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Name: Yvonne Walker CAS QuickStart Coordinator PowerPoint Presentation
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Name: Yvonne Walker CAS QuickStart Coordinator
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  1. Name: Yvonne Walker CAS QuickStart Coordinator

  2. A bit about me….. • Worked in the science industry for 17 years before becoming a primary school teacher • Primary school teacher / ICT Coordinatorin NE Lincs • LA ICT Consultant in NE Lincs for 12 years • EPICTs consultancy – courses for primary teachers on ICT and computing • School based in Lincoln teaching ICT / Computing to Y1 to Y6 / mentoring teachers / LSAs / training for parents (2 years) • Now work for CAS as QuickStart Coordinator • Certified Naace Professional / ICT Mark assessor / e-safety Mark assessor

  3. Developing a primary school computing curriculum • From ICT to computing – understanding why the PoS has changed • Developing an understanding of the new computing PoS • A focus on computing activities in the primary curriculum (hands on) • Mapping out what we already do in terms of computing (working in year groups) • Identifying the computing gaps in the curriculum (working in year groups) • Filling the computing gaps – future support • Becoming a CAS Computing Hub • Questions

  4. From ICT to computing –understanding why the PoS has changed 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

  5. Computing in Schools - • 'Shut Down Or Restart?' Royal Society report ButWHYCHANGE?

  6. The current delivery of Computing education in many UK schools is highly unsatisfactory. Although existing curricula for Information and Communication Technology (ICT) are broad and allow scope for teachers to inspire pupils and help them develop interests in Computing, many pupils are not inspired by what they are taught and gain nothing beyond basic digital literacy skills such as how to use a word-processor or a database. Main findings

  7. The National Curriculum 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. So what did that look like in ICT prior to disapplication?

  8. From 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.

  9. 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].

  10. 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].

  11. 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.

  12. Breadth of study 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.

  13. So what was the problem?

  14. …….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.

  15. Developing an understanding of the new computing PoS • Computing is the umbrella term for the subject as a whole, which comprises of three elements: computer science, information technology and digital literacy. SoWHAT IS COMPUTING?

  16. Unpicking the computing PoS 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. CS IT CS DL

  17. Subject content for Key Stage 2 • 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. CS

  18. Subject content for Key Stage 1- CS 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

  19. Understand what algorithms are An algorithm is no more than a set of instructions used to achieve a goal or solve a problem.

  20. I can say what an algorithm is. I can use role play toys and do things in the right order. I can say “this is an algorithm”

  21. I can tell my friend to do something in the right order and I can say, “this is an algorithm”.

  22. I can control a toy by programming a sequence of instructions and I understand that this is called an algorithm.

  23. I can give an example of an algorithm.

  24. I can say programs are algorithms working on computers to make things happen on screen.

  25. I can draw a storyboard or the steps of an algorithm so someone else can understand it.

  26. I can predict what someone else’s storyboard will make happen.

  27. Task – Human Crane Only using the instructions provided on the next slide move the block from one dish to another. code-it.co.uk

  28. Understand that programs execute by following precise and unambiguous instructions

  29. Robots (Bee-Bots, Roamers, Lego, Pro-Bots) • Easily programmable • Child friendly • Inexpensive • Fun

  30. Putting theory into practice

  31. Working with Beebots - task

  32. Mapping out what we already do in terms of algorithms Examples of algorithms Progression in sequencing and sorting

  33. Create simple programs Brainstorm Try and think of as many different algorithms you use in your classroom every day. Could you make them better?

  34. Understand that programs execute by following precise and unambiguous instructions Links to Speaking & Listening Links to other curriculum areas

  35. Debug simple programs You’ve already done this to an extent!

  36. Debugging

  37. Mapping out what we already do in terms of computer science Task (15minutes) • Think about the different aspects of computer science that have been showcased. • Where do they appear in your existing curriculum? • How could you formalise the links between this and the CS PoS? • Can you identify any gaps in coverage? • How could you extend your coverage?

  38. 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 CS

  39. 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? Go to http://epicts.org.uk/schools/osgodby-primary-school/ • Watch the prezi! • Explore the link to resources for use with pupils • Discuss with a partner how you could use these in the classroom.

  40. Design, write and debug programs Task (20 mins) Go to www.epicts.org.uk/ and find the programming task. Be prepared to share what you have learnt!

  41. 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. • Have a go at the Kodu or MSW Logo tasks

  42. The use of logical reasoning to explain how some simple algorithms work, detect and correct errors Kodu Scratch MSW Logo How would use these resources to support this element of the CS PoS?

  43. Mapping out what we already do in terms of computer science Task (15minutes) • Think about the different aspects of computer science that have been showcased. • Where do they appear in your existing curriculum? • How could you formalise the links between this and the CS PoS? • Can you identify any gaps in coverage? • How could you extend your coverage?

  44. Subject content for Key stage 1 Digital Literacy • 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.

  45. I know to use technology safely and respectfully. SAFE MEETING ACCEPTING RELIABLE TELL

  46. I know that I should not share my private information.

  47. I know how to find help if I see something I don’t like on the internet.

  48. Mapping the DL subject content for Key Stage 1into the curriculum • 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. Task (15 minutes) Think about the different aspects of information technology (DL) that have been showcased. Where do they appear in your existing curriculum? How could you formalise the links between this and the Computing PoS? How could you extend your coverage?

  49. Subject content for Key Stage 2 – Digital Literacy • use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact IT