What is pattern?
Patterns are everywhere, for example, we use weather patterns to create weather
forecasts; children might notice patterns in how teachers react to their behaviour
to work out how to behave next time. By identifying patterns we can make predictions, create rules and solve more general problems. In computing, the method of
looking for a general approach to a class of problems is called generalisation.
In learning about area, pupils could find
the area of a particular rectangle by
counting the centimetre squares on the
grid on which it’s drawn. But a better
solution would be to multiply the length
by the width: not only is this quicker,
it’s also a method that will work on all
rectangles, including really small ones
and really large ones. Although it takes
a while for pupils to understand this formula, once they do it’s so much faster
than counting squares.
Why is pattern important?
Computer scientists strive to solve problems quickly and efficiently and to re-use
previously created methods. If they see a common pattern across a problem or
program they will look to create a single common solution or module to reuse
many times. This will mean they only have to design and build the common module once, rather than designing and building many versions. Common modules of
code are sometimes called procedures or functions; many programming languages
have shared libraries of these functions.
Machine learning is an important application of computer science, in which computers are programmed to recognise patterns in input data, such as automatic
number plate recognition systems, facial recognition systems and algorithmic trading on stock markets.
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What does pattern look like the
primary curriculum?
We ask pupils to notice, look for and learn from patterns to help them better understand the world. The word pattern is mentioned 40 times in the new primary curriculum
across subjects such as mathematics, science, literacy, geography and modern foreign
languages.
Pupils are likely to encounter the idea of generalising patterns in many areas of the
primary curriculum.
• From an early age, they’ll become familiar with repeated phrases in nursery
rhymes and stories; later on they’ll notice repeated narrative structures in traditional
tales or other genres.
• In music, children will learn to recognise repeating melodies or bass lines in many
musical forms.
• In English, pupils might notice common rules for spellings, and their exceptions.
• In maths, pupils typically undertake investigations in which they spot patterns and
deduce generalised results.
EYFS
In the early years, practitioners provide pupils with situations where they can observe
and engage with practical experiences where they explore similarities and differences
to notice patterns. For example a water tray with some objects that float and others
that do not, a role play area with some items that are appropriate and others that are
not, sets of items that can be sorted in a range of ways. This exploration is tinkering.
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KS1
Pupils continue to engage in practical experiences to explore similarities and differences and the range and complexity of pattern scenarios increase. In maths pupils
look for patterns in more abstract concepts such as odd and even numbers, multiples, negative numbers, inverse operations. In English they listen for patterns in
sounds (phonemes), spot more complex spelling patterns as they continue to learn
to read and write. You model how to notice patterns, think of rules and try them out
(evaluate).
In science, KS1 pupils notice patterns as they group and classify across the areas
they study. For example they might notice patterns in the appearance of animals
and where they live, might look for patterns in the properties of materials to work
out rules to predict what will happen in investigations.
KS2
Across the curriculum, you can further model how to look for and identify patterns,
generate rules and test predictions. Compare and contrast is a common questioning tool used across subjects at this age that requires pupils to look for patterns.
Predict and test activities help pupils explore theories and deepen understanding.
For example in geography, pupils might be asked where is a good place to locate a
new town, they might think to look at patterns of existing settlements to help them
generate rules about town planning and then test out their ideas on maps.
In science, we ask KS2 pupils to look for and identify patterns. They look for similarities and differences in their data in order to draw conclusions, answer questions
and make predictions. For example pupils might look for patterns of shadows at
different times of the day, look for patterns in how magnets react to different materials or identify patterns related to forces.
In maths pupils can be encourage to identify patterns which reveal the rules of
number sequences. They will use logical reasoning to explain the rules they have
identified.
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In computing, encourage pupils to spot where their is repetition of code
in their programs. Ask pupils to explore geometric patterns using turtle
graphics commands in languages like Scratch, Logo or TouchDevelop to create
‘crystal flowers’. Emphasise how the use of repeating blocks of code is much more
efficient than writing each command separately, and allow pupils to experiment
with how changing one or two of the numbers used in their program can produce
different shapes. Encourage pupils to always look for simpler or quicker ways to
solve a problem or achieve a result.
Having written a number of simple programs that control a character (e.g. a sprite
in Scratch game, a programmable toy in a maze) pupils might realise they always
have problems with where their character starts off and think they need to always
have a set of ‘start off’’ (or ‘initialisation’) commands of some kind to reset the
things that change in their program. Although this is not technically a procedure,
they are using pattern to realise this common piece of code is needed in lots of
programs.
Find out more about pattern
Isle of Tune app
Laurillard, D., Teaching as a Design Science: Building Pedagogical Patterns for
Learning and Technology (Routledge, 2012).
Pattern in Islamic art
M. C. Escher website
Patterns, Computational Thinking In Primary Schools, Miles Berry, 2014
Google Computational Thinking Generalisation
Cross curricula science opportunity comparing teeth in different animals
Cross curricula history comparing romans and celts
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