGGING
• The art of fixing or correcting algorithms or programming code.
• It’s ok if it doesn't work!
Programming
PHYSICAL ACTIVITIES FOR EYFS AND KS1• Simple electronic toys - from torch to washing machine
• PE sessions - direction / turn / human robot eg Jambot / Teabot
• Focus on directions / distance / planning / routes / predicting / order / sequencing
• Following and giving instructions e.g. cooking recipes
• Story context eg Incy Wincy Spider, LRRH
• Remote control toys > Beebots >Roamers / Probots
• 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
Programming
PROGRESSION TO ON-SCREEN REPRESENTATION • Simple programming software
• 2go (Infant Video Toolkit)
• Focus on Beebot
• Online tools e.g. iBoard (www.iboard.co.uk)
• Apps eg Daisy Dinosaur, Beebot
• Modelling with screen turtles (LOGO)
• 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
Programming
USING SCRATCH AT KS2• Free tool developed by MIT http://scratch.mit.edu
• Online / offline versions
• Graphics based programming of sprites by choosing / moving / ordering blocks
• Attach to external models e.g. Wedo
• Existing planning
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
Programming
WHICH LANGUAGE(S) TO CHOOSE?Programming
TEXT BASED PROGRAMMING USING LOGO
• Versions - free at MSW Logo
• Existing planning - Simon Haughton / Phil Bagge
• Year groups and concepts
• Repeat loops (Iteration)
• Procedures (abstraction)
Programming
LOGO PLANNING Programming
http://www.simonhaughton.co.uk/logo-programming/
1. DRAW A DIAGONAL LINE2. DRAW ANOTHER DIAGONAL LINE CONNECTED TO THE TOP OF THE FIRST ONE3. DRAW A STRAIGHT LINE FROM THE POINT WHERE THE DIAGONAL LINES MEET4. DRAW A HORIZONTAL LINE OVER THE STRAIGHT LINE5. AT THE BOTTOM OF THE STRAIGHT LINE, DRAW A CURVY LINE6. DRAW A DIAGONAL LINE FROM THE BOTTOM OF THE FIRST DIAGONAL TO THE STRAIGHT LINE7. DRAW A DIAGONAL LINE FROM THE BOTTOM OF THE SECOND DIAGONAL TO THE STRAIGHT LINE
IS THIS WHAT YOU GOT?
CAN YOU IMPROVE ON THE ALGORITHM?
SCRATCH - HANDS ON
Programming
SCRATCH (V 2.0)Preview window Script blocks
Backgrounds and sprites Programming area
SCRATCH V1.4Preview windowScript blocks
Backgrounds and spritesProgramming area
REPETITION
Sun rise Sun set
Left leg inLeft leg out
ShakeHokey cokeyTurn around
SELECTIONWhen your program has to make a choice about
whether a particular condition is met.
the house feels cold
turn the heating on
leave the heating off
VARIABLEAn empty box which can contain a value that might
change eg score, speed etc
GENERALISATION (PATTERNS)‘adapting a solution that solved one problem to
solve another’
Example from Phil Bagge, CAS Master teacher
COMPUTATIONAL THINKING – KEY TERMS
Resource by Pete Dring on CAS http://community.computingatschool.org.uk/resources/1758
22804830
SCRATCH JR APP
PROGRESSION
• Simple logical sequence
• Using repetition (iteration)
• Using selection and conditions
• Adding variables
• Combining variables
LINKING WITH OTHER MODELS
• Lego WeDo
• Xbox Kinect
Understand computer networks including the internet; how they can provide multiple services, such as the World Wide Web
Appreciate how [search] results are selected and ranked Use search technologies effectively
WHAT ELSE?
Create, organise, store, manipulate and retrieve digital content in a range of formats
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 …including collecting, analysing, evaluating and presenting data and information
APPS TO SUPPORT PROGRAMMING• Beebot (free)
• Beebot Pyramid (69p)
• Daisy Dinosaur (free)
• Move the turtle (£1.99)
• Hopscotch (free)
• Cargo-Bot (free)
• A.L.E.X (free)
• Scratch JR (free)
• Cato’s Hike (£2.99)
• The Foos (free)
Programming
THINGS TO CONSIDER…
• Binary
• Python and other languages
• Hacking HTML - Mozilla x-Ray goggles
• Raspberry pi / Arduino / BBC micro:bit
• Makey makey
• Sphero
CAS / NAACE PROGRESSION
Miles Berry
SWITCHED ON FRAMEWORK
Miles Berry
SCHEMES OF WORK
Pete Richardson, @primarypeteWalton le Dale school
USEFUL LINKS FOR FURTHER SUPPORT
• www.computingatschool.org.uk
• www.bbc.co.uk/education
• www.codeclub.org.uk
• www.simonhaughton.co.uk
• www.code-it.co.uk by Phil Bagge
• www.code.org/learn
DELIVERING THE NEWCOMPUTING CURRICULUM
Presentation slideshareFurther CPD sessionsSchool based sessions
