Primary ICT to Computing for KS1

Primary ICT to Computing for KS1 Yvonne Walker EPICTs Consultant

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

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

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?

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.

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].

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].

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.

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.

…….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.

Subject content for Key stage 1 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.

Unpicking the new PoS: Algorithms Understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions. Definition: http://encyclopedia.kids.net.au/page/al/Algorithm

Algorithm Task (15 mins) • Go to www.epicts.org.uk • Visit the course resource page. • Follow the task instructions. • Be prepared to share your thoughts!

Algorithm Practical Task (10 mins) • Create a maze using the paper strips provided. • Program your Beebot to move around the maze. • Use the instruction cards to create an algorithm for your Beebot to move around the maze. Test it. • Feedback - how did it go?

Scratch Warm Up - Blockly Blockly is a web-based, graphical programming editor. Users can drag blocks together to build an application. No typing required.

Blockly Task Work your way through the Blockly maze. • What skills are you learning? • Do you think pupils would find this motivating? • What age group could you use this resource with?

Unpicking the new PoS: Debugging To be able to create and debug simple programs Definition: Debugging is a methodical process of finding and reducing the number of bugs, or defects, in a computer program or a piece of electronic hardware, thus making it behave as expected. Debugging tends to be harder when various subsystems are tightly coupled, as changes in one may cause bugs to emerge in another.

Unpicking the new PoS: Debugging Practical (10 mins) • Use the Spot the mistake worksheet. • Each algorithm has got one mistake in it. Can you find it and change the code? • Try out your new algorithm with a Beebot. Have you debugged correctly?

Unpicking the new PoS: Simple programs Understand what algorithms are, and that algorithms are implemented as programs on digital devices; write and test simple programs. What does this mean to you? Do you have any computing experience? Explore the Resources for use with pupils link on the course page (10 mins).

Unpicking the new PoS: Simple programs task Go to the course resource page and choose 1 or 2 activities from the simple program task area. You will be using: Logo Scratch Espresso

Feedback from Programming Task

Progression in Computing

APP in Computing • Look at the APP documents on the course resource page. • Feedback as to how you would use these in the classroom

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

Primary ICT to Computing for KS1