1. CPTT – An introduction to Computing
Mark Stilwell, Hensingham Primary School

2. First thing you need to know…

3. Outline of the day 9:15 – Coffee and Tea 9:30 – Session 1
10:30 – Break
10:50 – Session 2
11:30 – Planning Session
12:15 – Lunch
1:15 – Lesson at Hensingham Primary School, Whitehaven
2:00 – Feedback and Evaluation

4. Mark Stilwell
All resources from today are available on:

5. Aims for today
To make links between our work in the classroom and Teachers’ Standards.
To understand the required knowledge and understanding, both for Computing as a standalone subject and as a cross-curricular resource.
To think about examples of practice in the classroom.
To understand the curriculum expectations.
To look at the use of digital technology and its place in the Primary School.
To plan and teach a lesson

6. Teacher Standards
/file/665522/Teachers_standard_information.pdf

7. What is Computing?
Flip chart paper – 10 min then 5 min discussion

8. ICT then Computing? ICT 1999 Programme of Study - Finding things out
- Developing ideas
- making things happen
-exchanging information
-reviewing and evaluating ideas

9. ICT then Computing? Computing 2014 – National Curriculum - Programming
- Logical reasoning
- Computer Science
- Digital Literacy

10. 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
recognise common uses of information technology beyond school
use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies

11. 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
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
use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact

12. Are we better off with the 2014 Computing Curriculum?
Yes and No
- The 2014 curriculum has much more of an emphasis on programming and using logical reasoning.
…but still includes the elements of digital literacy that pupils need to learn about.

14. Moving into Secondary School – The problems begin…
Pupils are not coming to secondary school with the basics.
Workington Academy – baseline for Y7 pupils.
“What are they teaching them at Primary School?”
- What’s a task bar?
- How do you change the font in PowerPoint?
- How do I add a picture into word?
10 Min Activity At which point in primary school should children be grasping basic elements of the curriculum?
What do you consider to be the basic elements?

15. Primary Passport

16. Computing across the curriculum? Give context
Flip chart paper – 10 min then 5 min discussion

17. KS1 – What sort of things would you be expecting to see in classrooms?
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
recognise common uses of information technology beyond school
use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies
Flip Chart paper

18. KS2 – What sort of things would you be expecting to see in classrooms?
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
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
use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact

19. EYFS – Early Learning Goals
Just under 5 years old – Early Reception
Reading:
40 to 60+ months –
Knows that information can be retrieved from books and computers
Early Learning Goal – technology
Children recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular purposes.
Technology:
Completes a simple program on a computer.
Interacts with age-appropriate computer software.

20. Our curriculum

21. Questions to think about
Have staff received training recently?
Are they confident with programming?
Does your school have the equipment needed to offer the complete curriculum?
BREAK AFTER THIS SLIDE

22. The school without technology…or money
Packages can be bought in – STEM Team at Sellafield.
Paper lessons are not a problem
Funding for Computers, laptops and ipads:
Find free software or apps (Scratch, Sketchpad)
Fundraise
The problem – technology is changing all the time.

23. Digital Display Technology
Numicon:
Tip: Always do your direct teaching on IWB before going to use the ICT Suite.

24. Digital Display Technology
Tip: Always do your direct teaching on IWB before going to use the ICT Suite.

25. Mobile Technologies - iPads - Chromebooks - iPod touch
- Digital Cameras
- Recording devices

26. Planning the Primary Curriculum
- Lots of schemes out there
- 100 Year 2 lessons – good but boring
- Twinkl….
- Good but always need to be adjusted
- Complete coverage of the curriculum
- Resources are all there for you
When planning your curriculum map, think about strengths and weaknesses relating to staff in each year group.

27. Planning the Primary Curriculum
How can we make this better? min

28. Assessment

29. Assessment

30. Computational Thinking and Programming
- Lots of new jargon – use the recommended book.
Skill Statements – Year 2 Programming
-Write commands
- Turn object rt 90 and lt 90
- Draw shapes
-Repeat commands
- Add movement and Sound
- Change sprites and backgrounds.

31. Computational Thinking and Programming
Year 5 – Develop games using scratch
Skill Statements – Year 6 Programming - Animation
- Change code
- Debug sequences that are not working properly
- Use reasoning to explain how simple algorithms work
- Control timing of events
- Hide objects
- Add voice sounds to enhance story
- Add interactive features to animation.

32. Using the internet
Online Safety – Extremely important part of our safeguarding work.
Skill Statements – Year 3 Research and Communication
- Understand how word order affects search results
- Bookmark pages, search History.
- Know what they are comfortable with on the internet – all year groups.
- Know how to behave online
- Share web search results with others.
- Research different types of communication – video, podcast, images?
- Know how and why we have a digital footprint

33. Social Media
- Online safety should be obvious in each year group and social media should be spoken about regularly.
Positive N Negative

34. Databases and Spreadsheets
The old ‘handling data’ element of computing.
- Microsoft Excel and Access
Skill Statements – Year 6 Research and Communication
Enter text and numbers
Identify and refer to cells by row and column
Enter formulae with the SUM function
Find AVERAGE, MIN and MAX
Design a Spreadsheet
Link data in a database

35. Online Safety Online safety not e-safety
Make sure work is evident across all year groups.
Ensure that children know what to do if they feel uncomfortable when using technology.
Play the parent – challenge pupils that want to be your friend on facebook, say it’s not cool or clever.
Make sure parents are aware of the Online safety rules in your school

38. Policies

39. Being Subject Leader for Computing
Don’t let anyone know you can adjust a projector – you’ll be computing leader within your NQT year.
You need to be passionate about Computing.
It’s difficult to gather evidence – make it as easy as possible.
Make sure that basic skills are taught.
The ICT is not your second classroom, everyone has responsibility for it.

40. Tip: Keep passwords for KS1 simple – maths, etc.
Tip: Password cards
Tip: Keep passwords for KS1 simple – maths, etc.

41. Tip: Seating Plan
When the headphones go missing you’ll know who was sat there last time.

42. Twitter for Teachers

43. Your planning challenge today…
Plan a 30 minute lesson in pairs
Pupils – Year 2 or Year 6 (3 or 4 children in each group)
Programming using Scratch
Year 2 – Make a sprite dance to music
Year 6 – Change the sprite, background, add music, add movement, add repeats, debug sequences.

44. Links https://barefootcas.org.uk https://www.computingatschool.org.uk