Thursday, September 19, 2013

2014 Computing Curriculum


Most of you reading this will know that schools in England are expected to introduce the new Computing Curriculum by September 2014. That gives schools this academic year to get to grips with what is expected in each phase.
Do these words leave you scratching your head in frustration? Dont worry, I feel exactly the same! 
  • algorithm
  • ambiguous
  • non-ambiguous
  • debug
  • program
  • object orientated language
  • Java Script
  • non-sequential
If, like many other teachers, this is something you've never had to teach before and are left feeling confused and/ or overwhelmed by what you have read so far, you may find this outline useful.

And if you're still bewildered by some of the terminology then you might like to consider some of these products to help you deliver it.

  • Free until October 2014 to all schools - click the link to find out how you can access this in school right now. 
  • Includes a wide-ranging Scheme of Work, providing teachers with a comprehensive coverage of the new coding aspects of the updated Computing curriculum for Year 1 to Year 6.
  • Teaches pupils how to create and publish their own apps and games, which can be shared with parents and friends. 
  • Designed to stretch upper primary children by offering the option to Code using elements of JavaScript (an industry standard).
iPad apps

Allows you to program from EYFS using the simple keypad to upper KS2 programming Roamer to react to its environment through the addition of sensors. 

PC/Mac computers:
Kodu
Scratch

NC Computing Curriculm 2014 Requirements:
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 precise and unambiguous instructions
  • create and debug simple programs
  • use logical reasoning to predict the behaviour of simple programs
  • use technology purposefully to create, organise, store, manipulate and retrieve digital content
  • 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 other online technologies. 
Key stage 2
Pupils should be taught to:

  • design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts
  • use sequence, selection, and repetition in programs; work with variables and various forms of input and output
  • use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs
  • understand computer networks including the internet; how they can provide multiple services, such as the world wide web; and the opportunities they offer for communication and collaboration
  • use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content
  • select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information
  • use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.

DFES © Crown copyright 2013

2 comments:

  1. Martin KraghMartin Kragh is a researcher at the Uppsala Centre for Russian and Eurasian Studies. He defended his PhD at the Stockholm School of Economics in 2009, and specializes in the economic and political history of Russia and the former USSR. Kragh has also done research on the history of economic thought, and has written a textbook (in Swedish) on the topic.
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  2. martin kragh rysslands historiaMartin Kragh is a researcher at the Uppsala Centre for Russian and Eurasian Studies. He defended his PhD at the Stockholm School of Economics in 2009, and specializes in the economic and political history of Russia and the former USSR. Kragh has also done research on the history of economic thought, and has written a textbook (in Swedish) on the topic.

    ReplyDelete