The national curriculum for computing stipulates the need to focus on more than just knowing how to use technology but to also understand how it works (DfE, 2013). In key stage 1 children are expected to demonstrate understanding of algorithms and how they are used to control what computers and other devices do successfully, whilst beginning to create their own programs following these principles (DfE, 2013). This develops pupil’s computational thinking skills, allowing them to develop their own problem solving skills and gain greater awareness of digital technology (Turvery et al, 2016; Berry, 2014). As Berry (2014, p2) states in his ‘Guide to Computing in the National Curriculum’, “computers are now part of everyday life” therefore development of these skills will better prepare children to deal with the technological demands they will experience.
Whilst on placement I taught a computing lesson to my mixed year1/2 class. I began by asking them whether they thought computers or people were smarter. I found it interesting almost all of them thought computers were smarter than people, reinforcing the need for pupils to understand how computers work as outlined in the national curriculum (DfE, 2013). We then discussed how computers know what to do and I introduced the term ‘programmer’ and asked for their ideas about what a programmer might make, such as their computer games. I then went on to introduce the concept of ‘code’ as a language and the importance of ‘sequence’, like following instructions (See PowerPoint slide 2). Whilst doing this I made links to real life instances where it is important to do things in the correct order and asked for their ideas as well, as this element is key when developing algorithmic thinking (Turvey et al, 2016).
As a class we then developed our own code to program our TA as a robot. I used questioning to get them to think logically about how this should be represented. When stepping forward, for instance they needed to think about which foot to move first. I then introduced the use of bee-bots and how we could use our code to program them to reach our desired destination. I then split the children into small groups and challenged them to write their own code to program the bee-bots and each other, stating that we will share some of their written codes at the end.
Courtesy of Flickr. Link here
Berry (2014, p7) states that, “the best way for pupils to learn what an algorithm is, and how it can be implemented as a program, is to write some programs themselves”. Through these activities the children were engaged with their learning and by working in small groups were able to explore their ideas and work together to find and fix mistakes in their code. I placed a success criteria on the board (see PowerPoint slide 4) to help keep them and remind them of the aims of their activities. I believe this set up allowed meaningful learning (Berry, 2014) to take place as whilst moving around the groups I could see that they were engaged and enjoying physically having a go and discussing their ideas. The success criteria gave a learning intention, however they each had a choice about how to create their ‘programs’. I was also able to question each group about their ideas and help them to question where their programs had gone wrong and what they needed to consider to fix them. This also showed during the plenary as the children were a lot more confident in their responses and explanation of the new terminology they had learned.
Example of code written by year 2 child
We worked through some examples of their work, using the visualiser, to program our robot (TA) again, and they were able to assess whether they worked or suggest how to change them.
Previous to this lesson, the class has had very little experience of computing in school and I feel they benefited from it. Their interest in technology was clear and I believe this also helped their engagement and fed their want to learn during this lesson.
Technology is continually changing around us today, and in order to be able to teach our pupils what they need to know it is imperative we as teachers ensure our ability to reflect this in our teaching. The computing education I received whilst in school was very limited and I was initially nervous about delivering this lesson. Yet, through giving them some basic information and modelling this in action the pupils were able to take control of their own learning through exploration. However, as Turvey et al (2016) note, teachers need to take responsibility to ensure their own professional development in order to become more confident in the area of computing. This is something I endeavour to do throughout the rest of my training and beyond.
References:
Berry, M. 2014. Computing in the National Curriculum: A guide for primary teachers. [pdf] Computing at School. Available at: http://www.computingatschool.org.uk/data/uploads/CASPrimaryComputing.pdf [Accessed 11/01/17]
DfE, 2013. Computing programmes of study: key stages 1 and 2. [pdf] Department for Education. Available at: http://www.computingatschool.org.uk/data/uploads/primary_national_curriculum_-_computing.pdf [Accessed 11/01/17]
Turvey, K., Potter, J., Burton, J., Allen, J., Sharp, J. 2016. Primary Computing and Digital Technologies. 7th ed. London: Sage