Www.ictinspires.co.uk Copyright © 2014 ICT Inspires Ltd. All Rights Reserved. . ICT (Computing) Subject Leader Course Session 2: Broader

Copyright © 2014 ICT Inspires Ltd. All Rights Reserved. www.ictinspires.co.uk.

ICT (Computing) Subject Leader Course

Session 2: Broader aspects

Debbie Schofield


Session 2The Broader Aspects•Software/Hardware•Development planning•Curriculum Programming Terminology•View examples•ICT policies including e-safety•ICT Assessment

Course structure:


Sharing session


Hardwareselect, 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.NC 2014


Development plan


Computing 2014 - Terminology

Computing programmes of study: key stages 1 and 2

Aims: The national curriculum for computing aims to ensure that all pupils: • can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation •can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems •can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems

•are responsible, competent, confident and creative users of information and communication technology.


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.


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.


Terminology• Computer Science• Logic• Data representation• Algorithms and Programs• Debug• Abstraction• Decomposing • Sequence, Selection and Repetitions• Inputs, Outputs and Variables


Terminology• Computer Scienceis how computers and computer systems work, and how

they are designed and programmed.• LogicA systematic application of rules to problem solving and

task completion.• Data representationData representation is generally how information is

conceived, manipulated, and recorded.


Terminology

• Algorithmstep by step instructions to solve a problem.

• Programa sequence of instructions that can be interpreted and executed by a

computer


Terminology

• DebugDebugging is the art of fixing or correcting algorithms or programming

code.


Terminology

• AbstractionReducing complexity by focusing on the essential features of an

algorithm or data representation and omitting unnecessary detail.

The process of abstraction takes many specific forms, such as modelling, generalising and decomposing.


Terminology




ModellingModelling is the process of developing a representation of a real world issue, system, or situation, that captures the aspects of the situation that are important for a particular purpose, while omitting everything else. Examples: London Underground map; storyboards for animations; a web site plan, budget spreadsheet


Terminology




GeneralisingFor example create a procedurein MSW Logo to draw a square. In this way much of the code used in different programs can be written once, debugged once, documented once, and (most important) understood once.


Terminology• Decomposingrefers to the process by which a complex problem or system is broken

down into parts that are easier to conceive, understand, program, and maintain.

Make breakfast:

Make toastMake teaBoil egg ……


Terminology• Decomposingrefers to the process by which a complex problem or system is broken

down into parts that are easier to conceive, understand, program, and maintain.


Terminology

• Sequence, Selection, RepetitionA sequence is more than one instruction to be followed in order.

In a selection structure the program has to make a choice(a question is asked, and depending on the answer, the program

makes an action)

Repetition is doing the same instruction more than once(repeats, loops)



Terminology

• Inputs, Outputs and VariablesInput is data that goes into a computer (keyboard, mouse, sensor)

Output is information that comes out (monitor, printer, bulb, buzzer, motor. (Cause and effect)

Variables are things your program needs to remember that might change.

Rather than entering data directly into a program, a programmer can use variables to represent the data. Then, when the program is executed, the variables are replaced with real data.


Scratch 2


Progressive assessmentAttainment targetsBy the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.

View ICTinspires assessment documents


Plenary & Next steps• Be conversant with the terminology of the 2014

Computing curriculum• Ensure your school has the breadth of software to

enable teachers to teach all areas• Create a school development plan from the Self

review• Look at school policies – update them if necessary• Start to plan assessment tasks or observation criteria• Access resources from ICTinspires website


Course structure:Summer Term 2013Keeping up to date with technologies•Freeware•Programming•Blogging•Apps


Task for next session• Ensure Logo, Kodu and Scratch are on your

laptop• Plan a 2 minute ‘share’

Please complete the evaluation.

Thank you

Documents

Www.ictinspires.co.uk Copyright © 2014 ICT Inspires Ltd. All Rights Reserved. . ICT (Computing) Subject Leader Course Session 2: Broader