Barefoot Computing Workshop www barefootcas org uk What

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Barefoot Computing Workshop www. barefootcas. org. uk

Barefoot Computing Workshop www. barefootcas. org. uk

What is the Barefoot Programme? • National project to help teachers with computer science

What is the Barefoot Programme? • National project to help teachers with computer science • Originally established by the Department for Education (Df. E) • Also now endorsed by Education Scotland Welsh Government • FREE high-quality, practical, cross-curricular computer science resources for teachers in the UK • Developed by teachers for teachers Zoe Jon Jane Miles John Teacher Academic www. barefootcas. org. uk

Objectives • To know what computational thinking is • To understand the link between

Objectives • To know what computational thinking is • To understand the link between computational thinking and programming • To know that computer science concepts can be taught across the curriculum • To be able to access Barefoot resources • To feel more confident about teaching computer science

Background 2008/9 BETT Jan 2012 April 2014 2011 Sept 2014 2012 2016 2015

Background 2008/9 BETT Jan 2012 April 2014 2011 Sept 2014 2012 2016 2015

Where are we now? 17, 000 primary schools in England 196, 000 primary school

Where are we now? 17, 000 primary schools in England 196, 000 primary school teachers Computing has never, been taught at primary schools in the past – this is the first time Current teachers have not been formally trained for this – they have to find there own way How do you feel? Where are you with all this?

Curriculum Areas Computational Thinking Information Technology Digital Literacy ICT Computer Science

Curriculum Areas Computational Thinking Information Technology Digital Literacy ICT Computer Science

What is computational thinking? Which one is the correct definition? a. Thinking like a

What is computational thinking? Which one is the correct definition? a. Thinking like a computer b. Letting a computer do all the thinking c. Solving problems effectively, with or without a computer d. Thinking in a coding language www. barefootcas. org. uk

Crazy Character Activity www. barefootcas. org. uk

Crazy Character Activity www. barefootcas. org. uk

Spelling Rules boil coin boy choice boilpoint coin soil enjoy toy ‘oi’ is used

Spelling Rules boil coin boy choice boilpoint coin soil enjoy toy ‘oi’ is used within a word boy toy annoy ‘oy’ is used at the end of a word enjoy choice www. barefootcas. org. uk Exceptions Royal Soya annoy soil

Algorithms What do algorithms look like across the primary curriculum? A sequence of instructions

Algorithms What do algorithms look like across the primary curriculum? A sequence of instructions to make toast A sequence of instructions for how to plant a seed A set of rules, or an algorithm, for multiplying by 10 A sequence of instructions to make a cake Spelling rules A storyboard is a sequence of instructions for writing a story or making a film www. barefootcas. org. uk

Algorithms In designing algorithms, computer scientists are required to think and decompose (break down)

Algorithms In designing algorithms, computer scientists are required to think and decompose (break down) the Why arelogically algorithms important? problem in order to be able to solve it. Throughout the problem solving process, computer scientists are required to think what is most important to include, and what they can ignore (abstraction). Computer scientists try to find the most effective and efficient algorithms, that is those that solve a problem in the quickest time, using the least resources (memory or time) or in the most effective way (getting the correct answer or as close as possible), they evaluate alternatives. www. barefootcas. org. uk

Answer: 16, 35, 73, 149, 301 What is the next number in the sequence?

Answer: 16, 35, 73, 149, 301 What is the next number in the sequence? Can you work out and explain the rule for the sequence? Can you predict what number comes next in the sequence 16, 35, 73, 149 ___ The Algorithm Multiply the previous number by 2 add 3 to make the next number Possible answers: 303, 302, 304, 301 Used knowledge of maths to predict the next number in the sequence, based on the relationships they can see between the numbers Looked at the relationships between the numbers to spot a pattern. Worked out the rule and the next number in the sequence Evaluation used to test their rule, if it didn’t work they had to repeat the process and work out where they went wrong (Debugging) Perseverance and collaboration used to work out the answer www. barefootcas. org. uk

Logical Reasoning ● In pairs, the person without the pencil must explain to their

Logical Reasoning ● In pairs, the person without the pencil must explain to their partner which number to fill in and, importantly, how they worked this out. If their partner agrees they will fill it in, or they’ll explain why they don’t agree. ● Keep swapping roles each time two numbers are completed.

Guess What? Think of an animal Literacy Story plans Mind maps Book reviews Instructions

Guess What? Think of an animal Literacy Story plans Mind maps Book reviews Instructions Reading for information Abstraction Identifying what is important and leaving out detail that we don’t need (simplifying things!) Maths Word problems Databases Diagrams Graphs Tables Other subjects Maps Diagrams Databases Simulation

Computational Thinking Programming

Computational Thinking Programming

Programming is a 2 step process Use computational thinking to analyse the problem and

Programming is a 2 step process Use computational thinking to analyse the problem and design a solution, including creating an algorithm Implement these ideas in a programming language on a computer: coding. Programming

Bee-Bot 1, 2, 3 Activity I can write an algorithm I can program a

Bee-Bot 1, 2, 3 Activity I can write an algorithm I can program a Bee-Bot Working in pairs can you create an algorithm to draw the shape of a numeral? Write thethe algorithm using Create algorithm command cards Test the algorithm using the Fakebot www. barefootcas. org. uk Implement the algorithm Code the Bee-Bot

43 Pizza Pickle Activity It makes a base and puts it in the oven,

43 Pizza Pickle Activity It makes a base and puts it in the oven, but does not cook it It makes a base, adds cheese, puts in the oven and starts cooking, but does not add the sauce! The steps are in the wrong order! www. barefootcas. org. uk • I can debug a program. • I can say what a program will do. • I can explain what the bug was and how I fixed it.

Debugging Why is debugging important? Debugging is a natural part of the process of

Debugging Why is debugging important? Debugging is a natural part of the process of creating computer systems Some say that programmers spend as much time debugging as writing code The first ‘computer bug’ is said to be a real moth, found in 1947, trapped between points in a relay of a calculator being tested at Harvard University www. barefootcas. org. uk

Tut, clap or jive. Which CT concepts might this teach?

Tut, clap or jive. Which CT concepts might this teach?

Tut, clap or jive.

Tut, clap or jive.

Tut, clap or jive. Tutting! DUBSTEP FINGERS - Finger Tutting Hand Dance - PNUT

Tut, clap or jive. Tutting! DUBSTEP FINGERS - Finger Tutting Hand Dance - PNUT - Skrillex Kill everybody. mp 4 Simple tutting teacher tutting algorithm (1). mp 4 Clapping Patterns. mov. mp 4 Hand jive Basic moves to the Hand Jive Dance. mp 4 Clapping patterns explained More Teaching Clapping Patterns. mp 4 Algorithm dance Japanese Algorithms Dance - Compilation. mp 4

Decomposing projects, jobs and things. Breaking a project down into the jobs you need

Decomposing projects, jobs and things. Breaking a project down into the jobs you need to do. e. g. Putting on a school play. • Organise the script • Audition and work with actors • Sort out the stage • Tickets & advertising Breaking a job down into steps. e. g. How to check my writing. • Check full stops and capital letters • Check connectives • Check it makes sense • Check spelling Labelling something. e. g. A tree. leaves trunk branches root system

Animated Poem Title Verse Extract from The Owl and the Pussycat went to sea

Animated Poem Title Verse Extract from The Owl and the Pussycat went to sea Line 1 In a beautiful pea-green boat, Line 2 They took some honey, and plenty of money, Line 3 Wrapped up in a five pound note. Line 4 By Edward Lear Background: Seascape Sprites: Owl and Cat Text: ‘The Owl and the Pussycat’ Movement: Rocking boat Sound: Waves gently lapping Author

Animated poem – in scratch

Animated poem – in scratch

Scratch Templates Scratch Jr Tinkering World Map Logic www. barefootcas. org. uk Viking Raid

Scratch Templates Scratch Jr Tinkering World Map Logic www. barefootcas. org. uk Viking Raid Animation Fossil Animation

Other Computer Science Topics - Networks Concept • Video, • Explanation of concept, •

Other Computer Science Topics - Networks Concept • Video, • Explanation of concept, • What it looks like in KS 1/ KS 2 Activities • Network hunt • Modelling the internet • Plus Search activities – webcrawlers + ranking

Accessing the free resources Register Login Go Barefoot www. barefootcas. org. uk FREE practical

Accessing the free resources Register Login Go Barefoot www. barefootcas. org. uk FREE practical cross-curricular computer science resources for primary teachers www. barefootcas. org. uk

51 Next Steps… The Barefoot resources: • Free • Designed by teachers • Cross-curricular

51 Next Steps… The Barefoot resources: • Free • Designed by teachers • Cross-curricular • Self-teach materials • Lesson plans • Fun and engaging • Unplugged and plugged activities • Available on the Barefoot website CAS Quickstart • a CPD toolkit to help deliver inspiring computing lessons in primary • www. quickstartcomputing. org/ Your feedback • is. Sharing reallygood practise and CPD opportunities Computing At important to us!at your local hub School • www. computingatschool. org. uk Code Club • Volunteer-led school coding clubs for 9 -11 pupils • www. codeclub. org. uk Internet Matters • Internet Safety resources for teachers and parents • www. internetmatters. org