The document discusses pedagogical approaches for teaching primary computing. It provides objectives around the primary computing curriculum and computational thinking concepts. It then describes several unplugged activities that can be used to develop computational thinking without computers, such as writing algorithms for making sandwiches or drawing characters. Finally, it discusses strategies for teaching computing, including developing independence, paired programming, debugging, differentiation, and assessment.

1. Pedagogical Approaches
Primary Computing
CAS North West Manchester Workshop September 2017
Jamie Edmondson
CAS Master Teacher
@jecomputing
jamie.edmondson@computingatschool.org.uk

2. Objectives
● PoS (KS1/2)
● Current climate
● Computational Thinking -
concepts and approaches
Activities:
Developing CT: (Unplugged,
Algorithms, developing conceptual
understanding…)
Teaching Strategies:
● Developing
resilience/independence
● Paired programming
● Debugging
● Differentiation
● Assessment

3. Programme of Study KS1/2
● Current issues
● Computational Thinking -
concepts and approaches
● Unplugged activities
.

4. Primary Computing
Current Climate
● Lack of teaching
confidence/subject
knowledge
“I’m a teacher, not a
programmer!”
● Lessons taught by specialist
teachers
● Subject still marginalised in many
schools
● Still too much emphasis on copy
the code activities as opposed to
developing conceptual
understanding

5. Which is the
greater
achievement:
the tower or the
instructions?

6. “I am a teacher, not a coder”
Are you a ...
Mathematician? Linguist?
Theologian? Botanist?
Historian? Physicist?
Q. Why is it acceptable that still so many teachers shy away from teaching
Computing because of self diagnosed ‘technophobia?!!’

7. What you do know
● How pupils learn
● How to sequence progressive lessons
● How to present new information in a variety of
ways
● How to diagnosis misunderstandings
● How to give children opportunities to apply
their understanding
● How to support all learners
What you might not know
● How to code
“I am a teacher, not a coder”

8. Subject Knowledge
Sound subject knowledge is the key
to creative, challenging, engaging
computing lessons.
Develop pupils’ computational
thinking skills and understanding of
computer science concepts.
Barefoot website - the one-stop-shop
for computer science subject
knowledge
@barefootcomp
Teach yourself videos
Activities
Free Workshop
Computer programming: who isteaching our children to code?

9. Once subject knowledge is
sound, we can make use of our
existing pedagogical practices.

12. Activities
Activity ideas for promoting computational thinking

13. Unplugged Activities
● Everyone can write an algorithm for a jam sandwich
● Develop understanding away from the computer
● Make the activity fit the concept and the context of the unit
● Refer to it throughout the unit
● Remember, before you can program you need to be able to write algorithms

15. 1. Draw a triangular body
2. Draw 3 eyes
3. Draw 4 legs
4. Draw 1 antenna
5. Draw 2 wings
Crazy Characters

16. Crazy Characters - why is this a better
algorithm now?
1. Draw an inverted (upside down)
triangular body
2. Draw 3 eyes (1 eye on each corner and 1
eye in the middle of the body)
3. Draw 4 legs, 1 either side of the bottom
point of the triangle and 1 either side of
the triangle and halfway up
4. Draw 1 antenna on top of the triangular
body
5. Draw 2 wings, perpendicular to the
centre eye

17. Tinkering (Experimental Play)
● Experiencing device for the first time
or exploring something new in a
known device.
● Give children a focus for their
tinkering.
● Promote failure (F.A.I.L.)
● Record their findings and present to
the class. Who else found this out?
Did anyone find another way to do
this?
❏ Example - using pen asset in scratch
❏ Can you draw lines of different lengths?
❏ Can you change the colour?
❏ Can you change the thickness of the
line?
❏ Can you draw a line of two or more
colours?
❏ Can you draw lines that are (un)joined?
❏ Can you draw a shape?

18. Writing Algorithms - Drawing Lines (linking
‘unplugged’ to ‘plugged’)
TASK: You have 1 minute to draw as
many different lines as you can on a
piece of paper.

19. Writing Algorithms - Drawing Lines (linking ‘unplugged’ to ‘plugged’)
TASK: How many of these can you
recreate using Scratch?

20. Variables Unplugged
You will need to be in 3’s.
Person 1 = Thrower
Person 2 = Catcher
Person 3 = Timer/Scorer

21. Writing Algorithms - Variables Unplugged
∗ 1.Create a variable called
timer
∗ 2.Set timer to 30
∗ 3.Say timer
∗ 4.Wait for 1 sec, then
reduce timer by 1
∗ 5.Repeat from line 3 until
timer reaches 0
∗ 6. Shout “STOP!”
∗ 1.Create a variable called
score
∗ 2.Set score to 0
∗ 3.When the person catches
the ball, increase score by 1
∗ 4. Say score
∗ 5.Repeat from line 3 until
the timer reaches 0
∗ 6. Say “You scored” score

22. From Algorithms to Programs
Show pupils examples of the
programs they will be writing.
Can they match up the algorithm to
the equivalent instruction in the
code?
Task - match up the steps in the
algorithm to the corresponding code

23. Moving from algorithms to programs
∗ 1.Create a variable called timer
∗ 2.Set timer to 30
∗ 3.Say timer
∗ 4.Wait for 1 sec, then reduce
timer by 1
∗ 5.Repeat from line 3 until timer
reaches 0
∗ 6. Shout “STOP!”

24. Moving from algorithms to programs - Applying skills
Task: Can you add at least one variable to this game here
to make a more exciting playing experience

25. Play this game and then on your
sheet, circle all the blocks that
you think have been used

26. Analysing Programs
Show children short
programs - can they predict
what the output will be?

27. Analysing Programs
Show children short
programs can they predict
what the output will be?
Test it out! Were you right?

28. Analysing Programs
Can they predict which
program out of a selection
will reach the stated
outcome? How do you
know?
A B C

29. Analysing Programs
Comparing programs
A B C A B

30. Beat the code!
Can you write an algorithm
to get A.L.E.X. to the end
square in less steps than
mine?

31. One possible solution. Can you better it?

32. Strategies
Practical strategies to use in Computing lessons

33. Independence/Resilience
● Classroom organisation (Kagan)
● Lesson Management:
5 B’s strategy

34. Paired Programming
1. Get the Rover bot to move towards an apple when it see’s it
2. Instruct a bot (any) to shoot a missile everytime it sees a ball
3. Get Kodu to say “There’s a star” every time it sees a star
4. Play the sound ‘coin’ every time a bot bumps into a heart
5. Instruct the cycle to eat an object (e.g. apple) and score 1 point each time it
does
1 ‘Driver’, 1 ‘Navigator’ - swap roles for each task

35. Building on pupils prior knowledge...
(e.g. teaching concept of ‘selection’ within Scratch)

36. Role Play
Give children a short program.
Can they follow the instructions to
produce the specific outcome.
Do they follow the instructions in the
sequence given?
Tip: For pupils that are struggling get themselves or
a partner to act out the output for their code to see
where they may have gone wrong

37. Debugging
If we want pupils to successfully debug (fix) their own
programmes, we need to give them the opportunity to practice this
skill.
Model debugging (through shared programming)
Remixing task: Can you improve this project? Add comments to
show what changes you have made

38. Differentiation strategies
Strategy 1: Modify existing
programs
Task: click here and make the 3
changes to the program
Challenge: What further
modifications can you make?

39. Differentiation strategies
Strategy 2: Complete partial
programs.
Task: Click here and use the
blocks already provided to create
a regular shape
.

40. Developing Conceptual Understanding -
Planning Units of Work
● Start with a concept
● Base units of work around the concept not around the
final product
● Develop this understanding through a series of activities
● Allow opportunity for independent application

41. Assessment
● Assessing understanding of concepts
● We need to give them the opportunities
to show this.
● AfL What do you want to find out? What
questions will get these answers?
(Project Quantum)
● Record children’s explanation of their
programs
● More on Assessment
Ways of assessing
● Pupil Blogging
● Screencast-O-Matic (Kodu)
● Use comment feature in Scratch
● # in Python to leave comments
● Use video feature in Scratch
● Jotters
● Screenshots and import to ppt or
upload to shared folder (or even
better learning platform such as
GAFE/Edmodo)

42. Computing with Pedagogy at its heart
will...
● ‘…equip pupils to use computational thinking and
creativity to understand and change the world.’
● Motivate and engage learners
● Promote purposeful cross-curricular use of technology
● Developing pupils’ conceptual understanding and
provide opportunities to apply computational thinking
● Pupils could be saying “Look how I made…”

43. Any Questions?
CAS North West Manchester Workshop September 2017
Jamie Edmondson
CAS Master Teacher
@jecomputing
jamie.edmondson@computingatschool.org.uk
http://tinyurl.com/casman-evaluate