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Insight into Computing

Insight into Computing. Jon Chippindall Class Teacher and Computing Leader Crumpsall Lane Primary School @ drchips _ CAS Master Teacher www.computingatschool.org.uk. Overview. Why the change? What is Computing? How are we going to deliver it?

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Insight into Computing

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  1. Insight into Computing Jon Chippindall Class Teacher and Computing Leader Crumpsall Lane Primary School @drchips_ CAS Master Teacher www.computingatschool.org.uk

  2. Overview • Why the change? • What is Computing? • How are we going to deliver it? • Explore key terminology in NC (algorithm, sequence, selection, repetition, variables, decomposition) • Reflections on implementing a Computing curriculum

  3. Why… change from ICT? • Since 1999, ICT in schools has focused on developing pupils’ skills using programs, such as Microsoft Office • Such ‘learning using computers’ is very different to ‘learning about computers’ • In 2011 Eric Schmidt, Google’s Executive Chairman, explained he was ‘flabbergasted’ that Computer Science wasn’t on National Curriculum and England risked throwing away its great ‘computing heritage’.

  4. Why… change from ICT? • ‘Next Gen’ and Royal Society reports (Shut down or restart?) called for rebranding of ICT with increased focus on Computer Science • Secretary of State for Education announced at 2012 BETT he would ‘disapply’ old ICT programme of study

  5. Why… change from ICT? • British Computing Society and Royal Academy of Engineering drafted new Computing Programme of Study to be implemented from September 2014 • CAS members • Google…

  6. What… is Computing? Computing Computer Science Information Technology Digital Literacy Revolution Evolution

  7. What… is Computing?Key Stage 1 • 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 • 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 • recognisecommon uses of information technology beyond school. Computer Science Information Technology Digital Literacy

  8. What… is Computing?Key Stage 2 • 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 • use technology safely, respectfully and responsibly; know a range of ways to report concerns and inappropriate behaviour • 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. Information Technology Digital Literacy Computer Science

  9. An example of a Computing curriculum

  10. Online (IT & DL) • Websites (Year 1) • Email (Year 2 & 4) • Blogging (Class and own) • Internet research (Y 3 & 4) • SEO in Year 5 (CS) • Video conferencing (Year 4) • Cloud computing (Year 5) www.kidblog.org

  11. Multimedia (IT) • Skills targeted within foundation subjects’ learning challenges • Graphics (Years 1 & 3) • Text (Years 1, 3 & 5) • Digital audio (Years 2 & 5) • Video recording and editing (Years 2 & 6) • Animation (Years 4 & 6)

  12. Multimedia (IT) • Text (Book Creator and iBooks) • Video recording and editing (iMovie) • Animation (I can animate)

  13. What is Computer science?

  14. What is an algorithm?

  15. Thinking algorithmically Pupils... - are able to break down tasks into a sequence of steps and understand the importance of the order of the sequence - are able to ‘think through’ and predict the outcome of an algorithm (logical reasoning) - can evaluate and modify algorithms if they aren’t functioning as desired (debug) At Key Stage 2: - can incorporate algorithmic concepts such as selection and repetition

  16. How? Key Stage 1 (Unplugged) http://www.youtube.com/watch?v=leBEFaVHllE Link to NC objectives

  17. How? Key Stage 1

  18. A model for progression… Edd Explore Define Debug

  19. Examples of EDD

  20. Programming apps for KS 1 Kodable Hopscotch Move the Turtle Bee Bot

  21. Algorithmic thinking at Key Stage 2

  22. Algorithmic thinking at Key Stage 2 Hopscotch app and Cargo Bot

  23. Unplugged - Algorithmic thinking at Key Stage 2 Can you spot the selection in Flappy Bird?

  24. Algorithmic thinking at Key Stage 2 Programming is the lab work for computational thinking Scratch: selection; repetition; variables

  25. Implementation • Experiential staff meeting by key stage • Focus on practical experience of programming and explaining key terminology • Supporting documentation (SoW) developed for teachers • Team teach/model/pupils to help • Celebration event

  26. Assessment • Exceeded • Working towards • Evidence: screen shots; photographs; quotes

  27. Reflections • Greater emphasis on ‘Coding Challenges’ for pupils to apply programming skills creatively • EDD model • Develop curriculum further: networking; SEO; data • Encourage teachers to adapt the computer science curriculum to better fit with wider learning of pupils

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