1. Demystifying the new Primary computing curriculum
Adele hull Leicester eLearning team

3. objectives Become familiar with the new Computing program of study
Begin to understand computer science terminology and thinking
Begin to understand what needs to be taught for computer science in your Key Stage
Get some experience of coding using Scratch

4. Information Technology
What is computing?
Can be split into 3 strands
Computer Science
Information Technology
Digital Literacy
Computer Science
Digital Literacy
Information Technology
Introduce and explain the 3 strands of the computing curriculum
Information 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 race
Digital Literacy is about driving it safely and according to the rules
Computer Science is about what is under the bonnet and how to make it work efficiently

6. New Curriculum
Aims
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.
Attainment targets
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.

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 1
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
Allow 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 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
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
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
Allow 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 content
use 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 months
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, move or new images.
Knows that information can be retrieved from computers
40-60 Months
Completes 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 Goal
Children 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
EYFS
Key Stage 1
Key Stage 2
Children 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 computers
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 and write 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; generate appropriate inputs and predicted outputs to test programs
use logical reasoning to explain how a simple algorithm works and to detect and correct errors in algorithms and programs
Now 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 vocabulary
Activity – 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 to
and 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 computer
A sequence of instructions to perform a defined task
To change an algorithm or program when it isn’t functioning correctly
To think through the actions of an algorithm (used to predict an outcome)
To perform a sequence of instructions on a computer
When instructions are carried out based on a condition occurring
When sections of algorithms are repeated a fixed number of times or infinitely
A value in a program which can change (such as a score in a game)
Breaking a problem down into smaller parts
Activity – play Terminology Bingo, read out the simple definitions and teachers mark off the cards
Materials – Bingo cards, one per teacher
Algorithm
Debug
Variable
Logical reasoning
Selection
Decomposition
Program
Execute
Repetition

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 taught
Recognising patterns
e.g. I can continue a repeating pattern
Recognise patterns in numbers e.g. multiples, continuing a sequence of numbers
Sorting
e.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 characteristics
Classifying living things
Summarising
e.g. I read a story, think about what it is about and give it a title.
Identify main points in a story
Pick 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 outcome
A program is just one way to apply an algorithm.

18. Where do you start? New curriculum programme of study
What you teach currently
DON’T throw the baby out with the bathwater
Do continue to do what is being covered well
Think about what you are already doing
Main 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 curriculum
Explain 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 images
Explain 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 Bagge
Computing 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.