Primary - Some simple ideas
Key Stage 1
In Key Stage 1 pupils should be taught to understand what algorithms are, how they are implemented as programs on digital devices, and that programs execute by following a sequence of instructions
Give them a simple instruction list to walk to the school office using forward x paces; turn rt/lt; etc. The instructions are a form of algorithm. An algorithm is a complete list of clearly defined instructions for completing an activity.
Write and test simple programs
After using a programmable toy to follow a route by direct commands, ask the pupils to write down a list of commands before entering them into keypad; if it is not right they change their written 'program' before re-entering the instructions - the pupils are, in effect programming
Use logical reasoning to predict the behaviour of simple programs
Here are three simple examples.
Ask, what letter does this draw?
Repeat 4 [Forward 1, Right 90]
Ask, what shape does this draw?
Repeat 4 [Right 90, Forward 1]
Talk about what these instructions do
01- Box A contains 9
02- Box B contains 3
03- Working out
04- Take 1 out of Box A
05- Take 1 out of Box B
06- If Box B is NOT empty THEN go to 'Working out'
07- How many is in Box A?
The pupils could act out the sequence. To help them understand what is happening you could ask "What does 9 - 3 = ?"
In Key Stage 1 pupils should be taught to organise, store, manipulate and retrieve data in a range of digital formats
Using a word processor and saving work; taking photographs and storing on the computer; recording an MP3 file and saving on a computer; making a presentation
communicate safely and respectfully online
Use email to exchange messages with friends, experts and automatic systems, talk about being thoughtful and respectful
keeping personal information private
Talk about profiles such as Whizzkids. Discuss who has access to it and why they should not tell others their password
recognise common uses of information technology beyond school
discuss with pupils: barcodes on shopping, traffic light systems, CCTV cameras, ondemand television, voice-over-internet. Take a look around your locality, can you find other examples to use? Perhaps you could arrange a 'technology walk'?
Key Stage 2
Some of the terminology used at Key Stage 2 may be less familiar but they begin to introduce some of the fundamental concepts that the children will be repeatedly exposed to as they progress through school.
In Key Stage 2 pupils should be taught to: design and write programs that accomplish specific goals
- Use Scratch to design an electronic fish tank
- write programs in LOGO to draw polygons including stars and combine with RAND to create artistic designs
- including controlling or simulating physical systems;
- use Commotion control to create an interactive pedestrian crossing
- use Flowol to control a Ferris wheel
- use Scratch to model a line following vehicle - use of feedback in a control system
solve problems by decomposing them into smaller parts
Ask how do we get to school? (break into stages, describe each stage separately) how do we build a plane from plastic bricks? (describe the stages) Point out that the children are decomposing complex tasks. A good introduction to decomposition can be found at http:// games.thinkingmyself.com
use sequence, selection, and repetition in programs
These constructs lie at the heart of programming. Repeated exposure in lots of contexts is essential. sequence - a list of instructions
selection - instructions with IF conditions repetition (iteration) - a list of instructions with parts that repeat
The key areas in the new KS2 programme of study relate to programming. Some terms may be a little unfamiliar. Here are some easy to implement interpretations
In Key Stage 2 pupils should be taught to: work with variables
Create a Scratch game that keeps the player's score
and various forms of input and output
Generate appropriate inputs and predicted outputs to test programs simple escape the maze activity in LOGO - load an image of a maze with the turtle at the centre - children have to plan a sequence of instructions that will steer the turtle out of the maze.
use logical reasoning to explain how a simple algorithm works and to detect and correct errors in algorithms and programs
See the introduction to algorithms at http://games.thinkingmyself.com
A := B means "make the contents of A become the same as the contents of B"
A := A + B means "make the contents of A become the same as the contents of A added to the contents of B"
A := 7 means "make the contents of A become 7"
A can be a box (of counters on the desk), cell (of a spreadsheet) or memory location (in a computer). Using the following:
A := 5
B := 7
A := A + B
B := A - B
A := A - B
What is the content of A now?
What is the content of B now?
What does the program do?