The Computing Curriculum
The Aims of the new computing curriculum
Key Stage 1
Key Stage 2
Terminology • Computing – the broad subject area; roughly equivalent to what is called ICT in schools and IT industry, as the term is generally use • ICT-the school subject defined in the current National Curriculum. • Computer Science-the rigorous academic discipline, encompassing program languages, data structures, algorithms, etc. • IT-systems architecture, networking • Digital Literacy- reading, writing and creating on the web using various tools.
Computer Science • a body of knowledge, including widely applicable ideas and concepts, and the theoretical framework into which these ideas and concepts fit. • a set of rigorous techniques and methods that may be applied in the solution of problems • A way of thinking and working. • A stable set of concepts. • and existence that is independent from specific technologies.
Computer Science-concepts •
• • • •
programs: these tell a computer exactly what to do. Every program is written in a program language: each with different strengths. Algorithms: reusable procedures (often a sequence of steps) for getting something done. Data structures: ways to organise data so that a program can operate quickly on it. architecture: this is the term used to describe the large scale structure of computer systems. Communication: almost all computer systems consist of a collection of sub-computers, each running one or more programs: in communicating with others by sending messages or modifying shared memory.
Key concepts • in number of key concepts arise repeatedly in computing. They grouped here under • languages, machines, and computation • data and representation • communication and coordination • of distraction and design • the wider context of computing • these are unifying themes that can be used as a way to understand and organise computer knowledge rather than discrete topics.
Languages, machines, and computation • computers get things done by a “ machine” executing a “ program”, written in some language. • languages: there is huge range of programming languages, ranging from the machine code that the hardware carries out the high level programming languages such as Java or C++. • algorithms: an algorithm is a precise method of solving a problem (such as instructions for changing a wheel on a car). An algorithm can be expressed as a program in many different programming languages. • Machines: hardware machines but virtual machines for software to run is also included. • computational models: a sequential program executes one step at a time, that is not the only model of computation.
Computer Science
A really useful guide which explains this area in plain English is Computer Science: A Curriculum for Schools ( http://www.computingatschool.org.uk/data/uploads/Compu )
Computer Science make a remote-control toy move write a series of instructions to make a programmable toy move understand those instructions and be able to make changes if they do not work understand the vocabulary of computer science, for example: • algorithm (an accurate way of solving a problem) • abstraction ( comprising of the methods of modelling) • modelling (showing the main parts of information so you can get an overview of what is happening in the same way drawing a story map helps you to understand the whole story without telling you all the details)
Audain, J (forthcoming 2014) The Grassroots Guide to Primary ICT
Computer Science
decomposition (breaking a larger problem/task down into smaller sub-steps, • e.g. getting ready for school involves getting your bag ready, selecting the books you need for school, packing your PE kit into your PE bag to take with you. • All these sub-tasks help you to achieve the overall aim) generalising and classifying (making something easier to understand by bringing out the common element or by grouping elements in a certain way) • write, work out and try a program in order to make something happen • be resilient and work out what has happened if something does not work in their program • work out the sequence of everyday programmed events such as the order the traffic lights change in or how a chocolate bar is brought through a vending machine. Audain, J (forthcoming 2014) The Grassroots Guide to Primary ICT
The briefest of overviews of computing (computer science) for the layman http://prezi.com/oggspvojssbj/computing-explained/#
What can be programmed? We can control electrical devices by programming instructions into them.
Why is computer science important? Computer control enables the user to switch on lights, buzzers and motors so that something is clearly seen or heard to happen. There is an effect. If we accept the centrality of purposive activity in learning (Wood, 1988, p. 84) then computer control is a wonderful tool with which to engage the learner. Wood, D. (1988) How Children Think and Learn. Blackwell.
• Thinking creatively • Communicating clearly • Analysing systematically
It is said that the best way to learn something is to teach it. Perhaps writing a teaching program is better still in its insistence on forcing one to consider all the possible misunderstandings and mistakes Papert, 1980
What does it look like in school?
• Remote control toys • Simulations • Programmable toys/floor turtles • Screen turtles • Control boxes, sensors, switches, motors, etc
Remote control toys
Bright buttons for the students to use to input instructions. Remembers up to 40 instructions / steps entered by student
Moves accurately in 15cm steps and to turn in 90째 increment. Sounds and flashing eyes let students know that their instructions have been entered.
Floor robots
Floor turtle instructions Uses special language called logo Forward ____ Backwards___ Right____ Left____
What would the Roamer draw? Forward 4 Right 90 Forward 4 Right 90 Forward 4 Right 90 Forward 4 Right 90
What would the Roamer draw? Forward 4 Right 90 Forward 2 Right 90 Forward 4 Right 90 Forward 2 Right 90
One of the main benefits of working with a programmable robot is that through its use, even the of youngest children come to realise the importance of care when entering instructions and that the order (syntax) is important. As they explore, they build up rules for themselves. This is a wonderful opportunity for the development of language skills. Research has shown that "when using control in the early years, children talk and listen, revise and review, evaluate and refine the use of their language in order to be understood and to achieve their joint goals". Carol Fine Lecturer at the School of Education, Richmond University Mary Lou Thornbury Lecturer at the School of Education, North London University
Unit 4E Modelling effects on screen The main objectives of this unit are as follows: •
In this unit children learn to enter instructions to control a screen turtle and will compare the operation of the screen turtle with a floor turtle.
•
They learn how to write a procedure that 'teaches' the computer a new word and will be asked to write short sequences to produce particular shapes on screen.
•
They understand that screen steps are smaller than floor turtle steps and will be asked to repeat procedures to produce 'crystal flowers' by rotating the screen turtle through 360 degrees. The suggestion at the end of the unit is for the children to colour their flowers in, which can then be used for display. Why not save their design and then open it in a paint program for children to colour it in?
Screen turtles
www.rm.co
• The children move from a 'concrete' approach to control to an onscreen simulation. • They also move from writing basic sequences of instructions to writing procedures (a list of instructions saved under a name). • The programming language used to write the instructions is 'Logo'. • Most programs using Logo feature an on-screen robot or 'turtle‘ • The children type in instructions to make the turtle move. • Logo teaches problem solving, logical thinking and constructive methods and allows the user to interactively create and manipulate mathematical processes.
SuperLogo Toolbar
Graphics window
Command window
Abbreviate! Forward
fd
Backwards
bk
Right
rt
Left Clearscreen Cleartext
lt cs ct
Challenges 1)
3)
2)
4)
5) Your initial
Challenges
Prediction What will the turtle draw? Fd 50 Rt 45 Fd 50 What will the turtle draw? • Rt 90 • Fd 50 • Rt 90 • Fd 50 • Lt 90 • Fd 50
Learning Objectives • Learn that instructions can be repeated • Use the repeat command • Able to predict what will happen when you use the repeat command
Using the repeat command • What would these instructions draw? Fd 200 Rt 90 Fd 200 Rt 90 Fd 200 Rt 90 Fd 200 Rt 90
1 2
3 4
- Can you see the pattern? - The instructions are repeated 4 times
Using the repeat command • This can be written as:Fd 200 Rt 90 Fd 200 Rt 90 Fd 200 Rt 90 Fd 200 Rt 90
1
Repeat 4 [fd 200 rt 90]
2
3 4
• Lets check to make sure this works
Using the repeat command • This can be written as:Fd 100 Rt 60 Fd 100 Rt 60 Fd 100 Rt 60 Fd 100 Rt 60 Fd 100 Rt 60 Fd 100 Rt 90
1 2
Repeat 6 [fd 100 rt 60]
3 4 5 6
• Lets check to make sure this works
Using the repeat command • Worksheet – using repeats session 3 • Extension – Can you design the instructions for this shape as a repeat?
Plenary • Why is repeat useful? • Did anyone notice a pattern for creating shapes? • Repeat number of sides [fd 100 rt 360 ÷ number of sides] e.g. repeat 3 [fd 100 rt 120] repeat 6 [fd 100 rt 60]
• What would be the formula for a ten sided shape? repeat 10 [fd 100 rt 36]
• Know that procedures can call on other procedures • Learn how to make complex patterns • Edit the procedure to improve the pattern
Creating Procedures
Creating Procedures
Creating Procedures • a procedure which will take out all the manual turning of the turtle • First we need to make the procedures we made last week, to make a square using a repeat, and make a hexagon. Repeat 4 [fd 100 rt 90]
Repeat 6 [fd 100 rt 60]
To make a pattern:Repeat 200 [rt 4 hexagon]