www.barefootcas.org.uk
Computing
Computer
Science
Digital
Literacy
ICT
https://vimeo.com/191182644
What is the Barefoot Programme?
• National project to help teachers with computer science
• Originally established by the Department for Education (DfE) in England
• Also now endorsed by Education Scotland, Welsh Government and
Department of Education in Northern Ireland
• FREE high-quality, practical, cross-curricular computer science resources
for teachers in the UK
• Self-teach materials and exemplar classroom activities
• Developed by teachers for teachers
Zoe
Jon
Jane
Miles
Teacher
Teacher
Teacher
Academic
John
Academic
Objectives
To know what computational
thinking is and why teaching
this will be as important as
teaching English and Maths
To feel more confident about
teaching computer science
and empowered to continue
your personal CPD journey
To know that computer
science concepts can be
taught across the curriculum
To understand the link
between computational
thinking and programming
To know where to find and
access the FREE Barefoot
resources
To share your new knowledge
with peers
Primary Curriculum - Computing
What is computational thinking?
Which one is the correct definition?
A
Thinking like a computer
B
Letting a computer do all the thinking
C
Solving problems effectively, with or without a computer
D
Thinking in a coding language
Crazy Character Activity
1. Draw a triangular body
2. Add 3 eyes
3. Add 3 wings
4. Add 3 legs
5. Add a tail
Algorithm
Making steps and rules
The Computational Thinkers
Subject
Knowledge
Concepts
Approaches
Skills and
behaviours
Logic
Tinkering
Predicting & analysing
Changing things to see
what happens
Evaluation
Making judgements
Algorithms
Creating
Designing & making
Making steps & rules
Debugging
Patterns
Finding & fixing errors
Spotting & using similarities
Decomposition
Breaking down into parts
Abstraction
Removing unnecessary
detail
We’re all computational
thinkers here!
Persevering
Keeping going
Collaborating
Working together
When you think about it, whether we’re parents, pupils or
teachers - we’re all natural computer scientists, capable of
computational thinking. Our brains, like computers, process,
debug and make simple algorithms every day!
Spelling Rules
coincoin
boil
toy
soil
choice
boilpoint
‘oi’ is
used
within a
word
boy
choice
annoy
‘oy’ is
used at
the end
of a
word
Exceptions
annoyRoyal
Soya
point
soil toy
enjoy
boy
www.barefootcas.org.uk
enjoy
Algorithms
What do algorithms look like across the curriculum?
A sequence of instructions
to make toast
A sequence of instructions
for how to plant a seed
A set of rules, or an algorithm,
for multiplying by 10
A sequence of instructions
to make a cake
Spelling rules
A storyboard is a sequence of
instructions for writing a story or
making a film
Algorithms
Why are algorithms important?
In designing algorithms, computer scientists are required to think logically
and decompose (break down) the problem in order to be able to solve it
Computer scientists try to find the most effective and efficient algorithms,
e.g. at the Met Office, computer scientists write programs for their
‘super computers’ to do complicated maths to work out what the weather
is going to do in the future, the programs that they produce have to run very
fast so that the calculation can complete before the weather actually happens!
Answer: 16, 35, 73, 149, 301
The Algorithm
Multiply the previous number by 2 add 3 to make the next
number
Algorithms
knowledge
of maths
predict the next number in the sequence,
What is Used
the next
number
in thetosequence?
based
the
relationships
they
see between the numbers
Can you work
outon
and
explain
the rule for
thecan
sequence?
Can you predict what number comes next in the sequence
Logic
16, 35, 73, 149 ___
Pattern
Looked at the relationships between the numbers to spot a pattern.
Possible answers:
303, 302,out
304,the
301 rule and the next number in the sequence
Worked
Evaluation
Debugging
Collaborating
Persevering
Evaluation used to test their rule, if it didn’t work they had to repeat
the process and work out where they went wrong (Debugging)
Perseverance and collaboration used to work out the answer
The Computational Thinkers
Concepts
Approaches
Logic
Tinkering
Predicting & analysing
Changing things to see
what happens
Evaluation
Making judgements
Algorithms
Creating
Designing & making
Making steps & rules
Debugging
Patterns
Finding & fixing errors
Spotting & using similarities
Decomposition
Breaking down into parts
Abstraction
Removing unnecessary
detail
We’re all computational
thinkers here!
Persevering
Keeping going
Collaborating
Working together
When you think about it, whether we’re parents, pupils or
teachers - we’re all natural computer scientists, capable of
computational thinking. Our brains, like computers, process,
debug and make simple algorithms every day!
Guess What?
Abstraction
Identifying what is important and leaving out
detail that we don’t need (simplifying things!)
Think of an animal
Mathematics
Literacy
Solving word
problems
Creating graphs,
databases,
diagrams and tables
Summarising the
plot from a story
Making a poster
about a character
Mind maps
Computational
Thinking
Programming
Programming is a 2 step process
Use computational
thinking to analyse the
problem and design a
solution, including
creating an algorithm
Express these ideas in a
programming language on
a computer: coding
Programming
Bee-bot 1,2,3 Activity
I can write an algorithm
I can program a Bee-bot
Debugging
Programming
Algorithms
Tinkering
Working in pairs can you create an algorithm to draw the shape of a numeral?
Write the algorithm
using command cards
Can you debug
the algorithm?
Test the algorithm
using the Fakebot
Program the Bee-bot
using the algorithm
The Computational Thinkers
Concepts
Approaches
Logic
Tinkering
Predicting & analysing
Changing things to see
what happens
Evaluation
Making judgements
Algorithms
Creating
Designing & making
Making steps & rules
Debugging
Patterns
Finding & fixing errors
Spotting & using similarities
Decomposition
Breaking down into parts
Abstraction
Removing unnecessary
detail
We’re all computational
thinkers here!
Persevering
Keeping going
Collaborating
Working together
When you think about it, whether we’re parents, pupils or
teachers - we’re all natural computer scientists, capable of
computational thinking. Our brains, like computers, process,
debug and make simple algorithms every day!
Debugging
Why is debugging important?
Debugging is a natural part of the process
of creating computer systems
Some say that programmers spend as much
time debugging as writing code
The first ‘computer bug’ is said to be a real moth,
found in 1947, trapped between points in a relay
of a calculator being tested at Harvard University
Debugging
Pizza Pickle Activity
• I can debug a program
• I can say what a program
will do
• I can explain what the bug
was and how I fixed it
It makes a base,
adds cheese, puts in
the oven and starts
cooking, but does
not add the sauce!
The steps are in
the wrong order!
www.barefootcas.org.uk
Debugging
Programming
Logic
Persevering
Pizza Pickle
Debugging
Programming
Logic
www.barefootcas.org.uk
Persevering
The Computational Thinkers
Concepts
Approaches
Logic
Tinkering
Predicting & analysing
Changing things to see
what happens
Evaluation
Making judgements
Algorithms
Creating
Designing & making
Making steps & rules
Debugging
Patterns
Finding & fixing errors
Spotting & using similarities
Decomposition
Breaking down into parts
Abstraction
Removing unnecessary
detail
We’re all computational
thinkers here!
Persevering
Keeping going
Collaborating
Working together
When you think about it, whether we’re parents, pupils or
teachers - we’re all natural computer scientists, capable of
computational thinking. Our brains, like computers, process,
debug and make simple algorithms every day!
Decomposing projects, jobs and things
Breaking a project down into
the jobs you need to do
e.g. Putting on a school play
Breaking a job
down into steps
e.g. How to check my writing
Labelling something
e.g. A tree
leaves
• Organise the script
• Audition and work with actors
• Check full stops and
capital letters
• Sort out the stage
• Check connectives
• Tickets and advertising
• Check it makes sense
• Check spelling
trunk
branches
root
system
Animated Poem
Extract from The Owl
and the Pussycat
The Owl and the Pussycat
went to sea
In a beautiful pea-green boat,
They took some honey, and
plenty of money,
Wrapped up in a five pound
note
By Edward Lear
Background: Seascape
Sprites (characters): Owl and Cat
Text: ‘The Owl and the Pussycat’
Movement: Rocking boat
Sound: Waves gently lapping
What will happen?
The narrator
When the green flag is clicked
speech bubbles appear in turn
The boat
When the green flag is clicked the boat will get
into position and repeat a gentle rocking motion
Scratch Templates
Scratch Jr Tinkering
Viking Raid Animation
World Map Logic
Fossil Animation
What about the World of Work?
CREATIVITY?
What have we covered?
So far…
• We’ve explored computational thinking and its intrinsic link with programming
• We’ve discovered computer science concepts right across the curriculum
• I hope that by now you’re already starting to feel more confident about teaching
computer science
Next…
• Visit http://barefootcas.org.uk/
Thank you for your time. Next Steps…
51
The Barefoot resources:
• Free
CAS
Quickstart
• A CPD toolkit to help deliver inspiring
computing lessons in primary
• www.quickstartcomputing.org/
Computing
At School
• Sharing good practise and CPD
opportunities at your local hub
• www.computingatschool.org.uk
Code Club
• Volunteer-led school coding clubs for
9-11 pupils
• www.codeclub.org.uk
Internet
Matters
• Internet Safety resources for teachers
and parents
• www.internetmatters.org
• Designed by teachers
• Cross-curricular
• Self-teach materials
• Lesson plans
• Fun and engaging
• Unplugged and plugged activities
• Available on the Barefoot website
Share your stories
@barefootcomp
/Barefootcomputing