1. Andy Colley
ICT AST, BSC, SSC, NCQW
@MrAColley
www.mrcolley.com

2. @MrAColley www.mrcolley.com
Why do we use computers?
Image: 'Steve Nelson'
http://www.flickr.com/photos/7171548@N04/2035853550
Found on flickrcc.net

3. Do you get it?
@MrAColley www.mrcolley.com

4. @MrAColley www.mrcolley.com
Source: KS3 Computing POS
http://www.computingatschool.org.uk/data/uploads/secondary_national_curriculum_-
_computing.pdf

5. @MrAColley www.mrcolley.com
Source: CAS - Computing in the National Curriculum – A Guide for Secondary Teachers
http://www.computingatschool.org.uk/data/uploads/secondary_national_curriculum_-
_computing.pdf

6. SOLO
@MrAColley www.mrcolley.com
Prestructural “What’s binary?”
Unistructural
I can convert binary to denary.
I know that binary is ones and zeroes.
Multistructural
I can convert binary to denary & back again.
I can convert binary to ASCII.
I know that binary is used to store data.
Relational
I understand how data is represented and stored on a
computer system.
Extended
Abstract
I can see the big picture and start to
understand/explain the reasons for using computers,
algorithms and file compression.

7. Lesson One
• Binary game – come up with a theory
• Binary dance off
• Paper exercises – converting one way
and the other (overlearning)
• Appreciate the hard grind
• Homework – reinforcement.
@MrAColley www.mrcolley.com

8. Lesson Two
• More paper conversions?
• What if there was a quicker
way? A program?
• Why would this be better for us?
• Introduce computational
thinking – post it decomposition
exercise.
• On to Scratch – create our
converter.
@MrAColley www.mrcolley.com

9. Lesson 3
@MrAColley www.mrcolley.com
MrAColley (no spaces)

10. @MrAColley www.mrcolley.com

11. 3 Step Differentiation
1. Pseudocode
@MrAColley www.mrcolley.com

12. 3 Step Differentiation
2. Pseudocode with code blocks
@MrAColley www.mrcolley.com

13. 3 Step Differentiation
3. Help Video
@MrAColley www.mrcolley.com

14. Progress in Scratch coding Progress in debugging
Help
Video
Pupils copy simple blocks from code provided.
Pupils can independently spot that
there is something wrong with
their code but couldn’t tell you
where in the code the problem is.
Pupils copy simple blocks from code provided
and can explain in their own words what it
does.
Code
blocks
Pupils are given the blocks they need and use
trial and error to combine them to achieve a
specific purpose.
Pupils can independently spot that
there is something wrong with
their code and can identify the
block or place where it is wrong
but cannot fix it without help.
Pseudo
code
Pupils add simple extra blocks to existing code
to modify the blocks effect. (eg Looks & Sound
Blocks)
Pupils reuse blocks of code that they learnt in
class within their own similar program. Pupils can independently spot that
there is something wrong with
their code and can fix it
Extra
Challenges
Pupils combine reused blocks with blocks of
their own devising (most programming is like
this).@MrAColley www.mrcolley.com

15. ASCII
• Secret messages
• Data representation
• Email
• Can build into networks
@MrAColley www.mrcolley.com

16. Phil Bagge
www.coding2learn.org
www.bournetocode.com
@MrAColley www.mrcolley.com
Marc Scott
www.code-it.co.uk
#ictcurric
Nicki Cooper www.interactiveclassroom.net
http://csunplugged.org/Computer Science
Unplugged
http://pamhook.com/Pam Hook
(SOLO)