Author: George Milliken

Computing in Primary Schools: teacher survival kit FIRST coding

BACKGROUND 

Learning intentions 

We are learning about computers and how they work

We are creating instructions to control computing devices

 

I can identify different types of computers and the job they do

I know that computers follow a sequence of instructions

I can write an algorithm with instructions in the correct order

 

Glossary 

sequence

pattern

sorting

algorithm

 

Phrase bank 

Computers are designed to do one job or a set of jobs

Computers follow instructions in the order we write them

Where do you use computers or technology in school/at home?

 

What you need to know 

 

LESSON RESOURCES
starter 

What is a computer? (youtube.com)

Here are some computers, or things with computers in them, and the jobs they might do. Can you match the computer to its job?

Each computer has a set of instructions that tells it how to do its job. We’re going to learn about making instructions for computers.

 

Activities to try

Look at this sequence to control the squirrel – do you think it will work?

Sequencing with Scrat #6 | Pre-reader Express (2023) – Code.org

Either of these activities can be used to explore sequences and patterns

Dance time! | Hello Ruby

Busy Bodies | Resources | Barefoot Computing

Can use this worksheet as template for own algorithm

Algorithm-Sequencer.pdf (glowscotland.org.uk)

Practical 

Remember this sequence? We/You’re going to check if this sequence works and fix it if you need to

Sequencing with Scrat #6 | Pre-reader Express (2023) – Code.org

Beebot activity

ASSESSMENT 

Check knowledge: form (MS, Google) 

Observation checklist (peer, teacher) 

Having completed these activities, learners should have a grasp of basics. Revisit these concepts as often as requried to build confidence and familairity with them. If planning follow-on lessons, focus on the concepts and process of concept-to-actions, revisitng the compeuters’ need for sequence and ‘one isntruction at a time’. These will underpin everything else goign forward 

 

The next stage will be planned similarly and will introduce more complex ideas for sequencing, patterns and sorting but the concepts will remain the same. 

Examples of Planning Computing in Primary Schools

This document aims to provide a clear, concise and progressive example of planning for Computing in the primary sector. It includes an overview of the ‘big ideas’ in computing and where each idea might be taught, building on prior knowledge and skills from the last level.  


Each big idea has knowledge and skills identified to support teachers design learning intentions and links to information pages or online resources. 

go to Primary Computing

big ideas in cmputing


View the document and download

Computing in Primary Schools: teacher survival kit EARLY LEVEL

Computing in Primary Schools: teacher survival kit FIRST LEVEL

Computing in Primary Schools: teacher survival kit SECOND LEVEL

Computing in Primary Schools: The Big Ideas

These ‘big ideas’ for computing are designed to help educators and learners learn the essential understanding in computing that all students should acquire during the Broad General Education.
It has been inspired by Wynne Harlen’s Principles and Big Ideas of Science Education. Some of the language or concepts may appear very abstract for inexperienced learners or educators but there is support throughout this site to understand each one. 

go to Primary Computing

big ideas in cmputing

 

  • Computer are made of materials, such as metal and plastic, and require energy/electricity to operate 

 

 

 

 

 

 

 

Computing in Primary Schools: teacher survival kit EARLY LEVEL

This series of resources is designed to lay the foundations of learners developing an understanding of what computers are and how they work. This level introduces the concepts of:

  • computers are machines designed to do jobs
  • computers have instructions to tell them how to do those jobs

The learning will be about identifying the different jobs computers do in their lives and the wider world. It is important to link between the physical computer (parts) and the instructions (apps/software) that controls them.

 

 

For the teacher

For the teacher:
Computers are machines that are designed to do specific jobs. Some computers, such as tablets, mobile phones and PCs, are general purpose and can do many things. Others are dedicated and only do one job, such as washing machines, air traffic control or a wristwatch.

Every device is made of components called hardware which make up the physical computer system. Every computer then needs instructions to control the hardware, this is called software but more recently the term ‘app’ is used (short for application, another name for software). 

Apps, or software, is written in a special language called code which helps the user to give the computer instructions in English-like language, which would otherwise have to be written using complex maths. 

Identifying computers and what they do

These links explain what computers are:

What is a computer system? – BBC Bitesize 

What is digital technology? – BBC Bitesize 

 

These activities provide a concrete learning experience for learners

Ruby – computer safari  

Ruby – make computer model  

Computers have instructions to tell them what to do

What is a computer program? – BBC Bitesize 

 

 Sequencing with Scrat #4 – Code.org 

Checking learning

Learners should understand that computers are used in the world all around them and can classify things which have computers in them, are computers or are not computers:

They should also be able to differentiate and sort computer technology as being a computer or an app:

 

post by andy mclaugjlin, what is digital literacy

What is Digital Literacy? A guest blog from Andy McLaughlin, University of Aberdeen

The presentation in this post was created and shared by Andy McLaughlin; a lecturer at the School of Education at the University of Aberdeen. He is a former teacher and leader in schools where he had a particular interest in digital pedagogies. Andy has been exploring the misalignment between national policy and classroom practice when it comes to developing digital skills in schools, and casting a critical eye over the influence of ‘Big Tech’ on education.

The following presentation was recently delivered to Education Scotland’s Digital Literacy exploration group as a provocation for discussion around Digital Literacies. In it, Andy shared some interesting research that has been carried out recently around the world.

If you would like to know more, or get in touch with Andy, you can find him on LinkedIn with this link.

 

family learning cyber aberdeen

Supporting Children in the Digital World: a user story from Aberdeen City Council Family Learning

This guest blog post was provided by the Community Learning and Development team at Aberdeen City Council.

Supporting Children in the Digital World is a four week course developed by CLD Family Learning Aberdeen to help parents keep their children safe online and develop strategies to manage device usage.

 

The course was created in response to a need identified by parents/carers who wanted to understand the technology their children using.

Over the course of four weeks we cover:

  • The technology children and young people are using
  • Digital footprints and being a good digital role model
  • Understand the risk and reward of devices
  • Know how to respond to negative online experiences
  • Discover age appropriate online safety resources
  • Learn about online safety strategies

The aim of the course is to ensure parents feel more empowered to manage device usage in their homes and give their children the skills to self-regulate and make good decisions while online.

We deliver this course to parents/carers in Aberdeen out in the community as well as online, to ensure we can reach as many parents/carers as possible.

 

One parent who attended the course said:

“I feel a lot happier that I now have the skills and information to tackle internet safety with my child, and will be a lot more relaxed having conversations which will in turn will benefit my child and make them more likely to approach me when they need support.”

 

We are further developing the course to create two one off information sessions, for those who cannot commit to the full four weeks. One of these one off sessions will focus on pre-school children and device usage and the other will be a more general information session condensing the content of the original course.

If you would like to know more, get in touch with the team by email: familylearning@aberdeencity.gov.uk

What Digital learning might look like

Digital Literacy projects and resources

This section contains some recommended project-based learning resources and activities that teachers might use with learners who are secure in their digital competencies from the previous page.

Digital literacy moves beyond the technical competencies in the Learner Digital Skills Toolkit and develops into critical and social skills that are relevant and representative of the realities that people live (Marín & Castañeda). In short, digital literacy should enable people to fulfil the four capacities and participate fully in society.

These resources are designed to cover a combination of the three digital literacy Experiences and Outcomes. 

back to digital literacy home

4 capacities

Resources

Learning with Data – Data Education in Schools

Lessons | Project Real

Living In A Digital World – Daydream Believers

Assemblies & Lessons – TechSheCan

Make It Happen

Primary Computing Resources | Barefoot Computing

Digital Ethics | iDEA

Learning Center – Apple Education Community

safe and secure

Safe and secure – learner digital skills toolkit

Learners should understand how computers and apps work, how to control them and solutions to simple issues, like resetting them.  

They should be able to use common inputs, such as keyboards, mice and touchscreens, to find their way around the device, including opening and using apps and changing settings to make it easier to use.

This learning covers Experience and Outcome x-03a. 

back to digital literacy

safe and secure mindmap

Where to start

BBC Bitesize has useful information on how computers and the internet work.

Go to BBC Bitesize

This section focuses on the basic knowledge and skills required to setup and get started with the most common devices and how to keep them more secure.

Barclays Digital Wings

Get started online

Cyber secure

 

CyberFirst is the national cyber security education programme from the National Cyber Security Centre (NCSC). Their CyberSprinters game and teaching resources is an easy place to get started with cyber.
Go to CyberSprinters

cyber toolkit

Our Cyber Toolkit provides more practical advice on teaching learners about staying safe and secure when online.

Go to Cyber Toolkit

The SQA Academy has a series of FREE, simple and interactive guides for spending money online:
Got to SQA Acadamy Digital Learning Guides

Every secondary school has copies of Your Money Matters textbooks and resources:
Go to Your Money Matters Scotland

Male learner sitting holding iPad

Learner Digital Skills Toolkit: where to start when planning digital literacy in Curriculum for Excellence

The support document aims to make clear the digital knowledge and skills that learners require to be digitally competent. Being digitally competent means being able to use the most common devices and apps. It is an essential step to becoming digitally literate.

Being digitally literate means being able to independently use and critically engage with digital technology and society, such as data literacy and information literacy. We are developing guidance to support educators deliver this.

Ideas and resources for teaching digital literacy can also be found here: Digital Literacy for Learners.

This document is part of a series, view the other documents here: Digital Literacy Series

Please use this form to provide feedback on the document with this link:

Learner Digital Skills Toolkit feedback form (MS Forms)

 

  back to Learner Digital Literacy

YouTube player

View document