Primary Computing #what’s it all about? CANDLEBY LANE TEACHING SCHOOL ALLIANCE INSET DAY 24 TH FEBRUARY 2014

What we aim to cover Where are we now? The New National Curriculum for Computing The Notts Computing Framework Programming Implications

Where are we now? The National Curriculum for ICT has been disapplied since September 2013 New National Curriculum from September 2014 ICT v Computing

The New National Curriculum for 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 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.

The New National Curriculum for 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.

The New National Curriculum for Computing Attainment Targets - KS1 Pupils should be taught to: 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 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.

The New National Curriculum for Computing Attainment Targets – KS2 Pupils should be taught to: 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; and the opportunities they offer for communication and collaboration use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content 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 and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.

The New National Curriculum for Computing Three main elements: Programming Internet and e-safety Everything else The difference between an Algorithm and a Computer Program? An Algorithm is a set of instructions for solving a problem as opposed to: A computer program which is a collection of instructions that describe a task, or set of tasks, to be carried out by a computer. Progression from KS1 to KS2

Progression in Programming KS1 create and debug simple programs use logical reasoning to predict the behaviour of simple programs KS2 design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing. using 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.

Progression in Internet and e-Safety KS1 use technology safely and respectfully, keeping personal information private; know where to go for help and support when they have concerns about material on the internet KS2 use technology safely, respectfully and responsibly; know a range of ways to report concerns and inappropriate behaviour use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content.

Progression in Everything Else KS1 use technology purposefully to create, organise, store, manipulate and retrieve digital content Recognise common uses of IT beyond school. KS2 select, use and combine a variety of software (including internet services on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting data and information. Understand computer networks including the internet; how they can provide multiple services, such as the world-wide web; and the opportunity they offer for communication and collaboration.

The Draft Notts Computing Framework 2014 Other Frameworks are available! Communicating – Producing, editing and sharing information and media Finding Out – Collecting, analysing and evaluating data Computing – Models, simulations, control and programming Each section broken into: Key ideas Skills Digital Literacy Technology in the real world Resources E Safety EYFS

Communicating Upper KS2 Key Ideas: Technology allows individual and collaborative editing The internet enables multimodal text to be shared with a wider audience Films use and other techniques to create a desired effect. Editing, camera angles, lighting techniques can be used to achieve a desired effect in a digital text ICT enables you to create music with a range of input devices e.g electronic keyboards Software can be used to create and edit complex digital texts, with elements from a variety of sources

Finding Out Upper KS2 Key Ideas: Tables and graphs can show more than one variable allowing one to look at relationships and trends more clearly Information contained within databases may contain errors and that this can affect results A spreadsheet can be used to organise, sort and analyse data and produce graphs and reports Data held in a spreadsheet can be sorted and filtered using software tools Searches can be refined through the use of advanced search operators The accuracy of information on the internet should always be checked Cloud based technologies provide a secure environment where information may be gathered and shared Understand that cloud based technologies enable people to work on a range of devices There are advantages in using computers to monitor and log data such as accuracy and reliability over long periods of time Software can be set up to control devices that respond differently to different inputs

Computing Upper KS2 Key Ideas: Digital devices need to be programmed to make them work Control systems have a number of distinct components that combine to work effectively e.g. Inputs and outputs Devices can be controlled through direct instructions or from sensing equipment Control programs can be written to respond to circumstances flexibly e.g. – if this…then that Technology allows people to play games and access simulations on a range of devices at the same time Digital games and simulations are written using a programming language Spreadsheets can be used to create a simple model, perform calculations and are useful when numbers change to explore outcomes and what if scenarios Graphics software can be used to create and edit an image for a specific purpose Graphics software allows layers to be created within and image and that this allows complex images to be created and manipulated

E Safety Content SMART Rules, checking the integrity of websites, information and messages, inappropriate content Contact Personal information Caution when communicating online Conduct Dealing with cyber bullying How to talk to others

Programming Causing most concern Control Technology

Progression in Programming Controlling devicesAnimation ControlCreating Games EYFS Remote control toys Ibot Everyday technology Puppet Pals, Sock puppets Playing games KS1 Beebot Daisy dinosaur alex 2go 2 Create a story Photostory  Add animation and sound to pages  Change timings, motion paths 2diy Design and make activities such as Dress the Teddy Placing Lower KS2 On screen turtle Logo Move the turtle Cargo bot 2 Control NXT – Lego Mindstorms Powerpoint  Use of hyperlinks  Animation settings  Triggers  Timings  Effects  Transitions 2diy Games Kodu Upper KS2 Logo Scatch Flow go External devices 2 Control NXT – Lego Mindstorms Scratch Programme sprites  to talk and interact  move and glide,  change the appearance of sprite  change the background  respond to inputs  control timings 2 diy(flash) Scratch  Design own game, simulation or app and use a programming tool to create it for use by others (e.g. Scratch, Kodu and Appshed - apps don't have to be published).

Implications It depends… Hardware Software Training

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