KS1/2 Computing

1. KS1/2 Computing Ian Addison Primary School Teacher

2. Meet Ian • Didn’t have PCs at school • Owned my first PC at 16 • Studied BTEC IT at college – this included breaking (and fixing) computers, coding in Pascal and C • At University – studied in Primary Education (specialising in ICT) • After University - ICT coordinator in two different schools and was once an e-learning consultant for the local authority

3. Key Stage 1 • understand what algorithms are, how they are implemented as programs on digital devices, and that programs execute by following a sequence of instructions • 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 respectfully online, keeping personal information private and recognise common uses of information technology beyond school.

4. Key Stage 1 3/5 • understand what algorithms are, how they are implemented as programs on digital devices, and that programs execute by following a sequence of instructions • 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 respectfully online, keeping personal information private and recognise common uses of information technology beyond school.

5. Key Stage 2 • design and write 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; 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 multiple services, such as the world-wide web; and the opportunities they offer for communication and collaboration • describe how internet search engines find and store data; use search engines effectively; be discerning in evaluating digital content; respect individuals and intellectual property; use technology responsibly, securely and safely • select, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting data and information.

6. Key Stage 2 4and a bit/6 • design and write 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; 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 multiple services, such as the world-wide web; and the opportunities they offer for communication and collaboration • describe how internet search engines find and store data; use search engines effectively; be discerning in evaluating digital content; respect individuals and intellectual property; use technology responsibly, securely and safely • select, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting data and information.

7. What do we do now?

8. What do the children want to do? • Game design • Movie making • Publishing to the world

9. Key Stage 1 • understand what algorithms are, how they are implemented as programs on digital devices, and that programs execute by following a sequence of instructions • 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 respectfully online, keeping personal information private and recognise common uses of information technology beyond school.

10. Key Stage 2 • design and write 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; 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 multiple services, such as the world-wide web; and the opportunities they offer for communication and collaboration • describe how internet search engines find and store data; use search engines effectively; be discerning in evaluating digital content; respect individuals and intellectual property; use technology responsibly, securely and safely • select, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting data and information.

11. Key Stage 1 organise, store, manipulate and retrieve data in a range of digital formats • What is data? • Does it mean text? Video? Audio? Photographs? Key Stage 2 • select, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting data and information.

12. What do other teachers think? • http://ianaddison.net/computing-curriculum-responses • There will potentially be some huge anxieties within the teaching profession and some significant implications for staff professional development. • Where is the creativity? It seems to be almost exclusively based on programming. Where is painting, animation, drawing, writing, creating posters, creating music, presentations? It's very narrow and potentially very dry.

13. Thank you • Ian Addison • www.ianaddison.net • Twitter: @ianaddison