COMPUTING
COMPUTATIONAL THINKING AND
PROGRAMMING IN THE NEW CURRICULUM
PART TWO
COMPUTING - KS1/KS2

Key stage 1
Pupils should be taught to:
 understand what algorithms are; how they are
implemented as...
SCRATCH SHOWCASE
REMIX TASK
COMPUTING - KS1/KS2

Key stage 2
Pupils should be taught to:


design, write and debug programs that accomplish specific
...
INPUTS & OUTPUTS
VARIABLES
READY… STEADY… CODE!
SHARE
FOLLOW-UP TASK DETAILS
Read: Resnick, M. (2013) Mother’s Day, Warrior Cats, and Digital
Fluency: Stories from the Scratch ...
Computing Session 2
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Computing Session 2

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Computing Session 2

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  • A reminder of the PoS for KS1. Red objectives are the CS-focused onesExplain that they’ve already touched on each of these in completing the follow-up task from last session (the Scratch project)2mins
  • Show 3of the best Scratch projects from your group (or from other groups)Use ‘See Inside’ feature for one of these projects and highlight how the project uses repetition (loops) and selection (If… then… else…)20mins
  • Explain the task for the session:Will be taking someone else’s project from the Scratch website and developing it in some wayFocus is on using inputs and outputs and variables (see next slide for links to PoS)5mins
  • This slide highlights the “work with variables and various forms of input and output” objectiveExplain that this is a requirement for KS2Also discuss the progression in expectations from KS1 in other areas (e.g. now creating “programs that accomplish specific goals”)3mins
  • Show and discuss simple example of inputs and outputs (see Jeremy’s Scratch profile for example or use your own)Pic shows children playing Scratch Operation – point out that this involves use of inputs (the tweezers) and outputs (the buzzer)5mins
  • Show and discuss simple example of variables (see Jeremy’s Scratch profile for example or use your own)5mins
  • Give students half an hour to remix a project and introduce or develop use of inputs, outputs and variablesExplain that they will be sharing what they have done at the end of the session via the Scratch community30 mins
  • Ask the students to share their project (no matter how complete) with the Scratch communityRemind them that they need to click the ‘Share’ button (top right) to do this5mins
  • Ask the students to share their project (no matter how complete) with the Scratch communityRemind them that they need to click the ‘Share’ button (top right) to do this5mins
  • REMEMBER to hand out Keith’s chapter on Computational Thinking and programming5mins
  • Computing Session 2

    1. 1. COMPUTING COMPUTATIONAL THINKING AND PROGRAMMING IN THE NEW CURRICULUM PART TWO
    2. 2. COMPUTING - KS1/KS2 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.
    3. 3. SCRATCH SHOWCASE
    4. 4. REMIX TASK
    5. 5. COMPUTING - KS1/KS2 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.
    6. 6. INPUTS & OUTPUTS
    7. 7. VARIABLES
    8. 8. READY… STEADY… CODE!
    9. 9. SHARE
    10. 10. FOLLOW-UP TASK DETAILS Read: Resnick, M. (2013) Mother’s Day, Warrior Cats, and Digital Fluency: Stories from the Scratch Community, Keynote paper available at http://web.media.mit.edu/~mres/papers/mothers-daywarrior-cats.pdf Before the next EV682 session: Read: Clarke, S. (2005) ‘Defining formative assessment’, Chapter 1 in Formative Assessment in Action; Weaving the elements together. London: Routledge
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