The change in the 2014 National Curriculum from ICT to Computing is also a move from children simple using a computer to understanding how a computer works. The new programme will teach children how computers and compter systems work, design and build programs, develop ideas using technology and create a range of content for a computer. A focus of the new programme of study is programming, also knowns as 'control' or 'sequencing instructions', which involves problem solving and practical skills. Using computers. ICT and technology across all parts of the Curriclum is still encouraged such as using weather stations in Science, measuring devices in PE and keyboard skills in Literacy.
One of my worries with the new Computing element is how to make it accessible for KS1 children as instructions, commands and movements on a computer, alongside using a mouse and keyboard, may be too diffulcult for younger children. However, I managed to find a number of activities that introduce the foundations of coding and programming allowing younger children to be involved fully in essential parts of the curriculum.
Key Stage 1:
- Understand what algorithms are, execute functions by following direct instructions
- Create simple programes
- Recognise common uses of information technology beyond school
- Use technology safely, keep personal information private, identify where to go for help or support when they have concerns about content on the internet or other online technologies
Key Stage 2:
- Design, write and debug programs that accomplish specific goals, solve problems by breaking them down into smaller parts
- Use sequence, selection and repetition in programs
- Understand computer networks including the internet, how they can provide multiple services, opportunities they offer for collaboration and communication
- Use search engines appropriately and effectively, evaluate digital content
- Select, use and combine a variety of software on a range of digital devices and create programs, systems and content that accomplish given goals, collecting, analysing, evaluating and presenting data and information
Below are some examples of programmes and activities I have used and created during my time on the PGCE course that fit in with the Programming elements of the new 2014 National Curriculum. Most of the activities could be used individually by a child or as a whole class activitiy and they are easily adaptable for KS1.
One of my worries with the new Computing element is how to make it accessible for KS1 children as instructions, commands and movements on a computer, alongside using a mouse and keyboard, may be too diffulcult for younger children. However, I managed to find a number of activities that introduce the foundations of coding and programming allowing younger children to be involved fully in essential parts of the curriculum.
Key Stage 1:
- Understand what algorithms are, execute functions by following direct instructions
- Create simple programes
- Recognise common uses of information technology beyond school
- Use technology safely, keep personal information private, identify where to go for help or support when they have concerns about content on the internet or other online technologies
Key Stage 2:
- Design, write and debug programs that accomplish specific goals, solve problems by breaking them down into smaller parts
- Use sequence, selection and repetition in programs
- Understand computer networks including the internet, how they can provide multiple services, opportunities they offer for collaboration and communication
- Use search engines appropriately and effectively, evaluate digital content
- Select, use and combine a variety of software on a range of digital devices and create programs, systems and content that accomplish given goals, collecting, analysing, evaluating and presenting data and information
Below are some examples of programmes and activities I have used and created during my time on the PGCE course that fit in with the Programming elements of the new 2014 National Curriculum. Most of the activities could be used individually by a child or as a whole class activitiy and they are easily adaptable for KS1.
Bee Bot
The Bee Bot was used during my Year 2 GPP class both on the Ipads and the mechanical, carpet form. In both cases the aim was to follow instructions and move the bee bot to a particular area on a map using the arrows and buttons. The bee bot seems to be the perfect starting point for teaching control, directional language and programming to younger children. For example, on the floor bee bot the question might be Take me to the bridge. The child would then have to use the arrow buttons on the bee bot to locate the object - forward, backward, turn left, turn right and how many spaces the bee bot needs to move. During GPP placement the bee bot app was used during maths lessons and children also used it during Golden Time - showing it is something children enjoy doing! Our maths topic during GPP involved directional language and mazes. In one lesson children drew larger versions of their mazes then directed the bee bot to find the treasure in their map. In addition, one child wrote the instructions on how to reach the treasure and their partner followed them, programmed the bee bot and reached the treasure. The bee bot could also be used during Literacy lessons on large floor phonics mats where a child would have to programme the bee bot to reach a specific word or sound as directed by the teacher. In KS1 and foundation bee bots could be used on alphabet mats, simple treasure maps or CVC maps. In KS2 the bee bot could be used during language lessons to practice directional language in, for example, French and how to ask directions to different parts of a town. A video example on the Ipad bee bot being used can be found below.
The Bee Bot was used during my Year 2 GPP class both on the Ipads and the mechanical, carpet form. In both cases the aim was to follow instructions and move the bee bot to a particular area on a map using the arrows and buttons. The bee bot seems to be the perfect starting point for teaching control, directional language and programming to younger children. For example, on the floor bee bot the question might be Take me to the bridge. The child would then have to use the arrow buttons on the bee bot to locate the object - forward, backward, turn left, turn right and how many spaces the bee bot needs to move. During GPP placement the bee bot app was used during maths lessons and children also used it during Golden Time - showing it is something children enjoy doing! Our maths topic during GPP involved directional language and mazes. In one lesson children drew larger versions of their mazes then directed the bee bot to find the treasure in their map. In addition, one child wrote the instructions on how to reach the treasure and their partner followed them, programmed the bee bot and reached the treasure. The bee bot could also be used during Literacy lessons on large floor phonics mats where a child would have to programme the bee bot to reach a specific word or sound as directed by the teacher. In KS1 and foundation bee bots could be used on alphabet mats, simple treasure maps or CVC maps. In KS2 the bee bot could be used during language lessons to practice directional language in, for example, French and how to ask directions to different parts of a town. A video example on the Ipad bee bot being used can be found below.
Scratch
I decided to make a Scratch animation based on an Art and D and T lesson we had at University where we made kites. This inspired me to create an animation thinking about the movement of the kites and other objects. Scratch is a free programming site that allows you to create and save your own interactive stories, games and animations. You can also browse the site and watch other examples of animations. It can be found here.
Despite taking a while to master and use, Scratch seems an effective tool for animation and one I wish to explore in more detail. Being able to add your own images, sound effects and style to the animation means children could put their own individual elements into a video and relate it to something they know or like, possibly making them enjoy it even more. I think the programme would be more effective for older children in KS2 as they would be able to explore the different packages and objects available but a simple, one person walking animation could be completed by KS1 children with adult assistance. Scratch could be used for different topic based work incorporating ICT (Scratch is created on the computer), literacy (words and captions can be added to the animation), music (sound effects could be added) and numeracy skills (how many steps forward and backward the animation should move). I did not use Scratch during my GPP placement because my class were not very confident on the computers, especially with mouse and keyboard skills, but I may try and use it with KS2 on my next placement.
Please press the right hand key to see the animation and refresh to re load the animation. You can also hear some background music at the same time!
I decided to make a Scratch animation based on an Art and D and T lesson we had at University where we made kites. This inspired me to create an animation thinking about the movement of the kites and other objects. Scratch is a free programming site that allows you to create and save your own interactive stories, games and animations. You can also browse the site and watch other examples of animations. It can be found here.
Despite taking a while to master and use, Scratch seems an effective tool for animation and one I wish to explore in more detail. Being able to add your own images, sound effects and style to the animation means children could put their own individual elements into a video and relate it to something they know or like, possibly making them enjoy it even more. I think the programme would be more effective for older children in KS2 as they would be able to explore the different packages and objects available but a simple, one person walking animation could be completed by KS1 children with adult assistance. Scratch could be used for different topic based work incorporating ICT (Scratch is created on the computer), literacy (words and captions can be added to the animation), music (sound effects could be added) and numeracy skills (how many steps forward and backward the animation should move). I did not use Scratch during my GPP placement because my class were not very confident on the computers, especially with mouse and keyboard skills, but I may try and use it with KS2 on my next placement.
Please press the right hand key to see the animation and refresh to re load the animation. You can also hear some background music at the same time!
Daisy the Dinosaur
Daisy the Dinosaur is a simple introduction to basic computer programming. Daisy the Dinosaur can be made to run, jump, spin and move by dragging and dropping simple comands into a program box. Different challenges can be completed to reach the next level. Although the terms aren't used specifically, children are essentially learning about looping and conditional programming. The application helps build problem solving and analytical skills as well as have fun! Different challenges can also be created by parents or teachers for children to complete.
Although I feel this game is too simple for KS2, it is an ideal starting point to programming for KS1 and the drag and drop is very similar to Scratch, so when children reach that stage of coding it shouldn't be as daunting. The tasks and instructions are also very simple and easy to read so children should be able to complete them independently during a Computing session.
This pictures below show some examples of the activities that can be completed in the Challenge section of the application. The first asks children to drag and drop the correct command to get Daisy to reach the star, the second for her to spin around five times and the third is the jump. The application can be found here.
Daisy the Dinosaur is a simple introduction to basic computer programming. Daisy the Dinosaur can be made to run, jump, spin and move by dragging and dropping simple comands into a program box. Different challenges can be completed to reach the next level. Although the terms aren't used specifically, children are essentially learning about looping and conditional programming. The application helps build problem solving and analytical skills as well as have fun! Different challenges can also be created by parents or teachers for children to complete.
Although I feel this game is too simple for KS2, it is an ideal starting point to programming for KS1 and the drag and drop is very similar to Scratch, so when children reach that stage of coding it shouldn't be as daunting. The tasks and instructions are also very simple and easy to read so children should be able to complete them independently during a Computing session.
This pictures below show some examples of the activities that can be completed in the Challenge section of the application. The first asks children to drag and drop the correct command to get Daisy to reach the star, the second for her to spin around five times and the third is the jump. The application can be found here.
Hopscotch
Hopscotch is coding for children and can be found via an Ipad application - found here. It is a creative, vibrant and very visual application that allows children to create their own games and animations. Similar to Scratch, stories, animations and games are broken down into easy to use blocks. The application is targeted at KS2 and involves the dragging and dropping of instruction blocks to perform specific actions. For example, if you wanted to monkey to move, the child would drag the 'move distance' block, then set how far and press play. It can also be set so specific actions are performed when you shake or tilt the screen. Hoscotch is quite complex and cannot be mastered straight away but it allows for lots of experimentation and discovery to learn more about coding and the processes behind it.
Hopscotch is coding for children and can be found via an Ipad application - found here. It is a creative, vibrant and very visual application that allows children to create their own games and animations. Similar to Scratch, stories, animations and games are broken down into easy to use blocks. The application is targeted at KS2 and involves the dragging and dropping of instruction blocks to perform specific actions. For example, if you wanted to monkey to move, the child would drag the 'move distance' block, then set how far and press play. It can also be set so specific actions are performed when you shake or tilt the screen. Hoscotch is quite complex and cannot be mastered straight away but it allows for lots of experimentation and discovery to learn more about coding and the processes behind it.
Espresso
After finding coding activities on Espresso, my worries about teaching this element of the Computing course to KS1 vanished. In light of the changes to the National Curriculum, the teaching website has created an 'espressocoding - Computing made simple' element to its website. Lesson plan examples and ideas, resources and information on how to challenge G&T pupils can be found on the website. The website goes through Year 1 to Year 6 giving starter lessons and the next two lessons to allow progression of skills.
Year 1: On the Move & Simple Inputs
Year 2: Different sorts of inputs & Buttons and Instructions
Year 3: Sequence and Animation & Conditional Events
Year 4: Introduction to Variables & Repetition and loops
Year 5: Speed, direction and coordinates & Random numbers and simulations
Year 6: More complex variables & Object properties
After exploring the website and testing out some of the activities, some of my favourites which I would like to use during my teaching career are:
After finding coding activities on Espresso, my worries about teaching this element of the Computing course to KS1 vanished. In light of the changes to the National Curriculum, the teaching website has created an 'espressocoding - Computing made simple' element to its website. Lesson plan examples and ideas, resources and information on how to challenge G&T pupils can be found on the website. The website goes through Year 1 to Year 6 giving starter lessons and the next two lessons to allow progression of skills.
Year 1: On the Move & Simple Inputs
Year 2: Different sorts of inputs & Buttons and Instructions
Year 3: Sequence and Animation & Conditional Events
Year 4: Introduction to Variables & Repetition and loops
Year 5: Speed, direction and coordinates & Random numbers and simulations
Year 6: More complex variables & Object properties
After exploring the website and testing out some of the activities, some of my favourites which I would like to use during my teaching career are:
Key Stage 1 - Different sorts of input: Using the keyboard
These activities all involve Little Red Riding Hood which links well with the Year 2 Traditional Tale topic. The activities progress from pressing a key to create a specific movement, moving Little Red up, down and sideways, creating a game that Little Red has to accomplish moving her around a board and creating a background through the woods. The final lesson involves a child making their own simple application using all the skills they mastered in the previous lessons.
The pictures below show 4 steps of the Hide and Seek coding game. First, children have to pick two keys: one to press for the dog to disappear and another for the dog to appear. They then have to drag and drop the appropriate direction into the boxes example. The second picture shows the key A will be pressed for the dog to disappear and the picture of the dog and the hide direction have been dragged into the programe box. The key B was picked to make the dog appear so these directions would be dragged into the second program box. The third photo shows the key A has been pressed (dog disappears) and the last picture shows key B has been pressed (dog appears).
This is another simple introduction to coding where children can understand how inputing some form of information will output a particular response such as a movement or an action. Using fun pictures and characters further makes this task effective as children will be more engaged by it.
These activities all involve Little Red Riding Hood which links well with the Year 2 Traditional Tale topic. The activities progress from pressing a key to create a specific movement, moving Little Red up, down and sideways, creating a game that Little Red has to accomplish moving her around a board and creating a background through the woods. The final lesson involves a child making their own simple application using all the skills they mastered in the previous lessons.
The pictures below show 4 steps of the Hide and Seek coding game. First, children have to pick two keys: one to press for the dog to disappear and another for the dog to appear. They then have to drag and drop the appropriate direction into the boxes example. The second picture shows the key A will be pressed for the dog to disappear and the picture of the dog and the hide direction have been dragged into the programe box. The key B was picked to make the dog appear so these directions would be dragged into the second program box. The third photo shows the key A has been pressed (dog disappears) and the last picture shows key B has been pressed (dog appears).
This is another simple introduction to coding where children can understand how inputing some form of information will output a particular response such as a movement or an action. Using fun pictures and characters further makes this task effective as children will be more engaged by it.
Key Stage 2 - Speed, direction and co-ordinates: Start Moving
This was a coding activity suitable be Year 5 and ended in children creating their own driving game. First children would master coding through moving a car forward, backward, getting it to go faster and slower, making it stop, using a keyboard and mouse to make a specific action happen, stopping a crash and making their own track to use in their driving game. Although some of the coding seems quite complex with different functions and keys being used, each activity has a short video explaining how the code should be set and what the results will be.
The first video below is an example of one of these tutorials and the second is me having a go at the coding activity, making the car move forwards 20mph using a mouse click.
This was a coding activity suitable be Year 5 and ended in children creating their own driving game. First children would master coding through moving a car forward, backward, getting it to go faster and slower, making it stop, using a keyboard and mouse to make a specific action happen, stopping a crash and making their own track to use in their driving game. Although some of the coding seems quite complex with different functions and keys being used, each activity has a short video explaining how the code should be set and what the results will be.
The first video below is an example of one of these tutorials and the second is me having a go at the coding activity, making the car move forwards 20mph using a mouse click.
Code Club
My GPP placement school was lucky enough to have an ICT coordinator who organised after school clubs and events relating to the Curriculum. While I was on placement I went to an E safety talk with parents, observed a number of ICT lessons, went to ICT clubs and watched Code Club.
ICT club and Code Club were after school clubs where children had the chance to try out different programs, including the ones mentioned above, with advice provided if they needed help. Some of the other applications and software expolored during these clubs were Photostory, 2animate, Windows Movie Maker, Stop frame animation and a number of photo and digital cameras.
My GPP placement school was lucky enough to have an ICT coordinator who organised after school clubs and events relating to the Curriculum. While I was on placement I went to an E safety talk with parents, observed a number of ICT lessons, went to ICT clubs and watched Code Club.
ICT club and Code Club were after school clubs where children had the chance to try out different programs, including the ones mentioned above, with advice provided if they needed help. Some of the other applications and software expolored during these clubs were Photostory, 2animate, Windows Movie Maker, Stop frame animation and a number of photo and digital cameras.
Other apps
- GameStar Mechanic - allows children to create their own video games completing different levels to add new elements to their game, helps with critical thinking and problem solving skills
- Tynker - Similar to Scratch, aims to teach programming rather than to program, simple instructions ensures children can complete the activities independently, includes starter lessons and examples of programs created by other people
- Move the Turtle - A game to teach children different coding procedures, each new level gets harder and different commands have to be programmed to help the turtle jump, reach a star, draw a line ect. Children can also move the turtle however they want when they reach specific levels.
- Cargo-Bot - A game that teaches coding skills, the aim is to move coloured crates from one place to another by coding directions to move left, right, up, down, drop or pick up. It is a KS1 activity but the later levels could be suitable for KS2
- GameStar Mechanic - allows children to create their own video games completing different levels to add new elements to their game, helps with critical thinking and problem solving skills
- Tynker - Similar to Scratch, aims to teach programming rather than to program, simple instructions ensures children can complete the activities independently, includes starter lessons and examples of programs created by other people
- Move the Turtle - A game to teach children different coding procedures, each new level gets harder and different commands have to be programmed to help the turtle jump, reach a star, draw a line ect. Children can also move the turtle however they want when they reach specific levels.
- Cargo-Bot - A game that teaches coding skills, the aim is to move coloured crates from one place to another by coding directions to move left, right, up, down, drop or pick up. It is a KS1 activity but the later levels could be suitable for KS2