2. SESSION OBJECTIVES 1. Develop a deeper understanding of
sequence, selection and repetition 2. Develop an understanding of
variables 3. Develop an understanding of inputs and outputs 3.
COMPUTING - KS1/KS2Key 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 partsuse sequence, selection, and
repetition in programs; work with variables and various forms of
input and outputuse logical reasoning to explain how some simple
algorithms work and to detect and correct errors in algorithms and
programsunderstand 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 collaborationuse
search technologies effectively, appreciate how results are
selected and ranked, and be discerning in evaluating digital
contentselect, 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 informationuse technology safely, respectfully
and responsibly; recognise acceptable/unacceptable behaviour;
identify a range of ways to report concerns about content and
contact. 4. USE SEQUENCE, SELECTION & REPETION IN PROGRAMS 5.
WORK WITH VARIABLES 6. WHAT ARE VARIABLES? Variables work like
labelled boxes that allow you to store things inside them to
retrieve later. Fundamentals of Programming: Variables
http://goo.gl/D7etzdataidentifier 7. VARIABLES IN SCRATCH For
details of using variables in Scratch (including the difference
between Global and Local variables) read:
http://wiki.scratch.mit.edu/wiki/Variable
http://wiki.scratch.mit.edu/wiki/Variables_Tutorial 8. VARIOUS
FORMS OF INPUT & OUTPUT 9. INPUT & OUTPUT What other forms
of input and output can you think of?HINT: Think of the various
digital devices you use. 10. PONG! Working in pairs: 1. Find Pong
Debug Activity (you can just search for this)
http://scratch.mit.edu/projects/18913337/ 2. Read and follow the
instructions shown next to the game (NB: you will need to scroll
the Instructions text) 3. Make sure you save and share your
project/s before you finish 11. MULTIPLE CODING OPPORTUNITIES Dont
fall into the trap of thinking that as you have used selection in
one program that you have covered this. This is like using addition
once and then thinking that you dont need to use it again.
Selection, repetition, variables are constructs you could take a
lifetime to learn how to manipulate. Pupils need multiple
opportunities to use and experiment with these ideas. The new
English Computing program [sic] of study talks about, repeated
practical experience of writing computer programs in the aims, lets
[sic] work towards this. Phil Bagge How I teach programming to 7-11
year olds using Scratch http://goo.gl/khKgOj 12. FOLLOW UP TASK
Read the following article. Brennan & Resnick (2013) New
frameworks for studying and assessing the development of
computational thinking.
http://web.media.mit.edu/~kbrennan/files/Brennan_Resnic
k_AERA2012_CT.pdfhttp://goo.gl/hKpudx
