1. Welcome! Martin Norris Year 5 Class Teacher & Computing
co-ordinator at
Malin Bridge Primary School, Sheffield
CAS Master Teacher
(CAS)

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

3. Information Technology
Computer Science
Information Technology
Digital Literacy

4. 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

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

6. 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?

7. 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

8. 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!

9. 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 if you wish.
Pupil roles: Thinker/Programmer/Checker (debugger!)

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

11. 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

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

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

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

15. Your ideas…

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

17. When we programmed a square, what computational thinking involved?

18. 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.

19. 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?

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

21. Human Crane
Thanks to P Bagge.

22. 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

23. 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…