The document provides guidance for key stage 1 pupils on computing concepts and skills. It recommends that pupils be taught to understand algorithms, write and debug simple programs, use logical reasoning to predict program behavior, and organize, store, manipulate and retrieve data in different digital formats. It offers specific examples of activities and resources teachers can use to help pupils learn these concepts, such as using story cards, videos and programming tools like Scratch and Bee-Bots.

2. KEY STAGE 1
Pupils
should
be
taught
to:
•understand
what
algorithms
are,
how
they
are
implemented
as
programs
on
digital
devices,
and
•that
programs
execute
by
following
a
sequence
of
instruc<ons
•write
and
test
simple
programs
•use
logical
reasoning
to
predict
the
behaviour
of
simple
programs
•organise,
store,
manipulate
and
retrieve
data
in
a
range
of
digital
formats
•communicate
safely
and
respec=ully
online,
keeping
personal
informa<on
private,
and
•recognise
common
uses
of
informa<on
technology
beyond
school.

3. KEY STAGE 1
Pupils
should
be
taught
to:
understand
what
algorithms
are,
how
they
are
implemented
as
programs
on
digital
devices,
and
that
programs
execute
by
following
a
sequence
of
instruc<ons
Algorithm:
A
list
of
instruc<ons
to
complete
a
task
or
solve
a
problem.
How
to
teach?
• You
can
provide
indoor
and
outdoor
opportuni<es
for
children
to
give
and
follow
instruc<ons.
• You
can
ask
children
to
work
in
pairs
to
carry
out
some
instruc<ons
e.g.
brushing
teeth
or
seBng
direc<ons
in
the
classroom
using
bee-­‐bots,
roamers.
• You
can
set
your
classroom
as
a
liDle
café
for
children
to
prac<ce
giving
and
following
instruc<ons
through
role
play.
For
example
they
could
focus
on
how
to
bake
a
cake
or
how
to
make
a
milkshake
etc.
They
could
write
the
instruc<ons
for
their
chosen
recipe
and
allow
their
friends
to
test
it
out
by
making
it.
Resources:
Bee-­‐bots,
roamers
and
other
resources
for
brushing
teeth,
baking
a
cake
and
making
a
milkshake.
Useful
Links:
hDp://rethinkingict.wikispaces.com/Algorithms
hDp://www.mar<ngsaunders.com/2013/03/a-­‐workshop-­‐on-­‐algorithms-­‐for-­‐primary-­‐schools/

4. KEY STAGE 1
Pupils
should
be
taught
to:
design,
write
and
debug
simple
programs
Debugging:
The
process
of
tes<ng
to
iden<fy
and
correct
errors
from
instruc<ons
or
programs.
How
to
teach?
Retell
a
story
using
picture
cards.
Put
the
cards
in
the
wrong
order.
Can
they
sequence
the
events
correctly?
You
could
lay
the
cards
on
the
floor
and
use
bee-­‐bot
to
visit
different
events
in
a
sequence.
Let
children
watch
a
video
of
making
a
jam
sandwich.
Create
images
of
each
step
and
display
them
in
the
wrong
order.
Can
they
sequence
the
events
correctly?
Show
them
a
simple
script
to
move
the
cat
across
the
screen
on
Scratch.
Show
them
another
one
with
a
script
error.
Discuss;
Why
is
not
working?
What
is
the
problem?
Can
they
iden<fy
the
error?
Resources:
Bee-­‐bots,
Scratch,
story
cards.
Useful
Links:
Scratch is available from http://scratch.mit.edu
Jam
Sandwich
algorithm
video
available
at:
hDp://www.youtube.com/watch?v=leBEFaVHllE

5. KEY STAGE 1
Pupils
should
be
taught
to:
use
logical
reasoning
to
predict
the
behaviour
of
simple
programs
Logical
reasoning:
Applying
rules
in
a
systema<c
way
to
solve
problems.
This
can
take
place
in
many
different
contexts;
in
mathema<cs
when
solving
a
problem
,
in
literacy
when
structuring
a
story
or
in
programming
when
debugging.
How
to
teach
?
Provide
children
with
opportuni<es
where
they
can
predict
the
outcome
of
a
set
of
instruc<ons.
Children
talk
about
a
set
of
instruc<ons
to
move
a
Probot
to
draw
shapes.
They
write
it,
test
it
and
correct
any
errors.
They
then
place
their
instruc<ons
in
a
box
or
bag
without
naming
it.
They
select
a
random
instruc<on
sheet
from
the
bag
and
try
to
iden<fy
the
shape.
You
can
also
evaluate
the
instruc<ons
as
a
whole
class.
You
could
ask
the
children
if
the
instruc<ons
were
correct
for
their
purpose?
How
can
you
make
them
beDer?
This
ac<vity
can
also
be
done
on
Scratch,
Daisy
the
Dinosaur
or
Hopscotch.
Children
can
write
scripts
to
move
objects
and
keep
the
outcome
a
secret.
Their
partners
can
try
to
guess
the
ac<on/
effect
on
screen.
Resources:
Probot,
Scratch,
Hopscotch,
Daisy
the
Dinosaur.
Useful
links:
hDp://www.itass.newham.gov.uk/curriculum/fssow/topic.aspx?topic=6&resource=8
hDp://www.iboard.co.uk/iwb/Drawing-­‐with-­‐a-­‐Control-­‐Toy-­‐697

6. KEY STAGE 1
Pupils
should
be
taught
to:
organise,
store,
manipulate
and
retrieve
data
in
a
range
of
digital
formats
PBL(
Project
Based
Learning)
approach
and
teaching
in
a
context
will
make
learning
more
relevant
to
learners.
Providing
opportuni<es
for
children
to
learn
in
a
context
such
as
story-­‐
telling
using
a
stop-­‐mo<on
anima<on
or
crea<ng
a
presenta<on
on
a
specific
topic
over
a
longer
period
of
term
will
enable
them
to
master
many
transferable
skills
including
collabora<on,
communica<on,
crea<vity,
and
cri<cal
thinking.
How
to
teach
it?
Let
children
create
a
document
using
either
a
word-­‐processor
or
an
online
web
2
tool
such
as
Wikis.
They
should
prac<ce
wri<ng
sentences,
insert
images/clip
arts,
correct
their
mistakes.
For
example
when
learning
about
tradi<onal
stories
from
China,
we
divided
the
class
into
4
groups.
Each
group
focused
on
a
specific
story.
They
organised
and
presented
their
ideas
using
text,
images
and
videos.
Resources:
Word-­‐processing
and
presenta<on
so]ware,
wikis,
blogs,
anima<on
programmes.
Useful
Links:
hDp://www.clayanimator.com/english/stop_mo<on_animator.html
hDp://connec<ngclassroomswithchina.wikispaces.com/Wilbury+Primary+School

7. KEY STAGE 1
Pupils
should
be
taught
to:
communicate
safely
and
respec]ully
online,
keeping
personal
informa<on
private,
and
recognise
common
uses
of
informa<on
technology
beyond
school.
How
to
teach?
Discuss
with
children:
• Who
should
they
talk
to
when
someone
or
something
upsets
them
online.
• What
do
they
understand
from
‘keeping
personal
informa<on
private’.
• You
could
also
discuss
what
kind
of
technologies
they
use
at
home,
are
they
programmable?
Useful
Links:
There
are
many
useful
websites
which
have
a
vast
range
of
resources
for
teaching
children
to
use
technology
in
a
responsible
way.
hDp://www.digital-­‐literacy.org.uk/Home.aspx
hDp://www.swgfl.org.uk/Staying-­‐Safe#
hDp://www.childnet.com/resources/kia/
hDp://www.school-­‐portal.co.uk/GroupWorkspaces.asp?
GroupID=389043&WorkspaceID=1113846&Javascript=False

8. KEY STAGE 2
Pupils
should
be
taught
to:
•design
and
write
programs
that
accomplish
specific
goals,
including
controlling
or
simula<ng
physical
systems;
solve
problems
by
decomposing
them
into
smaller
parts
•use
sequence,
selec<on,
and
repe<<on
in
programs;
work
with
variables
and
various
forms
of
input
and
output;
generate
appropriate
inputs
and
predicted
outputs
to
test
programs
•use
logical
reasoning
to
explain
how
a
simple
algorithm
works
and
to
detect
and
correct
errors
in
algorithms
and
programs
•understand
computer
networks
including
the
internet;
how
they
can
provide
mul<ple
services,
such
as
the
world-­‐wide
web;
and
the
opportuni<es
they
offer
for
communica<on
and
collabora<on
•describe
how
internet
search
engines
find
and
store
data;
use
search
engines
effec<vely;
be
discerning
in
evalua<ng
digital
content;
respect
individuals
and
intellectual
property;
use
technology
responsibly,
securely
and
safely
•select,
use
and
combine
a
variety
of
so]ware
(including
internet
services)
on
a
range
of
digital
devices
to
accomplish
given
goals,
including
collec<ng,
analyzing,
evalua<ng
and
presen<ng
data
and
informa<on

9. KEY STAGE 2
Design,
write
and
debug
programs
that
accomplish
specific
goals,
including
controlling
or
simula<ng
physical
systems;
solve
problems
by
decomposing
them
into
smaller
parts.
Physical
systems:
this
refers
to
anything
that
can
be
aDached
to
a
computer
such
as
sensors,
motors,
makey
makey.
Decomposi<on:
Solving
problems
by
breaking
them
into
smaller
parts.
How
to
teach?
• It
is
always
useful
to
start
with
algorithm
games
to
remind
children
of
the
importance
of
having
precise
instruc<ons
to
achieve
specific
goals.
• Hopscotch,
Scratch,
Alice
can
be
used
by
children
to
design
simple
games
such
as
racing
where
they
develop
their
programming
skills.
• Programs
such
as
Enchan<ng
can
be
used
with
Scratch
for
children
to
write
programs
to
control
physical
objects.
You
can
view
an
example
below:
• A.L.E.X
and
Cargo-­‐
Bot
apps
and
Machineers
program
provides
children
with
problem
solving
ac<vi<es.
Resources:
Scratch,
Alice,
Tynker,
Hopscotch,
Machineers,
sensors,
Lego
We
Do
or
Lego
Mindstorms.
Useful
Links:
hDp://www.tesconnect.com/scratch-­‐curriculum
hDp://games.thinkingmyself.com/
hDps://www.youtube.com/watch?v=dXdCoynhsBs

10. KEY STAGE 2
Pupils
should
be
taught
to:
use
sequence,
selec<on,
and
repe<<on
in
programs;
work
with
variables
and
various
forms
of
input
and
output;
generate
appropriate
inputs
and
predicted
outputs
to
test
programs.
Variable:
In programming, a variable is a placeholder for some value, like x and y are variables in algebra.
Repe<<on:
Repea<ng
a
set
of
instruc<ons
un<l
a
specific
goal
is
achieved.
How
to
teach?
• Probot
can
be
used
for
prac<sing
sequencing
and
repe<<ons.
Children
can
discuss
how
many
<mes
an
instruc<on
needs
to
be
repeated
for
example
to
draw
a
rectangle.
A
similar
ac<vity
can
also
be
done
using
Scratch.
• Simple
maze
games
on
Scratch
can
be
used
to
model
repe<<on
and
loops.
• Discuss
with
children
the
elements
of
a
game.
You
can
compare
a
Scratch
anima<on
and
Scratch
game.
Focus
on
<me,
score,
levels
etc.
These
are
variables.
You
can
model
it
using
this
example.
• Allow
children
to
design
their
own
game
using
loops
and
variables.
You
can
use
this
template
to
help
them
with
their
planning.
Resources:
Scratch,
Probot,
Alice
.
Useful
Links:
hDps://blockly-­‐demo.appspot.com/sta<c/apps/maze/index.html?lang=en
hDp://www.resources.digitalschoolhouse.org.uk/algorithms-­‐a-­‐programs/213-­‐art-­‐of-­‐paDerns-­‐in-­‐scratch
hDp://www.code-­‐it.co.uk/year4/scratchspidermaze2.pdf
hDps://slp.somerset.gov.uk/cypd/elim/somerse<ct/Site%20Pages/Scratch.aspx

11. KEY STAGE 2
Pupils
should
be
taught
to:
Use
logical
reasoning
to
explain
how
some
simple
algorithms
work
and
to
detect
and
correct
errors
in
algorithms
and
programs.
Algorithm:
A
list
of
instruc<ons
to
complete
a
task
or
solve
a
problem.
How
to
teach?
• Use
the
ac<vi<es
at
hDp://games.thinkingmyself.com/
to
introduce
algorithms.
• Give
examples
of
algorithms
from
daily
lives.
Examples
can
be
seen
at:
hDp://www.ehow.com/info_8394031_kinds-­‐everyday-­‐algorithms.html
• Ask students to create an algorithm to tell a simple story using Scratch or Alice
• Ask
students
to
write
a
sequence
of
instruc<on
for
a
car
racing
game
then
exchange
them
with
their
friends.
Students
can
sequence
their
friends
pre-­‐wriDen
lines
of
programming
into
order
and
iden<fy
any
problems
• Use
A.L.E.X
app
and
Cargo-­‐Bot
to
encourage
children
to
talk
about
the
algorithm
that
will
be
required
to
meet
the
higher
levels
of
challenge.
Useful
Links:
http://www.tesconnect.com/algorithm
http://code.google.com/p/blockly/
https://itunes.apple.com/gb/app/i-logo/id435280247?mt=8
http://fmslogo.sourceforge.net/

12. KEY STAGE 2
Pupils
should
be
taught
to:
understand
computer
networks
including
the
internet;
how
they
can
provide
mul<ple
services,
such
as
the
world-­‐wide
web;
and
the
opportuni<es
they
offer
for
communica<on
and
collabora<on
HTML:
HTML
or
HyperText
Markup
Language
is
the
standard
markup
language
used
to
create
web
pages.
TCP
/
IP:
in
full
Transmission
Control
Protocol/Internet
Protocol,
standard
Internet
communica<ons
protocols
that
allow
digital
computers
to
communicate
over
long
distances.
CSS:
Cascading
Style
Sheets,
most
of
the
<me
abbreviated
as
CSS,
is
a
stylesheet
language
used
to
describe
the
presenta<on
of
a
document
wriDen
in
HTML
or
XML
How
to
teach?
• Tell
children
to
get
in
a
circle
and
put
one
hand
on
the
shoulder
of
the
person
standing
next
to
them.
Say
a
sentence
to
one
of
the
child
and
ask
her/him
to
pass
it
on
to
the
next
child.
Can
the
message
pass
correctly,
or
are
any
parts
missing
in
the
process?
What
happens
if
one
child
removes
their
hand
from
a
shoulder
of
another?
Can
the
message
s<ll
be
carried
around?
• Discuss
with
children
how
the
computers
from
all
around
the
world
understand
each
other
(They
use
the
same
language-­‐TCP/IP).
Watch
the
following
videos
with
children
and
let
them
ask
ques<ons
or
just
share
their
thoughts.
You
could
also
ask
children
to
draw
how
the
internet
works
before
and
at
the
end
of
the
lesson
to
check
their
understanding.
hDp://thekidshouldseethis.com/post/26674356049
hDp://www.youtube.com/watch?v=7_LPdDKXPc
hDp://www.youtube.com/watch?v=C3sr7_0FyPA
• Ask
how
email
messages
work,
how
our
message
transports
to
another
recipient?
Watch
the
following
video
with
children
and
then
re-­‐think
the
answers
for
the
previous
ques<on.
hDp://www.ictvideohelp.co.uk/internet/internetpackages/internetpackages.html
• Introduce
HTML
and
how
websites
can
be
designed
using
this
language.
Open
the
Thimble
website
and
model
a
few
lines
of
code
to
show
them
how
to
add
text
in
different
colours
and
sizes.

13. KEY STAGE 2
Pupils
should
be
taught
to:
describe
how
internet
search
engines
find
and
store
data;
use
search
engines
effec<vely;
be
discerning
in
evalua<ng
digital
content;
respect
individuals
and
intellectual
property;
use
technology
responsibly,
securely
and
safely
How
to
teach?
• Look
at
‘How
search
engines
work’
infographic
with
children.
Discuss
the
key
words
such
as
crawlers,
ranking,
database.
Can
they
come
up
with
methods
that
will
help
them
to
find
what
they
are
looking
for
effec<vely.
How
do
they
check
to
see
if
the
informa<on
they
found
is
real.
• Ask
children
to
design
a
poster
to
present
useful
strategies
that
they
need
for
searching
on
the
Internet.
• Discuss
fair
use
and
copyright
with
the
children.
Use
the
Cyberbee
website
to
check
their
understanding.
• Use
hDp://www.digital-­‐literacy.org.uk
website
to
teach
children
about
Internet
safety,
cyberbullying
,
privacy,
digital
footprints
and
informa<on
literacy.
Useful
Links:
hDp://www.google.com/insidesearch/searcheduca<on/
hDp://www.kidsdiscover.com/infographics/infographic-­‐how-­‐search-­‐engines-­‐work/
hDp://www.abbotswood.hants.sch.uk/planning/internet-­‐research-­‐skills.htm
hDp://www.cyberbee.com/cb_copyright.swf
hDps://www.commonsensemedia.org/educators/lesson/copyrights-­‐and-­‐wrongs

14. KEY STAGE 2
Pupils
should
be
taught
to:
select,
use
and
combine
a
variety
of
sorware
(including
internet
services)
on
a
range
of
digital
devices
to
accomplish
given
goals,
including
collec<ng,
analyzing,
evalua<ng
and
presen<ng
data
and
informa<on
How
to
teach?
This
strand
of
the
Compu<ng
curriculum
can
be
taught
through
cross
curricular
ac<vi<es.
Provide
opportuni<es
for
children
to:
• Use
different
online
tools,
so]ware
and
hardware
to
achieve
specific
goals.
• To
review,
edit,
share
and
evaluate
their
work.
• Work
collabora<vely
and
independently.
Example
ac<vi<es:
• Using
programs
and
apps
like
Keynote,
PowerPoint,
Prezi,
Book
creator
app
to
create
presenta<ons.
• Use
Padlet,
Primary
Pad
or
similar
online
tools
to
create
and
share
ideas
collabora<vely.
• Crea<ng
anima<ons,
podcasts
or
films
to
share
and
evaluate
their
ideas.
Useful
Links:
hDp://padlet.com/
hDps://prezi.com/profile/registra<on/?license_type=PUBLIC
hDp://www.launchpadtoys.com/toontas<c/
hDp://primarypad.com/

15. ALGORITHM
A pupil should understand what an algorithm is, and what algorithms can be used for.
Key Stage 1
Algorithms are sets of instructions for achieving goals, made up of pre-defined steps.
Algorithms can be represented in simple formats.
They can describe everyday activities and can be followed by humans and by computers.
Computers need more precise instructions than humans do.
Steps can be repeated and some steps can be made up of smaller steps.
Key Stage 2
Algorithms can be represented symbolically or using instructions in a clearly defined language.
Algorithms can include selection (if) and repetition (loops).
Algorithms may be decomposed into component parts (procedures), each of which itself contains an algorithm.
Algorithms should be stated without ambiguity and care and precision are necessary to avoid errors.
Algorithms are developed according to a plan and then tested. Algorithms are corrected if they fail these tests.
It can be easier to plan, test and correct parts of an algorithm separately.
Key Stage 3
An algorithm is a sequence of precise steps to solve a given problem.
A single problem may be solved by several different algorithms.
The choice of an algorithm to solve a problem is driven by what is required of the solution.
The need for accuracy of both algorithm and data.
*This
informa<on
is
taken
from
CAS
Curriculum

16. Science
And
Computing
Sorting/Grouping
using a software
Plants
Animals
Materials
Observe/record/monitor
using data logger, digital
camera or an app
Changes in weather/seasons,
local environment and
materials
Simulations
Solar system
Electrical circuits
Research skills
Using online sources to
find out about:
Living things and their
habitat, parts of animals
and human body.

17. Maths
And
Computing
Binary Numbers
Place value
Negative numbers
Decimals
Floor robots / Logo /Scratch
Place value activities
Problem solving
Counting
2D shapes
Nets of 3D shapes
Position and direction
Using Floor robots and
Scratch to describe
direction and position of
an object using
coordinates
Statistics
Construct pictograms,
charts and graphs

18. THANK YOU!
y.allsop@mmu.ac.uk
@yallsop