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Ev681 computing session
This document provides an overview of the aims and goals of computing education in the UK national curriculum. It discusses: - The aims of computing education at KS1 to develop skills in computer science, problem solving, and information technology. - The technology expectations in early years foundation stage (EYFS) which include using programmable toys. - An introduction to logical thinking and programming concepts like algorithms using floor robots for early programming. - The purpose of computing studies at KS1 is to develop computational thinking and creativity through computer science, and to become proficient in digital literacy and technology.
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Ev681 computing session
- 1. COMPUTING COMPUTATIONAL THINKING AND PROGRAMMINGIN THE NEW CURRICULUM
- 2. COMPUTING – KS1 Aims Thenational 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.
- 3. TECHNOLOGY - EYFS Understandingthe world ELG15 - 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. EYFS- profile- assessment scales reference sheet Scale point 7 …can use programmable toys to support her/his learning http://media.education.gov.uk/assets/files/pdf/a/asse ssment%20scales%20reference%20sheet.pdf
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- 5. EARLY PROGRAMMING An introductionto logical thinking, algorithms and decomposing via floor robots
- 7. COMPUTING – KS1 Purposeof study A high-quality computing education equips pupils to use computational thinking and creativity to understand and change the world. Computing has deep links with mathematics, science, and design and technology, and provides insights into both natural and artificial systems. The core of computing is computer science, in which pupils are taught the principles of information and computation, how digital systems work, and how to put this knowledge to use through programming. Building on this knowledge and understanding, pupils are equipped to use information technology to create programs, systems and a range of content. Computing also ensures that pupils become digitally literate – able to use, and express themselves and develop their ideas through, information and communication technology – at a level suitable for the future workplace and as active participants in a digital world.
- 8. Key stage 1 COMPUTING– KS1 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 recognisecommon 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.
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Editor's Notes
- #3 Reassure students that we’ll be starting to unpack some of the terminology used here (e.g. abstraction, logic, algorithms) but also explain that we can only achieve so much in our sessions and they will need to take full advantage of other professional development opportunities that present themselves (e.g. engaging with online materials and with staff development opps in school)Explain that aims 3 and 4 are particularly relevant to the development of children’s broader digital literacy3mins
- #4 2mins
- #5 - Recognise that some children will be familiar with remote control/programmable toys from home
- #6 Explore sequence (sets of specific instructions, followed in a particular order) through Bee-Bot and the free Bee-Bot app for iOS (we will have some iPods for this but students may want to download this app to their own devices). Half of group use the Bee-Bots whilst the other half explore the app (10mins like this then swap over for another 10mins). Make sure students note that it is possible to build up a sequence in stages by programming and testing a bit at a time (this allows for debugging and an early kind of iterative approach to programming. Also highlight importance of clearing Bee-Bots memory unless they are building on a previous sequence.Move on to exploring repetition through use of Roamer’s repeat command. Model this very briefly and explain/show how this can be used to create more efficient programs. Set the challenge of drawing an equilateral triangle with Roamer (what kind of thinking does this require?). (20mins with Roamers in total)40mins in totalProgrammable robots and on-screen robot simulations provide engaging practical learning in mathematics (shape, position and movement, angle, measurement & problem solving) in the primary classroom.
- #7 There are a range of accessories that you can purchase to use with your Bee-Bots. These accessories include clip-on shells that you can use to give your Bee-Bot a makeover and mats relating to a number of common Early Phase learning contexts. Bee-Bot Mats Synchronised Buzzing Bee-Bot Barrier Games I think I can.... I think I can... The Little Bee-Bot that could. investigate the different loads that Bee-Bots can tow and how the weight of the loads can effect the speed of the Bee-Bot.Teachers may use the text ‘The Little Engine that Could’ as a stimulus for this activity. Students could then collaboratively develop a class big book of their ownGroovy Bots §work collaboratively to make the Bee-Bots dance in sequence. How far is it? In this activity, students work collaboratively to explore how far it is that a Bee-Bot can travel with each step. Bee-Bot Trails Ask each group to design a trail that the Bee-Bot can buzz along. Once students have designedtheir trail, they should test it and then ask other students to get their Bee-Bot to buzz along their trail. During this final part, students will need to work together to estimate how many steps they will need the Bee-Bot to take. Bee-Bot Rulers To provide students with a way of measuring how far the Bee-Bot moves with each step, you may want to make a collection of Bee-Bot Rulers for students to use. Bee-Bot Ruler A Bee-Bot moves 15cm with each step. Rhyme Time make the Bee-Bot move to the rhyme they would likeSlalom Buzzing Bee-Bots Day Out Alternatively, students could develop clues relating to the different locations within the street. For example, a clue might be ‘Blinky Bee-Bot needs to buy some bananas but he needs to get some money out from the ATM first. Help Blinky get to the bank and then program him to visit the shop where he can buy some bananas’. Bee-Bots Walk This activity involves the class creating an innovation of the text ‘Rosie’s Walk’ by Pat Hutchins. To begin this activity, the teacher reads ‘Rosie’s Walk’ to the class. Make a Bee-Bot Course Bee-Bot Extreme Makeovers forward, backwards, up, down, around, right, left, under, over, through, beside, next to, wait, pause, move, go, turn, rotate, 360 degrees, face, direction etc. Bee-Bot Number Hives Bot-Detectives ‘What am I?’ texts form a valuable part of literacy development in many early phase classrooms. In this activity, students work collaboratively to develop a series of clues relating to a collection of pictures that have been placed on a mat. For example, the mat may contain photographs of animals taken during a class excursion to the zoo. Ladybug Lunch Ladybugs are our friends in the garden as they love to much on aphids, mealybugs and mites. In this activity, students create a mat using either real leaves, photos or rubbings of leaves they have found in their school or home environments. Creating a home for our Bee-Bots Turtle Island Students are then invited to come up and guess the location of the eggs. Pollen Hunt . To create this game, you will need to create a collection of flower pots and small tokens that will represent the pollen. .
- #8 Highlight the focus on computer science in the new curriculumExplain that our final session will focus on the digital literacy dimension of the programmes of study2mins
- #9 PoSfor KS1. Red objectives are the CS-focused ones2minssequence of clear (precise/unambiguous) instructions to achieve a specific outcome”. At KS1 an algorithm can be thought of as being like a recipe or a step-by-step solution to a problem. If the algorithm has been logically developed then the outcome should be predictable.Itherefore early exp should involve sequencing activities and identifying if there are errors in the sequenced what the result might be- links to retelling and sequencing stories, Handa’s surprise, the hungry caterpillar, going on a bear hunt
- #10 Mitch Resnick is Professor of Learning Research and Director of the Lifelong Kindergarten group at MITHe is developer of a tool named ‘Scratch’.This is a TED talk that he gave in 2012 (pic is hyperlinked to video on TED site)Video duration: 17mins20mins total to allow for brief discussion
- #11 - Explain that Scratch 2.0 runs in a browser so no need to install anythingGive a brief tour of the Scratch 2.0 interface (the pic in the slide is hyperlinked to the Scratch site)Show them how Scratch uses simple blocks (like LEGO) that can be snapped together to create sequences of instructions (these are called ‘scripts’)Might be worth highlighting that you can have multiple ‘scripts’ in Scratch and that these can run parallel to each otherShow where to sign up to community (would be helpful to briefly show your own community profile so they can see how the community works)Explain that to use selection and repetition in Scratch they will need to use the blocks in the Control section of the Scripts tabExplain that selection is a term that relates to the use of conditionals (if-then-else) and that these are Boolean (true/false) conditions programmed by the programmer to determine what action/s should be performed at a certain point in a sequence of instructionsShow a simple example of this (you can use the one in my Scratch profile if you like)20mins