Accessible Adventures in Coding

Age 5- 7 years

Computing - KS1 - English National Curriculum:

• Understand what algorithms are; how they are implemented as programs on digital
• Devices; and that programs execute by following precise and unambiguous instructions create and debug simple programs
• Use logical reasoning to predict the behaviour of simple programs
  
  

Ages 7 - 9 years and 9 - 11 years

Computing - KS2 - English National Curriculum:

• Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts
• Use sequence, selection, and repetition in programs; work with variables and various forms of input and output
• Use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs

Computing Science

• Understanding the world through computational thinking
• Designing, building and testing computing solutions

Literacy and English

Listening and talking:

• Demonstrates knowledge and understanding of a range of verbal and non-verbal communication skills and applies them appropriately adapting to the needs of a range of audiences. For example, uses eye contact, body language, pace, gesture, emphasis, choice of words, tone and some rhetorical devices
• Engages respectfully with others in different contexts showing increasing confidence. Contributes a number of relevant ideas, knowledge and opinions, communicating clearly, using appropriate vocabulary and offering some supporting evidence or detail
• Takes account of the views of others to build on thinking. Responds appropriately for example by asking and answering questions, clarifying points and building on ideas

Age 5-7 Lesson 1 & 2

Using ICT - Computational Thinking and Coding – Level 2

Develop Digital Skills along the CCEA Digital Technology – Making & Building Progression Pathway. Cover the statutory 5 ‘E’s with these lessons, through the following Desirable Features:

Pupils should:

• Look at and talk about examples of simple coding projects;
• Know that they can break any activity (including coding) down into smaller parts (decomposition);
• Plan what they want to happen in a coding project and write a set of instructions (algorithm) for this;
• Show their work and talk to the teacher about what they did and any improvements they could make.

Block-based coding apps or software (ScratchJr)

• Use their algorithm and logical reasoning to code a range of motion, looks and sound commands that control a sprite; (EXPLORE, EXPRESS)
  
  

Age 7-9 Lessons 1 & 2

Using ICT - Computational Thinking and Coding – Level 3

Develop Digital Skills along the CCEA Digital Technology – Making & Building Progression Pathway. Cover the statutory 5 ‘E’s with these lessons, through the following Desirable Features:

Pupils should:

• Create a coding project in Scratch

• Share their work with the teacher or others and discuss how they can improve it

Block-based coding apps or software (Scratch)

• Look at and talk about examples of coding projects, including using motion, looks, costumes, sensing and events;
• Talk about how these projects are composed of different components, for example actions, setting, background and stage;
• Plan what they want to happen in their own coding project, for example using a storyboard, working out what different parts of the program must do and using logical reasoning to predict the commands that are required;
• Use a range of commands including triggering commands in a program, for example when the space bar key or a button is pressed, a specific object is clicked or the green flag in Scratch is clicked; (EXPLORE, EXPRESS)
• Test the program, checking that the commands are logical and debugging any errors. (EVALUATE)

Age 9-11 Lessons 1 & 2

Using ICT - Computational Thinking and Coding – Level 4

Develop Digital Skills along the CCEA Digital Technology – Making & Building Progression Pathway. Cover the statutory 5 ‘E’s with these lessons, through the following Desirable Features:

Pupils should:

• Create a more sophisticated coding project using a broad range of commands; and/or
• Solve a given problem using commands in a programming environment.
• Share their work, respond to feedback and comment on others’ work

Block-based software (Scratch via the Machine Learning for Kids website https://scratch.machinelearningforkids.co.uk)

• As a class, look at and talk about examples of coding projects, including the use of motion, looks, costumes, sensing, control and events such as ‘Speech to Text’ and ‘when I hear’ (equivalent) that make code to be more efficient (accessible via AI);
• Recognise how they can decompose these projects into the different parts of the program, for example actions, setting, background, stage and displaying speech data as text (equivalent);
• Plan and storyboard their own coding project, working out what different parts of the program must do, using logical reasoning to discuss and compare the commands that are required for their algorithm and predicting the outcome;
• Use a range of commands to create a project including triggering commands such as ‘Speech to Text’ and ‘when I hear’ (equivalent), to facilitate a more efficient method of interaction (accessible via AI); (EXPLORE, EXPRESS)
• Use a range of commands to create a project including variables, operators and control statements such as if… then… (Level 5)
• Make code more efficient, for example by using a repeat command (Level 3);
• Test and debug at regular intervals to solve problems as they arise; (EVALUATE)

Cross-curricular links with:

Using ICT

• Digital Art and Design (Level 1-2) - Use software or an app to create their own digital artwork, using more control and a wider range of tools such as the pencil , paintbrush, fill, and beginning to consider elements of art such as colour;
• Digital Audio: Music and Sound (Level 1-2) - With help, use a tablet to record sounds such as voice, in real time for a class story; experiment with using sound effects in their software or app, for example make a voice sound higher, lower.

  Communication

• Develop the young person as a contributor to society – Citizenship & Cultural Understanding
• Effective communication also includes non-verbal modes, wider literacy and using multimedia and ICT that may combine different modes.

Personal Development & Mutual Understanding

• Develop knowledge, understanding and skills in Mutual Understanding in the Local and Wider Community – Social responsibility & Concern for others;

Thinking Skills & Personal Capabilities

• Managing Information – plan and set goals and break a task into sub-tasks; communicate with a sense of audience and purpose;
• ●hinking, Problem Solving & Decision-Making – sequence, make predictions, generate possible solutions, try out alternative approaches, and evaluate outcomes.
• Being Creative – seek out problems to solve; experiment with ideas; learn from and value other people’s ideas; make ideas real by experimenting with different designs, actions, and outcomes; challenge the routine method, see opportunities in mistakes and failures.
• Working with others – listen actively and share opinions; give and respond to feedback
• Self-Management - organise and plan how to go about a task; focus, sustain attention and persist with tasks; review learning and some aspect that might be improved.

AoLE
Science and Technology

What Matters Statement

• Computation is the foundation for our digital world

Progression Step 2

• I can safely use a range of tools, materials and equipment to construct for a variety of reasons.
• I can create simple algorithms and am beginning to explain errors.
• I can follow algorithms to determine their purpose and predict outcomes.

Progression Step 3

• I can explain and debug algorithms.
  
  

DCF Strand: Data and computational thinking
Element: Problem-solving and modelling

Progression Step 2

• I can break down a problem to predict its outcome.
• I can detect and correct mistakes which cause instructions (a solution) to fail (debug).
• I can change instructions to achieve a different outcome