This graphic shows how the skills needed to produce high standard are progressively developed from step one through to progression step five. Use this when planning activities to ensure that progression in skills and the appropriate level of challenge are central to any task.

🤖 Computational Thinking and Programming (Coding)

Computational thinking is the way of designing solutions to problems. It's a way of breaking down complex problems into smaller manageable parts, identifying patterns and creating models to understand and solve problems. Computational thinking is a thinking skill that will help people solve problems more efficiently.

Programming, also known as coding, is the process of giving instructions to a computer using a specific programming language so that it can perform a specific task or solve a problem. Think of it as giving a set of instructions to a robot, so that it can do something you want or like giving a recipe to a chef so they can cook a dish you want to eat.

⭐ LET THEM BE!

Promoting independence is key to effective learning when it comes to computational thinking and programming.

⭐ MAKE MISTAKES!

All good programmers make mistakes so it's important to allow this to happen so that pupils learn how to solve problems.

⭐ PROTOTYPE!

Let pupils turn concepts into reality by prototyping. This prototype will not often look like the finished product but will allow them to test their ideas.

⭐ MIX IT UP!

Programming different environments will allow pupils to broaden their skills and ideas.

⭐ LETS TALK!

Try to get pupils to explain their programme, and to discuss the purpose of the various components that they have used. This will deepen their learning.

Suggestions 🔎

Scratch

Scratch Jr

j2code

Beebot / Bluebot

Rugged Robot

Oti / Loti Bot

mTiny

Micro:bit

Lego Spike

Sphero / Sphero Indi

DJI Tello

Makey Makey

Arduino

Barefoot Computing

Minecraft Education

Edison

VEX

Raspberry Pi

Here are some applications and software that you can use to develop computational thinking skills. These are a small selection - there are MANY more available. It is essential that you select the applications and software that is suitably matched to the learner's stage and that each learner experiences a range of these applications as they apply and develop their digital skills.

PS1 - Give and follow instructions

What does good look like?

Good computational thinking and programming skills at this stage include the ability to follow and give simple instructions, understand basic sequencing, solve simple problems and being able to control simple robot toys. Many of the tasks will be unplugged activities and will look at undertaking basic everyday tasks in the correct order and listening and giving instruction. However, it's important to have realistic expectations as pupils at this age may need guidance and support to fully understand and apply these skills.

How about...

Musical instrument, pupils can use blocks that represent different instruments/notes and arrange them in a sequence to create a melody. They can also use blocks to change the sound by representing different instruments or add variations by using blocks for tempo, volume, or effects.

Creating a story: pupils can use the Bee-Bot or an mTiny to create a simple story by programming it to move to different locations.

⭐ Skills ⭐

Recognise and follow instructions

Pupils can learn basic sequencing skills by following instructions for everyday tasks such as getting dressed, brushing teeth, or making their bed.

Identify simple errors

Pupils will to be able to recognize when the steps are not in the correct order, and understand that the instructions should be followed in a specific sequence.

Give instructions to others

Pupils can follow a recipe and then give instructions to a peer or an adult on how to make a simple dish like pancakes or a sandwich.

Experiment

Pupils should experiment and identify uses of a range of computing technology in the world around them.

Control devices

Pupils will be able to control simple robot toys that have pre-programmed movements or simple coding functionality. E.g Beebot.

PS2 - Understanding and applying basic concepts

What does good look like?

A pupil with good computational thinking and programming skills at this stage should have a basic understanding of coding concepts, such as sequencing, repetition and simple problem solving. They should be able to use coding tools, such as block-based coding platforms, to create simple programs. They should also be able to use their creativity to come up with new algorithms (sets of instructions) and use problem-solving skills to debug and troubleshoot.

How about...

Use a robot like mTiny to create an algorithm for navigating the robot from point A to point B (Or to take the injured person to the hospital). They can utilize loops to streamline and condense the code sent to the device, making it as concise as possible. Similar tasks could be done using a screen based platform such as j2code or scratch.

Program a robot: Pupils could use a block based coding platform to program simple robotic kits, such as a Lego Prime Essential. They could use loops and sequences of instruction to make the robot move in different patterns and directions, and to perform simple actions i.e. lights on / lights off.

⭐ Skills ⭐

Problem Solving

Breaking down a problem by understanding components of a problem e.g Pupils could be given a set of Lego bricks and be asked to build a specific structure. They would need to breakdown the problem by understanding the components of the structure and how they fit together.

Achieving different outcomes

They could change the code to make a robot move faster or slower, make different turns, or change the speed whilst beginning to make accurate predictions about the result of the changes that they make to the code.

Debug

Try different solutions to fix an error, such as changing the code or reordering blocks.

Loops

Pupils are beginning to explain how loops can be used to repeat certain sections of a sequence, and how this could be useful.

Create and record instructions

Use a coding platform to program a simple robot, such as a Blue-Bot. They would need to create instructions, or code, to control the movement of the robot, the speed, and the direction.

PS3 - Increasing complexity

What does good look like?

Pupils should have a good understanding of coding concepts at this stage, such as loops, conditional statements, variables, and functions. Pupils should be able to use sensors and actuators as part of their algorithms to be able to solve problems. They should be able to use more complex concepts to create more advanced programs. They should be able to think creatively, solve problems, and test their ideas through prototyping.

How about...

Create a program that makes a virtual Mars Rover move around obstacles without touching them using visual block-based coding platform. Use blocks to create a sequence of commands such as move forward, turn left or right and stop. Use infrared distance sensors to detect obstacles. Test the program and make adjustments as needed.

Use Scratch to create a game where the player has to catch falling objects to earn points. Create a background and character, make the character move with arrow keys, create falling objects, use collision detection to increase score, create a scoring system, add different levels of difficulty and sound effects. Test and adjust the game as needed. Suggest ways to improve the game.

⭐ Skills ⭐

Conditional Statements

Pupils are able to create conditional statements with growing accuracy to allow a programme or device to react if certain conditions are met. I.e. The robot will move forwards but IF there is an obstacle in front of the robot it will respond in a particular way such as turning for a random number of seconds to avoid the obstacle.

Explain and debug algorithms

Pupils should be able to understand and follow the steps of an algorithm, and explain how each step contributes to solving the problem as well as being able to identify, explain and correct errors of increased complexity.

Variables

A variable is value that can change. Pupils should be able to identify when the use of a variable is needed, create the variable value, set the starting point and create the rules that will affect the value i.e. The score starts as 0 and when a point is scored, increase the value by 1.

Repeating patterns/ loops

Pupils are able to accurately use loops to create more efficient sequences.

Sensors and actuators

Pupils should be able to appropriately combine sensors and actuators to allow a device to respond to its environment, such as setting specific instructions for motors or sensors.

Design elements

Pupils should be able to identify design elements that affect the way an user interacts with a program, such as simple navigation, clear instructions, and intuitive controls.i.e. How could my device work better with two ultrasonic distance sensors rather than one? What if we changed the angle of the sensor?

PS4 - Advanced Concepts

What does good look like?

Pupils should be able to use efficient coding concepts to program different applications. For example, pupils should know how count controlled (FOR Loops) and condition controlled (WHILE Loops) loops can be used. At this level, pupils should be able to gain user inputs to create programs. Pupils should start to consider clean code principles, for example, removing unused sections and using self-documenting identifiers. Pupils should be able to test their algorithms to debug errors and for efficiency. Pupils should understand the different data types used in programming. Pupils should be able to document their algorithms using flowcharts or pseudocode. Pupils should be able to apply decomposition, abstraction, pattern recognition and algorithmic thinking to develop well-designed programs.

How about...

Use a program such as EduBlocks to make geometrical shapes. Get a user input to ask how many sides they want their shape to be, using an integer data type. Apply the formula 360 / sides to work out the angle and store this as a variable. Use a count controlled loop to draw the shape. Test the program with different input data.

Use a Micro:Bit to create a program that measures temperature, light or movement. Use the different buttons as user inputs, apply selection to output different comments based on the measured data. Apply a loop to repeat the code every few seconds to measure the difference over time, or until a condition is met, for example temperature is above 20°. Create a flowchart to show how the algorithm works.

⭐ Skills ⭐

Programming principles

Being able to use different loops, WHILE and FOR loops, for different scenarios and using them effectively, for example, looping until the temperature is above a certain level, or for a pre-determined amount.

Written Code

Pupils should be able to use variable names that describe what they are, for example, using age to represent the age. Also, pupils should be able to identify parts of code that are unnecessary or could be improved.

Testing algorithms

Pupils are able to use different data to measure if the program works as expected. From this, pupils should be able to edit code to fix any errors.

Data Types

Pupils should start understanding the importance of different data types and how to handle them, for example, using an integer for numbers and strings for alphanumerical data.

Inputs

Pupils should understand the inputs of data and be able to store these as variables, for example, asking the user for the number of sides in a shape. Pupils should also think about making the outputs of their programs useful to help with the data input for users.

Documenting Code

Pupils should be able to make basic flowcharts or pseudocode to design their code before developing it. Learners should be able to program basic programs based of flowcharts or pseudocode.

PS5 - Data and Algorithms

What does good look like?

At this level, pupils should be able to use a functional or procedural approach to programming. Pupils should understand the value of validating and verifying data for processing and apply a variety of validation techniques. Pupils should be able to utilise more advanced data structures, such as list or text files. Pupils should understand and be able to apply common algorithms, such as searching or sorting, into their programs. Pupils should start to consider code maintenance at this point, for example clear annotation of code. Pupils should be able to understand that different programming languages can be used for different tasks, and apply these appropriately. The programs developed should be able to represent real-world problems.

How about...

Create a two function program in Python that first, allows a user to enter and store values in a list, for example, rainfall data. This could use loop to enter the data for each month. Validation could be used to make sure that data is entered correctly. In the second function, the user could type in a value, check if that data is in the list, and output the data if present, or a message if not.

Create a database system in Python that stores data, for example, personal finances. Use validation techniques to regulate the inputs. Store the information to a text file. Get the pupil to read the data form the text file. Use different functions to process the data to find the max, min, mode, mean and median.

⭐ Skills ⭐

Functional Programming

Pupils can use functions to help the maintainability of their programs. This should allow for more local variables and fewer global variables. Pupils can then use their functions to test their programs.

Sorting and Searching

Pupils should be able to use sorting and searching algorithms, or the build-in features of the programming language, such as sort() in Python. These skills are a fundamental of programming and allow for more advanced data handling.

Validation of code

Using different validation techniques on data; such as presence, range, length, format and lookup checks, to ensure that the data entered is correctly. Pupils should be able to program code that validates the inputs and provides an output message when entered incorrectly.

Code Maintenance

Pupils should be able to annotate code so that it describes what the program does. Pupils should be able to use subject-specific language to show theyunderstand the code and help with the maintainability of the program.

Data Structures

Pupils should be able to use more advanced data structures at this level, for example using lists, arrays and storing data to text files. Pupils should be able to interrogate these data structures, for example, outputting specific values from a list, or reading text files and outputting specific values from it that have been searched for.

Program Language Selection

Pupils should understand that different programming languages can be used to perform different tasks, for example, SQL to interrogate a database or JavaScript to make websites interactive.

Real-world Problems

Pupils should be able to code programs that have a real-world impact, such as handling scientific data, and use their programs to model the real-world.