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Computing @ KS1/2

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Paul Gorvin

on 14 January 2014

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Transcript of Computing @ KS1/2

Computing Programme of study KS1/2
Data
• understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions (ks1)
• use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs (Ks2)

Programming
• create and debug simple programs (ks1)
• use logical reasoning to predict the behaviour of simple programs (ks1)
• design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts (ks2)
• use sequence, selection, and repetition in programs; work with variables and various forms of input and output (ks2)

Multimedia
• use technology purposefully to create, organise, store, manipulate and retrieve digital content (ks1)
• recognise common uses of information technology beyond school (ks1)
• 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 (ks2)

Online
• use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content (ks2)
• understand computer networks including the internet; how they can provide multiple services, such as the World Wide Web (ks2)

E-safety
• 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. (ks1)
• use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact. (ks2)
New Computing Curriculum - Breaking it down
KS1
Strand - CS (Computer Science)
3 main strands (CAS - Computing At Schools)
New Computing Curriculum - Breaking it down
Computing @ KS1/2
PAAC ICT / Computing
Welcome!
Paul Gorvin (Deputy ICT at Coombe Dean School)
All resources & links available on school VLE...
www.LearnCoombeDean.com -> Staff -> Primary
(Login details to be given/sent to you today)
pgorvin@coombedean.plymouth.sch.uk
And you?...
Aim of today's session...
- Give an overview of changes to ICT / Computing curriculum
- Gauge where people currently are
- Hopeful share / gain some good ideas, resources and insight
- Find out what support is needed / we can provide
Some key points...
Large emphasis on Computer Science
Slimmed down in length
Some additional e-safety that wasn't in 1st draft
5 possible strands?
Computer Science
Information Technology
Digital Literacy
• understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions
o Writing algorithms for everyday things they know (e.g. making a sandwhich) - instructions for teacher lesson
http://code-it.co.uk/resources/sandwich_algorithm.pdf
o Using limited/precise instructions to solve a problem (e.g. Help plan a route home for a character like ‘Steve’)
o Arranging instruction cards for task
(e.g. beebot maze) into order / Writing down instructions first http://www.tes.co.uk/ResourceDetail.aspx?storyCode=6218189
o Awareness of range of ‘digital devices’ (any devices that has input, process, output e.g. microwave, mobile, central heating, tablet). Choosing one and modelling what it does.

create and debug simple programs
o Using algorithm to make program for task (e.g. beebot maze)
o Test out program – Does it work? What went wrong? Find and fix ‘bugs’
o Work in pairs, Compare code, Give algorithm to friend to create program


use logical reasoning to predict the behaviour of simple programs
o Role-play solution before doing it (e.g. In pairs, walk through algorithm written for bee-bot/floor turtle/scratch/etc before making program – One person reads instructions, One acts out)
o “Think before click!” question – Will it work? Explain why they think so.
o Role-play solution before doing it (e.g. In pairs, walk through algorithm written for bee-bot/floor turtle/scratch/etc before making program – One person reads instructions, One acts out)
o “Think before click!” question – Will it work? Explain why they think so.

Possible delivery methods...
KS2
• design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts
o Decomposition – Breaking set problem up into smaller parts
(e.g. Scratch game – algorithms for characters/actions, programming scripts, sprites, backgrounds, sounds/music, etc)
o Physical systems - Modelling real world situations using software/hardware (flowol, GoFlow, Lego).
o Physical systems – Use of physical components possible (sensors, motors, switches, lights – raspberry pi breadboards etc?)
• use sequence, selection, and repetition in programs; work with variables and various forms of input and output
o Tasks relating to use of these techniques
 e.g. Racing car game – Sequences for movement actions, Selection for crashing rules, Repetition for time, Variables for laps
 e.g. Quiz – Sequence for quiz events, Selection for checking answers “IF player answers..”, Repetition for repeating for 10 questions or keep going until user scores 5, Variables for players score
o Links to real world Sequence/Selection/Repetition possible (e.g. central heating)
o Links to input/outputs to interact with programs (e.g. keyboard, microphones, webcam, even Kinect!)


• use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs
o Making algorithms to solve a problem (e.g. Finding way through a maze)
 Different students write own solutions, then compare – Which one is best? (shortest steps?)
 How could you improve algorithms? (e.g. how could you shorten number of steps? make algorithm that works for any maze!)
• Google Blockly – good for teaching
o Scope to introduce some real world algorithms (e.g. Sorting – bubble sort)
 Task – How would you sort these objects? (e.g. cards)
Compare their algorithm to ‘bubble sort’ method
 Sorting algorithms activities - http://csunplugged.org/sorting-algorithms
o Write algorithms for programming task (e.g. Drawing their initials – Scratch pen, Moway, Turtle draw, etc)
 Write algorithm, Test algorithm, Review and Improve, Screen-print and explain what they have done


• understand computer networks including the internet; how they can provide multiple services, such as the World Wide Web
o Cyberspace lessons (Networks, TCP/IP, etc) – Detailed!)
http://code-it.co.uk/year5/index.htm
o Possible tasks...
 Timeline of the internet? (http://www.padlet.com )
 Animation showing how data/email is sent
 Card activity showing movement of data (students write messages on cards)
o Multiple services – Setting up and using...
 Communication (email, video conferencing, blog, forum, social network)
 Collaboration (e.g. wiki, Brainstorming)
 Other (real time collaborative editing, creative commons media, open-source software)


use search technologies effectively,
appreciate how results are selected and ranked,
and be discerning in evaluating digital content

 Search engine theory –
• Web crawler programs
• PageRank algorithms (google)
http://www.google.co.uk/intl/en/insidesearch/howsearchworks/algorithms.html
o http://community.mis.temple.edu/stevenljohnson/2012/10/06/in-class-activity-to-teach-key-concepts-of-seo-and-pagerank/
o https://sites.google.com/site/primaryictitt/home/key-stage-2/search-engines

Possible delivery methods...
KS1
Strand - IT (Information Technology)
Possible delivery methods...
KS2
Possible delivery methods...
• use technology purposefully to create, organise, store, manipulate and retrieve digital content
o
Creating –
Word docs, Images in graphics packages, Digital photo editing, video, animations, write programs, online blogs/forums/wikis, etc
o
Organise -
Folder structures/Filenames, Tagging, Pages/Slides
o
Store –
Directories, Storage location (hard disk, USB memory stick, server, cloud). Possibly could go into size of files if keen! (bytes, kilobytes, megabytes, etc)
o
Manipulate
– Combining content together from different sources/Multiple applications (e.g. design character in graphics app, record sound, and use in scratch OR Take photos, download, edit, use in document with text, etc) for specific audience/purpose
o
Retrieve
– Computer filing systems (e.g. using directories/filenames), with possible use of search facility. Online links to searching methods possible too.

• use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content
o Different elements being covered here...
 Searching techniques (basic keywords, skimming/scanning, main results vs adverts, advanced search – however techniques changing all the time!)
 Reliability/Trustworthiness

• 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

o Wide range of scope for projects linked to CS/ICT/Digital Literacy or other curriculum areas
 Teacher lead software use
 More independent use of software
 Combining software skills (e.g. downloading/editing image/video, importing into presentation)
 Selecting own software for further tasks (full range of apps installed/available on devices)

o Criteria that brings together various aspects of computing curriculum...
 Variety of software – Data/Information capture, Editing/Production, Presentation mediums
 Internet services – Learning platforms, Blogs, Cloud-based platforms (google drive, office 365, sumopaint)
 Digital devices – PCs, Laptops, Mobiles, Tablets, Digital Cameras, Microphones, ALSO Running on web servers via the Internet
 Design and create programs/systems/content – Old ICT based POS tasks, CS based tasks – But with clear goal/audience
 Collect/analyse/evaluate/present data and information – Understanding of use in difference between data (numbers/letters without related meaning) and information (text, images, audio, video, 3D representations).

o
Possible tasks/projects...
 Designing own game – Collect images/sounds using devices (e.g. characters), create/edit resources for use in game using software, import into game platform (e.g. scratch), create solution using software skills, test using different devices (e.g. on tablets, upload to web, publish and send link for testing)

 Creating video on topic – Collect images/sounds/video clips using devices (e.g. digital cameras), Download resources and edit using software (e.g. graphics editing, even online editors), import into video editing software, Develop product, Export and test on different platforms/devices (e.g. tablets, internet, even mobiles?!)

KS1
Strand - DL (Digital Literacy)
Possible delivery methods...
KS2
Possible delivery methods...
• recognise common uses of information technology beyond school
o Links to using technology in their lives (digital alarm clock, microwave for cooking lunch, watching digital TV, playing game on tablet, travelling with parents in car using GPS).
- Could be approached by use; at home, at school, family.
- Opportunities for project/investigating aspect/homework.
o Opportunities for looking at use of technology on people’s lives (benefits/negatives)

• 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.
o Teaching key principles (Main risks, sharing personal information online)
o Links to schools ‘acceptable usage policy’
o Procedures in school / at home for accidental access to inappropriate content (e.g. browser lock button - hector screen lock http://hectorsworld.netsafe.org.nz/teachers/hectors-world-safety-button/deluxe-hectors-world-safety-button/)
o Safe links for inappropriate online behaviour (contact/cyberbullying) – parents, childline, CEOP/thinkuknow

• understand
computer networks including the internet; how they can provide multiple services, such as the world wide web; and
the opportunities [networks] offer for communication and collaboration


use search technologies effectively, appreciate how results are selected and ranked, and
be discerning in evaluating digital content

• use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.

o Emphasis on ‘responsible’ use of technology
 How online actions impact others
 Legal and ethical responsibilities (e.g. respect for intellectual property rights)
 Keeping passwords and personal data secures
 Observing terms and conditions for web services (e.g. age restrictions)
o Digital footprint – Idea that data automatically generated while using internet/communication services
 How could this be used?
 Will it go away?
 How might it affect in the future?
o Schools acceptable use policy (links to terms and conditions of websites, etc)
 Activity – Sign up for winning free ipod competition. What did they just agree to?!
o Reporting concerns – Links to CEOP/Childline/School designated staff
 Activity – CEOP based lesson relating to internet danger, followed by use of CEOP website and concern reporting links

Delivering the curriculum
Different ways to setting up and covering computing national curriculum, depending on school and structure, etc.
• Discrete units / Project based
• Embedded / Theme / Cross-Curricular
Discrete units of teaching
Possible illustrated whole-school structure (CAS)
• Year 1 – Solving problems with Bee-Bots
• Year 2 – Turtle graphics on the floor and screen
• Year 3 – Scripted animations (Scratch)
• Year 4 – A math quiz (Scratch)
• Year 5 – Computer games (Kodu)
• Year 6 – Developing applications or the mobile phone (App Inventor)
Lots of variations on platforms that can be used to deliver curriculum content however!

Embedded / Themed / Cross-Curricular

Maths
– Links to algorithms
- Sorting algorithm – CS unplugged activity
- Developing maths game to test player on adding fractions in Scratch (Understanding algorithm for fractions, Sequencing, Selection, Repetition, Variables)
- Develop own calculator in Scratch (Events, Variables, Sequencing, Inputs/Outputs, Predict behaviour of programs)
Literacy based
- Create a video game using characters and settings from shared reading book
- Linking to book filing systems (Searching for books/pages – compare to library, Web searches, Algorithms for finding things, Google search algorithm)

Art
- Creating digital art work
- Looking at how digital images are saved
(Combining use of software, Data saved on a computer KS3)

History
- Links to searching for information on a history topic online, covering how search engines work, and presenting information found in multimedia format e.g. animation, video

Geography
- Links to other countries, global network, connecting countries together, internet usage world wide.
Assessment
Lots of different approaches available, and lots of freedom too!? (Suggestions from CAS)
Self-assessment
- Log their own work
- Check against criteria
- Debug/explain own algorithms/programs

Peer-assessment
- Work with partner to create/review/correct/provide feedback

KWL (know, want, learned)
- Using lists to identify what pupils know
- What they want to learn
- What they have learned

Discussion with peers
- Focus on what they've learned, asking open questions to discuss
- Opportunities for discussion with other students online (other schools, countries even)
- e-twinning http://www.etwinning.net
Formative assessment
Summative assessment
- No requirement for 'Level Descriptors' although can be used (even stop gap, medium term)

- Criteria based approach: Monitoring pupils by what they have learned by end of each Key Stage
(but are all skill levels the same?)

- Recording achievement against clauses from Programmed of study (e.g. Mozilla's OpenBadges system) http://openbadges.org

- Statements in number leveled order (CAS)
(similar to NC levels no?)
Complete schemes of work now popping up...
- See examples on LearnCoombeDean Links!
Other ideas
Code Clubs
Free to start up with resources...
https://www.codeclub.org.uk/
Lots of good books...
Coding Club (Python Basics)
http://www.amazon.co.uk/Python-Basics-Level-Coding-Club/dp/1107658551/ref=sr_1_1?ie=UTF8&qid=1389640031&sr=8-1&keywords=coding+club
Good 'OCR' resources (Recipe Cards)
http://www.ocr.org.uk/qualifications/by-subject/computing/raspberry-pi/
Code.org
Free to learn coding tutorials online
http://code.org/
http://raspberryjam.org.uk/
Raspberry Jam Events
More and more being organized nationally!
Computing Links and Resources
Lots of links added to VLE course...
LearnCoombeDean.com -> Staff -> Primary
(Username + Password = first letter forename + surname e.g. pgorvin)
If you have any other good links, would be great to add more please!
pgorvin@coombedean.plymouth.sch.uk
Bee-Bots
Roamer Bots
Young years
Infant
Primary
Junior
Moway
http://moway-robot.com/en/
http://www.inclusive.co.uk/roamer-p6463
http://www.simonhaughton.co.uk/pro-bot-lessons/
Pro-bot
Scratch
http://www.resources.digitalschoolhouse.org.uk/key-stage-2-ages-7-10/213-art-of-patterns-in-scratch
http://www.flowol.com/
Flowol
Go Software
http://www.tts-group.co.uk/shops/tts/Products/PD1721828/Flowgo/?rguid=6eccbb89-e0e1-4f69-8218-78a9e57d769c
FlowGo Interface
http://www.dataharvest.co.uk/products.php?&g=tec&ppg=tec&a=bot&ppa=pri&t=cd&code=KX79017PK&cat=control_packs&mlev=10&show=10&title=Control%20Interfaces
http://www.dataharvest.co.uk/products.php?&g=tec&ppg=tec&a=pri&ppa=pri&t=cd&code=6295PK&cat=control_packs
Learn and Go Interface
Class cart
http://www.dataharvest.co.uk/products.php?&g=tec&ppg=tec&a=bot&ppa=pri&t=cd&code=36001PK&cat=control_packs
http://apps.dataharvest.co.uk/index.php?main_page=index&cPath=2_21_8
Raspberry Pi
U Create Kit...
http://cpc.farnell.com/raspberry-pi/rpi-b-kit-dlx/raspberry-pi-create-u-kit/dp/SC13233
Other items...
http://cpc.farnell.com/jsp/bespoke/bespoke7.jsp?bespokepage=cpc/en_CC/makerspace/home.html
Google Blockly
https://code.google.com/p/blockly/
Robomind
Website...
http://www.robomind.net/en/index.html
Lesson Plans...
http://www.robomind.net/en/edPrimary.html
Some basic coding in Ruby language...
http://www.kidsruby.com/
KidsRuby
Google Modelling (Game)
https://docs.google.com/viewer?a=v&pid=sites&srcid=ZGVmYXVsdGRvbWFpbnxwcmltYXJ5aWN0aXR0fGd4OjcyOGQ0YTFiZTBiNzY4YTc
Flip cameras
http://www.panasonic.co.uk/html/en_GB/Products/HM-TA1/Overview/5470885/index.html;jsessionid=6dc70617df971ada3098d1b992ba62c5df83ed4b2a085bb7964b99e1e79769d8.e38Mbx4RbNuRby0Lbhf0
Kidblog
Safe blog for schools (teacher controlled)
http://kidblog.org/home/
Serif DrawPlus / MoviePlus
- Graphics / Animation
- Video editing
http://www.serif.com/drawplus/
Student copies just £10
Online facilities...
http://www.picmonkey.com/
http://www160.lunapic.com/editor/
http://www.sumopaint.com/www/
http://pixlr.com/
Demo...
http://www.robomindacademy.com/go/course/robomind/Teaser/A1/0

http://www.google.com/insidesearch/searcheducation/
Google Search Education
GoogleDrive...
What is it?
https://support.google.com/drive/answer/49008?hl=en
Apps available
http://www.google.com/drive/apps.html
UbiSlate
£30 tablet PC
Runs on android
http://www.ubislate.co.uk/
Audacity
Free Sound Editor
http://audacity.sourceforge.net/
GameMaker
Free older version available...
CanYouDrawTheInternet
http://www.canyoudrawtheinternet.com/uk/
Hector's World
E-safety browser button...
http://hectorsworld.netsafe.org.nz/teachers/hectors-world-safety-button/deluxe-hectors-world-safety-button/

Lessons...
http://hectorsworld.netsafe.org.nz/teachers/lesson-plans-and-resources/

Cover your webcam...
http://www.cybersmart.gov.au/young%20kids/online-safety/cover-your-webcam.aspx
CyberSmart
http://www.cybersmart.gov.au/Young%20Kids.aspx
Safer Internet Day (14/02/14)
http://www.childnet.com/resources/safer-internet-day
KidSmart.org
- Smarties the Penguin (KS1)
- The SMART crew (KS2)
http://www.kidsmart.org.uk/
ThinkUKnow.co.uk
- Resources, Cartoons, Activities for 5-7 year olds
http://www.thinkuknow.co.uk/5_7/
ThinkUKnow.co.uk
- Resources, Cartoons, Activities for 8-10 year olds
http://www.thinkuknow.co.uk/8_10/
- More serious resources (videos, lessons, etc) available for teacher delivery when trained
https://www.thinkuknow.co.uk/teachers/
Fakebook (profile creator)
- Create own fake profile
http://www.classtools.net/FB/home-page
Tablets - To tablet, or not to tablet?
iPads
Android
Windows
Guide to configuration...
http://primarycomputing.co.uk/2013/03/04/our-ipad-system-configuration/
Lots of apps...
https://slp.somerset.gov.uk/cypd/elim/somersetict/appleblog/Lists/App%20Directory/AllItems.aspx
More links on LearnCoombeDean!
Good selection of features / specs on device
Lot of free apps, but not many computing specific (that I've found!?)
Most devices have suitable basic main features / facilities (e.g. camera, microphone)
Some cheap options available... e.g. £30 UbiSlate http://www.ubislate.com/
Good compatibility with PCs (e.g. Office documents)
Can run 'sims' etc
Limited app catalog in comparison (not many computing related)
Cheaper RT version available
TabTimes...
http://tabtimes.com/education
Full transcript