Primary Computing # what’s it all about?

1. Primary Computing #what’s it all about? Candleby Lane Teaching School Alliance Inset Day 24th February 2014

2. What we aim to cover • Where are we now? • The New National Curriculum for Computing • The Notts Computing Framework • Programming • Implications

3. Where are we now? • The National Curriculum for ICT has been disapplied since September 2013 • New National Curriculum from September 2014 • ICT v Computing

4. The New National Curriculum for Computing Purpose of Study: A high-quality computing education equips pupils to use computational thinking and creativity to understand and change the world. Computing has deep links with mathematics, science, and design and technology, and provides insights into both natural and artificial systems. The core of computing is computer science, in which pupils are taught the principles of information and computation, how digital systems work, and how to put this knowledge to use through programming. Building on this knowledge and understanding, pupils are equipped to use information technology to create programs, systems and a range of content. Computing also ensures that pupils become digitally literate – able to use, and express themselves and develop their ideas through, information and communication technology – at a level suitable for the future workplace and as active participants in a digital world.

5. The New National Curriculum for Computing 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.

6. The New National Curriculum for Computing Attainment Targets - KS1 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 • 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.

7. The New National Curriculum for Computing Attainment Targets – KS2 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.

8. The New National Curriculum for Computing • Three main elements: • Programming • Internet and e-safety • Everything else • The difference between an Algorithm and a Computer Program? • An Algorithm is a set of instructions for solving a problem as opposed to: • A computer program which is a collection of instructions that describe a task, or set of tasks, to be carried out by a computer. • Progression from KS1 to KS2

9. Progression in Programming KS1 KS2 design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing. using 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. • create and debug simple programs • use logical reasoning to predict the behaviour of simple programs

10. Progression in Internet and e-Safety KS1 KS2 use technology safely, respectfully and responsibly; know a range of ways to report concerns and inappropriate behaviour use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating 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

11. Progression in Everything Else KS1 KS2 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. Understand computer networks including the internet; how they can provide multiple services, such as the world-wide web; and the opportunity they offer for communication and collaboration. • use technology purposefully to create, organise, store, manipulate and retrieve digital content • Recognise common uses of IT beyond school.

12. The Draft Notts Computing Framework 2014 • Other Frameworks are available! • Communicating – Producing, editing and sharing information and media • Finding Out – Collecting, analysing and evaluating data • Computing – Models, simulations, control and programming • Each section broken into: • Key ideas • Skills • Digital Literacy • Technology in the real world • Resources • E Safety • EYFS

13. Communicating Upper KS2 Key Ideas: • Technology allows individual and collaborative editing • The internet enables multimodal text to be shared with a wider audience • Films use and other techniques to create a desired effect. • Editing, camera angles, lighting techniques can be used to achieve a desired effect in a digital text • ICT enables you to create music with a range of input devices e.g electronic keyboards • Software can be used to create and edit complex digital texts, with elements from a variety of sources

14. Finding Out Upper KS2 Key Ideas: • Tables and graphs can show more than one variable allowing one to look at relationships and trends more clearly • Information contained within databases may contain errors and that this can affect results • A spreadsheet can be used to organise, sort and analyse data and produce graphs and reports • Data held in a spreadsheet can be sorted and filtered using software tools • Searches can be refined through the use of advanced search operators • The accuracy of information on the internet should always be checked • Cloud based technologies provide a secure environment where information may be gathered and shared • Understand that cloud based technologies enable people to work on a range of devices • There are advantages in using computers to monitor and log data such as accuracy and reliability over long periods of time • Software can be set up to control devices that respond differently to different inputs

15. Computing Upper KS2 Key Ideas: • Digital devices need to be programmed to make them work • Control systems have a number of distinct components that combine to work effectively e.g. Inputs and outputs • Devices can be controlled through direct instructions or from sensing equipment • Control programs can be written to respond to circumstances flexibly e.g. – if this…then that • Technology allows people to play games and access simulations on a range of devices at the same time • Digital games and simulations are written using a programming language • Spreadsheets can be used to create a simple model, perform calculations and are useful when numbers change to explore outcomes and what if scenarios • Graphics software can be used to create and edit an image for a specific purpose • Graphics software allows layers to be created within and image and that this allows complex images to be created and manipulated

16. E Safety • Content • SMART Rules, checking the integrity of websites, information and messages, inappropriate content • Contact • Personal information • Caution when communicating online • Conduct • Dealing with cyber bullying • How to talk to others

17. Programming • Causing most concern • Control Technology

19. Implications • It depends… • Hardware • Software • Training

20. Thank you! head@Tollerton.notts.sch.uk pete.wilkes@ccls.notts.sch.uk