Curriculum Design Phil Computing Inspector Advisor (Hampshire) CAS Regional Coordinator CAS Master Teacher Creator code-it.co.uk Teacher Otterbourne Primary Ringwood Junior Calmore Junior

About Phil Bagge Involved with CAS (Computing at Schools & BCS (British Computer Society) in drafting stages of computing national curriculum Taught over 1000 hours of primary computer science in six schools in last three years Organiser of largest primary computing science conference in country 2014 (CAS Wessex Conference) over 200 teachers attended CAS Wessex Primary Computer Science Conference th March Creator of code-it.co.uk Junior Computing Science CAS Regional Coordinator and Master Teacher Computing Inspector/advisor Hampshire Inspection & Advisory Service

Computing Curriculum Design Fundamentals Computing Curriculum National Curriculum Coverage Computational Thinking Training Balance CS, IT & Digital Literacy Assessment Attitudes to Learning Cross Curricular

Computational Thinking Critical thinking Power of computing Computational Thinking Framework A high-quality computing education equips pupils to use computational thinking and creativity to understand and change the world.

Algorithm A precise step by step guide (or set of rules) to achieve an outcome Ingredients 225g/8oz self raising flour pinch of salt 55g/2oz butter 25g/1oz mature cheddar cheese, grated 150ml/5fl oz milk Preparation method Heat the oven to 220C/425F/Gas 7. Lightly grease a baking sheet. Mix together the flour and salt and rub in the butter. If you reach a three way junction always turn right If you reach a four way junction go straight ahead Start Exit Perimeter of square=length x 4 Musical Notation Recipes Rules Formulas Flow Charts Everyday Algorithms Sorting & Searching Algorithms Programming Algorithms

Algorithm All programming is algorithms turned into code. This could be as simple as a thought I wonder if I could add 100 to the number someone types in?

Abstraction skill of reducing complexity by hiding irrelevant detail and focussing on the most important element.

Generalisation Adapting a solution that solved one problem to solve another.

Logical Reasoning read Evaluation Evaluation is how we look at algorithms (programming) and determine how useful they are, how adaptable, how efficient, how correct. There may be many algorithmic (programming) solutions to a problem, evaluation asks which one was best and why? Evaluation is also concerned with the people who use an algorithm (program). Did it solve their problem? Was it better on paper than in practice? Getting pupils to think about an end user in the design (algorithm) stage and the product (programming) stage can help focus ideas

Decomposing (recomposing) Breaking a problem down into chunks and solving each chunk separately

Attitudes to Learning Computing Attitudes Problem Solving Debugging Challenge Independence Self Learning Hindrances Learnt helplessness I can’t try in case I fail Sweet helplessness Aggressive helplessness why should I bother?

Times Table Game Example

Computing helps pupils to understand that Maths does useful things Computing is built on Maths High and Low voltages Binary (0 or 1) Maths Use Computing to make some areas of maths more relevant and appealing Maths Quiz, Train computer to do maths, Perimeter, Counting, Tables Game, Creating a Clock, Coin Sorter ( ), Cartesian Coordinates

National Curriculum Coverage KS1 Computing Science (Algorithm & Programming) Common uses of technology Confident users of technology Digital Citizens (E-safety) KS2 Computer Science (Algorithm & Programming) Confident users of technology (including collecting, analysing, evaluating and presenting data and information) Networks & Internet Digital Citizens (E-safety)

KS1 Burger 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

KS2 Open Sandwich with Internet Side Salad 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 appreciate how internet search results are selected and ranked Pupils should be taught to:

Training Avoid transferring an ICT approach to computing Don’t introduce too many programming languages all at same time Achievable timescales Gradual rollout Taking staff with you

Balance of CS, Digital Literacy & IT You need elements of all of these for a successful curriculum that reflects the national curriculum However the balance should be set by what is in the national curriculum at your key stage. The majority of pupils should have met and mastered it by the end of the key stage. Some POS bullet points will take longer Greater percentage of CS for older pupils (More challenging academic and conceptual leaps)

Assessment Assessment of learning achieved and reinforcement needed for individuals within lessons should be first priority because that shapes the next teaching and learning experience. Developing a sense of levelness in a very new area of the national curriculum will take time. Don’t rush to this as over time your ideas of what can be achieved will develop and change.

Review Plan to review your scheme in two years time. Make sure this is recognised by SMT. This maybe the time to introduce a wider variety of programming languages or look for more challenging materials. Schemes need to grow out of your school needs Review excitement and engagement as well as coverage

Cross Curricular Do look for cross curricular links with computing not just those elements that are the same or similar to ICT but also with computing science However don’t be a slave to cross curricular links in computing science as your teachers grow in confidence they will spot and adapt opportunities Alert colleagues to the cross curricular links that you make especially if they teach in another year group or department. Repetition unlike reinforcement is great in programming but awful in curriculum design