1. An introduction to decomposition: Tut, clap or Jive
Key Stage 1: Although decomposition is not explicitly mentioned in the key stage 1 programme of study, it is used when pupils break a task down to work out the steps in a simple algorithm or when they choose a part of a program to work on when they ‘create and debug programs’.
Key Stage 2 : Solve problems by decomposing them into smaller parts.

2. decomposition Today we are learning about:
I can break a sequence down into parts.
I can say why this is useful.

3. decomposition Today we are learning about: I can decompose a sequence.
I can say why decomposition is useful.
I can say how decomposition is used when creating computer programs like animations or games.

4. Part
Drawing
Lead a class discussion using the 5 questions on this slide to review key aspects about variables work. Supporting notes appear below:
Question 1
Answer - We kept track of the names for the variables.
Teacher notes - Naming variables makes sure that the right information is stored in the right place and we can tell the program to recall the right information when we need it.
Question 2:
Answer - We rubbed off the old score and wrote the new score on to the whiteboard (the variable).
Teacher notes - As programs run they can change the information stored in variables at any time.
Question 3:
Answer - We looked to see what information was stored in the variable.
Teacher notes - A program can look to see what information is in a variable at any time. This doesn’t remove or alter the information in the variable.
Question 4:
Answer - The information in the variable was used to tell when a player had won and to create the class league table.
Teacher notes - Programs can use the information which is stored in variables as they run, for displaying a player’s score for example. This doesn’t remove or alter the information in the variable.
Question 5:
Answer - 0 because each time a new game is started the players start with 0 points.
Teacher notes - When programming it is important to remember to set the starting values for variables (called initialisation). Here, a new player would start with the last player’s high score if we didn’t reset the score variables each time.

5. Part
Drawing
Notes
Lead a class discussion using the 5 questions on this slide to review key aspects about variables work. Supporting notes appear below:
Question 1
Answer - We kept track of the names for the variables.
Teacher notes - Naming variables makes sure that the right information is stored in the right place and we can tell the program to recall the right information when we need it.
Question 2:
Answer - We rubbed off the old score and wrote the new score on to the whiteboard (the variable).
Teacher notes - As programs run they can change the information stored in variables at any time.
Question 3:
Answer - We looked to see what information was stored in the variable.
Teacher notes - A program can look to see what information is in a variable at any time. This doesn’t remove or alter the information in the variable.
Question 4:
Answer - The information in the variable was used to tell when a player had won and to create the class league table.
Teacher notes - Programs can use the information which is stored in variables as they run, for displaying a player’s score for example. This doesn’t remove or alter the information in the variable.
Question 5:
Answer - 0 because each time a new game is started the players start with 0 points.
Teacher notes - When programming it is important to remember to set the starting values for variables (called initialisation). Here, a new player would start with the last player’s high score if we didn’t reset the score variables each time.

6. Example simple slap, elbow, clap
Lead a class discussion using the 5 questions on this slide to review key aspects about variables work. Supporting notes appear below:
Question 1
Answer - We kept track of the names for the variables.
Teacher notes - Naming variables makes sure that the right information is stored in the right place and we can tell the program to recall the right information when we need it.
Question 2:
Answer - We rubbed off the old score and wrote the new score on to the whiteboard (the variable).
Teacher notes - As programs run they can change the information stored in variables at any time.
Question 3:
Answer - We looked to see what information was stored in the variable.
Teacher notes - A program can look to see what information is in a variable at any time. This doesn’t remove or alter the information in the variable.
Question 4:
Answer - The information in the variable was used to tell when a player had won and to create the class league table.
Teacher notes - Programs can use the information which is stored in variables as they run, for displaying a player’s score for example. This doesn’t remove or alter the information in the variable.
Question 5:
Answer - 0 because each time a new game is started the players start with 0 points.
Teacher notes - When programming it is important to remember to set the starting values for variables (called initialisation). Here, a new player would start with the last player’s high score if we didn’t reset the score variables each time.

7. Example - pushing the square.
A similar sequence but to the left.
Lead a class discussion using the 5 questions on this slide to review key aspects about variables work. Supporting notes appear below:
Question 1
Answer - We kept track of the names for the variables.
Teacher notes - Naming variables makes sure that the right information is stored in the right place and we can tell the program to recall the right information when we need it.
Question 2:
Answer - We rubbed off the old score and wrote the new score on to the whiteboard (the variable).
Teacher notes - As programs run they can change the information stored in variables at any time.
Question 3:
Answer - We looked to see what information was stored in the variable.
Teacher notes - A program can look to see what information is in a variable at any time. This doesn’t remove or alter the information in the variable.
Question 4:
Answer - The information in the variable was used to tell when a player had won and to create the class league table.
Teacher notes - Programs can use the information which is stored in variables as they run, for displaying a player’s score for example. This doesn’t remove or alter the information in the variable.
Question 5:
Answer - 0 because each time a new game is started the players start with 0 points.
Teacher notes - When programming it is important to remember to set the starting values for variables (called initialisation). Here, a new player would start with the last player’s high score if we didn’t reset the score variables each time.

8. Can you decompose just one tiny part?
Example -
simple one armed tut
A master at work!
Can you decompose just one tiny part?
Lead a class discussion using the 5 questions on this slide to review key aspects about variables work. Supporting notes appear below:
Question 1
Answer - We kept track of the names for the variables.
Teacher notes - Naming variables makes sure that the right information is stored in the right place and we can tell the program to recall the right information when we need it.
Question 2:
Answer - We rubbed off the old score and wrote the new score on to the whiteboard (the variable).
Teacher notes - As programs run they can change the information stored in variables at any time.
Question 3:
Answer - We looked to see what information was stored in the variable.
Teacher notes - A program can look to see what information is in a variable at any time. This doesn’t remove or alter the information in the variable.
Question 4:
Answer - The information in the variable was used to tell when a player had won and to create the class league table.
Teacher notes - Programs can use the information which is stored in variables as they run, for displaying a player’s score for example. This doesn’t remove or alter the information in the variable.
Question 5:
Answer - 0 because each time a new game is started the players start with 0 points.
Teacher notes - When programming it is important to remember to set the starting values for variables (called initialisation). Here, a new player would start with the last player’s high score if we didn’t reset the score variables each time.

9. Tutting! https://www.youtube.com/watch?v=yJwPydpJHyA
Examples
Tutting!
Simple tutting
Clapping
Hand jive jhttps://
Clapping patterns explained
Lead a class discussion using the 5 questions on this slide to review key aspects about variables work. Supporting notes appear below:
Question 1
Answer - We kept track of the names for the variables.
Teacher notes - Naming variables makes sure that the right information is stored in the right place and we can tell the program to recall the right information when we need it.
Question 2:
Answer - We rubbed off the old score and wrote the new score on to the whiteboard (the variable).
Teacher notes - As programs run they can change the information stored in variables at any time.
Question 3:
Answer - We looked to see what information was stored in the variable.
Teacher notes - A program can look to see what information is in a variable at any time. This doesn’t remove or alter the information in the variable.
Question 4:
Answer - The information in the variable was used to tell when a player had won and to create the class league table.
Teacher notes - Programs can use the information which is stored in variables as they run, for displaying a player’s score for example. This doesn’t remove or alter the information in the variable.
Question 5:
Answer - 0 because each time a new game is started the players start with 0 points.
Teacher notes - When programming it is important to remember to set the starting values for variables (called initialisation). Here, a new player would start with the last player’s high score if we didn’t reset the score variables each time.

10. Discussion What is decomposition? Why is it useful?
How is it used when creating computer animations or games?