New National Curriculum – Computing Brewers Hill – 2 nd April 2014 Jeff Howson – jeffreyrichardh@gmail.com

1. New National Curriculum – Computing Brewers Hill – 2nd April 2014 Jeff Howson – jeffreyrichardh@gmail.com

2. Questions? Why? Are you ready? Computing Information Technology Digital Literacy Computing Curriculum POS Planning / SOW Assessment Resources EYF / KS1 / KS2 / KS3

3. Computing Curriculum Computer Science - (core) pupils are taught how digital systems work, how they are designed and programmed, and the fundamental principles of information and computation . Information Technology – computing equips pupils to apply information technology to create products and solutions. Digital Literacy – computing provides an opportunity for pupils to use, and express themselves through, information and communication technology – at a level suitable for the future workplace and as active participants in a digital world. Implications Applications Foundations

4. Aims for Computing [All  pupils]  can  understand  and  apply  the  fundamental  principles  and  concepts  of  computer   science,  including  abstraction,  logic,  algorithms   and  data  representation.  (CS) [All  pupils]  can  analyse  problems  in  computational   terms,  and  have  repeated  practical  experience  of   writing  computer  programs  in  order  to  solve  such   problems.  (CS) [All  pupils]  can  evaluate  and  apply  information   technology,  including  new  or  unfamiliar   technologies,  analytically  to  solve  problems.  (IT) [All  pupils]  are  responsible,  competent,   confident  and  creative  users  of  information  and   communication  technology.  (DL) Computational Thinking and Creativity

5. POS A minimum entitlement (Cover the content in a balanced, stimulating and creative way)

6. POS A minimum entitlement – KS3 • Pupils should be taught to: • design, use and evaluate computational abstractions that model the state and behaviour of real-world problems and physical systems; • understand at least two key algorithms for each of sorting and searching; use logical reasoning to evaluate the performance trade-offs of using alternative algorithms to solve the same problem; • use two or more programming languages, one of which is textual, each used to solve a variety of computational problems; use data structures such as tables or arrays; use procedures to write modular programs; for each procedure, be able to explain how it works and how to test it; • understand simple Boolean logic (such as AND, OR and NOT) and its use in determining which parts of a program are executed; use Boolean logic and wildcards in search or database queries; appreciate how search engine results are selected and ranked; • understand the hardware and software components that make up networked computer systems, how they interact, and how they affect cost and performance; • explain how networks such as the internet work; understand how computers can monitor and control physical systems; • explain how instructions are stored and executed within a computer system; • explain how data of various types can be represented and manipulated in the form of binary digits including numbers, text, sounds and pictures, and be able to carry out some such manipulations by hand.

7. Computing Planning

8. Computing Planning Discrete or Embedded? An Outline SOW Waterfall or Agile? * Topic Title NC or NC+? * Curriculum Coverage * Learning Objectives Pos or Projects first? * Outline of Activities Themes? * Resources Structure? * Cross curricular links Format? * Assessment opportunities (Vision / Strategy / Action Plan / POS / SOW / Lesson Plans)

9. Computing Planning Implementing the SOW * Top Down * Bottom Up – using projects * Off the Shelf – e.g. SwitchedONComputing * Pupil-centred – enquiry-led approach (Vision / Strategy / Action Plan / POS / SOW / Lesson Plans)

10. Themes - CAS There are others! Algorithms Programming and Development Data and data representation Hardware and processing Communication and Networks Information technology e.g. SwitchedOnComputing Programming CS Networks and the Internet Communication and collaboration Creativity Productivity Training – Digital Champions – Open Badges

11. Themes – CAS Progression Pathways

12. Assessment Formative - AFL Summative Michael Gove – June 2012: Self-assessment “In  order  to  ensure  that  every  child  is  expected  to   master  this  content,  I  have  ...  decided  that  the   current  system  of  levels  and  level  descriptors   should  be  removed  and  not  replaced” Peer-assessment Open Questioning Discussion with peers Target Setting Schools  will  be  able  to  introduce  their  own   approaches  to  formative  assessment,  to  support   pupil  attainment  and  progression.  The  assessment   framework  should  be  built  into  the  school   curriculum,  so  that  schools  can  check  what  pupils   have  learned  and  whether  they  are  on  track  to   meet  expectations  at  the  end  of  the  key  stage,  and   so  that  they  can  report  regularly  to  parents. KWL (Incyte Achievement Programme) DFE Guidance: Personal Achievement E-portfolio / Blog / Badges Blooms Taxonomy POS – ploce in order

13. Assessment via POS KS1 / KS2

14. Assessment via POS KS1 / KS2

15. Resources - Computing EYF – Apps / Programmable Devices KS1 – Apps / Programmable Devices / Digital Content Tools / Devices KS2 – Apps / Programming / Networks / WWW / Searching / Create – Communicate – Collaborate / SW / Content / Data KS3 – Apps / Programming – Html & CSS / Python / Networks / WWW / Searching /Create – Communicate - Collaborate / SW / Content / Data / Infrastructure – Wifi - Devices – Deployment

16. EYF http://ictearlyyears.e2bn.org/ The Fungrooms - www.fungooms.com BeeBot A.L.E.X Poissonrouge - http://www.poissonrouge.com/ 2Go - http://bit.ly/1pBKjJs

17. KS1 / KS2 BeeBot A.L.E.X Kodable Cato’s Hill Scratch - http://scratch.mit.edu/ ScratchJr - http://scratchjr.org/ Codeacademy Cargo-bot Kodugamelab - http://www.kodugamelab.com/ Lego-Fix the Factory - http://bit.ly/1dvRDpD Light-bot – http://light-bot.com/hoc.html Daisy Dino Hopskotch Flobot – http://bit.ly/1jz6kel Scratchel – http://scratchel.blogspot.co.uk/ Alice - http://www.alice.org/ Kodu Tynker App Inventor - http://appinventor.mit.edu/ Espresso Code - http://bit.ly/1koGeqq 2Code - http://bit.ly/1pBKjJs MSW Logo - http://www.softronix.com/logo.html Snap! – http://snap.berkeley.edu/

18. KS3 MOOC- http://www.cambridgegcsecomputing.org/ Code Academy - http://www.codecademy.com/ Code Club - https://www.codeclub.org.uk/ Raspberry Pi Code kingdoms - http://codekingdoms.com/ TeachICT– http://www.teach-ict.com/ Coderdojo – http://coderdojo.com/ Decoded – http://decoded.co/uk/ Freeformers– http://freeformers.com/ GoON UK - http://www.go-on.co.uk/ Kano – http://kano.me/ Young Rewired State - http://youngrewiredstate.org/ Arduino Apps for Good – http://www.appsforgood.org/ Founders 4 Schools – http://bit.ly/1mwcPw6

19. http://csunplugged.org/

20. New National Curriculum – Computing Brewers Hill – 2nd April 2014 Jeff Howson – jeffreyrichardh@gmail.com