LSBU PGCE Computing in Primary Schools

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These slides accompany the computing workshops that all LSBU PGCE trainees take part in.

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  • Online timer needed
  • Pre beebot and along side in EY/KS1
  • Talk around these activities is very important
  • Letter z
  • International Society for Technology in Education (ISTE) is the largest teacher-based, non-profit organisation in the field of educational technology. http://www.iste.org/learn/computational-thinking
  • Applying skills to different contexts
    Making things for a purpose, audience
    Capability
    Learn different languages
    Make things work, make things happen
  • P6 + CAS curriculum for schools
  • Then click where it says ‘reviews’ and then ‘see inside’
  • LSBU PGCE Computing in Primary Schools

    1. 1. COMPUTING WORKSHOP Primary and School Direct PGCE London South Bank University Clare Copeland Senior Lecturer, Primary ICT/Computing copelanc@lsbu.ac.uk
    2. 2. Workshop objectives  To understand the requirements of the new Computing curriculum at KS1-4  To understand why programming and sequencing is important for all age phases  Practical ways to teach pupils about Computer Science and ICT at KS1 & KS2
    3. 3. The new curriculum for Computing (Sept 2014)  New computing curriculum  Statutory from Sept 2014 https://www.gov.uk/government/publications/national-curriculum-in-england- computing-programmes-of-study  Varied picture as to how schools are implementing this  Unpick and highlight key phrases/terminology  Look at KS3/4 PoS (why?)  Why the change from ICT to computing?  Implications/thoughts/ comments?
    4. 4. What is Computing Education?  Computing is the combination of:  Digital literacy  Information Technology  Computer Science  More of a focus on IT and CS  Do you have an understanding of how technology works?  Have you been taught it?  How do you intend to teach it?  What are we aiming for?  To teach CS like other sciences  using investigation, experimentation, problem solving, learning the ‘craft’ of coding, planning, writing, testing, debugging etc.  Children are capable users and producers, digitally literate, digital citizens.
    5. 5. The new computing curriculum
    6. 6. Computing and CS - where do I start?  Encourage children to answer ‘what if…’ questions.  Helps them to become problem solvers and problem creators.  Programming, control tech, game design challenges children and teachers, but is incredibly inspiring.  You do not need to know the answers to everything!  Programming lends itself well to the approach of letting children explore for themselves the different possibilities – aka tinkering!  How can we facilitate this?
    7. 7. Getting started  With the children!  Physical activities involving sequencing and directions  Remote control toys, ‘floor robots’ or programmable toys (beebots/roamer/probots/pixie)  Children can experiment moving toys and robots from one place to another.  They are learning about (STOP!): directions, distance, planning, routes, predicting, order, sequencing and……
    8. 8. Activities at EYFS & KS1  Electronic, remote control and relational toys a) Simple turn on/off devices e.g. torch b) Then more functions e.g. washing machine, toaster, microwave, camera. c) More values/choices e.g. tape recorder, photocopier, TV, radio.  Instructions – following and giving e.g. Cooking recipes, sequencing games, puzzles, blindfold, use toys and puppets.  Story context e.g. Incy Wincy spider, red riding hood avoiding the wolf etc.  Structured and free play activities.  Simple programmable toys or floor robots e.g. Pixie, BeeBot.  More complex programmable robots e.g. Roamer, Probot.
    9. 9. Programmable toys and robots  Roamer and Roamer Too http://www.valiant-technology.com/  Beebot http://www.tts-group.co.uk/shops/tts/Products/PD1723538/ Bee-Bot-Floor-Robot/  Pi2Go http://www.tts-group.co.uk/shops/tts/Products/PD4280624/ Pi2Go/?rguid=8592c356-c962-43af-9d85-c7586586a8e9  Probot http://www.tts-group.co.uk/shops/tts/Products/PD3650046/Pro-Bot/  Moway http://moway-robot.com/en/  LEGO WeDo & Mindstorms https://education.lego.com/en-gb/lesi/elementary/lego-education-wedo http://mindstorms.lego.com/en-gb/default.aspx
    10. 10. Activities at EYFS & KS1/2  After programming robots, the next step can be an on-screen representation, or ideally, combining abstract & physical activities.  Simple programing software e.g. 2Go by 2Simple, Focus on Beebot.  Online activities e.g. guiding a spaceship to a planet or finding your way through a maze. http://www.iboard.co.uk/activities/path/controlling-and-modelling/subject/ict  Then move onto more complex programming software.
    11. 11. http://www.iboard.co.uk/activities/ Cheese Sniffer Chameleon Flycatcher Lilly Hop Mole Maze Space Hunt
    12. 12. Using simple sequencing/programming software Examples of programming & sequencing software:  2Go by 2Simple (Purple Mash) http://www.2simple.com/2go  2DIY by 2Simple https://www.2simple.com/2diy/  Focus on Beebot http://www.focuseducational.com/category/Bee-Bot-Resources/6  Roamer world http://www.valiant-technology.com/uk/pages/roamer_rworld.php
    13. 13. Roamer activities
    14. 14. Roamer activities What ‘shape’ do these instructions make? L 90 F 4 R 135 F 8 L 135 F 4 Challenge: can you make the letter K?
    15. 15. Themes of new PoS (in no particular order)  Computer Science  Computational thinking  Programming  Coding  Networks and the Internet  Communication and collaboration  Creativity  Productivity  Design, criticality, responsibility
    16. 16. Computational thinking (CT) explained (people do this not computers!) 1. Algorithm a step-by-step procedure for calculations. Algorithmic thinking developing a sequence of precise and unambiguous instructions. 2. Logical reasoning the process of using relational, systematic series of steps. 3. Abstraction is the art of taking the details out of a problem so that you can make a solution work for many things e.g. tube map. In order to change a sequence of instructions into an algorithm, abstraction needs to be exercised. 4. Decomposition also known as factoring, refers to the process by which a complex problem or system is broken down into parts that are easier to conceive, understand, program, and maintain. 5. Generalised patterns/pattern recognition is the ability to notice similarities or common differences that will help us make predictions or lead us to shortcuts. I know an algorithm to draw a square, how can I adapt it to draw other polygons? 6. Evaluation = making judgements. Subject knowledge & general resources: http://prezi.com/oggspvojssbj/computing-explained/ http://www.computingatschool.org.uk/data/uploads/CASPrimaryComputing.pdf http://www.slideshare.net/Microsofteduk/computer-science-in-the-national-curriculum
    17. 17. Introducing algorithms ....a step-by-step procedure for calculations. ….a series of actions to perform to get a job done. ….coming up with sequences that guarantee particular jobs are done. ….devising efficient ways of doing things:  two different ways of doing something could both guarantee to get the job done but one may be quicker than the other and so better. What is an algorithm? http://www.slideshare.net/ selenamarie/algorithms-are-recipes
    18. 18. Algorithms  KS1: understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions.  KS2: use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs. Real life applications How algorithms rule the world: http://www.theguardian.com/science/2013/jul/01/how-algorithms-rule-world-nsa Just for fun - The friendship algorithm: http://www.youtube.com/watch?v=k0xgjUhEG3U
    19. 19. Sheldon’s friendship algorithm http://flic.kr/p/5UnExb
    20. 20. Algorithmic activities!  Follow algorithms (recipes, instructions, maths)  Unpick simple algorithms  Create your own algorithms (what scaffolding is needed?)  Sandwich Bot: Program your teacher to make a Jam Sandwich Video: http://www.youtube.com/watch?v=leBEFaVHllE  Human crane algorithm activity: http://code-it.co.uk/ks1/crane/humancrane  Swap puzzle activity: http://www.cs4fn.org/algorithms/swappuzzle/  Barefoot CAS crazy character algorithms: http://barefootcas.org.uk/programme-of- study/understand-algorithms/ks1-crazy-character-algorithms-activity/  Sorting and searching algorithms: http://csunplugged.org/searching-algorithms  The Art of Nathan Selikoff: http://nathanselikoff.com/training/what-is-an-algorithm  Improve your subject knowledge - video and lesson on TED: http://ed.ted.com/lessons/your-brain-can-solve-algorithms-david-j-malan
    21. 21. Algorithmic homework! The birthday algorithm http://www.cse.buffalo.edu/~rapaport/510/alg-bday.gif
    22. 22. Top 10 Resources for teaching CS/Computing 1. Computing At School (CAS) is the subject association for all those interested in Computing in school. Register for free for everything computing - resources, forum, events, CPD etc. http://www.computingatschool.org.uk/ 2. Barefoot Computing project (part of CAS) is helping teachers to teach the computer science elements of the primary computing curriculum. They provide free high-quality, resources and CS workshops to support primary school teachers in England: http://barefootcas.org.uk/ 3. Quick Start Computing is part of CAS & offers a CPD toolkit for primary teachers - http://www.quickstartcomputing.org 4. Computer Science unplugged - computer science without a computer: http://csunplugged.org/ 5. Phil Bagge’s Computer Science site: http://code-it.co.uk/
    23. 23. Top 10 Resources for teaching CS/Computing 6. BBC Schools Primary Computing resources: http://www.bbc.co.uk/schools/0/computing/28972462 7. Computing ITT & CPD wiki contains sections on each area of new curric & age phases (including a short EYFS section) plus self study sections for teachers and resources to use with children: https://sites.google.com/site/primaryictitt 8. Simon Haughton - ICT teacher: http://www.simonhaughton.co.uk 9. Amazing ICT’s computing page - lots of resources and ideas here: http://amazingict.co.uk/computing 10. Code.org is an example of one of the many places to learn all about core computing and programming concepts: http://code.org/
    24. 24. Computing curriculum + assessment The guidance from the DfE on Assessment of 2014 Curriculum states:  ‘Assessment levels have been removed and will not be replaced.’  ‘Schools have the freedom to develop their own means of assessing pupils' progress towards end of key stage expectations.’  ‘Many schools already have good assessment systems in place and may choose to continue using these systems, provided they suit the new national curriculum.’  ‘Ofsted’s inspections will be informed by whatever pupil tracking data schools choose to keep’. (DfE, 2013)  It is expected that ALL children will be able to do what’s in the PoS by the end of each KS.  Focus on ‘stage’ not ‘age’.  The recommendation is that AfL will be built into the curriculum.  SEN pupils for whom P-Levels should still be used - there are no P-Levels for computing at present so use ICT ones and check with your school for guidance.  Info on this page accessed: 4/2/16 - Click here to access and download the full guidance: https://www.gov.uk/government/publications/national-curriculum-and-assessment-information-for-schools
    25. 25. Assessing Computing continued… Computing progression pathways  A useful overview of pupil progression through the different computing pathways.  The focus of this assessment framework is progression through and across strands of computing.  STAGE not age.  Download with guidance from: http://community.computingatschool.org.uk/resources/2324 Quickstart Computing  Guidance on assessment: http://primary.quickstartcomputing.org/assessment.html  Overview of assessment & computing: http://primary.quickstartcomputing.org/resources/pdf/assessment.pdf
    26. 26. Summary so far New Computing curriculum - Sept 2014 Schools are implementing this in a variety of ways Not just about coding/programming - much broader focus on computer science, digital literacy and information technology Computational thinking: being able to think like a computer scientist Practical experience for children is important but computational thinking doesn’t necessarily need computers = unplugged Understanding of how things work - hardware and networking, searching, capability - digital citizenship, e-safety. Assessment – stage not age - no levels - use AfL to show all children have achieved expectations of PoS by end of KS.
    27. 27. Computing curriculum at KS2 Have another look……  Writing, testing and refining more complex programs that include:  Selection, repeat, variables, inputs, outputs  Understand networks and search technologies.  Design and create a range of programs, systems and content that accomplish given goals.
    28. 28. Understanding the bigger picture  Computers get things done by a machine executing a program, written in some language.  Much of the power of computers comes from their ability to store and manipulate very large amounts of data.  Computers are essentially communication devices.  Computers are part of a wider context.
    29. 29. Hardware challenge! Get the kit, work out what it is, what it does and why it’s important.
    30. 30. What’s inside the case?  What does the inside of a computer look like? http://www.computerhope.com/issues/ch000997.htm  Lesson from Learn Free: http://www.gcflearnfree.org/computerbasics/7  Here's a great blog entry from a teacher about his lesson where the children took a computer apart. Although this particular lesson was with secondary school children the approach and many of the activities are appropriate for primary too. http://teachwithict.weebly.com/computing-blog/teaching-computer-science-day-1-the-day- i-took-my-screwdrivers-to-work  Also see VLE for today’s session.
    31. 31. Computing challenge questions ? How do computers work? ? How is information stored? ? How do devices communicate with each other? ? Is there a difference between data & information?
    32. 32. Working with binary Data in computers is stored and transmitted as a series of zeros and ones. A binary number is made up of only 0s and 1s. How can we represent words and numbers using just these two symbols? 0 1 0 0 1 = ? Activities: CS Unplugged: http://www.csunplugged.org/binary-numbers Binary numbers in 60 seconds: http://www.youtube.com/watch?v=qdFmSlFojIw Maths Is fun: http://www.mathsisfun.com/binary-number-system.html How can pictures be represented in the form of binary digits: http://www.bbc.co.uk/programmes/p0166rgs
    33. 33. Teaching about networks & the Internet  Resources for teaching about computer networks https://sites.google.com/site/primaryictitt/home/key-stage-2/computer-networks  How does the internet work? James May finds out how exactly the internet knows where to send you. https://www.youtube.com/watch?v=C3sr7_0FyPA Or the Naked Science video for children: https://www.youtube.com/watch?v=oj7A2YDgIWE  The Internet: A Network of Networks http://prezi.com/vapcu1okprv4/network-of-networks/  There and Back Again: A Packet's Tale - How does the Internet work? https://www.youtube.com/watch?v=WwyJGzZmBe8&feature=youtu.be  How does the internet work? http://www.howstuffworks.com/internet/basics/internet.htm  Sending an email http://www.ictvideohelp.co.uk/internet/internetpackages/internetpackages.html  Year 5 planning http://www.code-it.co.uk/netintsearch.html  What happens in an internet minute? http://www.intel.com/content/www/us/en/communications/internet-minute-infographic.html  Try searching for: ‘amazing internet facts’ ‘internet infographic’ and looking on YouTube for ‘how email works’ ‘how the internet works’ etc.
    34. 34. Click the image to start your virtual tour…… Image from: https://soa.princeton.edu/content/liam-young-brave-new-now-f%2713-studio https://www.google.com/maps/place/Google+Data+Center/@35.898621,-81.548447,15z/data=!4m2!3m1!1s0x0:0x66557dc5619a385d?hl=en Where in the world is this?
    35. 35. Activities at KS2 Progression EYFS - KS2:  from a 'concrete' hands on approach  and writing basic sequences of instructions  to an on-screen simulation  and to writing more complex programs.  Programmable robots & mats  Linking models, inputs and outputs including sensors (data logging).  Learning different programming languages (craft of coding).  Software examples: - Focus on Beebot - 2DIY - LOGO & ‘turtle’ programs - Kodu - Roamer world - Scratch - Flowol 4 - Alice - Junior Control Insight - various apps
    36. 36. Software links Focus on Beebot http://www.focuseducational.com/category/Bee-Bot-Resources/6 2DIY https://www.2simple.com/2diy/ 2Code https://www.2simple.com/2Code LOGO & ‘turtle’ programs http://logo.twentygototen.org/ Roamer world http://www.valiant-technology.com/uk/pages/roamer_rworld.php Scratch http://scratch.mit.edu/ Junior Control Insight http://www.logotron.co.uk/controljnr/ Flowol 4 http://www.flowol.com/Flowol4.aspx Alice http://www.alice.org/index.php Kodu http://www.kodugamelab.com/ Lightbot http://lightbot.com/ Links to iPad apps http://amazingict.co.uk/computing
    37. 37. Scratch - programming toolkit Scratch is a free programming toolkit from MIT http://scratch.mit.edu/ Programs are written to control objects (sprites) moving on a stage by joining command blocks together. Programs can include repetition, response to input such as the mouse and other outputs, such as sound. The toolkit allows pupils to develop their programs to pursue their own creative ideas. ScratchED is an online community for educators: http://scratched.media.mit.edu/ Example Scratch games making project on BBC Cracking the Code: http://www.bbc.co.uk/programmes/p01661pj
    38. 38. Learning to  Try it out for yourself - tinker!  Let the children try it out - tinker!  Explore existing projects and decompose: http://scratch.mit.edu/studios/105104/  Watch videos: Search YouTube ‘intro to scratch’ etc.  Plan an introductory lesson/walkthrough: http://scratched.media.mit.edu/resources/scratch-cards http://www.mcsk12.net/SCHOOLS/downtown.es/ScratchLessonOne.pdf  Resources also available via Computing top 10 e.g. CAS (refer to earlier slide)  If you need help: Ask the children! Find help on Scratch site: http://scratched.media.mit.edu/resources/new-scratch or online e.g.: http://learnscratch.org/
    39. 39. Flowol 4 - robotics and programming software Flowol 4 software allows students of all ages to develop logical reasoning and problem solving talents, develop programming skills and explore the world of automatic, autonomous systems and robots. http://www.flowol.com/ Program inputs and outputs using flowchart symbols. Control a 2D or 3D mimic e.g. fairground ride, train set. Attach your computer to an interface box and model and see your program work in real life. As an LSBU PGCE student you can download and install Flowol 4 for FREE. See Module site on VLE > ICT and Computing resources section https://vle.lsbu.ac.uk/course/view.php?id=22852&section=18
    40. 40. Good practice = do it for a purpose! Establish a clear purpose for the activity. Just learning how to use software is ICT skills. Enabling children to explore a context where a control or programming outcome might be useful will make sure that the software is used as a tool and not just an end in itself. Where children control a product that they have researched, designed and made the links between real life, D&T and ICT are exploited. Example: Design and create your Bedroom of the Future …..
    41. 41. Benefits of control & programming activities To use the computer for a purpose. To understand how things work, to make them work, to know what to do if something goes wrong. To be producers and creators not just expert consumers. Computers & devices we use are not magical - they need precise instructions in order to perform a task. Designing a control system or game involves higher order thinking skills:  planning  collaboration  problem solving  logical thinking  testing  refining  improving  Resilience & perseverance: Pupils will discover that there can be more than one correct answer.  Cross curricular opportunities.  CT is an academic discipline that creates independent learners, evaluators and potentially designers of new technology.
    42. 42. Programming languages for primary Pupils can start with full languages as soon as they are ready and willing to learn how to program. Python It's a clean, easy to understand and quite powerful language. http://www.python.org HTML The standard language used to create web pages. http://www.w3schools.com/html/ Resources code.org: Learn core computing and programming concepts http://code.org/learn CoderDojo: The open source global movement of free coding clubs for young people https://coderdojo.com/ Code Academy: http://www.codecademy.com/schools/curriculum/resources Code Club: A network of volunteer-led after school coding clubs. https://www.codeclub.org.uk/
    43. 43. 1. The web is not the Internet 2. Programming is much more than coding 3. Computer Science is much more than programming Subject knowledge? Recommended starting resources for subject knowledge: http://www.computingatschool.org.uk/data/uploads/ComputingCurric.pdf http://primary.quickstartcomputing.org/ http://community.computingatschool.org.uk/resources/2324 If you didn’t know 1, 2, 3 then you will need to improve your subject knowledge!!
    44. 44. Extra resources to support KS2 teaching See links given previously and a few more here…  Programming Basics: An overview of some of the most common techniques used in computer programming. http://prezi.com/wjmrkk9o79ok/programming-basics/  Networks and the Internet: Lecture from University of Roehampton http://prezi.com/d3znn2ixbgy6/networks-and-the-internet/  Computer Science for fun (CS4F): http://www.cs4fn.org/  BBC Make it Digital: http://www.bbc.co.uk/makeitdigital  BBC Cracking the Code short films: http://www.bbc.co.uk/programmes/b01r9tww  SAC Module reading list - has articles and links  DON’T FORGET - shared area on computers at LSBU all have resources on too 
    45. 45. Ideas for CS related trips  Bletchley Park  The Science Museum  Centre for Computing history  National Museum of Computing Y6/7  Virtual tours e.g. Google data centre  Apple Store workshop  Theme parks - experience control technology 1st hand!  List of fab ideas here: http://www.teach-ict.com/teacher/visits/visits.htm What is this?
    46. 46. We haven’t had time for……. Web and HTML coding Playing, designing & making computer games (this fulfils many of the NC CS reqs) Web hacking - try ‘hackasaurus’ Arduino, Raspberry Pi, crumble & MaKey MaKey (why not use bananas as an input device??) Toy hacking poor teddy!! There is so much more to discover #exciting times 
    47. 47. This presentation can be viewed online: http://www.slideshare.net/copelandclare/lsbu-pgce- computing-in-primary-schools Try this - create your very own robot avatar http://robohash.org/ Don’t forget my site for all things primary ICT and computing http://www.scoop.it/t/using-ict-in-primary-schools

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