Understanding the world through computational thinking.
TCH 1-13a I can explore and comment on processes in the world around me making use of core computational thinking concepts and can organise information in a logical way.
Benchmarks 📃
- Follows sequences of instructions/algorithms from everyday situations for example, recipes or directions, including those with selection and repetition.
- Identifies steps in a process and describes precisely the effect of each step.
- Makes decisions based on logical thinking including IF, AND, OR and NOT for example, collecting balls in the gym hall but NOT basketballs, line up if you are left-handed OR have green eyes.
- Collects, groups and orders information in a logical, organised way using my own and others’ criteria (MNU 1-20a and b).
Suggested Learning 📝
- Confidently explain what an algorithm is and the benefits of using them.
- Explain why processes must be carried out in a specific order.
- Read a piece of code and explain what the results should be for each step.
- Understand what a loop is and can follow algorithms which contain repetition.
- Begin to use logical thinking skills to make decisions e.g. IF it is raining THEN wear wellies AND a coat ELSE wear shoes.
- Develop classification skills by carrying out sorting activities.
- Interpret and draw conclusions from graphs.
- Sort and classify a group of items by asking simple yes / no questions.
Resources and Lesson Ideas 💻
- NRich: Two Dice (See also NRich: Button Up and NRich: Beads and Bags) This was designed as a maths activity, but the main computational thinking element is systematically trying out and recording the combinations on the dice.
- Chicken Fox and Grain puzzle This is a web-based animated puzzle of a classic logic puzzle. There is a person with a chicken, a fox and some grain trying to get them all across the river in a boat that can’t carry everything
- Barefoot Computing – Patterns Unplugged – This is an unplugged activity in which pupils work in pairs to spot patterns in sets of pictures of objects and think of general statements to describe these things e.g. elephants, cats, cars.
- Hello Ruby – Ruby’s Dress Code This is an unplugged activity where learners help Ruby get dressed for different conditions (weather and days of the week). Ruby has a special dress code for each day. IF it’s raining THEN wear a rain jacket ELSE (‘otherwise’) wear a dress.
- Barefoot Computing – Decomposition Unplugged This is an unplugged activity in which pupils create hand clapping, hand tutting or hand jive sequences of movements. Pupils break the sequence of actions down into parts and in so doing are decomposing.
- Barefoot Computing – Crazy Character Algorithms—By teaching this short unplugged activity your pupils will create a set of instructions on how to draw a crazy character and so start to understand what algorithms are· Barefoot Computing – 2D Shape Drawing Debugging – pupils will follow an algorithm to draw pictures constructed from 2D shapes.
- CS Unplugged – Create-A-Face – Explore algorithms by making an robot face out of card, tubes and students
- Barefoot Computing – Patterns unplugged: Recipes – pupils spot patterns in pairs of similar recipes to identify common steps that they can reuse in new recipes that they create.
- Computational Fairy Tales book: The Marvellous IF-ELSE Life of the King’s Turtle Story which looks at conditions IF-THEN-ELSE.
- Computational Fairy Tales book: Learning IF-ELSE the Hard Way – Story looking at conditions.
- Computational Fairy Tales book: While Loops and Dizziness – Introduction to a simple while loop. Suitable quick example for younger learners.
- Computational Fairy Tales book: Loops and Making Horseshoes—This story draws attention to the difference between “for” loops and “while” loops
- NRich Queueing 1 and Queueing 2 – These NRich activities extends the concept of a sorted collection of objects by considering a queue.
- Computational Fairy Tales book: Stacks, Queues, Priority Queues, and the Prince’s Complaint Line – This story follows up on the queues concept from the above NRich activity.
- Investigate a pre-created program for the micro:bit (showing only the animation, on the screen or website) and work out what the steps were to make it happen.
- Raspberry Pi – Year 1 Data and Information This unit introduces pupils to data and information.
- Raspberry Pi – Year 2 Data and Information Continued learning on data.
- Watch episodes of Wonderblocks a new animated series from Cbeebies that teaches children computational thinking. Although for a slightly younger age these can still be useful to help understanding of the concepts.
Understanding and analysing computing technology
TCH 1-14a – I understand the instructions of a visual programming language and can predict the outcome of a program written using the language.
TCH 1-14b – I understand how computers process information.
Benchmarks 📃
1-14a
- Demonstrates an understanding of the meaning of individual instructions when using a visual programming language (including sequences, fixed repetition and selection).
- Explains and predicts what a program in a visual programming language will do when it runs for example, what audio, visual or movement effect will result.
1-14b
- Demonstrates an understanding that computers take information as input, process and store that information and output the results.
Suggested Learning 📝
1-14a
- Use logical reasoning to explain what the results of each step in a simple program are.
- Have an understanding of what sequences, loops and selection are and what their results should be in a short computer program.
- Recognise that an algorithm will help me to sequence more complex programs.
- Use logical reasoning to predict the behaviour of simple programs.
1-14b
- Demonstrate an understanding of how a computer processes and store data, explaining the difference between inputs and outputs.
Resources and Lesson Ideas 💻
1-14a and 1-14b
Unplugged
- CSUnplugged – Binary numbers This unplugged activity looks at how numbers are represented in a computer.
- NRich: Carroll diagrams This is very much linked to maths learning and the logical thinking exercises.
- Tour Guide – Introduction to writing algorithms Creating a simple algorithm to help tourists get from their hotel to all the city sights and back to their hotel.
- Emotional Machine – Unplugged activity to program a cardboard robot
- BBC Bitesize – main parts of a computer – An interactive presentation labelling the parts of a computer plus a game.
- BBC Bitesize – 1st Level Computing Science– For great videos and explanations of key concepts.
Plugged
- Barefoot Computing – ScratchJr Tinkering – Process: Programming Pupils will gain familiarity with the ScratchJr environment and commands
- Barefoot Computing – Kodu Tinkering – This computer-based programming activity involves your pupils tinkering with Kodu to find out what it does and how to create programs in it.
- MakeCode micro:bit – For P4 upwards – Investigating programs that have been created by others on MakeCode. How do they work, what are the steps etc.
- Raspberry Pi Year 1 – Moving a Robot This unit introduces learners to early programming concepts using robots.
- Raspberry Pi Year 1- Programming Animations This unit introduces learners to on-screen programming through ScratchJr.
- Raspberry Pi – Year 2 – Robot Algorithms This unit develops learners’ understanding of instructions in sequences and the use of logical reasoning to predict outcomes
- Raspberry Pi – Year 2 – Programming Quizzes This unit initially recaps on learning from the Year 1 Scratch Junior unit ‘Programming B – Programming animations’.
- Raspberry Pi – Year 3 – Sequencing Sounds This unit explores the concept of sequencing in programming through Scratch.
- Raspberry Pi – Year 3 – Events and actions This unit explores the links between events and actions, whilst consolidating prior learning relating to sequencing.
Designing, building and testing computing solutions
TCH 1-15a – I can demonstrate a range of basic problem solving skills by building simple programs to carry out a given task, using an appropriate language.
Benchmarks 📃
- Simplifies problems by breaking them down into smaller more manageable parts.
- Constructs a sequence of instructions to solve a task, explaining the expected output from each step and how each to contributes towards solving the task.
- Create a computer program to create a small game or program a robot in a visual programming language.
- Recognise an error in a program and debug it.
- Evaluate my program after I have finished to highlight good practice and identify where it could be improved.
Suggested Learning 📝
- Use logical reasoning to solve a problem and break it down (decompose) it into smaller manageable parts.
- Create an algorithm that will help me to sequence instructions to solve a task
- Use logical thinking to predict what a sequence of instructions I have created will do and how it will affect the next step.
- Creates programs to carry out activities (using selection and fixed repetition) in a visual programming language.
- Identifies when a program does not do what was intended and can correct errors/bugs.
- Evaluates solutions/programs and suggests improvements.
Resources and Lesson Ideas 💻
- Barefoot Computing – ScratchJr Tinkering – This iPad/Android tablet programming activity involves your pupils tinkering with ScratchJr to find out what it does and how to create programs in it.
- Barefoot Computing – ScratchJr Jokes In this iPad/Android tablet programming activity pupils, in pairs, create a simple animation program of a knock knock joke. They use a storyboard to create their design, write the code in ScratchJr, debug and evaluate.
- LEGO BITS and BRICKS – A fun games based way of coding. Helping bit move through challenges by selecting the correct directions to make an algorithm.
- Code.org Course A and resources, starting with a very simple ‘click the block’, learn to click/drag, and move on to using visual programming to complete activities.
- Code.org Course B will review some initial programming steps and introduces blockly code (includes videos to watch as class/individually)
- Code.org Course C and resources, beginning with dragging and dropping code using blockly, fixed repetition, debugging ‘bad’ code
- My micro:bit Starter Lessons – Get started with the micro:bit using the series of lessons.
- Follow a Scratch game tutorial e.g. Make a Clicker Game (practice forever loops), then create own version.
- Kodu – Work through relevant lessons within the Kodu resource – Games based learning.
- Coding as Another Language (Dev Tech with ScratchJr) – This is a full curriculum of resources for P1-3 using the scratchjr app, as well as many unplugged activities. Grade 1 and Grade 2 is equivalent to P2 and P3.
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