![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](https://image.slidesharecdn.com/ketteringnov15computing-151103153813-lva1-app6892/85/Kettering-nov-15-computing-7-320.jpg)
![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](https://image.slidesharecdn.com/ketteringnov15computing-151103153813-lva1-app6892/85/Kettering-nov-15-computing-38-320.jpg)
Kettering nov 15 computing
- 1. DELIVERINGTHE NEW COMPUTING CURRICULUM Isabella Lieghio Specialist Computing teacher Icon Learning Education Consultants @iconlearningict
- 2. AGENDA 9.30-10.30: 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
- 3. WHAT IS COMPUTING? Foundations, Applications and Implications? (MB)
- 5. 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
- 6. 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
- 7. 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
- 9. ALGORITHM A precise step-by-step guide to solve a problem or achieve a particular objective. How do algorithms help us to program? Programming
- 10. DE-BUGGING • The art of fixing or correcting algorithms or programming code. • It’s ok if it doesn't work! Programming
- 11. 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
- 12. PROGRESSIONTO ON-SCREEN REPRESENTATION • Simple programming software • 2go (InfantVideoToolkit) • 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
- 13. 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
- 15. 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
- 18. • Teach yourself concepts • Exemplar activities
- 19. 1. DRAW A DIAGONAL LINE 2. DRAW ANOTHER DIAGONAL LINE CONNECTED TOTHETOP OFTHE FIRST ONE 3. DRAW A STRAIGHT LINE FROMTHE POINT WHERE THE DIAGONAL LINES MEET 4. DRAW A HORIZONTAL LINE OVERTHE STRAIGHT LINE 5.ATTHE BOTTOM OFTHE STRAIGHT LINE, DRAW A CURVY LINE 6. DRAW A DIAGONAL LINE FROMTHE BOTTOM OFTHE FIRST DIAGONALTOTHE STRAIGHT LINE 7. DRAW A DIAGONAL LINE FROMTHE BOTTOM OFTHE SECOND DIAGONALTOTHE STRAIGHT LINE
- 20. ISTHIS WHATYOU GOT? CANYOU IMPROVE ONTHE ALGORITHM?
- 21. THE PACKET GAME
- 22. SCRATCH - HANDS ON Programming
- 23. SCRATCH (V 2.0) Preview window Script blocks Backgrounds and sprites Programming area
- 24. SCRATCH V1.4 Preview window Script blocks Backgrounds and sprites Programming area
- 25. QUICK START GUIDES FROM SCRATCH
- 26. REPETITION Sun rise Sun set Left leg in Left leg out Shake Hokey cokey Turn around
- 27. SELECTION When 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
- 28. VARIABLE An empty box which can contain a value that might change eg score, speed etc
- 29. GENERALISATION (PATTERNS) ‘adapting a solution that solved one problem to solve another’ Example from Phil Bagge, CAS Master teacher
- 30. COMPUTATIONALTHINKING – KEYTERMS Resource by Pete Dring on CAS http://community.computingatschool.org.uk/resources/1758
- 31. 22804830
- 35. SCRATCH JR APP
- 36. PROGRESSION • Simple logical sequence • Using repetition (iteration) • Using selection and conditions • Adding variables • Combining variables
- 37. LINKING WITH OTHER MODELS • Lego WeDo • Xbox Kinect
- 38. 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
- 39. 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
- 40. APPSTO 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
- 41. THINGSTO CONSIDER… • Binary • Python and other languages • Hacking HTML - Mozilla x-Ray goggles • Raspberry pi / Arduino / BBC micro:bit • Makey makey • Sphero
- 42. CAS / NAACE PROGRESSION Miles Berry
- 43. SWITCHED ON FRAMEWORK Miles Berry
- 45. SCHEMES OF WORK Pete Richardson, @primarypete Walton le Dale school
- 46. 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
- 47. DELIVERINGTHE NEW COMPUTING CURRICULUM @iconlearningict isabella@iconlearning.co.uk Presentation slideshare Further CPD sessions School based sessions