1. KS1 Computing unplugged
Jon Chippindall
Year 5 Class Teacher & Computing Leader at
Crumpsall Lane Primary School, Manchester
CAS Master Teacher

2. Workshop overview/objectives
(What) Explain what is meant by ‘unplugged’ activities
(Why) Discuss the benefits of using unplugged activities
(How) Provide ideas for unplugged computing activities to target KS1 CS objectives

3. What is computing unplugged?
‘Unplugged’ refers to activities which don’t require the use of any technology
Activities may be paper based, use drama or other practical hands-on tasks to teach CS
Activities often require pupils to take on the role of the computer - kinesthetic experiential learning

4. Why use unplugged activities?
Computing curriculum aims to develop pupils’ computational thinking skills, this includes:
Algorithmic thinking
Sequencing tasks into steps
Understanding the importance of the order of the steps
Thinking through the outcome of algorithms
Including repetition and selection within algorithms (Ks2)
Evaluating the effectiveness of algorithms and improving as required (debugging)
Decomposition – ability to break down problems into sub-problems to help solve
We can develop these skills without technology
Powerful kinesthetic learning experiences
Technology may be barrier to developing CT skills

5. How: directional vocabulary
Developing directional vocabulary – partner pencil maze game
Blindfolded robot partners in school hall – toilet paper mazes!
Progress from step-by-step to thinking ahead by writing algorithms down, following and debugging

6. How: decomposing daily activities
Please pick a daily activity, such as: getting up in the morning; setting up your classroom; making a cup of tea. Write at the top of the page.
Task 1: Decompose your problem into sub problems, e.g. making breakfast…. then decompose these!
Task 2: Write the algorithm for your daily activity (PI)
Pupils swapped, followed, fed back and debugged (pictorial to support LA)
Open bread packet
Making toast
Making cereal
Take out piece of bread
Place bread in toaster
Get piece of bread
Place in toaster

7. How: human crane algorithms
Thanks to Phil Bagge  Planning, command cards to download from
Start A B C D E F G H
End
- Starting position is above left circle with fingers open
-Algorithm form: D, B, C…
Phil’s…

8. Human crane extension – repetition
Understanding and using concept of repetition features in key stage 2 curriculum
Repetition can be used to shorten algorithms, making them more efficient (a good computer scientist is a lazy computer scientist)
D, B, C, E, D, A, C , F, D, B, C, E, D, A, C, F, 2

9. Further ideas…
Musical algorithms (Hokey Cokey): Can pupils write the algorithm, sequence picture cards, create new dance routines?
Sequencing within role play areas: Can pupils debug your incorrect steps?
Blindfolded hide and seek
Hidden drawing game: Follow an algorithm and reveal if the shapes match
Human Bee Bots!
Spotting algorithms (rules) around them – sandpit bands example; school day sequence; whistle to stop
CS Unplugged;
Further ideas from you…

10. Thanks and any questions?