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Ei505 Session 2

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Ei505 Session 2

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Ei505 Session 2

  1. 1. COMPUTING PART II: DEBUGGING & LOGICAL REASONING
  2. 2. 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.
  3. 3. DEBUGGING & LOGICAL REASONING
  4. 4. DEBUGGING & LOGICAL REASONING This game almost works correctly but it could do with some improvements. Can you make sure the frog moves correctly? Can you make it easier for the frog to cross the road? Can you add a victory ‘sound’ when the frog reaches the other side? http://scratch.mit.edu/projects/18025114/
  5. 5. This game works but it could so with some extra features. Can you award the user a point for every apple they catch in the basket? Can you add a GAME OVER background and switch to this when three apples have hit the ground? http://scratch.mit.edu/projects/14319469/ This game is simple right? Just click the label that matches the picture shown in the middle. Uh oh! Someone’s messed up the code! Can you fix it? Use the comments to help you work out what is wrong. http://scratch.mit.edu/projects/14289814/
  6. 6. BACKUP OR IT’S GAME OVER! We strongly advise you to keep backups of any important project that you produce using Scratch. To do this, when you’re in the editor view, click File > Download to your computer. We recommend that you keep multiple backups of your project as it develops. You might name these files using the current date/time so that you can easily locate the right file should you need it. We also advise you to keep backups of any media files that you produce for use in your Scratch projects.
  7. 7. ASSIGNMENT TASK Design and write a program to accomplish a specific educational goal relating to the KS2 curriculum in either English or mathematics. Your educational program should engage the user for at least 3 minutes. It should teach as well as consolidate learning.
  8. 8. YOUR EDUCATIONAL PROGRAM… Could be a game, story, song, rap, rhyme, animation etc It needs to teach the concept/focus/skill and then consolidate the learning.
  9. 9. LEARNING OUTCOMES • Demonstrate computational thinking through processes including: decomposition; logical reasoning; and developing algorithms; • Make discerning use of digital content to achieve specific goals; • Demonstrate an applied understanding of a key aspect of either English or mathematics education for KS2.
  10. 10. 40-49% An adequate, but weak response to the task All learning outcomes/ assessment criteria have just been met There are design issues and a limited awareness of the user Some minor inaccuracies and/or misunderstandings e.g some coding issues, Lack of user testing Use of simple movement or animation to create interactivity but this is minimal Adequate understanding and use of programming to create EP but minimal evidence of independent research (learning) Some minor deviations from the specifications for the assessment task, The EP has been executed in a basic and/or poor way Demonstrates limited levels of initiative, personal responsibility, decisionmaking
  11. 11. 50-59% A sound, competent response to the task All learning outcomes/ assessment criteria have been met and some may have been achieved at a good standard Sound understanding and exploration of Scratch with no significant inaccuracies in the programming Some use of repetition, selection and sequencing The EP is presented/organised clearly and approached/executed in a standard way Sound use of digital content Demonstrates some levels of initiative, personal responsibility, decision-making in programming and creating the educational
  12. 12. 60-69% A good to very good response to the task All learning outcomes/ assessment criteria have been met fully at a good or very good standard Good use of more advance features in Scratch (variables, broadcasting etc) Good use of repetition, selection and sequencing No significant misunderstanding or errors in the programming or content of the EP The organisation and presentation of the EP is at least good It has been approached/executed in a comprehensive and appropriate way Demonstrates good levels of initiative, personal responsibility and decisionmaking in designing and programming the EP
  13. 13. 70+ An excellent response to the task All learning outcomes/ assessment criteria have been achieved to a high standard and many at an exceptionally high level Design, creation and quality of the EP and assets are excellent throughout The EP demonstrates a high/exceptionally high understanding of applied pedagogical design In-depth understanding, exploration and research All specifications for the assessment task have been adhered to The work has been approached and executes in an original way Demonstrates high levels of initiative, personal responsibility, decision-making It surprises us!
  14. 14. EXAMPLE PROJECTS
  15. 15. FOLLOW-UP TASK Plan: Create a visual plan with annotations of your Scratch Assignment project. Bring to the next Computing session on 09/05/14

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