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Jeanette Patterson Regional Coordinator – North East CAS Master Teacher CTL Technology – Kings Priory School

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Presentation on theme: "Jeanette Patterson Regional Coordinator – North East CAS Master Teacher CTL Technology – Kings Priory School"— Presentation transcript:

1 Jeanette Patterson Regional Coordinator – North East CAS Master Teacher CTL Technology – Kings Priory School @CSMTJPatterson


3 Outcomes  Think about your expected outcomes from this CPD AIMS  To provide you with some ideas for planning for progression at KS1/2 using the new program of study and progression pathways.  To enable you to plan part of your own curriculum based on your own knowledge, skill set and resources ?

4 Computational Thinking

5 Computational Thinking -Video

6 Computational Thinking? Concepts  logical reasoning  algorithms  decomposition  abstraction  generalisation  patterns  evaluating Approaches  making  testing and fixing  persevering  collaborating  tinkering  simulating/modelling This is being encouraged …but what is it, and how do we get our pupils to do it…why do I need to teach computing at primary level?

7 Why is it important at primary level?  Will all pupils go on to study computer science or software engineering? NO  Will all pupils study computing at GCSE or A level? NO  Will it be useful if my pupils can? solve problems be undaunted by difficult situations show tenacity be flexible and analytical and so on YES  Will it be useful if studying computer science helps enthuse learners into science, technology, engineering, maths and a whole lot more ? YES

8 Why is it important? It should help to give our learners : Confidence in dealing with complexity Persistence in working with difficult problems Tolerance for ambiguity The ability to deal with open ended problems The ability to communicate and work with others to achieve a common goal or solution ……….and so much more!

9 What is it?  Logical reasoning – deducing conclusions and making decisions based on the logic or “truth” of a problem eg. Is the door red? = “true” or “False”  Algorithms – step by step instructions to solve a problem eg. A recipe, instructions for getting my coat, if it’s cold “wear my coat”, else “no coat” – a decision  Decomposition - breaking problems down into smaller steps eg. Brushing teeth, toothpaste, brushing (keep brushing – repetition), rinse with water etc  Abstraction – removing unnecessary detail and getting to the crux of the problem eg. Metro Map – only shows the train lines not a map of Tyne & Wear I have underlined the CS keywords you could use with pupils!

10 What is it?  Generalisation – solving a problem and seeing the potential to use the same method for other similar problems eg. Drawing new shapes from existing shapes  Pattern identification – spotting patterns in data which can help us draw conclusions and/or solve problems eg. How many people in the class have size 1 feet?  Evaluating – checking our solutions to problems are fit for purpose eg. Is my method for getting from A to B the shortest route? Keywords-Learning Journey

11 So what can I do and where do I start ?  Don’t throw the baby out with the bath water  Much of what you have been doing will be fine or adaptable

12 Let’s look at the Program of Study Let’s remind ourselves  Program Of Study Program Of Study  Progression Pathways Progression Pathways  Pathways by Strands Pathways by Strands  Pathways with Computational Thinking Pathways with Computational Thinking Some new stuff but lots of things we can recognise

13 What do Ofsted say?  PPT link from Computing Lead HMI PPT link from Computing Lead HMI Achievement in computing is good or better when  pupils demonstrate excellent understanding of important concepts in all three strands of the computing curriculum and are able to make connections within the subject because they have highly developed transferable knowledge, skills and understanding  pupils consistently use their subject knowledge and understanding very effectively in written and verbal explanations and can solve challenging problems  pupils make highly effective use of a wide range of hardware and software appropriate to their age and ability

14 What do Ofsted say Teaching in computing is good or better when  it is informed by excellent subject knowledge and understanding of continuing developments in teaching and learning in computing  teachers have a high level of competence and expertise, both in terms of their specialist knowledge and technical skills and in their understanding of active learning in computing, which they use effectively to secure achievement which is at least good  it is rooted in the development of pupils’ understanding of important concepts and progression within the lesson and over time; it enables pupils to make connections between individual topics and to see the ‘big picture’ Let’s focus on computational thinking and enable pupils to grasp the important concepts and still give Ofsted what they need too!

15 How do we apply the concepts in school?  In sensible groups, use the paper provided to look at each concept and think about practical applications in the classroom which will encourage this type of thinking. Computational Thinking Decomposition Patterns Logical Reasoning Abstraction Generalisation Algorithms Evaluating

16 Useful Materials  Phil Bagge – Web Site Barefoot ComputingWeb SiteBarefoot Computing  Key Word Posters Key Word Posters  Jeanette Patterson - AlgorithmsAlgorithms  The Primary Curriculum – PreparationPreparation  Code for Life - Rapid Router BeeBot Code for Life BeeBot  Hopscotch App, Daisy the Dinosaur Hopscotch App Daisy the Dinosaur

17 Computing at School - CAS  A large community consisting of lots of teachers who want to share  Some with lots of experience, ideas and a willingness to share  If you are not already part of the CAS community, you are missing out  Sign up at

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