The document discusses the educational approach to computing from Key Stage 1 to Key Stage 2, emphasizing the importance of technology in children's learning and development. It outlines curriculum objectives such as understanding algorithms, programming basics, and safe use of technology, along with suggested unplugged activities for teaching these concepts. The presentation highlights the significance of computational thinking and practical applications through various interactive methods and resources.

1. Computing: From Planning To Practice
Zagreb, Croatia June 2016

2. Computing: From Planning To Practice
James Langley
Educational Consultant
www.langleyassociates.com
@langleyassoc
@lordlangley73
#KurikulumHR

3. Introductions
Rachel Brown
@rakey1
Me (ages ago!!) 
@langleyassoc
@lordlangley73
Hollie Rowley
@insideeoutt
Ray Chambers
@Lanky_Boi_Ray

4. Born to be Digital

5. Problems with technology
EY children are too young,
they will break the equipment
EY not allowed in the IT suite

6. IT Amnesty

7. Understanding the world
ELG15 - Technology
Children recognise that a range of technology is
used in places such as homes and schools. They
select and use technology for particular purposes.

8. Technology from an early age
Chip and pin
Barcode scanner
@JessicaWebb92

9. Ordering online Tills Making appointments

10. Technology walks

11. Walkie Talkies

12. Easispeaks

13. TTS Big Points

14. Digital Cameras

15. Wordfoto

16. Pic Collage

17. QR codes in provision

18. Outdoor Learning

19. Audioboom

21. Phonics

22. Maths

23. Programmable Toys

24. Interactive Whiteboards

25. Metal Detectors

26. Tinkering

27. Website and blogging

28. The Curriculum at KS1 and 2
• Information and digital technologies
• Computational thinking and programming
• Digital literacy and communication
• E-society

29. • What activities do you do with the children?
• Where do these activities fit in within your
curriculum?
• What equipment do you use?
• Are they whole class/group activities?
• What has been your best Computing lesson?
• What has been your least successful
Computing lesson?
What do you already do with Computing within school?

30. 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.
The UK curriculum

31. 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.
The UK curriculum

32. The Curriculum at KS1 and 2

35. What are all these big words?

36. Unplugged activities
Year 1 Computational thinking and programming
Solve a simple logical task
Follow and demonstrate steps
in the process of solving a simple task

37. Back to back

38. Unplugged activities
The Human Robot

39. Unplugged activities
The Juice Robot
Cup
Bottle
Tap
Bottle Top
Put
Fasten
Unfasten
Pick up
Pour
Put down
Under
Turn on
Turn off
Stop
In
Nouns
Verbs

40. Unplugged activities
Year 2 Computational thinking and programming
Analyse a sequence of instructions which performs a simple
task and correct (debug) a wrong order if necessary.
Design a sequence of instructions which uses repetition.

41. Unplugged activities
Time to dance!

42. Unplugged activities
Time to dance!
1
Everyone
Advance and retire twice While holding inside hands with your partner.
8
2
Half right and left Ladies sidestep (sevens) to the left to change places
and finish facing the opposite gent. Everyone dances two short threes.
Gents now sidestep to the right to change places an all dance two short
threes.
8
3
Dance with opposite Take right hands with the person opposite and
sidestep to the gents left. Two short threes in place and dance back into
the set finishing with two short threes.
8
4
Dance around With crossed hands dance around the other couple
finishing in the original position facing away from the previous couple
and facing toward a new couple in the line.
Some teachers will simplify this movement for beginners by having the
dancers merely turn around each other without progressing.
8

43. Unplugged activities
Time to dance!

44. Physical Devices
and Virtual Representations

45. Physical Devices
and Virtual Representations

46. What other words do we need to know?
Sequence
Variable
Selection
Repetition
AbstractionDebugging
Decomposition

47. What other words do we need to know?
Sequence To place programming instructions in order
with each one executed one after the other.

48. What other words do we need to know?
Debugging Finding errors and correcting them in a program.

49. What other words do we need to know?
Repetition
Repetition is the recurrence of actions or events. For
example, we eat our lunch each lunchtime and might
watch a favourite soap every evening.

50. What other words do we need to know?
Selection
Selection is the programming structure through which a
computer executes one or other set of instructions
according to whether a particular condition is met or
not. This ability to do different things depending on
what happens in the computer as the program is run or
out in the real world lies at the heart of what makes
programming such a powerful tool.

51. What other words do we need to know?
Variable
The way computer store simple data. It’s like a box to
store things in and used at a later time.

52. Have you ever tried Human Pacman?

53. What other words do we need to know?
Abstraction Abstraction is reducing the complexity of something by
eliminating unnecessary detail.

54. What other words do we need to know?
Decomposition
The process of breaking down a problem into smaller
manageable parts is known as decomposition.
Decomposition helps us solve complex problems and
manage large projects.

55. Code it – Phil Bagge
@baggiepr

56. CAS Barefoot Computing

57. Hour of Code

58. Other essentials
bit.ly/computingks1
bit.ly/computingks2
@stevebunce

59. Year 3 Computational thinking and programming
Design a program by using a visual environment and
sequence, selection and repetition and evaluate suggested
solutions with teacher’s assistance.

62. Year 4 Computational thinking and programming
Design a program by using a visual environment and
sequence, selection and repetition and input values.
Solve more complex tasks with or without a computer.

64. Year 5 Computational thinking and programming
Use a programming language to design programmes using
input and output values a repetition.
Create an algorithm for solving simple tasks, check the
validity of the algorithm, detect and correct the mistakes.

65. Unplugged activities
Time for some magic!

66. Decomposing a game
Name of game
Main character
Villain
Movement algorithm
Objects to avoid
Scoring algorithm
How objects move
Collision procedure
Losing procedure
Winning procedure
http://www.webworksllc.com/games/Donkey_Kong.cfm

67. Decomposing a game
Name of game
Main character
Villain
Movement algorithm
Objects to avoid
Scoring algorithm
How objects move
Collision procedure
Losing procedure
Winning procedure
http://www.froggerclassic.appspot.com/

68. Logical reasoning
Sequencing
Debugging
Repetition
Selection
Variables
Search for Scratch MIT
Username: langleyassoc
Password: trainer

69. Pseudo code
Logical reasoning
Sequencing
Debugging
Repetition
Selection
Variables
Scratch Extension activities

70. Physical computing