Key Stage 1 Algorithms and Programming The Aims By the end of this - - PowerPoint PPT Presentation

Key Stage 1 – Algorithms and Programming

The Aims

By the end of this session, you will:

• Explore some activities to teach Algorithms
• Look at how to use Programmable Toys
• Know what Apps could support KS1
• Become familiar with Scratch
• Know about other programs which could help

support the Computing Curriculum at KS1

What do we need?

We need children to become digitally literate , to develop the knowledge, skills and understanding necessary to participate in todays modern society. This means we need to:

• have access to a range of digital technologies
• experience using devices in a variety of contexts
• embed Information Technology into other subjects
• give children access to a range of software, technologies

and online tools

Aims of Computing

The National Curriculum for Computing aims to ensure that all pupils:

• can understand and apply the fundamental principles and

concepts of computer science, including abstraction, logic, algorithms and data representation

• can analyse problems in computational terms, and have

repeated practical experience of writing computer programs in

• rder to solve such problems
• can evaluate and apply information technology, including new
• r unfamiliar technologies, analytically to solve problems
• are responsible, competent, confident and creative users of

information and communication technology.

Key Stage 1

Use technology purposefully to create,

• rganise, store, manipulate and retrieve

digital content

Information Technology

Key Stage 1

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

Computer Science

Key Stage 1

Recognise common uses of information technology beyond school 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

• ther online technologies

Digital Literacy – E-Safety

Programmes of Study

3 Areas of Computing Information Technology Digital Literacy – E-Safety Computer Science

Over half of the curriculum now focuses on computer science:

• Computational Thinking - Algorithms
• Programming and Controlling
• Networks, The Internet
• Modelling, Creating & Designing
• Photographs, Art, Animations
• Data Handling

KS1 Computer Science

Computational Thinking

Building, Testing, Predicting Algorithms

Programming

Bee-Bots, Pro-Bots, Big Track, Light Bot, Robots

Programming and Controlling

Controlling Devices, Controlling Images on Internet Controlling Characters / Robots

Computational Thinking

Algorithms

An algorithm is the step by step instructions needed to achieve a specific outcome. It is a sequence of commands Everyday we use algorithms to complete tasks. Getting Dressed Algorithm Brushing Teeth Algorithm Making Tea Algorithm Making a jam sandwich Algorithm

Algorithms - Reception

• Display around the room pictures of everyday algorithms

alongside the word 'Algorithm‘ to sequence.

• Use a kitchen role play area to make cups of tea, sandwiches

for a teddy picnic (talk through separate steps)

• Blindfold a child robot for others to give instructions to walk

through a maze

• Use Bee Bots and Mats
• Computer Programs - Children to explain 'what happens

when' so they understand that the computer is following their instructions.

Algorithms

Algorithms Activity

How would you draw the algorithm for your partner to do the Hockey Cokey dance?

Algorithms Activities

The Human Crane - Phil Bagge

http://www.code-it.co.uk/ks1/crane/humancrane.html

Stacking Cups – Thinkersmith

http://csedweek.org/unplugged/thinkersmith

Algorithms - Building

X

X

Algorithms – Predicting and Testing

X

Algorithms – Predicting and Testing

Stacking Cups Activity

Stacking Cups Activity

Programming Toys

Build, Test and Debug their own algorithms to solve problems Predict outcomes of algorithms given to them

The Bee Bot

Plan and test algorithms to program a Bee-Bot

Key Words

Algorithm Sequence Forwards Backwards Right Turn Left Turn Commands Debugging

The Probot

Activities

Programming the Bee Bot and Probot

Using APP programs

Kodable Free 6-8 Daisy and Dinosaur Free 4+ Move the Turtle £1.99 4+ Scratch Junior Free KS1 Cargo-Bot Free 4+ Beebot Free 4+ A.L.E.X Free 4+ Cato’s Hike £2.99 4+ Scratch £0.69 4+ Blue Bot

Scratch Junior and Scratch Activities Controlling Characters

http://www.scratchjr.org/teach.html

Music Machine Racing Car

http://www.code-it.co.uk/csplanning.html

Symbol Sequence Repetition

Sequence

What shape have I programmed with my sequence of instructions? What will happen to my character in this sequence?

Repeat Loops (Repetition)

By Phil Bagge

Scratch Junior – ipads only

Solve It!

Next, create a sequence for a character and put it into full screen mode. Play the sequence Circle the commands needed for that algorithm

Solve It!

Scratch Programming

http://studio.code.org/

Activity

Frozen Angry Birds Beginner Courses A visual programming language that allows children to build computer programs by snapping statements together like Lego blocks using drag and drop

Create a Music Machine

Button 1 Button 2 Button 3

• 1. Draw Button 1
• 2. Import a sound
• 3. Write the algorithm

Create an etch a sketch game

Lightbot – Hour of Code

http://code.org/learn

2Code, 2Go, 2LOGO

Vocabulary

Repetition

Statements that perform a repeat (or loops) Forever, Repeat

Selection

Allows the program to make choices according to a condition: if … then…..else

Sequence

All of the ‘steps’ that are followed in order

Debugging

Find and fix mistakes in a program

Variables

Something your program might need that changes score … speed ……time

Programming in Pairs

“… a software development technique in which two programmers work together at one workstation. One, the driver, types in code while the other, the navigator, reviews each line of code as it is typed in. The two programmers switch roles frequently. The Driver Types the code Thinks completing task using observer as a guide The Navigator Thinks direction of outcomes Suggests improvements Looks for problems in the code

Example Overview

Website Support

Code It http://code-it.co.uk/csplanning.html

Computer at Schools http://www.computingatschool.org.uk Learn Code http://studio.code.org/ Scratch Junior http://www.scratchjr.org/

Support Website

www.pluscomputing.wordpress.com