Key Stage 1 Algorithms and Programming - WordPress.com · Key Stage 1 Use technology purposefully...
Transcript of Key Stage 1 Algorithms and Programming - WordPress.com · Key Stage 1 Use technology purposefully...
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Key Stage 1 – Algorithms and Programming
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The Aims
By the end of this session, you will:
• Explore some activities to teach Algorithms • Look at how to use Programmable Toys • Know what Apps could support KS1 • Become familiar with Scratch • Know about other programs which could help
support the Computing Curriculum at KS1
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What do we need?
We need children to become digitally literate , to develop the knowledge, skills and understanding necessary to participate in todays modern society. This means we need to: • have access to a range of digital technologies • experience using devices in a variety of contexts • embed Information Technology into other subjects • give children access to a range of software, technologies
and online tools
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Aims of Computing
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.
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Key Stage 1
Use technology purposefully to create, organise, store, manipulate and retrieve digital content
Information Technology
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
Computer Science
Key Stage 1
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
Digital Literacy – E-Safety
Programmes of Study
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3 Areas of Computing
Information Technology
Digital Literacy – E-Safety
Computer Science Over half of the curriculum now focuses on computer science:
• Computational Thinking - Algorithms • Programming and Controlling • Networks, The Internet
• Modelling, Creating & Designing • Photographs, Art, Animations • Data Handling
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KS1 Computer Science
Computational Thinking Building, Testing, Predicting Algorithms
Programming Bee-Bots, Pro-Bots, Big Track,
Light Bot, Robots
Programming and Controlling Controlling Devices,
Controlling Images on Internet Controlling Characters / Robots
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Computational Thinking
Algorithms
An algorithm is the step by step instructions needed to achieve a specific outcome. It is a sequence of commands
Everyday we use algorithms to complete tasks.
Getting Dressed Algorithm Brushing Teeth Algorithm
Making Tea Algorithm Making a jam sandwich Algorithm
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Algorithms - Reception
• Display around the room pictures of everyday algorithms alongside the word 'Algorithm‘ to sequence.
• Use a kitchen role play area to make cups of tea, sandwiches for a teddy picnic (talk through separate steps)
• Blindfold a child robot for others to give instructions to walk through a maze
• Use Bee Bots and Mats
• Computer Programs - Children to explain 'what happens when' so they understand that the computer is following their instructions.
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Algorithms
Activity How would you draw the algorithm for your
partner to do the Hockey Cokey dance?
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Algorithms
Activities The Human Crane - Phil Bagge
http://www.code-it.co.uk/ks1/crane/humancrane.html
Stacking Cups – Thinkersmith http://csedweek.org/unplugged/thinkersmith
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Algorithms - Building
X
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X
Algorithms – Predicting and Testing
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X
Algorithms – Predicting and Testing
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Stacking Cups Activity
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Stacking Cups Activity
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Programming Toys
Build, Test and Debug their own algorithms to solve problems
Predict outcomes of algorithms given to them
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The Bee Bot
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Plan and test algorithms to program a Bee-Bot Key Words
Algorithm
Sequence
Forwards
Backwards
Right Turn
Left Turn
Commands
Debugging
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Activities Programming the Bee Bot and Probot
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Using APP programs
Kodable
Free 6-8
Daisy and Dinosaur
Free 4+
Move the Turtle
£1.99 4+
Scratch Junior
Free KS1
Cargo-Bot
Free 4+
Beebot
Free 4+
A.L.E.X
Free 4+
Cato’s Hike
£2.99 4+
Scratch
£0.69 4+
Blue Bot
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Scratch Junior and Scratch
Activities
Controlling Characters http://www.scratchjr.org/teach.html
Music Machine
Racing Car http://www.code-it.co.uk/csplanning.html
Symbol Sequence Repetition
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Sequence
What shape have I
programmed with my
sequence of instructions?
What will happen to
my character in this
sequence?
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Repeat Loops (Repetition)
By Phil Bagge
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Scratch Junior – ipads only
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Solve It!
Next, create a sequence for a character and put it into full screen mode. Play the sequence Circle the commands needed for that algorithm
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Scratch Programming http://studio.code.org/
Activity Frozen Angry Birds Beginner Courses
A visual programming language that allows children to build computer programs by snapping statements together like Lego blocks using drag and drop
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Create a Music Machine
Button 1
Button 2
Button 3
1. Draw Button 1 2. Import a sound 3. Write the algorithm
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Create an etch a sketch game
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Lightbot – Hour of Code
http://code.org/learn
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2Code, 2Go, 2LOGO
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Vocabulary
Repetition
Statements that perform a repeat (or loops)
Forever, Repeat
Selection
Allows the program to make choices according to a condition:
if … then…..else
Sequence
All of the ‘steps’ that are followed in order
Debugging
Find and fix mistakes in a program
Variables
Something your program might need that changes score … speed ……time
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Programming in Pairs
“… a software development technique in which two programmers work together at one workstation. One, the driver, types in code while the other, the navigator, reviews each line of code as it is typed in. The two programmers switch roles frequently.
The Driver Types the code Thinks completing task using observer as a guide
The Navigator Thinks direction of outcomes Suggests improvements Looks for problems in the code
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Example Overview
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Website Support
Code It http://code-it.co.uk/csplanning.html
Computer at Schools http://www.computingatschool.org.uk
Learn Code http://studio.code.org/
Scratch Junior http://www.scratchjr.org/
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Support Website
www.pluscomputing.wordpress.com