Jon Chippindall Class Teacher and Computing Leader Crumpsall Lane Primary CAS Master Teacher

Overview Why the change? What is Computing? How are we going to deliver it? – Explore key terminology in NC (algorithm, sequence, selection, repetition, variables, decomposition) Reflections on implementing a Computing curriculum

Why… change from ICT? Since 1999, ICT in schools has focused on developing pupils’ skills using programs, such as Microsoft Office Such ‘learning using computers’ is very different to ‘learning about computers’ In 2011 Eric Schmidt, Google’s Executive Chairman, explained he was ‘flabbergasted’ that Computer Science wasn’t on National Curriculum and England risked throwing away its great ‘computing heritage’.

Why… change from ICT? ‘Next Gen’ and Royal Society reports (Shut down or restart?) called for rebranding of ICT with increased focus on Computer Science Secretary of State for Education announced at 2012 BETT he would ‘disapply’ old ICT programme of study

Why… change from ICT? British Computing Society and Royal Academy of Engineering drafted new Computing Programme of Study to be implemented from September 2014 CAS members Google…

What… is Computing? Computing Computer Science Information Technology Digital Literacy Revolution Evolution

What… is Computing? Key Stage 1 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. Computer Science Information Technology Digital Literacy

What… is Computing? Key Stage 2 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. Computer Science Information Technology Digital Literacy

An example of a Computing curriculum

Online (IT & DL) Websites (Year 1) (Year 2 & 4) Blogging (Class and own) Internet research (Y 3 & 4) – SEO in Year 5 (CS) Video conferencing (Year 4) Cloud computing (Year 5)

Multimedia (IT) Skills targeted within foundation subjects’ learning challenges Graphics (Years 1 & 3) Text (Years 1, 3 & 5) Digital audio (Years 2 & 5) Video recording and editing (Years 2 & 6) Animation (Years 4 & 6)

Multimedia (IT) Text (Book Creator and iBooks) Video recording and editing (iMovie) Animation (I can animate)

What is Computer science?

What is an algorithm?

Thinking algorithmically Pupils... - are able to break down tasks into a sequence of steps and understand the importance of the order of the sequence - are able to ‘think through’ and predict the outcome of an algorithm (logical reasoning) - can evaluate and modify algorithms if they aren’t functioning as desired (debug) At Key Stage 2: - can incorporate algorithmic concepts such as selection and repetition

How? Key Stage 1 (Unplugged) Link to NC objectives

How? Key Stage 1

A model for progression…

Examples of EDD

Programming apps for KS 1 Bee Bot Move the Turtle Hopscotch Kodable

Algorithmic thinking at Key Stage 2

Hopscotch app and Cargo Bot

Unplugged - Algorithmic thinking at Key Stage 2 Can you spot the selection in Flappy Bird?

Algorithmic thinking at Key Stage 2 Programming is the lab work for computational thinking Scratch: selection; repetition; variables

Implementation Experiential staff meeting by key stage Focus on practical experience of programming and explaining key terminology Supporting documentation (SoW) developed for teachers Team teach/model/pupils to help Celebration event

Assessment Exceeded Working towards Evidence: screen shots; photographs; quotes

Reflections Greater emphasis on ‘Coding Challenges’ for pupils to apply programming skills creatively EDD model Develop curriculum further: networking; SEO; data Encourage teachers to adapt the computer science curriculum to better fit with wider learning of pupils