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Computing at Avondale
National Curriculum
Understand that programs execute by following precise and unambiguous instructions
Use logical reasoning to predict the behaviour of simple programs
Demonstrate a clear understanding of what will happen when programs run, pupils should be able to break algorithms up and relate each part to an outcome that can be obsereved. For example, when controlling a robot, pupils should be able to say what each and every programmed instruction does, what it will cause the robot to do and what the end result will be.
'Show the pupils a series of commands that make the robot move round in a square, returning to its starting point. Challenge the pupils to predict the behaviour of the robot, identifying what each and every instruction does. If they struggle, display the diagram and see if the pupils can relate the instructions to the movements shown.
'Listen out for the pupils explaining themselves clearly, saying things like 'This instruction makes the robot turn right'. Pupils should also be able to identify the result of running the whole program. 'These commands will make the robot move round in a square'.
'To demonstrate and apply logical reasoning, pupils should be able to answer 'why' and 'how do you know' questions. Ask the pupils why the robot ends up back where it started, or how they know the robot moves round in a square rather than a rectangle.
WORKING TOWARDS - Pupils can justify some of their reasons when explaining the behaviour of a programmed toy.
MET - Pupils can use logical reasoning to clearly explain the behaviour of a programmed toy.
Find my cat! _ Discovery Education - Google Chrome 2023-03-14 08-55-03.mp4https___www.google.com_logos_2017_logo17_logo17.html_hl=en_GB - Google Chrome 2023-01-23 14-42-04.mp4Year 2 have been learning how to build click events, they had fun by making a witch fly around in different directions then sop and cast a spell on a cheeky cat!
'(TT Exemplar video) Understand that programs are written for the purpose of completing a given task.
'Set the pupils the task of drawing a square on the screen. Where necessary, identify the instructions that are needed; movement and turn.
The pupils combine these instructions to form a simple program that will perform its task again and again.
(TT Exemplar video) Understand that programs follow precise instructions and that errors in programs are commonly caused by errors in code. Pupils will begin using the terms 'bug' and 'debugging' to describe the errors they find and the steps they take to resolve them.
Show the pupils a simple, but buggy, program, detailing the function it should be performing. This could for example be a program to draw a square, but with angles that are not 90 degrees. With the pupils, identify the error(s) and how best to fix them.
WORKING TOWARDS - Pupils can debug programs where erroneous code is identified for them.
MET - Pupils can identify bugs in a program and can confidently locate and debug the required code.
(TT Exemplar Video) Continue to develop their skills in debugging so they can more confidently relate errors they observe to code they have written.
Provide pupils with a range of 'buggy' programs. For each one, they should identify the bug(s) and then fix them. As pupils grow in confidence, encourage them to predict what bug(s) may occur, by first interpreting the code.
BELOW - Pupils can identify and fix common bugs.
MET - Pupils can identify and fix a range of bugs with increasing confidence.
FURTHER PROGRESSION - Pupils can identify probable bugs with reference to erroneous code.
(TT Exemplar Video) Understand that an algorithm will function identically time and time again, without deviation. They should be able to explain that this is because programs do not think for themselves, but instead do as they are told.
Set the pupils the task of programming their floor robot to escape from a maze. This may take some time, with the pupils adapting their algorithm until it works. As this happens, use the term 'debugging' to describe the process.
Once the pupils have found the algorithm that works, ask them what would happen if they placed the robot back at the start of the maze and ran the program again. Would it escape the maze? Draw out that it would, with the robot following the algorithm exactly as it did the first time.
BELOW - Pupils understand that algorithms function in the same way every time they are run.
MET - Pupils can confidently explain why algorithms function in the same way every time they are run.
Year 2 have been creating Jigsaw puzzles and 3D maze games in computing. They have also added instructions to their games to tell people how to play them.
Scan the QR code to play the jigsaw puzzle made by Jaxon.
Scan the QR code to play the maze game made by Josie.
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