This document discusses programming and computational thinking at key stage 1. It explains that computational thinking involves formulating problems and solutions in a way that can be carried out by a computer. The key stage 1 curriculum aims to teach students what algorithms are, how to create and debug simple programs, and use logical reasoning to predict program behavior. Several hands-on activities are described to help students practice these concepts, such as writing step-by-step instructions to make a sandwich robot or navigate an obstacle course.

1. Programming and
Computational thinking
KS1

2. “A high-quality computing education equips
pupils to use computational thinking and
creativity to understand and change the world.”
– Purpose of study, computing programmes of study

3. “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.”
– Purpose of study, computing programmes of study

4. “Computational thinking is the thought processes
involved in formulating problems and their
solutions so that the solutions are represented in
a form that can effectively be carried out by an
information-processing agent.”
– Jan Cuny, Larry Snyder, and Jeannette Wing

5. “Computational thinking enables you to bend
computation to your needs. It is becoming the
new literacy of the 21st century.”
– Jan Cuny, Larry Snyder, and Jeannette Wing

6. Programming and Computational thinking
key stage 1

7. Subject content for 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

8. Algorithms
“understand what algorithms are; how they are
implemented as programs on digital devices; and that
programs execute by following precise and
unambiguous instructions” - Subject content KS1
An algorithm is a sequence of precise and
unambiguous instructions that are followed in order to
achieve a specific outcome.

9. Activity #1 Jam Sandwich Robot
In pairs, write an algorithm to program a robot to make
a jam sandwich.
Try to ensure your instructions are precise and
unambiguous.
https://www.youtube.com/watch?v=leBEFaVHllE

10. Activity #2 Program a partner
One child ‘programs’ another child (who could be
blindfolded) to safely navigate an obstacle course.
This encourages the children to use precise,
unambiguous instructions.

11. Debugging
“create and debug simple programs” - Subject content
KS1
Debugging is the process of finding and correcting
errors in a computer program.

12. Logical reasoning
“use logical reasoning to predict the behaviour of
simple programs” - Subject content KS1
“Logical reasoning: a systematic approach to solving
problems or deducing information using a set of
universally applicable and totally reliable rules.”

13. Activity #3 A Simple Program
Program Roamer to draw a T shape. Plan the
sequence of instructions first using your cards. When
you’re happy with your instructions, try them out on
Roamer.
If it isn’t right first time, debug your program by using
logical reasoning.
Extension: Can you program Roamer to draw an N?

14. Activity #4 Which program?
Which of the 3
programs will
produce the picture
shown here?

15. Activity #5 Using Repetition
What is the most efficient program that you can write
that will produce a rectangle? Use your cards to plan
your sequence and then test it out.
Tip: You need to use a repeat command

16. Subject content for 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

17. Follow up from today:
Berry, M (2014) Computing in the national curriculum:
A guide for primary teachers. Available
http://www.computingatschool.org.uk/data/uploads/CA
SPrimaryComputing.pdf
Before the next EV682 session:
Read Pollard, A. (2008) ‘How can we understand
children’s development?’ Ch 7 in Reflective Teaching.
3rd ed. London: Continuum.