1. KS1 Computing CPD session 1 1.Please pair up with someone from your site in your year group – this is your Computing CPD buddy! 1.Please logon to Life – you do not need a username or password. http://www.thelifecloud.net/schools/WestHoveInfants/ http://www.thelifecloud.net/schools/WestHoveInfants/ 1.On the grey Menu bar select Staff / Computing CPD. 4.Please highlight any words in the New Primary Computing Curriculum handout that you do not know/want to know more about.New Primary Computing Curriculum 4.Start the Thinking Myself activity with your buddy.

2. Objectives – session 1 Become familiar with background leading to the new Computing Curriculum.(10mins) Start to become familiar with the new Computing Curriculum for KS1. (10mins) Begin to understand some Computing concepts and terminology.(20mins) Become familiar with how we are teaching computational thinking in Early Years.(10 mins) abstraction, logic, algorithms and data representation digital literacy, computer science, informational technology, computational thinking Pre-assessment: Can you can explain the terms abstraction and algorithm? How are these concepts taught/experienced in Early Years?

3. The old the new and the ugly words Abstractions and Algorithms made simple I hope! A programming free zone!

4. Less than 300 girls took A level Computing in Sept 2012 – across the entire UK. link At West Hove Spring 2012 – Sept 2012 – All lesson plans re-written using emerging POS Sept 2012 onwards – trials of project based units in basic skills, finding out and sharing, making and programming. Following a number of studies and reviews e.g. Jan 2012 Royal Society Shut Down of restart?Jan 2012 Royal Society Shut Down of restart? Spring 2012 - announcement disapplication of Computing Programme of Study (POS) September 2012 - POS disapplied Sept 2014 - new POS comes into effect Background to changes ICT to Computing YouTube videoICT to Computing YouTube video from Southampton University on You tube (to 6:22) On Life

5. Digital Literacy Using technology Safe and Responsible Use - Using technology Changes to terminology Information Technology Applying technology Computer Science Understanding technology

6. Computing Purpose of study A high-quality computing education equips pupils to use computational thinking and creativity to understand and change the world. Computing has deep links with mathematics, science, and design and technology, and provides insights into both natural and artificial systems. The national curriculum in England Key stages 1 and 2 framework document September 2013 The core of computing is computer science, in which pupils are taught the principles of information and computation, how digital systems work, and how to put this knowledge to use through programming. Building on this knowledge and understanding, pupils are equipped to use information technology to create programs, systems and a range of content. Computing also ensures that pupils become digitally literate – able to use, and express themselves and develop their ideas through, information and communication technology – at a level suitable for the future workplace and as active participants in a digital world. New Curriculum

7. Aims 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. Attainment targets 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. Schools are not required by law to teach the example content in [square brackets]. New Curriculum

8. Subject content Key stage 1 Pupils should be taught to: use technology purposefully to create, organise, store, manipulate and retrieve digital content 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. 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 New Curriculum

9. Key Stage 1Key Stage 2 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 design and write 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; generate appropriate inputs and predicted outputs to test programs use logical reasoning to explain how a simple algorithm works and to detect and correct errors in algorithms and programs Old level 1 to 3 Can explore how devices respond to commands. Can plan and give instructions to make things happen or to control devices and describe the effects. Can use sequences of instructions to control devices and achieve specific outcomes. New Curriculum Please take a few minutes just to read through your own copy and highlight or underline those terms you feel least confident about.

10. Now log on and start to learn about the terms Decompose – detail/sequencing Abstraction – summary/sorting Algorithm – instructions/steps http://games.thinkingmyself.com/ Computational Thinking Pre-assessment: Can you can explain the terms abstraction and algorithm? How are these concepts taught/experienced in Early Years? Can you define the algorithm for the first activity? Who is happy to work out what you need to do – tinker?

11. Abstraction Reducing complexity to define main idea. Jane’s simple definitions for KS1- Sorting e.g. I have lots of shapes of different sizes and colours. I sort by number of sides and call one of the groups triangles as they have three sides. Summarising e.g. I read a story, think about what it is about and give it a title. Children, sort, summarise and use Models and Simulations.

12. thmAlgori An algorithm is a precise method of solving a problem. (REMEMBER - YOU DO NOT NEED A COMPUTER TO DEFINE OR USE AN ALGORITHM!!!!) KS1 - Steps to work something out or make something happen. Alligator algorithm, step, step, step, she’s very bossy but she gets things done! A program is just one way to apply an algorithm. Decomposition – breaking down the steps in an algorithm! Sequencing – putting steps in the right order in an algorithm!

13. Early Years – is this programming? Now explore Life’s Early Years Sorting and Sequencing Links Abstraction - sortingAlgorithms - sequencing In what other learning situations do children in your year group sort (abstract) and sequence (decompose/ create algorithms)?

14. Become familiar with background leading to the new Computing Curriculum.(10mins) Start to become familiar with the new Computing Curriculum for KS1. (10mins) Begin to understand some of the Computing terminology as used in the new Computing Curriculum.(20mins) Become familiar with how we are teaching computational thinking in Early Years.(10 mins) Review of Objectives - session 1 abstraction, logic, algorithms and data representation digital literacy, computer science, informational technology, computational thinking Post-assessment: Can you can explain the terms abstraction and algorithm? How are these concepts taught/experienced in Early Years?

15. KS1 Computing CPD West Hove Infants session 2 1.Please pair up with your Computing CPD buddy! 1.What new computing terms can you remember from last session? Jot them down and can you add an example? (Prize for the most!) 3. Please logon to Life – you do not need a username or password. http://www.thelifecloud.net/schools/WestHoveInfants/ http://www.thelifecloud.net/schools/WestHoveInfants/ On the grey Menu bar select Staff / Computing CPD (like last week). 4.Please finish off highlighting words you are not sure about on your copy of the New Computing Curriculum. 4.Start the Programming Introduction activity.

16. Objectives – session 2 Begin to understand the basics of creating an algorithm and then programming by using code.org blocky activity (15 mins) Become familiar with how we are teaching algorithms and programming. (10 mins) Become familiar with how we are recording progression in programming. (5mins) Begin to understand progression in programming by learning to use Scratch. (25 mins) Revise Computing terminology introduced last session. (5mins) digital literacy, computer science, informational technology, computational thinking abstraction, logic, algorithms and data representation Pre-assessment: What is an algorithm? What is a program? What does progression in programming look like in KS1?

17. Algorithms to purposeful programming and progression made simple I hope! What terms did we think of? Tinkering

18. A program is a sequence of instructions, written to perform a specified task with a computer. A program is an application of an algorithm. What is a program? understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions Subject content Key stage 1 Pupils should be taught to: Code.org What schools don’t teach youCode.org What schools don’t teach you 5 mins Code.org New digital literacy – codingCode.org New digital literacy – coding 1 min On life

19. What is a program?

20. It’s your turn again. Please get a whiteboard. Log on to life, go to the Computing CPD page and start… Pre-assessment: What is an algorithm? What is a program? What does progression in programming look like in KS1? http://code.org/learn Programming You are not allowed to program unless you have designed your algorithm first! Algorithm designer Programmer Tinkering

21. steps variables iconic Gradual introduction of terminology as they start to employ concepts intuitively and explicit teaching as progress through key stages. concrete KS1 KS2 Early Years selection (if, when) decomposition instructions/algorithms concrete iconic repetition (loops, iteration) testing/debugging predicting concrete/unplugged/ Programming Progression role play – sequence of any activity human robots unplugged concrete control -> programming Tinkering

22. Early Years Identifying what they already do that is computational thinking e.g. in role play in a café – sequence, repeats, if… sorting – groups (bears, blocks), attributes (colour, size) ibugs, beebots and online programming – predict, plan, sequence (the talk). Adding extra online opportunities (tes iboards) Little change just re-branding and tesiboards! Early Years CONTROL vs programming Tinkering

23. Changes to lesson planning – again – sorry! All about human robots, 2go, Beebots, simple onscreen turtle games. Pro*Bots did not work well last year. More unplugged work on algorithms. More focus on algorithms/ informal planning. Use of whiteboards/clipboards. Use of cross curricula context. More focus on prediction. More focus on debugging. Use 2DIY for design, debugging. Year 1 Algorithm designer Programmer Tinkering

24. Year 2 Lots more focus on algorithms, unplugged activities. Use of clipboards, whiteboards for algorithm design. More focus on prediction, programming concepts (repeats G&T) and progression. Algorithm designer Programmer Tinkering

25. Assessment and Progression

29. CPD for KS1 teachers who are going to use Scratch to teach programming after and alongside unplugged learning and programmable toys. Introduction to Scratch

30. What is Scratch? Please open the Scratch application.

31. A software program. A software you can write programs on. A software you can play games on. A software you can use to teach/ learn about writing programs and computational thinking. What is Scratch?

32. Learning Outcome & Objectives Outcome Create a simple game called “Catch Scratch!” Objectives Know the basics of how to write a simple program using Scratch. Know the basics of the following computer programming concepts. 1.Sequence (flow of control – steps of making a cup of tea ) 2.Repetition (loops, iteration – putting out the cups) 3.Selection (flow of control? If, when - when the kettle boils) 4.Variables (things that can change – how many coming for tea) Know the basic idea of progression of these concepts.

33. Creating a program using Scratch. Stage – background. Sprite – characters. The output from your program when it executes/runs. Your program. Block that accept input, process and create output! Blocks of code that you can use to build your program. Types of code blocks that you can use.

34. Step 1: Moving a sprite Add this code block to your cat sprite. What do you think will happen? control motion predict On your whiteboard draw what you think will happen. Assessment – prediction.

35. Step 2: Moving Forever Use the forever block to create a loop (repeat) KS2. What is different now? This forever block creates a loop (it happens lots of times)

36. Step 3: Bounce! You can bounce off the edges… Why do I go upside-down? Input? Process? Output? selection –KS2

37. Step 4: Click to catch… Add an IF block… What should I say when I get caught? This if block is called a selection (it only happens IF it is true) Input? Process? Output? Selection KS2 control

38. Step 5: Count the catches “catches” is a variable (a number that can vary) How many times can you catch me? Input? Process? Output? KS2

39. Some ‘game concepts’ a) Can you make Scratch start in the same place every time you start the game? (Initialisation) b) Can you make a win/loose end to the game? (Objective) c) Can you make opponent sprites to make the game harder? (Obstacles) If you finish this why not try the scratch cards to add a drum,whirl, or glide, or change colour or costume? http://scratch.mit.edu/help/cards/

40. When and how to we introduce these concepts to children? How else did/do we teach these same concepts? Know the basics of the following computer programming concepts. 1.Sequence (flow of control) 2.Repetition (loops, iteration) 3.Selection (flow of control? If, when ) 4.Variables KS1 KS2

41. Objectives – session 2 Begin to understand the basics of programming by using code.org blocky activity (15 mins) Become familiar with how we are teaching programming. (10 mins) Become familiar with how we are recording progression in programming. (5mins) Begin to understand progression in programming by learning to use Scratch. (25 mins) Revise Computing terminology introduced last session. (5mins) digital literacy, computer science, informational technology, computational thinking abstraction, logic, algorithms and data representation Pre-assessment: What is an algorithm? What is a program? What does progression in programming look like in KS1?

43. What do you need more of? We have not looked at data representation logic, selection, repetition, pegagological approaches to teaching programming. The future of learning – where did learning come from and the hole in the wall example.

44. CAS (Computing At Schools) http://www.computingatschool.org.uk/data/uploads/CASPrimaryComputing.pdf Why not read….

45. Data representation Variables Arrays Data types Binary Bits and bytes Sorting Collecting Data (Maths) https://sites.google.com/site/primaryictitt/home/key-stage-1/organise KS2 KS1

46. Data types When you declare your variable by giving it it’s name the computer will want to know what type of data you are going to store in it Text, Number, Character etc.

47. Logical Reasoning Logical reasoning is not used here as a technical term. It just means that students should be able to explain cause and effect, rather than randomly guess without reasoning. It includes predicting what will happen as a result of applying a program.e.g. "If the robot turns right four times (through a right angle), it will be facing the same way as it started".

48. Selection refers to instructions such as if... then... otherwise decisions in which the operation (what the program does) depends on whether or not certain conditions are met. For example, a quiz provides different feedback if the player answers the question correctly or incorrectly. It is helpful to refer pupils to selections (choices) they make in everyday life; for example, If it rains in the morning, Then I will wear my anorak to school, Otherwise I won’t

49. Computational thinking http://www.iste.org/learn/computational-thinking

50. Algorithm A precise step by step guide to achieving a specific outcome

51. Repetition Wake up Go to school Teach Go home Prepare for next day Go to sleep Loops in real life Cat Move Example