1. Leading Computing in the new National Curriculum Mike Woods mawoods@learningtrust.net

2. There will never be need of more than five computers in the world Thomas J Watson, Chairman of IBM, 1952 Computers are useless, they can only give you answers. Pablo Picasso, 1968 Why use Computers? With scientific method, we took things apart to see how they work. Now with computers we can put things back together to see how they work, by modelling complex, interrelated processes - even life itself. This is a new age of discovery, and ICT is the gateway Douglas Adams

3. ICT Reflect critically Use models and simulations to explore patterns and relationships and make predictions Review, modify and evaluate work as it progresses Understand the use of ICT outside school Add to, amend and combine different forms of information Use sequences of instructions to control devices Generate, develop, organise and present work Find things out and solve problems Exchange and share information Explore the effects of changing variables Develop ideas and make things happen Explore information Organise and classify information Computing

4. Understand algorithms Design, write and debug programs Use sequence, selection, and repetition in programs Use technology safely Select, use and combine a variety of software Use sequences of instructions to control devices Collect, analyse, evaluate and present data and information Use logical reasoning Use search technologies effectively Explore the effects of changing variables Recognise common uses of ICT outside school Understand computer networks Create, organise, store, manipulate and retrieve digital content Computing

5. Don’t Panic

6. Computing

7. New NC 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 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 Old NC 1. Pupils should be taught how to: a. gather information from a variety of sources [for example, people, books, databases, CD-ROMs, videos and TV] b. enter and store information in a variety of forms [for example, storing information in a prepared database, saving work] c. retrieve information that has been stored [for example, using a CD-ROM, loading saved work]. Developing ideas and making things happen 2. Pupils should be taught: a. to use text, tables, images and sound to develop their ideas b. how to select from and add to information they have retrieved for particular purposes c. how to plan and give instructions to make things happen [for example, programming a floor turtle, placing instructions in the right order] d. to try things out and explore what happens in real and imaginary situations [for example, trying out different colours on an image, using an adventure game or simulation]. 3. Pupils should be taught: a. how to share their ideas by presenting information in a variety of forms [for example, text, images, tables, sounds] b. to present their completed work effectively [for example, for public display].

8. Computing A high-quality computing education equips pupils to use computational thinking and creativity to understand and change the world. 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. 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. So what’s new?......

9. Computing The new NC aims 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.

10. Computing At 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.

11. Computing At 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

12. Computing KS2 continued…. 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.

13. Algorithm Task Lay all the pieces out on the table. Think about making a tea or a coffee, what procedures do you follow? Put the pieces in the correct order. DEBUGGING: N.B. There is 1 error in the code. Where is it and what should you replace it with? Boil Kettle Take mug out of cupboard If requirements are coffee Add coffee to mug Else add tea to mug If requirements are sugar Add sugar to mug Else add sugar to mug Pour boiled water into mug If tea bag in mug Empty tea bag in bin Else do nothing If milk is needed Add milk to mug Else do nothing Stir drink Drink!

14. Boil Kettle Take mug out of cupboard If requirements are coffee Add coffee to mug Else add tea to mug If requirements are sugar Add sugar to mug Else add sugar to mug Pour boiled water into mug If tea bag in mug Empty tea bag in bin Else do nothing If milk is needed Add milk to mug Else do nothing Stir drink Drink! Else add sugar to mug Else do nothing Algorithm Solution BUG Boil Kettle Take mug out of cupboard Add coffee Add Tea Add Water Add Sugar Put tea bag in bin Stir Drink Drink Coffee ? Sugar ? Tea bag ? Milk? Y N Y Y N N Add Milk Y N

19. Planning your Scheme of work How can we turn the requirements of the programme of study into engaging lessons? The programme of study is a minimum entitlement – there’s nothing that imposes any limits on what schools, teachers or pupils can cover in computing. The programme of study is not a scheme of work – it’s up to you, to determine how you cover this content, in what order, in what contexts and with what resources. There is a far greater focus now on learning about computers and computation, not simply learning how to use technology. Should your computing Scheme of work be: Discrete or embedded? National curriculum or national curriculum ‘plus’? Thematic? How detailed should it be? Half termly Grid, or more flexible approach? Format? - What should the final document look like? A single table, tables for each year/half term, or simply text laid out in paragraphs? How much detail needs to be specified – it would be reasonable to expect a scheme of work to include: topic title curriculum coverage learning objectives outline of activities resources cross-curricular links assessment opportunities.

20. Implementing a scheme of work for computing There are several ways to go about implementing a scheme of work for computing. 1.Top down, starting from the programme of study itself. 2.Bottom up, starting with ideas for projects and units of work, which include cross-curricular and embedded approaches. 3.Off the shelf, using a commercial, free or crowd-sourced scheme, perhaps with some modifications. 4.A more pupil-centred, enquiry-led approach, although a scheme of work in this context might merely suggest possible projects, resources and a consistent approach to monitoring achievement and curriculum coverage.

21. Top down: Starting with the programme of study Benefit: a clear list of the content that should be covered in each key stage - easy to translate the content into specific objectives. The PoS could be broken down into themes or aspects: Themes: computer science, information technology and digital literacy Six aspects: Coding, Computer science, Networks and the internet, Communication and collaboration, Creativity and Productivity. This leads to a half-termly grid, with each aspect being the focus for half a term. Whether you use themes or aspects, revisiting these areas in each year can ensure both continuity and progression for pupils, and make it easier to plan individual units of work. There should be a clear sense of what pupils have already experienced, and what subsequent steps in learning are likely to involve. A whole-school programming strand might look something like this: Year 1 Solving problems with Bee-Bots Year 2 Turtle graphics on the floor and screen Year 3 Scripted animations Year 4 A maths quiz Year 5 Computer games Year 6 Developing applications for the mobile phone

22. Bottom up - Starting with projects Benefit: if you have them you can use many of your existing ICT projects to cover some of the computing curriculum Although they might need modifying to focus on knowledge and understanding rather than skills, they could still be a good place to start. For example, if you have a current unit on email, this could be modified to develop pupils’ understanding of how networks, including the internet, work, how they provide services such as email, and how this can be used for communication and collaboration. You could also cover key issues in e-safety such as spam, malware in attachments, and spoofed links. Projects could be linked to other areas of the curriculum, perhaps using themes from your school’s ‘creative curriculum’ to suggest related computing topics. Similarly, this approach would work if you’ve decided to adopt an embedded or integrated approach to computing, with computing content covered through topics drawn from other curriculum areas. For example, there are links between algorithms and maths. Creating a Scratch script for a maths game that tests a player on adding fractions would develop an understanding of the algorithm for fractions, as well as the sequencing, selection, repetition and variables requirements of the computing programme of study.

23. Off the shelf - Using a pre-written scheme of work Adapt, rather than adopt. A good approach would be to use an existing plan (commercially produced or otherwise) as a starting point, and then edit it so that it draws on the expertise and enthusiasm of your colleagues, fits well with other areas of your curriculum, makes use of the resources you have and appeals to your pupils. Benefit: allows you to draw on others’ insights and experience Use a pupil-centred approach You could develop a set of modular projects for pupils to choose from, structured so that there is a clear progression from easier to harder projects. Another pupil-centred method would be to use an enquiry-based approach at the beginning of each half-termly unit: briefing pupils on the overall topic, and then establishing what they already know and what they’d like to find out. The unit can then be planned in detail around areas of particular interest to pupils. Benefit: good pupil engagement

24. Year 3 Getting up Simple algorithm design 3-4 wks (A B E) Branching adventure stories using PowerPoint 3-4 wks (B E) Using loops to investigate 2D regular shapes 1 wk (B) Scratch Smoking Car 2-3 wks (A B) General ICT Skills 1wk and throughout year (E) Word Processing part 1 5 wks (E) Presentation media 6 wks (E) Desktop publishing 6 wks (E) Web research 5 wks (D E) Getting up Using loops to investigate 2D regular shapes Scratch Smoking Car General ICT Skills Word Processing Presentation media Desktop publishing Web research Year 4 Logo designing a font 4-5 wks (A B) Scratch Music Machine & Conversation 3-4 wks (A B) Sandwich making algorithm 1 wk (B) Word Processing part 2 4-6 wks (E) Presentation media 6 wks (E) Desktop Publishing 6 wks (E) Web research 6 wks (D E) Intro to Gmail 2-3wks (E) Ipad-Ipod Skills 2-3 wks (E) Class Comic 3wks (E) Logo designing a font Scratch Music MachineConversation Sandwich making algorithm Word Processing Presentation media Desktop Publishing Web research Intro to Gmail Ipad-Ipod Skills Class Comic Year 5 Scratch Conversation2, Crab Maze, Design own game 6-8 wks (A B) How the Internet Works 3-9 wks (C) Web research 6 wks (D E) Introduction to spreadsheets 6wks (E) Databases 6wks (E) 3D modelling 3-6wks (E) Conversation2Crab MazeDesign own game How the Internet Works Web research Introduction to spreadsheets Databases 3D modelling Year 6 Scratch Number Machine, Coin Counter, 6-8 wks (A B C) Web research 6 wks (D E) Animation 6wks (E) Using spreadsheets 6wks (E) Prezi v PowerPoint 3-4wks (E) Class web site using Google Sites 6-8wks (E) Number MachineCoin Counter Web research Animation Using spreadsheets Prezi v PowerPoint Class web site E-Safety modulesE-Safety modules throughout whole KS in circle times (E) Sample KS2 Integrated Plan This a sample showing planning across KS2 incorporating most aspects of the new computing curriculum whilst keeping essential digital literacy skills. The 2014 KS2 computing curriculum (A B C D E F) key is at bottom. It isn’t completely comprehensive, lacking a little in ‘controlling physical systems’, an area easily addressed with Scratch and Lego Wedo. You might also use Kodu and Flowol programming in Y5 or Y6. Key Stage 2 Computing 2014 Pupils should be taught to: A, Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts B, 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. C, 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. D, Use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content. E, 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. F, Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact. Adapted from http://code-it.co.uk – all links refer to this site.http://code-it.co.uk

25. KS1KS2 CS 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, 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 Appreciate how [search] results are selected and ranked IT Use technology purposefully to create, organise, store, manipulate and retrieve digital content 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 and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information DL 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 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

26. … so what would you put in a KS1 plan? 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. EYFS: Children should develop an awareness that a wide range of different devices contain a computer and that this helps them store information. Having opportunities to see the insides of devices is a useful way of exploring what makes them work. Games can be used to develop an awareness of input/output and that devices combine hardware and software. Use can be made of turtles and programmable toys, or the sort of devices they are familiar with at home, e.g. a washing machine. Developing communication skills should include use of digital tools e.g. a Skype conversation with a grandparent who is telling the class a story. Pupils use technologies to create their own content - text, sound, still and moving images. Opportunities to share information and data online help children to explore how we can control who sees the information/who owns the information, e.g. use of passwords, ownership of online images. Using classroom devices or tools such as learning platform which are password protected provide opportunities to explore why we might wish to control who can join in with activities or see our information. Pupils are encouraged to find information using technologies, including accessing online information by navigating web pages and start to recognise some of the features of web pages such as buttons that take us to other pages when we click on them. Children explore ways of navigating to their favourite games, apps and activities on a range of devices as part of making their own choices about activities. Y1: Y2:

28. Resourcing the new curriculum…. You will probably need a set of computers for teaching computing together with access to the internet, particularly the web Some software tools with which pupils can program their computers e.g. Scratch Plus for key stage 1: programmable toys such as Bee-Bots, Roamers, Pro-Bots etc. Plus for key stage 2: for ‘controlling physical systems’ some hardware components (sensors, lights and motors) and some way of connecting these to a computer. The FlowGo interface can be used with Windows PCs. LEGO®’s WeDo interfaces with Scratch 1.4, and there more demanding, possibilities using Arduino or Raspberry Pi other digital devices, which could be as simple as digital cameras or audio recorders, but could also include more complex devices such as smartphones or tablets. There is an expectation that pupils will have access to internet-based services, such as the school’s learning platform, a blog, or cloud-based software such as Moodle, BLP, Google Drive or Office 365.

29. Assessment Formative assessment: Self-assessment Peer-assessment Open questioning Discussion with peers Target setting KWL Using technologically enhanced learning (e.g. Moodle) allows automatic feedback Summative 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.” the abolition of attainment levels. criteria-based approach?

30. Sample Computing APP

31. CSITDL 1 Understand what algorithms are Create simple programs Use technology purposefully to create digital content Use technology purposefully to store digital content Use technology purposefully to retrieve digital content Use technology safely Keep personal information private Recognise common uses of information technology beyond school 2 Understand that algorithms are implemented as programs on digital devices Understand that programs execute by following precise and unambiguous instructions Debug simple programs Use logical reasoning to predict the behaviour of simple programs Use technology purposefully to organise digital content Use technology purposefully to manipulate digital content Use technology respectfully Identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies 3 Write programs that accomplish specific goals Use sequence in programs Work with various forms of input Work with various forms of output Use search technologies effectively Use a variety of software to accomplish given goals Collect information Design and create content Present information Use technology responsibly Identify a range of ways to report concerns about contact 4 Design programs that accomplish specific goals Design and create programs Debug programs that accomplish specific goals Use repetition in programs Control or simulate physical systems Use logical reasoning to detect and correct errors in programs Understand how computer networks can provide multiple services, such as the World Wide Web Appreciate how search results are selected Select a variety of software to accomplish given goals Select, use and combine internet services Analyse information Evaluate information Collect data Present data Understand the opportunities computer networks offer for communication Identify a range of ways to report concerns about content Recognise acceptable/unacceptable behaviour 5 Solve problems by decomposing them into smaller parts Use selection in programs Work with variables Use logical reasoning to explain how some simple algorithms work Use logical reasoning to detect and correct errors in algorithms Understand computer networks, including the internet Appreciate how search results are ranked Combine a variety of software to accomplish given goals Select, use and combine software on a range of digital devices Analyse data Evaluate data Design and create systems Understand the opportunities compute networks offer for collaboration Be discerning in evaluating digital content

36. OFSTED E-Safety Inspectors should observe pupils around the school and discuss with them whether the school helps pupils to keep safe, encourages them to adopt safe and responsible practices, and to deal sensibly with risk. Inspectors should include e- safety in their discussions with pupils, covering topics such as safe use of the internet and social networking sites and cyber bullying including by text message, and the measures the school takes to promote safe use and combat unsafe use. Observing teaching and learning 1.When observing and judging teaching, inspectors must be guided by the response and engagement of pupils and evidence of how well they are learning. 2.Inspectors must consider whether: teaching engages and includes all pupils, with work that is challenging enough and that meets their individual needs, including for the most able pupils pupils’ responses demonstrate sufficient gains in their knowledge, skills and understanding, including of literacy and mathematics teachers monitor pupils’ progress in lessons and use the information well to adapt their teaching teachers use questioning and discussion to assess the effectiveness of their teaching and promote pupils’ learning assessment is frequent and accurate and used to set relevant work from the Early Years Foundation Stage onwards pupils understand well how to improve their work all pupils are taught well so that they are properly prepared for the next stage in their learning, including in the Early Years Foundation Stage where the development of their communication, language and literacy skills must equip them well for Key Stage 1.

37. Change the world Prepare for future work Safe & Active participation Be able to express themselves Develop ideas Use ICT Content Systems Programs Digital citizen Digital creator Digital communicator Aims of the Computing curriculum

38. ICT expands horizons by shrinking worlds. David Brown, Chairman, Motorola Ltd mawoods@learningtrust.net Computing

39. Accessing the resources files on www.bucksgfl.org.uk 1. Click on ‘ICT’ 2. Click on ‘SCSP CPD’ 3. Enter ‘cotswolds’ as the password 4. Access files.