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COMPUTING THE NEW CURRICULUM
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COMPUTING THE NEW CURRICULUM
The new curriculum for Computing Sept 2014
Statutory from Sept 2014Many schools are already implementing this https://www.gov.uk/government/publications/national-curriculum-in-england-computing-programmes-of-study Highlight key phrases/terms Old ICT curriculum 1999 http://dera.ioe.ac.uk/4403/1/cICT.pdfCompare 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.
Benefits of control & programming activities
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.
What is Computing Education??
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.
Computing and CS - where do I start?
• 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?
Getting started
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?
Activities at EYFS & KS1
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
Activities at EYFS & KS1
• 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.
Activities at EYFS & KS1/2
• 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-and-modelling/subject/ict
• Then move onto more complex programming software.
TES IBOARDShttp://www.iboard.co.uk/activities/page/2/subject/ict/years/4-7/path/controlling-and-modelling
Cheese Sniffer Chameleon
Flycatcher Lilly Hop Mole
Maze Space Hunt
Using simple sequencing/programming
2Go by 2Simple https://www.2simple.com/ivt/ 2DIY by 2Simple https://www.2simple.com/2diy/Focus on Beebot http://www.focuseducational.com/category/Bee-Bot-Resources/6Roamer worldhttp://www.valianttechnology.com/uk/pages/roamer_rworld.phpEspresso codinghttp://www.espressocoding.co.uk/espresso/emd/coding/unit.html?unit=1a
Themes of new PoS
• Computer Science• Computational thinking• Coding/programming• Networks and the Internet• Communication and collaboration
Creativity• Productivity• Design, criticality, responsibility
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Computational thinking explained
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/
Introducing algorithms
.......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.
Algorithms
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.
Our own getting up algorithm
Sandwich Bot: Program your teacher to make a Jam Sandwichhttp://code-it.co.uk/unplugged/writesandwichalgorithm2.pdff Video: http://www.youtube.com/watch?v=leBEFaVHllE
New PoS for computing Sept 2014
Summary so far
• 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.
Computing curriculum at KS2
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
Understanding the bigger picture
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.
"There are 10 kinds of people in the world, those who understand binary numbers, and those
who don't."
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
Activities at KS2
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
Software links
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.htmlRoamer world http://www.valiant-technology.com/uk/pages/roamer_rworld.phpScratch http://scratch.mit.edu/ Junior Control Insight http://www.logotron.co.uk/controljnr/Flowol 4http://www.flowol.com/Flowol4.aspx Alice http://www.alice.org/index.php Kodu http://www.kodugamelab.com/
Subject knowledge?
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
Computing challenge!
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.
Benefits of control & programming activities
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.
New curriculum + assessment
“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)
Resources for teaching CS/Computing
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
