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how to teach programming KS1&2
Transcript of how to teach programming KS1&2
1801 Jacquard's Loom
Great for mill owners, but it put many loom operators out of work. Annoyed unemployed operators smashed up the looms!
Tables of numbers were used to help find where ships were, but they sometimes had mistakes in them. In 1822 Charles Babbage proposed a room size machine powered by steam to calculate all the tables.
Ada was the first to recognize the importance of looping.
America's consitution requires a census every 10 years. The first one in 1790 took 9 months, but the one in 1880 took nearly 8 years! A prize was offered for someone who could solve the problem.
Hollerith won the prize with a modification of the loom we saw earlier.
Hollerith built a company, that became IBM. Much later in 1943 Thomas Watson, chairman of IBM said "I think there is a world market for maybe five computers."
The Harvard Mark 1 weighed 5 tons, incorporated 800km of wire, was 2.5m tall and 15m long, and had a 15m rotating shaft running its length!
One of the primary programmers for the Mark I was Grace Hopper. Grace found the first computer "bug": a dead moth whose wings were blocking the paper tape reader.
Computers were incredibly expensive because they required so much hand assembly, such as the wiring seen in this CDC 7600 from 1970:
what is a computer?
The first computers were people!
a brief history of computers
Did you know?
The US wanted books of tables for firing guns, and the equations were hard to solve. The military ran out of human calculators in World War 2 and started spending money on computers...
Today, all of this could be fit in a size smaller than a coin.
In 1920, it used to be a room full of people!
Today, a computer is a general purpose machine that can run lots of different programs.
why teach computing?
New curriculum tl;dr
Computer science and computing-related fields have long been perceived as being disconnected from young people’s interests and values.
Creative computing supports the development of personal connections to computing, by drawing upon creativity, imagination, and interests.
Many young people with access to computers
participate as consumers, rather than designers or creators.
creative computing curriculum 2011
understand and apply the fundamental principles of computer science, including abstraction, logic, algorithms and data representation,
analyse problems in computational terms, and have practical experience of writing computer programs to solve problems.
Lack of skills
Computer as a tool
Computers are used in almost all professions, entertainment, communication. They are one of the most powerful tools of our time. But most of us don't know how to program one.
what you need:
one button audio book
what you need:
what you need:
understand what algorithms are,
programs work by following precise and unambiguous instructions
create and debug simple programs
predict the behaviour of simple programs
create, organise, store, manipulate and retrieve content
recognise common uses of IT beyond school
use technology safely and respectfully
Curriculum - A summary
controlling or simulating physical systems,
solve problems by decomposing them into smaller parts,
use sequence, selection, and repetition in programs
variables and various forms of input and output,
explain how some simple algorithms work,
computer networks - including the internet,
use search technologies effectively.
KS2 - additionally:
From the scratch curriculum
We noticed a year-on-year decline in the numbers and skills levels of the A Level students applying to read Computer Science.
It was capable of 36Mflops, and cost £3M in 1969 or £18M today. An apple ipad does 70Gflops, which is about 2000 times faster.
AQA GCSE in computer science.
25 hours to make an application for a transport company. The program must allow a user to:
buy different types and numbers of tickets
top up credit
protect credits from misuse
fundamental principles illustrated with games
create a new game and play it
visual programming with scratch
going from a problem to code
From the scratch curriculum 2012
We can learn a lot about the concepts of programming by playing games.
turtles, a 3 step plan...
from turtle import *
import the turtle library
move forwards 50
turtle options to play with
begin_fill() and then end_fill()
speed(5) #from 1 to 10
lots more from
KS 1 & 2
challenge to code
make a stopwatch
start button starts the counter (seconds)
stop button stops the counter
reset button sets the counter to 0 and stops the counter
write it in psuedo code first...
if start button pressed:
in a loop:
count = count + 1
wait 1 second
if "stop button" pressed then:
if "reset button" pressed then:
count = 0
what you need:
2 geared motors, wheels and platform,
pa consulting's competition
robot that scans items and tells you how to recycle them
web enabled plant care and monitoring system
forest fire prediction system
car park space detection system