Problem-solving and modelling
(Coding)
Support for specific Coding tools:
Computational thinking is a combination of scientific enquiry, problem-solving and thinking skills. Before learners can use computers to solve problems they must first understand the problem and the methods of solving them.
An introduction to coding through the use of j2code, part of the Just2Easy applications on HWB.
PS1 Problem-solving and modelling
I can identify, create and follow sequences and patterns in everyday activities.
Learners could-
order beads following a pattern
identify which activities come next in the school day
count in 2's
colour boxes following a sequence
I can recognise and follow instructions in the appropriate order to perform a task.
Learners could-
follow instructions on personal hygiene after using the school toilet
eat lunch items in the correct order
complete a task, understanding the order for completion is important
I can organise, select and use simple language to give instructions to others.
Learners could-
within role-play, learners can discuss and organise roles
work collaboratively, meaning learners have to explain their parts and the expectations they have of others
play games which involve directing others
I can control devices giving instructions.
Learners could-
control 'Beebots' with simple coding
use remote/App controlled devices to move it around a track/course
I can identify errors in simple sets of instructions (algorithms).
Learners could-
plan out a route, and identify where it goes wrong
look at a set of instructions and identify if the sequence is correct e.g. making a sandwich/colouring a picture
PS2 Problem-solving and modelling
I can break down a problem to predict its outcome.
Learners could-
make predictions about what learners think will happen
estimate the number of items on a table by grouping them first
suggest ways in which something can be done and identify the steps
identify a way to get from one point to another
I can detect and correct mistakes which cause instructions (a solution) to fail (debug).
Learners could-
follow a set of instructions, identify any mistakes and correct them
within maths function-machines correct answers to make them work
when looking at directions, learners identify wrong turns
when coding, learners can adjust code to gain desired results
I can create and record verbal, written and symbolic instructions to test ideas, e.g. the order of waking up through a diagram or flowchart.
Learners could-
create a set of instructions for making a sandwich in bullet points
learn a dance routine following the steps
use arrows to identify a route (similar to bee-bot)
I can change instructions to achieve a different outcome.
Learners could-
adapt known algorithms to achieve a different outcome
give directions to different points on a map from the same start
adapt instructions for a cheese sandwich to making a cheese toastie
I can identify repetitions or loops in a sequence, e.g. identify where to shorten a set of instructions by repeating steps, for instance when learning a new song.
Learners could-
within songs, identify where there are repetitions
identify repeated steps in dance
identify patterns in rhyming children's books, can they then edit these to form their own stories
PS3 Problem-solving and modelling
I can create and refine algorithms and flowcharts to solve problems, making use of features such as loops, Boolean values and formulae.
Learners could-
Create games using 'Scratch/Micro:bit' following instructions
Look at how loops are used within aspects of music and dance
Write instructions to complete a task following a flowchart, add in the variations as needed
I can understand the importance of the order of statements within algorithms.
Learners could-
Look at sets of instructions- Ikea/Lego identify the need for the sequence to be followed, can any steps be rearranged to achieve the same outcome?
When creating coded algorithms can they be reordered? Are there several ways to achieve the same outcome? Which is the most efficient?
PS4 Problem-solving and modelling
I can create a simple model or self-contained algorithm.
Learners could-
Create an algorithm using Scratch/MicroBit
A sprite could be programmed to interact with its environment, or several sprites to interact creating an animation
I can identify the different parts of an algorithm to determine its purpose.
Learners could-
look at algorithms and identify the different parts, can they identify the reasons for 'if' and 'when' statements are used?
I can identify repeating patterns within an algorithm and use iteration to make the algorithm more efficient.
Learners could-
identify loops in algorithms, where are these loops used, and what their purpose is.
I can detect and correct errors in algorithms.
Learners could-
identify where errors in instructions are, what has gone wrong and what needs to be done to rectify them.
identify errors in edited algorithms, what corrections are needed?
PS5 Problem-solving and modelling
I can independently create and design models, and explain how they represent real-world problems, e.g. selecting and correctly using an appropriate method for illustrating a problem, such as a flowchart or spreadsheet.
Learners could-
respond to real-life problems, and choose how to solve these independently.
look at environmental issues and use sensors to collect data to be analysed.
I can develop logical solutions to determine the input, outputs and processes of a program, e.g. following pseudocode or a flowchart to come to an outcome, developing a written sequence of steps that could be followed.
Learners could-
create flowcharts that progress through 'if/not/and' rules.
I can demonstrate the benefits of compartmentalising sections of a problem (using functions/procedures).
Learners could-
break down their code to simply the code, using repeated functions.