day 1 getting to grips with computing

Getting to grips with

computing

University of Brighton, School of Education

Day 1 - Computational Thinking & Programming

Introductions

Who Wants to be a

Computing

Co-ordinator?

Score 1 point for each answer

you get right.

You get a bonus point if you

can also guess the correct key

stage.

1988 1999

2014 I made it up

Pupils should be taught how to plan and give

instructions to make things happen [for

example,

programming a floor turtle, placing instructions

in the right order]

1988 1999

2014 I made it up

Pupils should be taught how to plan and give

instructions to make things happen [for

example,

programming a floor turtle, placing instructions

in the right order] (KS1)

1988 1999

2014 I made it up

Pupils should be able to develop a set of

commands to control the movement of a screen

image or robot; understand that a computer

program or procedure is a set of instructions to

be followed in a predetermined sequence.

1988 1999

2014 I made it up

Pupils should be able to develop a set of

commands to control the movement of a screen

image or robot; understand that a computer

program or procedure is a set of instructions to

be followed in a predetermined sequence.

(KS2)

1988 1999

2014 I made it up

Pupils should be able to understand that a

computer can control devices by a series of

commands, and appreciate the need for

precision in framing commands.

1988 1999

2014 I made it up

Pupils should be able to understand that a

computer can control devices by a series of

commands, and appreciate the need for

precision in framing commands. (KS2)

1988 1999

2014 I made it up

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.

1988 1999

2014 I made it up

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. (KS1)

1988 1999

2014 I made it up

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.

1988 1999

2014 I made it up

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.

(KS2)

Score Check

1988 1999

2014 I made it up

Pupils should be taught to use logical reasoning

to predict the behaviour of simple programs.

1988 1999

2014 I made it up

Pupils should be taught to use logical reasoning

to predict the behaviour of simple programs.

(KS1)

1988 1999

2014 I made it up

Pupils should be taught how to create, test,

improve and refine sequences of instructions to

make things happen and to monitor events and

respond to them [for example, monitoring

changes in temperature, detecting light levels

and turning on a light]

1988 1999

2014 I made it up

Pupils should be taught how to create, test,

improve and refine sequences of instructions to

make things happen and to monitor events and

respond to them [for example, monitoring

changes in temperature, detecting light levels

and turning on a light] (KS2)

1988 1999

2014 I made it up

Pupils should be taught to understand several key

algorithms that reflect computational thinking [for

example, ones for sorting and searching]; use

logical reasoning to compare the utility of

alternative algorithms for the same problem.

1988 1999

2014 I made it up

Pupils should be taught to understand several key

algorithms that reflect computational thinking [for

example, ones for sorting and searching]; use

logical reasoning to compare the utility of

alternative algorithms for the same problem. (KS3)

1988 1999

2014 I made it up

Pupils should be able to use a software

package to create a computer database so that

data can be captured, stored and retrieved.

1988 1999

2014 I made it up

Pupils should be able to use a software

package to create a computer database so that

data can be captured, stored and retrieved.

(KS2)

1988 1999

2014 I made it up

Pupils should understand that personal

information may be held on a computer, which

is of interest to themselves and their families.

1988 1999

2014 I made it up

Pupils should understand that personal

information may be held on a computer, which

is of interest to themselves and their families.

(KS2)

GAME OVER

ComputingAn introduction

Information

TechnologyDigital Literacy

Computer

Science

“The core of computing is computer science”

—DfE, National Curriculum

Information

TechnologyDigital Literacy

Computer

Science

“A high-quality computing education

equips pupils to use computational

thinking and creativity to understand

and change the world.”

—DfE, National Curriculum

What is computational thinking?

– Jan Cuny, Larry Snyder, and Jeannette Wing

“Computational thinking is the thought processes

involved in formulating problems and their

solutions so that the solutions are represented in

a form that can effectively be carried out by an

information-processing agent.”

Abstraction

Logical reasoning Generalisation

Decomposition

Pattern recognition Algorithmic thinking

– Jan Cuny, Larry Snyder, and Jeannette Wing

“Computational thinking enables you to bend

computation to your needs. It is becoming the

new literacy of the 21st century.”

Computational thinking and programmingkey stage 1

Subject content for 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

Algorithms

“understand what algorithms are; how they are

implemented as programs on digital devices; and that

programs execute by following precise and

unambiguous instructions” - Subject content KS1

An algorithm is a sequence of precise and

unambiguous instructions that are followed in order to

achieve a specific outcome.

Precise and unambiguous

instructions

Inside your envelope is a photograph of a simple

LEGO model. You need to write a sequence of precise

and unambiguous instructions so that someone else

could make the same model without seeing the

photograph.

You may only use words. Pictures of any kind are

strictly forbidden!

Coffee break11:15-11:30

Debugging

“create and debug simple programs” - Subject content

KS1

Debugging is the process of finding and correcting

errors in a computer program.

Create a simple program

Program Roamer to draw a T shape. Plan the

sequence of instructions first using your cards. When

you’re happy with your instructions, try them out on

Roamer.

If it isn’t right first time, debug your program until you

get the desired result.

Using Repetition

What is the most efficient program that you can write

that will produce a square? Use your cards to plan

your sequence and then test it out.

R x [ sequence of commands to repeat ]

x represents the number of times you want to repeat

the sequence.

Can you produce an equilateral triangle using the

same pattern?

Logical reasoning

“use logical reasoning to predict the behaviour of

simple programs” - Subject content KS1

“Logical reasoning: a systematic approach to solving

problems or deducing information using a set of

universally applicable and totally reliable rules.”

Logical reasoning activity

Which of the 3

programs will

produce the picture

shown here?

Subject content for 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

Computational thinking and programmingkey stage 2

Subject content for KS2

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

Sequence, repetition

& selection

“use sequence, selection, and repetition in programs” - Subject

content KS2

Sequence: putting instructions in an order where each one is

executed one after the other

Repetition: one or more instructions are repeated a number of

times or until a condition is met or the program is stopped

Selection: instructions are executed depending on whether a

particular condition is met

Blockly Maze

Work through the Maze activity at

https://blockly-games.appspot.com

NB: This activity introduces the key programming

concepts of sequence, repetition and selection

If you complete this activity, have a go at the Bird

activity.

Lunch break12:30-1:15

Decomposing problems

“solve problems by decomposing them into smaller

parts” - Subject content KS2

Decomposition is the process of breaking a problem

down into smaller problems so that ultimately the

bigger problem can be solved.

Simple Pong game

http://scratch.mit.edu/projects/51633850/

Can you make the paddle move left and right when the

left and right arrow keys are pressed?

Tip: click the ‘See inside’ button to view and edit the

code for this project.

Inputs & Outputs

“work with […] various forms of input and output” -

Subject content KS2

Hardware such as a keyboard, a mouse, a camera or

a sensor is used to input data to a computer.

Hardware such as a screen, a printer, speakers or a

motor driven robot is used to output data to a user.

MaKeyMaKey

makeymakey.com

Inputs & Outputs

Can you make a controller for the Pong game using a

MaKeyMaKey and some playdough?

Tip: remember that you need to be connected to earth

to make a complete circuit.

Variables

“work with variables” - Subject content KS2

Variables are containers for data. They enable us to

store, retrieve or change data. A variable could be

used in a game to keep track of a user’s score or to

remember a player’s name.

Simple Variables Example

http://scratch.mit.edu/projects/50476486

Box variable activity

The Pong game should work as follows:

- The user should be awarded a point every time the

ball hits the paddle.

- ‘Game over’ should be displayed if the user misses

the ball 3 times.

We need to use variables in both cases.

Using variables

in our Pong game

http://scratch.mit.edu/projects/51633850/

Can you make the score and miss-count variables

work correctly so that the user is awarded a point each

time the ball hits the paddle and the 'game over'

message is displayed when the user has missed the

ball 3 times?

Debugging at KS2

“design, write and debug programs that accomplish

specific goals” - Subject content KS2

This builds upon children’s experience of debugging at

KS1. As their programs become more sophisticated

the debugging becomes more challenging.

Coffee break2:30-2:45

Simple Broadcast Example

http://scratch.mit.edu/projects/50819486

Subject content for KS2

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

Discussion

What are the most effective pedagogies for

developing computational thinking?

Handout: Keith Turvey’s chapter on Computational Thinking.

Resources

There is a list of further learning

resources on the password

protected page at theSLATE.org

Evaluation

Please take a couple of minutes to complete our

simple online evaluation form:

goo.gl/DW8YPt

Thanks :)