The new Computing curriculum (KS2) 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.
New Computing Curriculum An Introduction Newbury Park Primary
Inset 27/1/14 Mr Azzopardi Aims To have a clear understanding of
the new curriculum. To become familiar with the scheme of work for
KS2. To understand what programming concepts we are teaching. To
learn some teaching strategies to help with teaching and planning.
The new Computing curriculum (KS2) 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. Breaking it down
Computer Science How computers work (Programming and designing
software) ICT Using computer software/multimedia/ internet E-safety
Being safe and responsible with our technologies Our scheme of work
for KS2 (Sept 2014) Computing Strand Unit Title Year 3Year 4Year
5Year 6 Control and Programming Creating Learning Games 2DIY
Advanced - NEW Designing Games for an Audience Scratch - NEW
Designing Games for an Audience Advanced - Scratch Kodu 3D Game
Programming - NEW Wedo Lego and Programming Scratch Problem Solving
(Yr 5 plans - to update) Computational Thinking - Scratch
Programming - NEW Computational Thinking - Python Programming - NEW
Graphic Design Digital Art Taking and using Digital Photos and
being creative. Digital Art Advanced Photo Editing / Comic Life 3D
Imaging Basic - Google Sketchup Greek Temple 3D Imaging Advanced -
Google Sketchup House Interior Multimedia Scratch Animation (Yr 4
plans to update) 2D Animation Anithings with a story Movie Maker
The PianoMinecraft - NEW Online Research Research Project - Just 2
Easy Research Project on Africa - Powerpoint Research Project
Greece Online Powerpoint with Links / Blogging Research Project WW2
- Weebly Website Design E-Safety Hectors World. Trust online //
Search Engines SMART Adventure Safer Browsing / Online Gaming
Cybercafe Chat rooms / Online Profiles / Mobiles / IM KidSMART
Cyberbullying/ Social Networking /File Sharing Handling Data Ask
Oscar - Branching Databases Excel party planning (Junior Viewpoint)
Databases MangoData Lunar Park / Excel Advanced Rollercoaster
Tycoon Simulation Programming Instructions Progression through KS2
Year 3 FOREVER LOOPS, IF, WAIT, STOP, SCORE VARIABLE, TIMER Year 4
PICK RANDOM, GO TO, FOREVER IF, MULTIPLE IF STATEMENTS, REPEAT
UNTIL, IF THEN, WAIT UNTIL Year 5 USING VARIABLES, REPEAT UNTIL, IF
ELSE, NESTED IF, BROADCAST/RECEIVE, ASK/ANSWER Year 6 Python
Programming with Variables, Calculations, Random Numbers,
Selections (If, Elif, Else), Iteration (For, While), Lists The
programming model In a nutshell, we are teaching children the
following programming at KS2: Repetition/Loops (Iteration)
Selection (Making decisions) Using Variables (unknown values)
Writing sequenced instructions (the code) Calling Procedures
(Instructions sending messages to other instructions) Handling
Input/Output Teaching the children to design their programs using
flowcharts/algorithms Computational Thinking (breaking down a
problem) Iteration Repeating parts of your program. Can be infinite
number of times, set amount of times or when a condition is true.
Selection Putting decision logic into your program with IF commands
Variables Used as input Used as part of a calculation FIRST ANSWER
10 SECOND ANSWER 5 MY OUTPUT 15 Calling procedures A sprite can
send/receive messages from other parts of the program. This is an
important part of writing bigger programs where we reuse code and
save writing it out many times. So what will a good Computer
Science lesson contain? Some/all of: Purpose and link to the real
world. Good use of technical vocab/instruction words. Good
interaction/mini plenaries/scaffolding. Designing code
(flowcharts). A problem to solve (can it be broken down further?).
Testing/Debugging code. Predicting outcomes of code. Editing and
improving existing code. Good resources not just copying code.
Extension opportunities (infinite possibilities). Differentiation
for LA An achievable task. (See lesson 2 of Python unit). Teaching
strategies Show a working program and identify the
events/instructions The shark moves towards the mouse If shark
touches the small fish: change animation to bite add 1 to score
variable hide small fish for 2 seconds show fish randomly on the
screen. Repeat until score is 10 (There is Octopus code also)
Teaching strategies Predict the output Show a working program and
predict the output i.e. what will happen. Teaching strategies Show
a program with errors (debugging) Including childrens programs that
dont work. print("Let's see how long you have lived in days,
minutes and seconds.) name = input("name: ") print("now enter your
age") age = int(input("age: ") days = age * 365 minutes = aged *
seconds = age * print(name, "has been alive for", days, "days"
minutes "minutes and", secands, "seconds! Wow!") Teaching
strategies Use the children in a human instruction sequence
Teaching strategies Shared programming As you would when modelling
shared writing, talk the children though how you can build up a
simple program to accomplish a task. e.g. I want this program to go
on forever, what block would I use? (Forever). Now I want it to ask
for an input. Its a blue block. (Ask) Use Windows Key + to zoom in
to show subset of blocks to choose from. Teaching strategies - Edit
and improve an existing program Teaching strategies Flowchart
algorithms Teaching strategies Line by line Let children go through
a program line by line and explain what is happening. (Ball code)
Teaching strategies Whiteboards to write code Once children have
structure of a program with a flowchart, they can use whiteboards
to write code down first. This helps move away from copying sheets
and develops their thinking. Teaching strategies - Give a problem
to solve from scratch Once the children get confident with the
language, they can write their own programs. E.g. Make a Rock,
Paper, Scissors style game. Make 2 runners race from one end of the
screen to the other by tapping the keys. Make a maths quiz where it
asks you random operator questions. Children will have to design,
write the algorithms, think about inputs, outputs and variables.
Assessment There are levelled assessment targets which can be found
in the CAS guidelines. (Generic but will do for now). We will
continue to do levelled assessment to show progress and attainment
across the school. Cross Curricular opportunities Maths Design all
sorts of maths games. PE In a dance unit, take photos of the dance
steps and have them animate on the screen in the correct sequence.
Geography Create an interactive quiz with the countries of the
world. Science Group things into living/non-living Literacy See
next slide Literacy from Scratch Long term aims Teachers become
confident in planning, teaching and assessment of Computing.
Children enjoy and make excellent progress in Computing (which has
a knock on affect in Maths, Science, DT etc.) Develop more Cross
Curricular Computing. Keep at the forefront of Computer Science
technologies: Web programming, Apps, Robotics, 3D games Next steps
Every year group has at least 2 Computer Science programming units.
One unit has been taught already this year (These plans will need
adapting based on this inset. To be updated ready for Sept 2014).
Gap Task: Look at the programs for your new programming unit and
start to plan how children can learn these programs (to be taught
in the summer term). I will assist where necessary. New unit to be
planned by Easter Holidays so I can review (6 lessons).
