### Computational Thinking – PPT Jeanette Patterson

```Jeanette Patterson
@CSMTJPatterson
Regional Coordinator – North East
CAS Master Teacher
CTL Technology – Kings Priory School
[email protected]
Outcomes
this CPD
?
AIMS
 To provide you with some ideas for
planning for progression at KS1/2 using
the new program of study and progression
pathways.
 To enable you to plan part of your own
curriculum based on your own knowledge,
skill set and resources
Computational Thinking
Computational Thinking -Video
Computational Thinking?
This is being encouraged …but what is it, and how
do we get our pupils to do it…why do I need to
teach computing at primary level?
Concepts
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logical reasoning
algorithms
decomposition
abstraction
generalisation
patterns
evaluating
Approaches
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making
testing and fixing
persevering
collaborating
tinkering
simulating/modelling
Why is it important at primary level?
 Will all pupils go on to study computer
science or software engineering? NO
 Will all pupils study computing at
GCSE or A level?
NO
 Will it be useful if my pupils can?
 solve problems
 be undaunted by difficult situations
 show tenacity
 be flexible and analytical and so on YES
 Will it be useful if studying computer
science helps enthuse learners into
science, technology, engineering,
maths and a whole lot more ?
YES
Why is it important?
It should help to give our learners :
•
•
•
•
•
Confidence in dealing with complexity
Persistence in working with difficult problems
Tolerance for ambiguity
The ability to deal with open ended problems
The ability to communicate and work with others to
achieve a common goal or solution
……….and so much more!
What is it?

Logical reasoning – deducing conclusions and making
decisions based on the logic or “truth” of a problem
eg. Is the door red? = “true” or “False”
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Algorithms – step by step instructions to solve a problem
eg. A recipe , instructions for getting my coat, if it’s cold “wear
my coat”, else “no coat” – a decision
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Decomposition - breaking problems down into smaller steps
eg. Brushing teeth, toothpaste , brushing (keep brushing –
repetition), rinse with water etc
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Abstraction – removing unnecessary detail and getting to the
crux of the problem
eg. Metro Map – only shows the train lines not a map of Tyne
& Wear
I have underlined the CS keywords you could use with
pupils!
What is it?
 Generalisation – solving a problem and seeing the
potential to use the same method for other similar
problems
eg. Drawing new shapes from existing shapes
 Pattern identification – spotting patterns in data
which can help us draw conclusions and/or solve
problems
eg. How many people in the class have size 1 feet?
 Evaluating – checking our solutions to problems
are fit for purpose
eg. Is my method for getting from A to B the shortest route?
Keywords-Learning Journey
So what can I do and where do I start ?
 Don’t throw the
baby out with the
bath water
 Much of what you
have been doing will
Let’s look at the Program of Study
Let’s remind ourselves
 Program Of Study
 Progression Pathways
 Pathways by Strands
 Pathways with Computational Thinking
Some new stuff but lots of things we can recognise
What do Ofsted say?
Achievement in computing is good or better when

pupils demonstrate excellent understanding of important
concepts in all three strands of the computing curriculum
and are able to make connections within the subject
because they have highly developed transferable
knowledge, skills and understanding

pupils consistently use their subject knowledge and
understanding very effectively in written and verbal
explanations and can solve challenging problems

pupils make highly effective use of a wide range of
hardware and software appropriate to their age and
ability
What do Ofsted say
Teaching in computing is good or better when

it is informed by excellent subject knowledge and understanding of
continuing developments in teaching and learning in computing
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teachers have a high level of competence and expertise, both in terms of
their specialist knowledge and technical skills and in their understanding
of active learning in computing, which they use effectively to secure
achievement which is at least good

it is rooted in the development of pupils’ understanding of important
concepts and progression within the lesson and over time; it enables
pupils to make connections between individual topics and to see the ‘big
picture’
Let’s focus on computational thinking and enable pupils to grasp
the important concepts and still give Ofsted what they need too!
How do we apply the concepts in school?

In sensible groups, use the paper provided to look at each
concept and think about practical applications in the
classroom which will encourage this type of thinking.
Computational
Thinking
• Decomposition
• Patterns
• Logical Reasoning
• Abstraction
• Generalisation
• Algorithms
• Evaluating
Useful Materials
 Phil Bagge – Web Site
Barefoot Computing
 Key Word Posters
 Jeanette Patterson - Algorithms
 The Primary Curriculum – Preparation
 Code for Life - Rapid Router
BeeBot
 Hopscotch App , Daisy the Dinosaur
Computing at School - CAS
 A large community consisting of lots of
teachers who want to share
 Some with lots of experience, ideas and
a willingness to share
 If you are not already part of the CAS
community, you are missing out