primary computing curriculum 2014
DESCRIPTION
An overview of the Primary Computing Curriculum. In this document I looked at each strand in depth and provided activity ideas, resources and useful links to support teachers.TRANSCRIPT
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 a sequence of instruc<ons
•write and test simple programs
•use logical reasoning to predict the behaviour of simple programs
•organise, store, manipulate and retrieve data in a range of digital formats
•communicate safely and respec=ully online, keeping personal informa<on private, and
•recognise common uses of informa<on technology beyond school.
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 a sequence of instruc<ons
Algorithm: A list of instruc<ons to complete a task or solve a problem.
How to teach?
• You can provide indoor and outdoor opportuni<es for children to give and follow instruc<ons.
• You can ask children to work in pairs to carry out some instruc<ons e.g. brushing teeth or seBng direc<ons in the classroom using bee-‐bots, roamers.
• You can set your classroom as a liDle café for children to prac<ce giving and following instruc<ons through role play. For example they could focus on how to bake a cake or how to make a milkshake etc. They could write the instruc<ons for their chosen recipe and allow their friends to test it out by making it.
Resources: Bee-‐bots, roamers and other resources for brushing teeth, baking a cake and making a milkshake.
Useful Links:
hDp://rethinkingict.wikispaces.com/Algorithms hDp://www.mar<ngsaunders.com/2013/03/a-‐workshop-‐on-‐algorithms-‐for-‐primary-‐schools/
KEY STAGE 1
Pupils should be taught to: design, write and debug simple programs
Debugging: The process of tes<ng to iden<fy and correct errors from instruc<ons or programs.
How to teach? Retell a story using picture cards. Put the cards in the wrong order. Can they sequence the events correctly? You could lay the cards on the floor and use bee-‐bot to visit different events in a sequence.
Let children watch a video of making a jam sandwich. Create images of each step and display them in the wrong order. Can they sequence the events correctly?
Show them a simple script to move the cat across the screen on Scratch. Show them another one with a script error. Discuss; Why is not working? What is the problem? Can they iden<fy the error?
Resources: Bee-‐bots, Scratch, story cards.
Useful Links: Scratch is available from http://scratch.mit.edu
Jam Sandwich algorithm video available at: hDp://www.youtube.com/watch?v=leBEFaVHllE
KEY STAGE 1 Pupils should be taught to: use logical reasoning to predict the behaviour of simple programs
Logical reasoning: Applying rules in a systema<c way to solve problems. This can take place in many different contexts; in mathema<cs when solving a problem , in literacy when structuring a story or in programming when debugging.
How to teach ? Provide children with opportuni<es where they can predict the outcome of a set of instruc<ons.
Children talk about a set of instruc<ons to move a Probot to draw shapes. They write it, test it and correct any errors. They then place their instruc<ons in a box or bag without naming it. They select a random instruc<on sheet from the bag and try to iden<fy the shape.
You can also evaluate the instruc<ons as a whole class. You could ask the children if the instruc<ons were correct for their purpose? How can you make them beDer?
This ac<vity can also be done on Scratch, Daisy the Dinosaur or Hopscotch. Children can write scripts to move objects and keep the outcome a secret. Their partners can try to guess the ac<on/ effect on screen.
Resources: Probot, Scratch, Hopscotch, Daisy the Dinosaur.
Useful links: hDp://www.itass.newham.gov.uk/curriculum/fssow/topic.aspx?topic=6&resource=8
hDp://www.iboard.co.uk/iwb/Drawing-‐with-‐a-‐Control-‐Toy-‐697
KEY STAGE 1 Pupils should be taught to: organise, store, manipulate and retrieve data in a range of digital formats
PBL( Project Based Learning) approach and teaching in a context will make learning more relevant to learners. Providing opportuni<es for children to learn in a context such as story-‐telling using a stop-‐mo<on anima<on or crea<ng a presenta<on on a specific topic over a longer period of term will enable them to master many transferable skills including collabora<on, communica<on, crea<vity, and cri<cal thinking.
How to teach it? Let children create a document using either a word-‐processor or an online web 2 tool such as Wikis. They should prac<ce wri<ng sentences, insert images/clip arts, correct their mistakes. For example when learning about tradi<onal stories from China, we divided the class into 4 groups. Each group focused on a specific story. They organised and presented their ideas using text, images and videos.
Resources: Word-‐processing and presenta<on so]ware, wikis, blogs, anima<on programmes.
Useful Links: hDp://www.clayanimator.com/english/stop_mo<on_animator.html
hDp://connec<ngclassroomswithchina.wikispaces.com/Wilbury+Primary+School
KEY STAGE 1 Pupils should be taught to: communicate safely and respec]ully online, keeping personal informa<on private, and recognise common uses of informa<on technology beyond school.
How to teach? Discuss with children:
• Who should they talk to when someone or something upsets them online.
• What do they understand from ‘keeping personal informa<on private’.
• You could also discuss what kind of technologies they use at home, are they programmable?
Useful Links: There are many useful websites which have a vast range of resources for teaching children to use technology in a responsible way.
hDp://www.digital-‐literacy.org.uk/Home.aspx
hDp://www.swgfl.org.uk/Staying-‐Safe#
hDp://www.childnet.com/resources/kia/
hDp://www.school-‐portal.co.uk/GroupWorkspaces.asp?GroupID=389043&WorkspaceID=1113846&Javascript=False
KEY STAGE 2 Pupils should be taught to: •design and write programs that accomplish specific goals, including controlling or simula<ng physical systems; solve problems by decomposing them into smaller parts •use sequence, selec<on, and repe<<on in programs; work with variables and various forms of input and output; generate appropriate inputs and predicted outputs to test programs •use logical reasoning to explain how a simple algorithm works and to detect and correct errors in algorithms and programs •understand computer networks including the internet; how they can provide mul<ple services, such as the world-‐wide web; and the opportuni<es they offer for communica<on and collabora<on •describe how internet search engines find and store data; use search engines effec<vely; be discerning in evalua<ng digital content; respect individuals and intellectual property; use technology responsibly, securely and safely •select, use and combine a variety of so]ware (including internet services) on a range of digital devices to accomplish given goals, including collec<ng, analyzing, evalua<ng and presen<ng data and informa<on
KEY STAGE 2 Design, write and debug programs that accomplish specific goals, including controlling or simula<ng physical systems; solve problems by decomposing them into smaller parts.
Physical systems: this refers to anything that can be aDached to a computer such as sensors, motors, makey makey.
Decomposi<on: Solving problems by breaking them into smaller parts.
How to teach?
• It is always useful to start with algorithm games to remind children of the importance of having precise instruc<ons to achieve specific goals.
• Hopscotch, Scratch, Alice can be used by children to design simple games such as racing where they develop their programming skills.
• Programs such as Enchan<ng can be used with Scratch for children to write programs to control physical objects. You can view an example below:
• A.L.E.X and Cargo-‐ Bot apps and Machineers program provides children with problem solving ac<vi<es.
Resources: Scratch, Alice, Tynker, Hopscotch, Machineers, sensors, Lego We Do or Lego Mindstorms.
Useful Links:
hDp://www.tesconnect.com/scratch-‐curriculum
hDp://games.thinkingmyself.com/
hDps://www.youtube.com/watch?v=dXdCoynhsBs
KEY STAGE 2 Pupils should be taught to: use sequence, selec<on, and repe<<on in programs; work with variables and various forms of input and output; generate appropriate inputs and predicted outputs to test programs.
Variable: In programming, a variable is a placeholder for some value, like x and y are variables in algebra.
Repe<<on: Repea<ng a set of instruc<ons un<l a specific goal is achieved.
How to teach?
• Probot can be used for prac<sing sequencing and repe<<ons. Children can discuss how many <mes an instruc<on needs to be repeated for example to draw a rectangle. A similar ac<vity can also be done using Scratch.
• Simple maze games on Scratch can be used to model repe<<on and loops.
• Discuss with children the elements of a game. You can compare a Scratch anima<on and Scratch game. Focus on <me, score, levels etc. These are variables. You can model it using this example.
• Allow children to design their own game using loops and variables. You can use this template to help them with their planning.
Resources: Scratch, Probot, Alice .
Useful Links:
hDps://blockly-‐demo.appspot.com/sta<c/apps/maze/index.html?lang=en
hDp://www.resources.digitalschoolhouse.org.uk/algorithms-‐a-‐programs/213-‐art-‐of-‐paDerns-‐in-‐scratch
hDp://www.code-‐it.co.uk/year4/scratchspidermaze2.pdf
hDps://slp.somerset.gov.uk/cypd/elim/somerse<ct/Site%20Pages/Scratch.aspx
KEY STAGE 2 Pupils should be taught to: Use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs. Algorithm: A list of instruc<ons to complete a task or solve a problem. How to teach? • Use the ac<vi<es at hDp://games.thinkingmyself.com/ to introduce algorithms. • Give examples of algorithms from daily lives. Examples can be seen at: hDp://www.ehow.com/info_8394031_kinds-‐everyday-‐algorithms.html • Ask students to create an algorithm to tell a simple story using Scratch or Alice • Ask students to write a sequence of instruc<on for a car racing game then exchange them
with their friends. Students can sequence their friends pre-‐wriDen lines of programming into order and iden<fy any problems
• Use A.L.E.X app and Cargo-‐Bot to encourage children to talk about the algorithm that will be required to meet the higher levels of challenge.
Useful Links: http://www.tesconnect.com/algorithm http://code.google.com/p/blockly/ https://itunes.apple.com/gb/app/i-logo/id435280247?mt=8 http://fmslogo.sourceforge.net/
KEY STAGE 2 Pupils should be taught to: understand computer networks including the internet; how they can provide mul<ple services, such as the world-‐wide web; and the opportuni<es they offer for communica<on and collabora<on
HTML: HTML or HyperText Markup Language is the standard markup language used to create web pages.
TCP / IP: in full Transmission Control Protocol/Internet Protocol, standard Internet communica<ons protocols that allow digital computers to communicate over long distances.
CSS: Cascading Style Sheets, most of the <me abbreviated as CSS, is a stylesheet language used to describe the presenta<on of a document wriDen in HTML or XML
How to teach?
• Tell children to get in a circle and put one hand on the shoulder of the person standing next to them. Say a sentence to one of the child and ask her/him to pass it on to the next child. Can the message pass correctly, or are any parts missing in the process? What happens if one child removes their hand from a shoulder of another? Can the message s<ll be carried around?
• Discuss with children how the computers from all around the world understand each other (They use the same language-‐TCP/IP). Watch the following videos with children and let them ask ques<ons or just share their thoughts. You could also ask children to draw how the internet works before and at the end of the lesson to check their understanding.
hDp://thekidshouldseethis.com/post/26674356049
hDp://www.youtube.com/watch?v=7_LPdDKXPc
hDp://www.youtube.com/watch?v=C3sr7_0FyPA
• Ask how email messages work, how our message transports to another recipient? Watch the following video with children and then re-‐think the answers for the previous ques<on.
hDp://www.ictvideohelp.co.uk/internet/internetpackages/internetpackages.html
• Introduce HTML and how websites can be designed using this language. Open the Thimble website and model a few lines of code to show them how to add text in different colours and sizes.
KEY STAGE 2 Pupils should be taught to: describe how internet search engines find and store data; use search engines effec<vely; be discerning in evalua<ng digital content; respect individuals and intellectual property; use technology responsibly, securely and safely How to teach? • Look at ‘How search engines work’ infographic with children. Discuss the key words such
as crawlers, ranking, database. Can they come up with methods that will help them to find what they are looking for effec<vely. How do they check to see if the informa<on they found is real.
• Ask children to design a poster to present useful strategies that they need for searching on the Internet.
• Discuss fair use and copyright with the children. Use the Cyberbee website to check their understanding.
• Use hDp://www.digital-‐literacy.org.uk website to teach children about Internet safety, cyberbullying , privacy, digital footprints and informa<on literacy.
Useful Links: hDp://www.google.com/insidesearch/searcheduca<on/ hDp://www.kidsdiscover.com/infographics/infographic-‐how-‐search-‐engines-‐work/ hDp://www.abbotswood.hants.sch.uk/planning/internet-‐research-‐skills.htm hDp://www.cyberbee.com/cb_copyright.swf hDps://www.commonsensemedia.org/educators/lesson/copyrights-‐and-‐wrongs
KEY STAGE 2 Pupils should be taught to: select, use and combine a variety of sorware (including internet services) on a range of digital devices to accomplish given goals, including collec<ng, analyzing, evalua<ng and presen<ng data and informa<on
How to teach?
This strand of the Compu<ng curriculum can be taught through cross curricular ac<vi<es.
Provide opportuni<es for children to:
• Use different online tools, so]ware and hardware to achieve specific goals.
• To review, edit, share and evaluate their work.
• Work collabora<vely and independently.
Example ac<vi<es:
• Using programs and apps like Keynote, PowerPoint, Prezi, Book creator app to create presenta<ons.
• Use Padlet, Primary Pad or similar online tools to create and share ideas collabora<vely.
• Crea<ng anima<ons, podcasts or films to share and evaluate their ideas.
Useful Links: hDp://padlet.com/
hDps://prezi.com/profile/registra<on/?license_type=PUBLIC
hDp://www.launchpadtoys.com/toontas<c/
hDp://primarypad.com/
ALGORITHM A pupil should understand what an algorithm is, and what algorithms can be used for. Key Stage 1
Algorithms are sets of instructions for achieving goals, made up of pre-defined steps. Algorithms can be represented in simple formats.
They can describe everyday activities and can be followed by humans and by computers. Computers need more precise instructions than humans do.
Steps can be repeated and some steps can be made up of smaller steps.
Key Stage 2 Algorithms can be represented symbolically or using instructions in a clearly defined language.
Algorithms can include selection (if) and repetition (loops). Algorithms may be decomposed into component parts (procedures), each of which itself contains an algorithm.
Algorithms should be stated without ambiguity and care and precision are necessary to avoid errors. Algorithms are developed according to a plan and then tested. Algorithms are corrected if they fail these tests.
It can be easier to plan, test and correct parts of an algorithm separately.
Key Stage 3 An algorithm is a sequence of precise steps to solve a given problem.
A single problem may be solved by several different algorithms. The choice of an algorithm to solve a problem is driven by what is required of the solution.
The need for accuracy of both algorithm and data. *This informa<on is taken from CAS Curriculum
Science And
Computing
Sorting/Grouping using a software
Plants Animals
Materials
Observe/record/monitor using data logger, digital
camera or an app Changes in weather/seasons,
local environment and materials
Simulations Solar system
Electrical circuits
Research skills Using online sources to
find out about: Living things and their
habitat, parts of animals and human body.
Maths And
Computing
Binary Numbers Place value
Negative numbers Decimals
Floor robots / Logo /Scratch Place value activities
Problem solving Counting
2D shapes Nets of 3D shapes
Position and direction Using Floor robots and
Scratch to describe direction and position of
an object using coordinates
Statistics Construct pictograms,
charts and graphs
