Science & Technology AOLE
Computation is the foundation for our digital world.
Progression step 1
Teachers could...
I can identify, follow and begin to create sequences and patterns in everyday activities.
I am beginning to follow a sequence of instructions.
I can experiment with and identify uses of a range of computing technology in the world around me.
...give learners instructions to follow. Following a path by physically moving, create patterns/sequences of beads on a piece of string. Place objects in a logical sequence as directed by an adult.
...have activities where once a learner has completed a task they are aware of what to do next e.g. once you have painted your picture, place it on the drying rack.
...ensure there is the availability of devices in the classroom. These could be iPads/cameras to take pictures, and microphones to record. Experience the teacher writing emails, letters, and notes to other adults. Beebots/devices to program devices to move.
Progression step 2
Teachers could...
I can safely use a range of tools, materials and equipment to construct for a variety of reasons.
I can use computational thinking techniques, through unplugged or offline activities.
I can create simple algorithms and am beginning to explain errors.
I can follow algorithms to determine their purpose and predict outcomes.
I am beginning to explain the importance of accurate and reliable data to ensure a desired outcome.
I can follow instructions to build and control a physical device.
...ask learners to create something that fulfils a set of criteria. These could be using blocks, cardboard, paper, glue etc. Learners could be asked to reconstruct a building/insect etc. They should also be able to use scissors, glue and sticky tape.
...give their learners a problem to solve which requires them to break it down into smaller pieces (decomposition). This could be a maths question with several steps or team-building activities/games in PE etc.
...ask learners to create rules for completing a task/problem, then ask others to follow them exactly. Are those instructions error-free? Where do they need correcting?
...ask learners to predict the outcome of following a set of instructions. These could be directions on a map, where will they end up?
...get learners to follow directions for recreating a picture/image of shapes only through verbal instruction. Is their recreation the same as what was described? How could the instructions be improved? What were the issues?
...use a Beebot to travel to different points, following a sequence of a known story/event.
Progression step 3
Teachers could...
I can use conditional statements to add control and decision-making to algorithms.
I can identify repeating patterns and use loops to make my algorithms more concise.
I can explain and debug algorithms.
I can use sensors and actuators in systems that gather and process data about the systems’ environment.
I can identify positive and negative design elements that affect user interactions.
I can explain how digital devices can be interconnected locally and globally.
I can explain the importance of securing the technology I use and protecting the integrity of my data.
I can explain how my data is used by services, which can help me make more informed decisions when using technology.
I can explain how data is stored and processed.
I can effectively store and manipulate data to produce and give a visual form to useful information.
...have activities where learners choose their conditional statements 'If 'x' then 'y'', such as 'If the device hits a wall then the device turns 130° right'. These conditions may also fall under the rules of or (where either condition is met), and (both conditions are met)
...look at the algorithms they are asking learners to create/analyse, they could be instructions for drawing shapes with repeated turns and moves and look to simplify the number of instructions, or they could look at song lyrics and identify patterns.
...ask learners to identify and correct problems with a set of instructions.
...make use of programmable devices with sensors (e.g. Micro:bit) to create a device which responds to its environment using sensors; light/sound/motion changes, this could be an automatic light turning on/off or a pedometer.
...look at designs of devices/structures and analyse the decision-making choices. How big something is? How cheap is it to create? What features are needed? What do we think the design brief was? What could be improved? How have further designs changed?
...look at how the school infrastructure is designed, how do they print? What is the school server? How have things moved online? What is the process of data transmission?
...ensure their learners know about sharing settings in their Google Drive/OneDrive. How can these be changed? What impact does sharing have? What access do others have? Discuss how data is used by companies to sell or market to individuals.
...discuss data with learners, what is it? Why do services want it? What information are we happy for services to have? What examples are they aware of where data has been used? What is the role of an influencer? What games do they play with 'ads'? Learners need to be aware of how their digital experiences are manipulated.
...ensure that learners understand cloud storage and how it is broken down and stored. Look at how companies make use of searches to target advertisements.
...use data in spreadsheets to be organised/sorted, this can then be used to create a graph/chart. Learners should be aware of which charts are appropriate for different types of information. When to use a bar chart, not a line graph.
Progression step 4
Teachers could...
I can decompose given problems and select appropriate constructs to express solutions in a variety of environments.
I can select and use data structures that efficiently manage data in algorithms.
I can plan and implement test strategies to identify errors in programs.
I can select and use multiple sensors and actuators that allow computer systems to interact with the world around them.
I can apply design principles in order to design a range of efficient user interactions.
I can explain how systems communicate, in order to design a network.
I can explain the techniques used to store and transfer data and understand their vulnerabilities.
I can choose the most appropriate format for the storage and interrogation of data.
I can make use of mathematical and logical operators in different software tools to investigate a line of inquiry independently.
...look at design solutions already in place. e.g. A vacuum cleaner, in the home, in an office, battery/mains operated. What options are available? What features are needed and which are additional, but not necessarily essential?
...ensure learners are aware of different ways of organising data sets, such as arrays, lists and sets. This could be through using a Micro:bit to collect data and display the min/max/ave.
...support learners to create programs which are checked at different stages. Identifying what success looks like at these stages, and debugging appropriately.
...set tasks which solve problems which require sensors to react to their environment, these could respond to light/heat/sound/movement. Learners should program devices which produce an outcome when a movement is triggered.
...ask learners to evaluate products. Looking at the features and developing their own response to a design brief/problem. What changes could be made? What changes could be made if the brief is altered?
...ensure learners understand the requirements of a network, what it needs to be able to do, and which devices need to communicate with each other. e.g. servers, clients, wired & wireless.
...discuss how data is transferred. Learners may know about end-to-end encryption, what does this do? How does this benefit the users? How is this misused? Look at examples of data breaches, hackers, and ransomware within the news.
...ask learners to analyse a data set; they should know if appropriate data types have been used and the file types. e.g. XLS/CSV, string/integer/boolean.
...ensure that learners can make use of mathematical operators e.g. mod(%), sqrt and raising powers in text-based languages. Logical operators such as And/Or/Not.
Progression step 5
Teachers could...
I can identify, define and decompose problems, choose appropriate constructs and express solutions in a variety of environments.
I can use file-handling techniques to manipulate data in algorithms.
I can test, evaluate and improve a solution in software.
I can design and create physical systems that use appropriate components and logic to complete tasks and achieve goals.
I can apply design principles in order to design a range of efficient user interactions and evaluate effectiveness through user studies.
I can build and test communication systems with the aim of safeguarding my own systems and data.
I can apply computational techniques to interrogate data sets in order to produce useful insight.
...have tasks that allow learners to break down problems to their fundamental principles and then create a solution starting from the base problem (first principle thinking). The solution can then be tested in different situations with adaptions made where needed, depending on the problems faced.
...use additional libraries to read data from files, manipulate and plot data (Matplotlib, NumPy in Python) and how this can be saved and accessed.
...support learners with tasks that allow learners to evaluate and create revisions of the program created.
...set scenarios which allow learners to design solutions requiring multiple sensors to react to their environment, these could respond to light/heat/sound/movement. This could be in text-based languages.
...set scenarios for learners to find possible design solutions. These can then be tested for their efficiency in solving the task, but also take into account the responses from their peers on the effectiveness and practical application of their design.
...set tasks which ask several devices to communicate with each other and understand the considerations of others being able to 'hack' into the system e.g. password protection/encryption.
...support learners with databases where they can apply basic SQL to access data from files and manipulate and create charts using NumPy.
Glossery
algorithms
Processes or sets of instructions to be followed in calculations or other problem-solving operations, especially by a computer.
physical device
Digital solutions, for example, laptops, tablets, phones.
design principles
In this context, this means definition, analysis, design, implementation, testing and maintenance.
array
A fixed number of grouped variables of the same data type.
list
A dynamicly sized array which can be of different data types.
actuator
A device which has movement as an output.