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# Ei607 session 1 computing

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• http://goo.gl/g44nka
• Highlight the focus on computer science in the new curriculumStatutory from September 2014Old curriculum was created in 19993 mins
• This slide highlights the aims we’ll be focusing on in the session (i.e. aims 1 and 2)Reassure students that we’ll be starting to unpack some of the terminology used here (e.g. abstraction, logic, algorithms)Explain that aims 3 and 4 are particularly relevant to the development of children’s broader digital literacy3 mins
• Algorithms: a useful definition for KS1 is “a sequence of clear (precise/unambiguous) instructions to achieve a specific outcome”. At KS1 an algorithm can be thought of as being like a recipe. If the algorithm has been logically developed then the outcome should be predictable.Debug: identify and correct errors in programs.3 mins
• Algorithms: a useful definition for KS1 is “a sequence of clear (precise/unambiguous) instructions to achieve a specific outcome”. At KS1 an algorithm can be thought of as being like a recipe. If the algorithm has been logically developed then the outcome should be predictable.Bebug: identify and correct errors in programs.Explain that we’ll be exploring sequence, selection and repetition during the session (and in their follow-up task).3 mins
• Here are a few of the computational concepts that we will be exploring during the next few weeks.SequenceA sequence is a set of actions or events that must be carried out in the same order every time. Along with selection and repetition it is one of the three basic logical structures used by algorithms and programming.Repetition (loop)Repetition refers to sections of code or algorithmic instructions that are repeated. There are different types of loop. The most basic is where a set of instructions in repeated a set number of times (repeat 4 [fd 100 rt 90]). Another type of loop repeats continuously until an escape clause is met. When loops are combined with variables the sets of instructions can be adapted in every repetition. Along with sequence and selection it is one of the three basic structures used by algorithms and programming.
• In order to get you up and running with some key concepts we would like you to take part in the hour of code. This will give you a strong grasp of the key concepts: sequence, repetition and selection.
• - Explain that Scratch 2.0 runs in a browser so no need to install anythingGive a brief tour of the Scratch 2.0 interface (the pic in the slide is hyperlinked to the Scratch site), including a very brief tour of the block toolboxShow where to sign up to community (would be helpful to briefly show your own community profile so they can see how the community works)5 mins
• 5 mins intro + 45 mins activity time
• ### Ei607 session 1 computing

1. 1. COMPUTATIONAL THINKING AND PROGRAMMING IN THE NEW CURRICULUM EI607 – SESSION 1 EI609 – SESSION 1 EI607.WORDPRESS.COM/
2. 2. COMPUTING SURVEY
3. 3. MODULE AIMS Digital technologies play an increasingly important role in our lives. In order to participate fully in social, political, economic and cultural activities in their adult lives, learners need to develop both digital literacy and computational thinking. This module aims to equip student teachers with an understanding of the rationale for Computing education. Students will develop their understanding of the current policy context and their knowledge of ways in which digital literacy and computational thinking can be developed in the primary classroom.
4. 4. LEARNING OUTCOMES Students will be able to: • critically analyse recent policy developments and current curriculum expectations for Computing at KS1 and KS2 • provide a clear rationale for the development of pupils’ digital literacy AND computational thinking • critically analyse effective pedagogy for Computing through the synthesis of a range of relevant theory
5. 5. SESSION OBJECTIVES • Recent policy developments • To understand the requirements of the new Computing curriculum • To gain an understanding of computational thinking • To introduce students to a programming environment suitable for teaching at KS1/2
6. 6. COMPUTING? DISCUSS: In pairs, share experiences from your placements on the teaching and learning of ICT or Computing within your settings. CONSIDER: How are schools are implementing the new curriculum? How confident do teachers feel about teaching Computing? How do you feel? How prepared are you?
7. 7. DRIVERS FOR THE NEW CURRICULUM
8. 8. COMPUTING - POS 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.
9. 9. COMPUTING - AIMS Aims 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.
10. 10. Key stage 1 COMPUTING - 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.
11. 11. Key stage 2 Pupils should be taught to: COMPUTING - KS2  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.
12. 12. COMPUTATIONAL THINKING – THE BIG IDEAS Computational thinking is a set of concepts and practices that draw on ideas from the world of computing. There has been a growing recognition of the importance of computational thinking for understanding and solving problems in a wide range of contexts, not only in the field of computer science. Programming can serve as an important context for the cultivation of computational thinking. In this workshop, we take an explicitly design-based learning approach to understanding computational thinking concepts and practices through programming. http://scratched.media.mit.edu/sites/default/files/BigIdeas.pdf
13. 13. COMPUTATIONAL CONCEPTS Sequence identifying a series of steps for a task Repetition running the same sequence multiple times Selection making decisions based on conditions
14. 14. COMPUTATIONAL CONCEPTS
15. 15. INTRODUCING SCRATCH
16. 16. INTRO TO SCRATCH 2.0
17. 17. GETTING STARTED 1. Sign up to the Scratch 2.0 community at http://scratch.mit.edu 2. Write the code for a simple Scratch maze project that uses • • • sequence selection repetition 3. Follow the instructions at the start of the project. Help sheets are available. 4. CHALLENGE: Animate the sprite when it reaches the end. 5. Share your project in the community