Presentation on how to utilise the iPad to deliver a range of Computing/ICT activities that help develop key Computational Thinking skills in young pupils.

1. Using iPad to develop
Computational Thinking in
EYFS and KS1
CAS Manchester Training December 2017
Jamie Edmondson
Computing Leader, Our Lady’s RC Primary School, Manchester
CAS Master Teacher
@jecomputing
jamie.edmondson@computingatschool.org.uk

2. Aims and Objectives
● What’s expected in EYFS (Development Matters).
● What’s expected in KS1 (CS PoS objectives).
● What exactly is CT? (Concepts and approaches and
importance of laying the foundations in EYFS).
● Practical activities: 2 CT based EYFS units to try!
● Toolkit: Must have EYFS/KS1 apps for developing CT.
● Unplugged and Physical Computing

3. Primary Computing
What’s expected in EYFS?

4. Primary Computing
What’s expected in KS1?
.

5. What is Computational Thinking?
Concepts and Approaches
.

6. Laying the foundations in EYFS
What you are already doing...

7. Stop Motion Animation (EYFS Unit 1)
A 6 week EYFS unit focussed on developing early CT (and IT) skills
http://www.jecomputing.co.uk/unit-1.html
Watch the WAGOLL.
What CT concepts do you think were covered?
What CT approaches do you think were covered?

8. Stop Motion Animation (EYFS Unit 1)
A 6 week EYFS unit focussed on developing early CT (and IT) skills
CT Concepts covered
Algorithms - planning the sequence
of steps in the form of a story map.
Decomposition: to get character from
one place in the scene to another
pupils had to break this down into a
series of small movements.
CT Approaches covered
Creating - pupils planned their animation, chose what
characters they wanted in it and what these
characters would do.
Debugging - pupils watched back and were able to
identify errors (e.g. when somebody had put a hand in
the way) and were able to delete the appropriate
frame and re-capture.
Perseverance - pupils were able to keep going until
they had 200 frames captured.
Collaborating - pupils worked in small groups with
each one assigned a particular role.

9. I Can Animate
Let’s have a go!
1. Plan a simple story map.
2. Open up I Can Animate iPad app.
3. Move your toy characters in sequence according to your story map. (Do
this in front of the green background so that you can later export it to the
Green Screen DoInk app). Make sure you capture 5 frames each time you
make a movement (129 frames will give you approx 10 seconds footage).
4. Export to the camera roll once finished!

10. Green Screen
Let’s have a go!
1. Open up Green Screen By Doink iPad app.
2. Import your video from the iPad camera roll.
3. Find and save an appropriate background image.
4. Add this background image in and adjust trimming as necessary, export
finished video to camera roll.
Note: In the example animation watched, further editing was done by me using
iMovie (music and titles added).

11. Instructional Photo Video Story
(EYFS Unit 2)
Another 6 week EYFS unit focussed on developing early CT (and IT) skills
http://ourladyswhalleyrange.primaryblogger.co.uk/2016/05/25/how-to-brus
h-your-teeth-videos/
Watch the WAGOLL.
What CT concepts do you think were covered?
What CT approaches do you think were covered?

12. Instructional Photo Video Story (EYFS Unit
2)
Another 6 week EYFS unit focussed on developing early CT (and IT) skills
CT Concepts covered
Algorithms - planning the sequence of steps in
the form of a story map/flowchart. Focus on use
of instructional language.
Decomposition: Pupils broke down the overall
procedure of brushing their teeth into a
sequence of smaller tasks.
Logic - Pupils had to ask themselves ‘Does this
make sense?’ ‘Have I missed anything out?’
CT Approaches covered
Creating - pupils first planned their sequence of
instructions as a flowchart diagram
Debugging - pupils watched back and were able to
identify any errors, deleting if appropriate and
re-recording as many times as needed.
Perseverance - pupils were able to keep going until
they had given sufficiently accurate and precise
detailed steps.
Collaborating - pupils worked in pairs, testing and
supporting each other where necessary.

13. Shadow Puppet
Let’s have a go!
1. Decompose the process of making a crisp sandwich by recording each of
the separate steps in the form of a simple flowchart.
2. With your partner and using the equipment provided, take turns to capture
photos of you demonstrating each individual step.
3. Next, open up the Shadow Puppet iPad app, import your photos and
record your voice over instructions (remember you can also annotate your
images and add text as you are recording).
4. Export to the camera roll once finished!

14. iPad App Toolkit:
Must have EYFS/KS1 apps
A.L.E.X.
BEEBOT APP
BUGS AND BUTTONS
DAISY THE DINOSAUR
KODABLE
SCRATCH JNR

15. Unplugged Computing
Don’t underestimate the value of unplugged computing
activities, especially for developing early CT skills.
Remember that pupils need a range of experiences both
on and away from the screen.
www.code-it.co.uk
http://barefootcas.org.uk/

16. Physical Computing
BeeBots, Roamer, ProBots etc.
Have these easily accessible as part of your daily
continuous provision.
Encourage pupils to ‘Tinker.’
Have a series of learning challenges/activities to help
develop pupils ‘Debugging’ skills.

17. Useful Links
Further Reading:
Laying the foundations for computing in the early years by Miles Berry
Using iPad to develop computational thinking in EYFS by Jamie
Edmondson
Scheme of Work:
http://www.jecomputing.co.uk/project-live.html

18. Any Questions?
CAS Manchester Training December 2017
Jamie Edmondson
Computing Leader, Our Lady’s RC Primary School
CAS Master Teacher
@jecomputing
jamie.edmondson@computingatschool.org.uk
http://tinyurl.com/casman-eval
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