3 objectives Become familiar with the new Computing program of study Begin to understand computer science terminology and thinkingBegin to understand what needs to be taught for computer science in your Key StageGet some experience of coding using Scratch
4 Information Technology What is computing?Can be split into 3 strandsComputer ScienceInformation TechnologyDigital LiteracyComputer ScienceDigital LiteracyInformation TechnologyIntroduce and explain the 3 strands of the computing curriculumInformation Technology – this includes a lot of what was covered well in the old ICT curriculum. Examples include use of different software such as word processing, presentations, spreadsheets, and creative use such as art packages and movie making. Also effective use of the Internet for research.Digital Literacy – esafety, acceptable behaviour online or ‘netiquette’, understanding copyright and that things such as videos, music and images may be owned and cannot be freely downloaded. How to be discerning in evaluating information on the Internet. Recognise common uses of IT outside school and understanding about networks and how they offer opportunities for communication and collaboration.Computer Science – this is where most of the change from ICT to computing sits. It includes much of what used to be called ‘Making things happen’ - Control and Simulations but is now far more specific about pupils coding or writing computer programs and includes computational thinking.This is the area is being addressed by Code Club in these CPD modules.
5 To use a Formula One analogy Information technology is about driving the car and winning the raceDigital Literacy is about driving it safely and according to the rulesComputer Science is about what is under the bonnet and how to make it work efficiently
6 New CurriculumAimsThe 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 representationcan analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problemscan evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problemsare responsible, competent, confident and creative users of information and communication technology.Attainment targetsBy 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.
7 It’s not all new! Much of what you do currently is still relevant There’s new emphasis on computer science (used to be control and modelling)Children should be taught computational thinking and programming
8 What’s in the New Computing Curriculum? Subject content Key stage 1Pupils 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 instructionscreate and debug simple programsuse logical reasoning to predict the behaviour of simple programsuse technology purposefully to create, organise, store, manipulate and retrieve digital contentrecognise common uses of information technology beyond schoolAllow teachers to read the subject content statements. Make sure that they have a paper copy of the program of study and ask them to underline or highlight any words that they don’t understand as they are going through the next few slides.Explain 3 boxes – top – Computer Science, which we will be looking at in more detail.Point out that Information Technology and Digital Literacy (middle and bottom boxes) are still there but as these areas have generally been covered effectively in the old ICT curriculum, these are not part of the following content of the CPD from Code Club.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
9 Subject Content Key Stage 2 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 partsuse sequence, selection, and repetition in programs; work with variables and various forms of input and outputuse logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programsselect, 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 informationunderstand 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 collaborationAllow 2-3 mins for teachers to read through statements and continue to highlight words they don’t understand.use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital contentuse technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact
10 What about EYFS? Development Matters Area – Understanding the World Aspect - Technology
11 What about EYFS? Development Matters Area – Understanding the World Aspect - Technology 30 – 50 monthsKnows how to operate simple equipment, e.g. turns on CD player and uses remote control.Shows an interest in technological toys with knobs or pulleys, or real objects such as cameras or mobile phones.Shows skill in making toys work by pressing parts or lifting flaps to achieve effects such as sound, move or new images.Knows that information can be retrieved from computers40-60 MonthsCompletes a simple program on a computer.Uses ICT hardware to interact with age-appropriate computer software.For early years teachers the requirements of the Technology aspect of the curriculum have not changed, but there are many things that they already do and can develop further which begin the process of computational thinking. These are not only those included in the Technology aspect, but there are links with many other curriculum areas particularly Maths and Understanding the World.Early Learning GoalChildren recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular purposes.
12 New Curriculum – Computer Science elements EYFSKey Stage 1Key Stage 2Children recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular purposes.Completes a simple program on a computer.Uses ICT hardware to interact with age-appropriate computer software.Knows how to operate simple equipment, e.g. turns on CD player and uses remote control.Shows an interest in technological toys with knobs or pulleys, or real objects such as cameras or mobile phones.Shows skill in making toys work by pressing parts or lifting flaps to achieve effects such as sound, movements or new images.Knows that information can be retrieved from computersunderstand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructionscreate and debug simple programsuse logical reasoning to predict the behaviour of simple programsdesign and write programs that accomplish specific goals, including controlling or simulating physical systems;solve problems by decomposing them into smaller partsuse sequence, selection, and repetition in programs; work with variables and various forms of input and output; generate appropriate inputs and predicted outputs to test programsuse logical reasoning to explain how a simple algorithm works and to detect and correct errors in algorithms and programsNow we are going to look at the computer science elements of the new curriculum.For Early Years teachers - This slide shows the Programme of study for Computing alongside the EYFS statements from the Early learning goal and and months development for the technology aspect. Note that there is no direct reference to coding or programming but that there is much that can directly relate to making things happen such as operating equipment and making toys such as remote control and programmable toys work. Also Maths skills such as sorting and sequencing contribute to computational thinking.
13 Looking at what it all means Understanding the technical vocabularyActivity – work in pairs to look at the vocabulary and match up the words with their meaning. Use the subject knowledge pages from the CAS guide for Primary Teachers and the Computer science glossary for primary teachers from Phil Bagge’s website.Materials required – CAS guide for primary teachers, Computer Science glossary for primary teachers, matching technical vocab with meaning
14 What is computational thinking? Go toand start to work through the activity
15 Computer Science Terminology Bingo A sequence of instructions to perform a task written in a language that can be recognized by a computerA sequence of instructions to perform a defined taskTo change an algorithm or program when it isn’t functioning correctlyTo think through the actions of an algorithm (used to predict an outcome)To perform a sequence of instructions on a computerWhen instructions are carried out based on a condition occurringWhen sections of algorithms are repeated a fixed number of times or infinitelyA value in a program which can change (such as a score in a game)Breaking a problem down into smaller partsActivity – play Terminology Bingo, read out the simple definitions and teachers mark off the cardsMaterials – Bingo cards, one per teacherAlgorithmDebugVariableLogical reasoningSelectionDecompositionProgramExecuteRepetition
16 Abstraction Reducing complexity to define main idea. Abstraction is the act of representing essential features without including the background details or explanations.Skills to be taughtRecognising patternse.g. I can continue a repeating patternRecognise patterns in numbers e.g. multiples, continuing a sequence of numbersSortinge.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.Being able to pick out 2D and 3D shapes by particular characteristicsClassifying living thingsSummarisinge.g. I read a story, think about what it is about and give it a title.Identify main points in a storyPick out key words when searching for information
17 A program is just one way to apply an algorithm. An algorithm is a precise method of solving a problem.(REMEMBER - YOU DO NOT NEED A COMPUTER TO DEFINE OR USE AN ALGORITHM!!!!)EYFS – Ewith real objects and on screen how to make things happen especially where more than one thing to do.KS1 – Li to work something out or make something happen.KS2 – C increasingly complex sets of instructions to achieve a specified outcomeA program is just one way to apply an algorithm.
18 Where do you start? New curriculum programme of study What you teach currentlyDON’T throw the baby out with the bathwaterDo continue to do what is being covered wellThink about what you are already doingMain message – Don’t throw the baby out with the bathwater.Activity – teachers work in groups of 3 or 4 to write down what things they already do that will fit into the new curriculumExplain that the rest of the sessions will only look at the Computer Science part of the new Computing Curriculum.
19 What other things are you already doing? Activity – teachers look through the post-its and pick out those which they now think could be included under the Computer Science part of computing, take feedback from groups.Are there any cross curricular links? What about things they may do in other curriculum areas? Add to post-its.Display imagesExplain that they are now going to look at and gain an understanding of Computational Thinking
21 What are you already doing that can contribute to computational thinking?
22 USEFUL WEBSITES http://www.code-it.co.uk/index.html Website developed by Primary Teacher, Phil BaggeComputing at School are a group who promote teaching on Computer Science in schools. Lots of free resources and forums.
23 Introduction to Programming using Scratch Scratch can be used for coding from Year 2
24 And finally Don’t panic! There are lots of materials being developed to help teachers.Get your pupils to help. Make use of Digital Leaders.