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Implementing the Digital Curriculum

By Anonymous
Digital Technologies in the National Curriculum
Workshop Slides 2 
Workshop Slides 3

Progress Outcome One : Computational Thinking
In authentic contexts and taking account of end-users, students use their decomposition skills to break down simple non-computerised tasks into precise, unambiguous, step-by-step instructions (algorithmic thinking). They give these instructions, identify any errors in them as they are followed, and correct them (simple debugging).

Progress Outcome One: Designing and Developing Digital Outcomes
n authentic contexts and taking account of end-users, students participate in teacher-led activities to develop, manipulate, store, retrieve and share digital content in order to meet technological challenges. In doing so, they identify digital devices and their purposes and understand that humans make them. They know how to use some applications, they can identify the inputs and outputs of a system, and they understand that digital devices store content, which can be retrieved later.

In this workshop, we considered authentic contexts for digital learning for our students, and these included: 
* Gap Filler Installments: Video Game Player
* Bee Bots / Lego Technics
* E-Scooters
* Scratch 

We worked in teams, problem solving a programming activity and then a binary activity. 
Skills required: 
* Listening and building on what others said
* Turn taking 
* Encouraging others
* Taking on different roles
* Being able to laugh through problems / challenges
* Trial and error
* Using prior knowledge, sharing and building on this

We look forward to using the Scratch programme in future. 

 Workshop 30 July 2019 - see slide 3 
Today we explored using Minecraft to code, and then worked on our team plan for Progress Outcome One. 

 Our plan (in a nutshell!)
Learning outcomes

  • To give and follow a sequence of directions
  • To use directional language
  • Test and debug our directions
  • To name and describe coordinates
Coordinate language
Up 
Down
Move forward
Right
Left 
Turn
Go 
Learning Tasks:
1. Explore machines in the every day - model a speaking/moving toy; brainstorm machines in life
2. Learn key vocabulary (see above) e.g. through games like Simon Says
3. Give directions to a peer. Did they end up at their destination? Debugging.
4. As above, in a bigger area.
5. Grid mapping - e.g. move a character on a treasure map (picture)
6. Scratch exploration

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