EP404 Session 5 Computing Part I

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Introduction to Scratch: sequence, selection and repetition.

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  • Explain that this is the first of a series of sessions that will focus on the new subject of Computing
  • Highlight the focus on computer science in the new curriculum3 mins
  • This slide highlights the aims we’ll be focusing on in the session (i.e. aims 1 and 2)Reassure students that we’ll be starting to unpack some of the terminology used here (e.g. abstraction, logic, algorithms)Explain that aims 3 and 4 are particularly relevant to the development of children’s broader digital literacy3 mins
  • Algorithms: a useful definition for KS1 is “a sequence of clear (precise/unambiguous) instructions to achieve a specific outcome”. At KS1 an algorithm can be thought of as being like a recipe. If the algorithm has been logically developed then the outcome should be predictable.Debug: identify and correct errors in programs.3 mins
  • Algorithms: a useful definition for KS1 is “a sequence of clear (precise/unambiguous) instructions to achieve a specific outcome”. At KS1 an algorithm can be thought of as being like a recipe. If the algorithm has been logically developed then the outcome should be predictable.Bebug: identify and correct errors in programs.Explain that we’ll be exploring sequence, selection and repetition during the session (and in their follow-up task).3 mins
  • Mitch Resnick is Professor of Learning Research and Director of the Lifelong Kindergarten group at MITHe is developer of a tool named ‘Scratch’ which you’re going to be using in this moduleThis is a TED talk that he gave in 2012 (pic is hyperlinked to video on TED site)Video duration: 17mins20 minstotal to allow for brief discussion
  • - Explain that Scratch 2.0 runs in a browser so no need to install anythingGive a brief tour of the Scratch 2.0 interface (the pic in the slide is hyperlinked to the Scratch site), including a very brief tour of the block toolboxShow where to sign up to community (would be helpful to briefly show your own community profile so they can see how the community works)5 mins
  • Show how Scratch uses simple blocks (like LEGO) that can be snapped together to create sequences of instructions (these are called ‘scripts’)Show how you can have multiple ‘scripts’ in Scratch and that these can run parallel to each otherExplain that the scripts are attached to specific sprites or to the backgroundExplain that a script will only run if it begins with an Event block5 mins
  • Show how to use a forever block to make a sequence repeat endlessly when the green flag is clickedYou might want to show other examples of repetition (loops) but it might be best to keep things really simple at this stage5 mins
  • Explain that to use selection and repetition in Scratch they will need to use the blocks in the Control section of the Scripts tabExplain that selection is a term that relates to the use of conditionals (if-then-else) and that these are Boolean (true/false) conditions programmed by the programmer to determine what action/s should be performed at a certain point in a sequence of instructionsShow a simple example of this (you can use the one in my Scratch profile if you like)10 mins
  • This is so they can follow a social constructivist (connectivist) model of learningThis is so that peers and tutor can easily find themDemo the interactive tour feature in Scratch 2.0 for them. Remind them that young children build Scratch projects independently so no reason why they can’t This is important so tutors and peers have a chance to look and comment5 mins intro + 45 mins activity time
  • Explain that this is a very important part of the process and is based on a social-constructivist model of learningDon’t tell them, but in the next session they’re going to remix someone else’s project and develop it to include inputs/outputs and add features using variables (KS2 objectives)5 mins
  • EP404 Session 5 Computing Part I

    1. 1. COMPUTING PART I: COMPUTATIONAL THINKING AND PROGRAMMING IN THE NEW CURRICULUM
    2. 2. COMPUTING - KS1/KS2 Purpose of study A high-quality computing education equips pupils to use computational thinking and creativity to understand and change the world. Computing has deep links with mathematics, science, and design and technology, and provides insights into both natural and artificial systems. 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. Building on this knowledge and understanding, pupils are equipped to use information technology to create programs, systems and a range of content. Computing also ensures that pupils become digitally literate – able to use, and express themselves and develop their ideas through, information and communication technology – at a level suitable for the future workplace and as active participants in a digital world.
    3. 3. COMPUTING - KS1/KS2 Aims The national curriculum for computing aims to ensure that all pupils:  can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation  can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems  can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems  are responsible, competent, confident and creative users of information and communication technology.
    4. 4. COMPUTING - KS1/KS2 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.
    5. 5. COMPUTING - KS1/KS2 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.
    6. 6. MITCH RESNICK
    7. 7. INTRO TO SCRATCH 2.0
    8. 8. SEQUENCE
    9. 9. REPETITION
    10. 10. SELECTION
    11. 11. GETTING STARTED 1. Sign up to the Scratch 2.0 community at http://scratch.mit.edu 2. Add your Scratch community username to group Google doc 3. Create a simple Scratch project that uses sequence, selection and repetition (e.g. a game or an interactive story). If you need help to get you started, use the interactive help provided in Scratch 2.0 (click small ? button near top-right corner). 4. Share your project in the community
    12. 12. FOLLOW UP TASK 1. Take a look at 3 of your peer's projects (you might want to ‘See Inside’ to learn about what they've done) and leave a comment 2. Come to the next session ready to critically reflect upon your experience and to build upon what you have learnt

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