1. An Overview of Computing in the Primary Curriculum
Debbie Mercer
CAS Master Teacher
Wensley Fold CE Primary Academy

2. Objectives:
To understand what needs to be covered across KS1 and KS2 as part of the new computing curriculum.
To understand how teaching computational thinking might actually look in a primary classroom.
To consider what progression will look like across both key stages.
To know where to look to develop knowledge of the computing concepts.

3. Initial reactions …
to the idea of teaching computing are I suspect fairly polarised. Either … OR

4. Let’s start with …
What are the statutory requirements of the new National Curriculum at KS1 and KS2?
You have a copy of those statutory requirements …
Can you use the post it notes to post under the headings…
Confident
any term or phrase that is a complete mystery.
any term or phrase that you think you understand but perhaps need a little more clarification.
At the end of the session … if there is anything which you have highlighted for which you need more explanation then we can revisit.

5. Computational Thinking
Key Stage 1
Statement
understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions
Computational Thinking
Programming
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
ICT
recognise common uses of information technology beyond school
use technology safely and respectfully, keeping personal information private
Digital Literacy
identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies.

6. Computational Thinking
Key Stage 2
Statement
design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts
Computational Thinking
Programming
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
ICT
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
Digital Literacy
use technology safely, respectfully and responsibly

7. As a first step to understanding…
The breadth of the computing curriculum I would recommend the Computing at School document Computing in the national curriculum - A guide for primary teachers
You have a copy to take away with you and it gives a clear explanation of what is meant by each concept in straight forward language.
There is also an electronic copy in the Schools Direct area of the website

8. Computational Thinking
What does it cover?
Algorithms.
Programming
Debugging.
It is developing a skill whereby children can take a problem or task
e.g How to decide whether a number is a prime number
They can then create a systematic step by step approach to solving that problem.

9. An excellent resource for staff.
Barefoot computing is another resource linked to Computing at School.
The CAS website offers great resources and help and advice
It offers videos and materials to help teachers learn and revisit concepts.
It also offers lesson plans and resources across both key stages.
The resources section is split into Plan Learn Teach.
You do need to register but it is free and you then have access to all of the online materials.

10. Another excellent resource
The BBC have produced a new Primary Computing Bitesize website.
Again this is great for staff development through CPD or for revisiting and refreshing a concept.
Equally some of the videos and explanations are good for sharing with children.

11. Algorithms
An algorithm is a precisely defined procedure – a sequence of instructions, or a set of rules, for performing a specific task (e.g. instructions for changing a wheel or making a sandwich).

12. What might this look like?
KS1
Guiding a friend through a maze or obstacle course by giving them a set of instructions.
Writing some simple instructions about how to do something such as what we do when we come into the classroom each morning.
Ordering a set of mixed up instructions to show that they understand that it matters that things are done in the correct order.

13. I can tell my friend to do something in the right order and I can say, “this is an algorithm”.

14. Although we have KS1 and KS2
The reality is that this still recently new and therefore for another year at least we are all starting from a similar place!
We can’t begin to address the KS2 objectives until all children have a grasp of the KS1 objectives.
We have found that some our Y5/Y6 children have been able to move very quickly and begin to address some of the KS2 objectives.
So a knowledge of progression is essential, CAS and the Barefoot resource presents this very clearly.

15. What might this look like?
KS2
Instruction writing as part of our literacy lesson.
Many of us will already have used the idea of sandwich making at this point.
This can very easily become a lesson on algorithms.
How do you make a jam sandwich?

16. KS2 -What might this look like?
Pupils being to understand algorithms as rules and can use this across their learning e.g. creating algorithms for how to multiply by 10, 100 and 1000.
They need to be able to create an algorithm – a sequence of actions - to solve a problem. Number sequences through maths are an excellent tool for this.

17. At KS2
Pupils need to understand making choices as part of their instructions.
Pupils need to understand about repeating an instruction by looping round.
An example of one practical way to do this is to think about writing instructions for doing a simple song!

18. Our turn Think about the song Head Shoulders Knees and toes.
How would you write an algorithm to guide someone through the first verse?
Let’s have a go!

19. Programming A computer program is an algorithm.
It is a set of instructions to a computer telling it exactly what to do.
The difference is that whereas an algorithm is written in English. A computer program needs to be written in a particular syntax that a computer can understand.

20. At KS1
In the KS1 classroom this could be writing a set of commands for Logo, a Bee-Bot, Pro-Bot or Roamer (a digital device).
The children would first have had to work out their set of instructions (algorithm) in English.
They then have to learn how to give those instructions to the digital device in a way that it “understands”.

22. At KS2
An onscreen turtle program can give similar results in converting an algorithm from English to a computer specific set of instructions.

23. At KS2 There are many programming tools available.
From experience I would recommend working with a programming tool that has a graphical interface first – where children point and click and drag to build their programs.
The extension beyond this is a text based programming language but is brings with it issues of spelling and syntax and for many KS2 children this can overshadow the primary learning objective of computational thinking.
I would leave this for high school!

24. Scratch
Scratch is a free programming tool which relies on ready made blocks of instructions which children drag and drop.
It comes in two versions.
Version 2 is web based.
Version 1.4 is downloadable onto the machines in school.

26. Version 2
- Some schools may find that when a whole class are on a web based version, there can be issues with speed.
+ There is no need for any time to be spent downloading and setting up software.
Programs can be saved online and shared or written at home/school.

27. Version 1.4
- No internet speed issues as the local computer is doing all the processing.
+ Time needs to be spent downloading and setting up the software on each computer. Programs written at home and school can be less easily shared.

28. Scratch Resources
The first thing is to say – don’t be afraid to just let children play! They will learn a lot by experimenting!

29. Information Technology
In many ways this strand of the new curriculum covers much of the content we have traditionally seen as ICT.
Children also need to show at KS1 that they are aware of digital technology outside of school – digital alarm clocks, GPS, iPads.
At KS2 – the use of digital technology, be it video cameras or internet services such as school, class or individual blogs, and cloud-based tools such as Google Drive, Office 365 or image-editing sites, is tied up with the production of the content using them.

30. At KS1 Organising – knowing how to save things in folders.
Knowing that data is information and talking about what information we might store.
Storing digital content incudes knowing where a file is saved.
Understanding that we can save to the machine we are working on or to a different place – a central machine in school (the server), or a machine somewhere else (the cloud).
Knowing that we might save to a memory stick so that we can take the information from place to place.
Retrieving digital content involves getting back what you saved! Knowing what you called the file, what file type it is, and where you stored it.
Manipulating digital content. Includes tasks such as word-processing, creating pictures using paint packages, working with digital photographs and video (including animations).

31. At KS2 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
Barefoot Resources includes several clear videos to build knowledge under the headings
Computer Networks
Internet Services
At KS2 children need as ever to be able to search effectively across the curriculum but there is a new requirement to appreciate how results are selected and ranked.
This is clearly discussed in the BBC videos.
Many of these concepts can be taught without going anywhere near a computer by using physical modelling.

32. Also at KS2
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.
This could be via software locally or through web based services. The difference between using Microsoft Office or Office 365.
However the emphasis is on creativity using these tools and encouraging children towards a confident use and selection base don what they want the outcome to be.
Equally there is a focus on manipulating data for a purpose – so the application of spreadsheet skills which allow collection and manipulation of data for a purpose.

33. Computing without a computer!
It is sometimes clearer to teach concepts away from the computer.
Take the idea of splitting a message up to pass along a network – much better to give groups of children a completed jigsaw – ask them to break it up and then pass it down a line to put back together at the other end!
A great resource for this is CS unplugged which as not only activities but also videos to guide you.
This resource does work at a slightly more advanced level than some of the others but is excellent as an extension to the basics.
It is excellent for practical teaching of the binary component of the new maths curriculum!

34. Time for some unplugged magic!
Error detection and correction
When data is transmitted from one computer to another, we usually assume that it gets through correctly. But sometimes things go wrong and the data is changed accidentally. This activity uses a magic trick to show how to detect when data has been corrupted, and to correct it.
An everyday use of a related kind of error checking occurs in the International Standard Book Number (ISBN) given to published books. This is a ten-digit code, usually found on the back cover of a book, that uniquely identifies it. The final (tenth) digit is not part of the book identification, but is a check digit.

35. Digital Literacy
Digital literacy covers the key principles of pupils’ e-safety and for many schools will already address this as part of their PSHE teaching.
In addition to this taking part in activities such as Internet Safety Day would also contribute to this element of the curriculum.

36. At KS1
Pupils should recognise that they should not share certain types of personal information online.
Pupils should have an age-appropriate understanding of their responsibilities under the school’s acceptable use policy.
Pupils need to know how to report a worry, and they should be encouraged to talk to teachers or parents about their concerns.

37. At KS2
Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact
The programme of study at key stage 2 introduces an emphasis on responsible use of technology.
Pupils need to consider how their online actions impact other people. They need to be aware of their legal and ethical responsibilities, such as showing respect for intellectual property rights (e.g. musical, literary and artistic works), keeping passwords and personal data secure, and observing the terms and conditions for web services they use (such as the 13+ age restriction on most US websites, including Facebook, resulting from COPPA10 legislation).
Pupils should also develop some awareness of their digital footprint: the data automatically generated when they use the internet and other communication services, and how this is, or could be, used.
Pupils should be aware of, and abide by, the school’s acceptable use policy, as well as the requirements of any other services they use. Encourage pupils to think twice, and to check terms and conditions, before signing up for internet-based services.
As in KS1, pupils should report any concerns to a parent or teacher. They should also be aware that they can talk directly to the police, report their concern to CEOP, or talk in confidence to counsellors at Childline.

38. Assessment Once we have taught it … how on earth do we assess it?
Most schemes I have come across seem to rely on linking a set of I can statements to a scheme of progression through the curriculum in the style of APP grids.

39. For your next computing session…
Please bring with you a copy of your host school’s medium term plans for Computing- Algorithms and Programming.

40. Finally! Hope this has been of some use.
Please feel free to contact me just to bounce ideas or to ask for clarification.