Primary ICT to Computing for KS2

1. Primary ICT to Computing for KS2 Yvonne Walker EPICTs Consultant

2. Agenda • Course resources available from www.epicts.org.uk • About the changes to the NC • Unpicking the new PoS • Progression in Computing • Plenary

3. Freedom or Fear? Disapplying the ICT programme of study is about freedom. It will mean that, for the first time, teachers will be allowed to cover truly innovative, specialist and challenging topics. And whether they choose a premade curriculum, or whether they design their own programme of study specifically for their school, they will have the freedom and flexibility to decide what is best for their pupils. Teachers will now be allowed to focus more sharply on the subjects they think matter – for example, teaching exactly how computers work, studying the basics of programming and coding and encouraging pupils to have a go themselves. Michael Gove Bett2012

4. From ICT………. The national curriculum PoS sets out the body of knowledge, skills and understanding that a society wishes to pass on to its children and young people. What did that look like in ICT prior to disapplication?

5. NC PoSfor ICT Knowledge, skills and understanding Finding things out 1. Pupils should be taught:a. to talk about what information they need and how they can find and use it [for example, searching the internet or a CD-ROM, using printed material, asking people]b. how to prepare information for development using ICT, including selecting suitable sources, finding information, classifying it and checking it for accuracy [for example, finding information from books or newspapers, creating a class database, classifying by characteristics and purposes, checking the spelling of names is consistent]c. to interpret information, to check it is relevant and reasonable and to think about what might happen if there were any errors or omissions.

6. Knowledge, skills and understanding Developing ideas and making things happen 2. Pupils should be taught:a. how to develop and refine ideas by bringing together, organising and reorganising text, tables, images and sound as appropriate [for example, desktop publishing, multimedia presentations]b. how to create, test, improve and refine sequences of instructions to make things happen and to monitor events and respond to them [for example, monitoring changes in temperature, detecting light levels and turning on a light]c. to use simulations and explore models in order to answer 'What if ... ?' questions, to investigate and evaluate the effect of changing values and to identify patterns and relationships [for example, simulation software, spreadsheet models].

7. Knowledge, skills and understanding Exchanging and sharing information 3. Pupils should be taught:a. how to share and exchange information in a variety of forms, including e-mail [for example, displays, posters, animations, musical compositions]b. to be sensitive to the needs of the audience and think carefully about the content and quality when communicating information [for example, work for presentation to other pupils, writing for parents, publishing on the internet].

8. Knowledge, skills and understanding Reviewing, modifying and evaluating work as it progresses 4. Pupils should be taught to:a. review what they and others have done to help them develop their ideasb. describe and talk about the effectiveness of their work with ICT, comparing it with other methods and considering the effect it has on others [for example, the impact made by a desktop-published newsletter or poster]c. talk about how they could improve future work.

9. Breadth of study 5. During the key stage, pupils should be taught the knowledge, skills and understanding through:a. working with a range of information to consider its characteristics and purposes [for example, collecting factual data from the internet and a class survey to compare the findings]b. working with others to explore a variety of information sources and ICT tools [for example, searching the internet for information about a different part of the world, designing textile patterns using graphics software, using ICT tools to capture and change sounds]c. investigating and comparing the uses of ICT inside and outside school.

10. …….to computing Aims of the computing PoS: 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.

11. Subject content for 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 • 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 • 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 • use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact

12. Unpicking the new PoS: Design, write and debug programs Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts What does this mean? http://prezi.com/oggspvojssbj/?utm_campaign=share&utm_medium=copy&rc=ex0share

13. Unpicking the new PoS: Design, write and debug programs Explore the resources for use with pupils here: https://sites.google.com/site/primaryictitt/home/key-stage-2/programming Share what you have learnt on the padlet on the course page.

14. Unpicking the new PoS: Design, write and debug programs Task (20 mins) Go to the course page and find the programming task. Be prepared to share what you have learnt on the padlet!

15. Unpicking the new PoS: The use of sequence, selection, and repetition in programs To be able to use sequence, selection, and repetition in programs; work with variables and various forms of input and output Sequence Task: explore the resources available from the links on the course page. Share what you have learnt on the padlet.

16. Unpicking the new PoS: The use of logical reasoning to explain how some simple algorithms work, detect and correct errors Kodu Hakitzu

17. Unpicking the new PoS: Understanding computer networks including the internet Use the link on the course page to explore the resources that can be used to develop KS2 pupil’s understanding of the Internet. Share your learning on the padlet.

18. Logo Task Open up MSW Logo on your laptop. Can you program a flower like the one in the image? Can you program a circle? What skills have you used to create your programs?

19. Progression in Computing

20. Progression in Scratch

21. Questions? Yvonne WalkerEPICTs (www.epicts.org.uk) BSc. PGCE, Certified Naace Professional Email: yvonne-walker1@live.co.uk Tel: 0788 656 2502