ICT Computing

Aims of the session Overview of the new curriculum for computing What this means in school Support from ICT in Schools team

New Curriculum The new national curriculum was made available to schools early in September 2013, for implementation in September The curriculum subject is now Computing. This continues to incorporate all the facets of the subject, including: computer science digital literacy E Safety information technologies.

Progression and assessment Attainment targets “By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study”. How can schools evidence progression in a curriculum where levels are being removed?

Subject content 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 use technology safely and respectfully, keeping personal information private; know where to go for help and support when they have concerns about material on the internet recognise common uses of information technology beyond school

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 use technology safely, respectfully and responsibly; know a range of ways to report concerns and inappropriate behaviour select, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting data and information.

Key points to note: The e safety element: “are responsible, competent, confident and creative users of information and communication technology”. Key stage 1 introduces algorithms and programming. Key stage 2 sees further emphasis on programming. There’s an expectation that pupils understand how the Internet works, they should also understand how search engines operate and be able to use these.

Computing strand KS 1KS 2 understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts create and debug simple programs use sequence, selection, and repetition in programs; work with variables and various forms of input and output use logical reasoning to predict the behaviour of simple programs use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs

Mathematical Algorithms

What is a computing algorithm? a step by step procedure for accomplishing a task. “The maths that helps computers to decide stuff” Kevin Slavin TED To make a computer do anything, you have to write a computer program. To write a computer program, you have to tell the computer, step by step, exactly what you want it to do. The computer then "executes" the program, following each step mechanically, to accomplish the end goal. When you are telling the computer what to do, you also get to choose how it's going to do it. That's where computer algorithms come in. The algorithm is the basic technique used to get the job done.

Donut Algorithm Preparation algorithm 1. Mix the yeast with half a teaspoon of the sugar and two tablespoons of the warm milk. 2. Place in a warm place to rest for 15 minutes, or until frothy. 3. Sift the flour and salt into a large bowl. Stir in one tablespoon of the sugar. Make a well in the flour and pour in the yeast mix, the rest of the milk, the melted butter and the egg. Mix to make a dough and then knead, cover the bowl and leave to stand for 45 minutes, or until the dough has doubled in size. Preparation algorithm 1. Mix the yeast with half a teaspoon of the sugar and two tablespoons of the warm milk. 2. Place in a warm place to rest for 15 minutes, or until frothy. 3. Sift the flour and salt into a large bowl. Stir in one tablespoon of the sugar. Make a well in the flour and pour in the yeast mix, the rest of the milk, the melted butter and the egg. Mix to make a dough and then knead, cover the bowl and leave to stand for 45 minutes, or until the dough has doubled in size. Kneading bread dough algorithm. 4. On a floured work surface, knead the dough for five minutes, then divide into 12 balls and place in a warm place for 30 minutes, or until they have doubled in size. Kneading bread dough algorithm. 4. On a floured work surface, knead the dough for five minutes, then divide into 12 balls and place in a warm place for 30 minutes, or until they have doubled in size. Cooking algorithm 5.Heat the oil in a deep pan until it reaches 190C/375F, or a cube of bread dropped in sizzles and turns golden in 30 seconds. 6.Gently lower the dough balls one at a time into the hot oil, in batches of two or three, and fry for 3-5 minutes or until golden-brown, and then carefully turn over. Remove from the hot oil with a slotted spoon and drain on kitchen paper. Cooking algorithm 5.Heat the oil in a deep pan until it reaches 190C/375F, or a cube of bread dropped in sizzles and turns golden in 30 seconds. 6.Gently lower the dough balls one at a time into the hot oil, in batches of two or three, and fry for 3-5 minutes or until golden-brown, and then carefully turn over. Remove from the hot oil with a slotted spoon and drain on kitchen paper. Finishing algorithm 7.Roll the hot doughnuts in the remaining sugar. Make a small slit in the doughnut with the tip of a knife, and fill with a teaspoon of jam. Serve. Finishing algorithm 7.Roll the hot doughnuts in the remaining sugar. Make a small slit in the doughnut with the tip of a knife, and fill with a teaspoon of jam. Serve. Eating algorithm Simple Algorithm

The bus algorithm: 1.Outside baggage claim, catch bus number Transfer to bus 14 on High Street. 3.Get off on Elm street. 4.Walk two blocks north to my house. The bus algorithm: 1.Outside baggage claim, catch bus number Transfer to bus 14 on High Street. 3.Get off on Elm street. 4.Walk two blocks north to my house. The taxi algorithm: 1.Go to the taxi stand. 2.Get in a taxi. 3.Give the driver my address. The taxi algorithm: 1.Go to the taxi stand. 2.Get in a taxi. 3.Give the driver my address. The call-me algorithm: 1.When your plane arrives, call my cell phone. 2.Meet me outside baggage claim. The call-me algorithm: 1.When your plane arrives, call my cell phone. 2.Meet me outside baggage claim. The rent-a-car algorithm: 1.Take the shuttle to the rental car place. 2.Rent a car. 3.Follow the directions to get to my house. The rent-a-car algorithm: 1.Take the shuttle to the rental car place. 2.Rent a car. 3.Follow the directions to get to my house.

Instructions/procedures/programs/ algorithms… a teaching sequence FORWARD 100 LEFT 90 FORWARD 100 LEFT 90 FORWARD 100 LEFT 90 FORWARD 100 LEFT 90 SQUARE REPEAT 4 [FD 100 LEFT 90] HOUSE Which would include SQUARE, TRIANGLE, WINDOW etc Ordering a set of instructions is a very good way of teaching algorithmic thinking even when the sequence of instructions created is not in itself an algorithm....

What does it mean in school? Year 1 A sequence of instructions to move a programmable toy along a given route Year 2 A scripted program to move an on-screen rocket around the Earth or a robot around a route. Year 3 A set of scripted instructions to animate a character on screen, create and edit a musical sequence or a model to move. Year 4 Storyboarding and making an animated movie or programming a model to move and sense its environment. Year 5 An interactive game of skill or chance created using programming language or program a robot to accomplish a set of tasks. Year 6 An interactive adventure game created using a system of hyperlinks or a short edited video containing a screencast, relevant images and interview or video diary.

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School resources