KS1 Computing unplugged Jon Chippindall (@drchips_) Year 5 Class Teacher & Computing Leader at Crumpsall Lane Primary School, Manchester www.primarycomputing.co.uk CAS Master Teacher www.computingatschool.org.uk Workshop overview/objectives • (What) Explain what is meant by ‘unplugged’ activities • (Why) Discuss the benefits of using unplugged activities • (How) Provide ideas for unplugged computing activities to target KS1 CS objectives What is computing unplugged? • ‘Unplugged’ refers to activities which don’t require the use of any technology • Activities may be paper based, use drama or other practical hands-on tasks to teach CS • Activities often require pupils to take on the role of the computer - kinesthetic experiential learning Why use unplugged activities? • Computing curriculum aims to develop pupils’ computational thinking skills, this includes: • Algorithmic thinking - Sequencing tasks into steps Understanding the importance of the order of the steps Thinking through the outcome of algorithms Including repetition and selection within algorithms (Ks2) Evaluating the effectiveness of algorithms and improving as required (debugging) • Decomposition – ability to break down problems into subproblems to help solve • We can develop these skills without technology - Powerful kinesthetic learning experiences - Technology may be barrier to developing CT skills How: directional vocabulary • Developing directional vocabulary – partner pencil maze game • Blindfolded robot partners in school hall – toilet paper mazes! • Progress from step-by-step to thinking ahead by writing algorithms down, following and debugging How: decomposing daily activities • Please pick a daily activity, such as: getting up in the morning; setting up your classroom; making a cup of tea. Write at the top of the page. – Task 1: Decompose your problem into sub problems, e.g. making breakfast…. then decompose these! Open bread packet Making toast Get piece of bread Making cereal Place in toaster Take out piece of bread Place bread in toaster – Task 2: Write the algorithm for your daily activity (PI) • Pupils swapped, followed, fed back and debugged (pictorial to support LA) How: human crane algorithms Thanks to Phil Bagge Planning, command cards to download from www.code-it.co.uk Start A B C E F G Phil’s… D End H - Starting position is above left circle with fingers open -Algorithm form: D, B, C… Human crane extension – repetition • Understanding and using concept of repetition features in key stage 2 curriculum • Repetition can be used to shorten algorithms, making them more efficient (a good computer scientist is a lazy computer scientist) 2 • D, B, C, E, D, A, C , F, D, B, C, E, D, A, C, F, Further ideas… • Musical algorithms (Hokey Cokey): Can pupils write the algorithm, sequence picture cards, create new dance routines? • Sequencing within role play areas: Can pupils debug your incorrect steps? • Blindfolded hide and seek • Hidden drawing game: Follow an algorithm and reveal if the shapes match • Human Bee Bots! • Spotting algorithms (rules) around them – sandpit bands example; school day sequence; whistle to stop • CS Unplugged; www.Code-it.co.uk • Further ideas from you… Thanks and any questions?