Welcome! Martin Norris Year 5 Class Teacher & Computing

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Presentation transcript:

Welcome! Martin Norris Year 5 Class Teacher & Computing co-ordinator at Malin Bridge Primary School, Sheffield www.computingcpd.weebly.com CAS Master Teacher www.computingatschool.org.uk (CAS)

CS/Programming aspects of curriculum Break Overview: CS/Programming aspects of curriculum Break Ideas for computational thinking/unplugged activities to target CS objectives

Information Technology Computer Science Information Technology Digital Literacy

KS1 Subject Knowledge (CS/Programming part of NC): 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 understand what algorithms are understand how algorithms are implemented as programs on digital devices understand that programs execute by following precise and unambiguous instructions create and debug simple programs create simple programs debug simple programs use logical reasoning to predict the behaviour of simple programs design programs that accomplish specific goals write programs that accomplish specific goals control physical systems simulate physical systems Essentially, this is just: know an algorithm is a program on a digital device debug be precise and put algorithms in order

Programming possible progression 2 half term units per year: Eg. FS –Bee-bots Y1 –Bee-bots/J2Code JIT http://www.j2e.com/j2code/ Y2 – Bee-bots/FMS Logo/Pro-bots/J2Code JIT

Using Ipads: 2 half term units per year: Eg. FS – Bee-Bot Garden - FREE KS1/EYFS Y1 – Daisy the Dinosaur - FREE KS1 Y2 – Scratch Jr/Bee-Bot Pyramid  Mixed classes – Year Cycle A and B?

Approaches Copy code we give them Show them and ask children to recall BETTER Give the basic version/starting point and set a challenge or to improve it

Bee-bot needs an exciting, cross-curricular context! Notes for session lead: Timing: 25 minutes (slides 39-47) • Split attendees into pairs/groups and ask them to write a program to move the Bee-Bot from one position to another (depending on the Bee-Bot mats available). Ask them to record their algorithm, predict what will happen, test and then debug as necessary. CC by Antony Evans Bee-bot needs an exciting, cross-curricular context!

Pupil roles: Thinker/Programmer/Checker (debugger!) The pirate needs to travel from the dock to the lake to the rocks to the dock, avoiding the swamps. Can you predict the outcome of a simple program? You are also evaluating the algorithm. Can you debug the code below? forward turn left repeat 3 [forward] turn right repeat 2 [forward] Notes for session lead: • The program on the slide includes an error. Ask attendees to split into small groups/pairs to debug the program. (Solution: The second to last ‘turn right’ should be ‘turn left’.) • Bring the group back together and ask one pair to highlight the bug and how they fixed it. • You can use the Scratch Bee-Bot simulator at http://scratch.mit.edu/projects/20050141/#editor if you wish. Pupil roles: Thinker/Programmer/Checker (debugger!)

Algorithm Go forwards 3 spaces Turn left Turn right Go forward 1 space Code

KS1 Subject Knowledge (CS/Programming part of NC): 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 understand what algorithms are understand how algorithms are implemented as programs on digital devices understand that programs execute by following precise and unambiguous instructions create and debug simple programs create simple programs debug simple programs use logical reasoning to predict the behaviour of simple programs design programs that accomplish specific goals write programs that accomplish specific goals control physical systems simulate physical systems From this activity, which areas were covered? understand how algorithms are implemented as programs on digital devices debug simple programs use logical reasoning to predict the behaviour of simple programs

Progress Y1 https://www.j2e.com/jit5?fileId=m1zrq0L3k3iAee8L#turtle Explore https://www.j2e.com/jit5#turtle Quickest algorithm to go to all the planets? Mr Norris malinbridge

Progress further? Logo Can you draw a square in Logo? Set pen colour? setpc (followed by a number)

Challenge! Can you use repeat using square brackets to simplify your programming of a square? repeat 4 [fd 100 rt 90]

Your ideas…

Stimulate/scaffold learning Why cross-curricular approach? Purpose & context for computing Time constraints of curriculum BLANK PAGE Stimulate/scaffold learning Vs

When we programmed a square, what computational thinking involved?

What is Computational Thinking about? Planning Avoiding mistakes Making a task simpler Spotting errors Working together Solving problems Try to think how it can be included in every programming lesson by thinking of planning and testing ‘unplugged’ activities.

Better to do computational thinking practically? Algorithmic thinking Sequencing tasks into steps Understanding the importance of the order of the steps Thinking through the outcome of algorithms Evaluating the effectiveness of algorithms and improving as required (debugging) Better to do computational thinking practically?

Directional vocabulary Partner pencil maze game Blindfolded robot partners! Progress from thinking writing algorithms down, following them and debugging

Human Crane Thanks to P Bagge. www.code-it.co.uk

Human crane extension – repetition Repetition features in key stage 2 curriculum Shorter algorithms are more efficient D, B, C, E, D, A, C , F, D, B, C, E, D, A, C, F, 2

Further ideas… Musical algorithms: Can pupils write the algorithm, sequence picture cards, create new dance routines? Blindfolded hide and seek Hidden drawing game: Follow an algorithm and reveal if the shapes matching A day in the life algorithm Lego algorithms Further ideas from you…