Sensory classroom

KS3 computing curriculum

Curriculum aims:

• can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation
• can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems
• can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems
• are responsible, competent, confident and creative users of information and communication technology.

Students should be taught to:

• design, use and evaluate computational abstractions that model the state and behaviour of real-world problems and physical systems
• use logical reasoning to compare the utility of alternative algorithms for the same problem
• use 2 or more programming languages, at least one of which is textual, to solve a variety of computational problems;
• develop their capability, creativity and knowledge in computer science, digital media and information technology
• develop and apply their analytic, problem-solving, design, and computational thinking skills

Read the full KS3 computing curriculum

Technologies

• I can describe in detail the processes used in real world solutions, compare these processes against alternative solutions and justify which is the most appropriate. (TCH 4-13a)
• I can informally compare algorithms for correctness and efficiency. (TCH 4-13b)

Read the full Curriculum for Excellence: technologies.

Science and technology - technology and design - statutory requirements, KS3

• Design – identifying problems; investigating, generating, developing, modelling and evaluating design proposals; giving consideration to form, function and safety;
• Explore technical inventions and designs that have met a social need cost-effectively.
• Design cost effective and appropriate solutions to meet the specific needs of diverse local and global groups.
• show deeper understanding by thinking critically and flexibly, solving problems and making informed decisions, using Mathematics and ICT where appropriate;
• demonstrate creativity and initiative when developing ideas and following them through;

Read the full technology and design statutory requirements

Primary using ICT - desirable features - computational thinking and coding

Level 5

Pupils should:

• create more sophisticated coding projects using a broad range of commands and more than one platform; and
• solve a more complex problem using commands in a programming environment.

Programmable devices (such as Parrot Drone, MicroBit or Sphero)

• as a class look at and talk about examples of coding projects, including using multiple ‘if...then’ and ‘if...then...else’ commands, variables, sensors, events, operators and comparators;
• recognise how they can decompose these projects;
• in small groups, plan their own coding project, demonstrating a clear sense of purpose and audience, showing understanding of abstraction by deciding what details they need to include and what they can leave out, working out what different parts of the program must do and 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 variables, operators and control statements such as ‘if... then...’ alongside the use of ’if...then...else’ and comparators;
• test and debug at regular intervals and collaborate with others to solve problems as they arise;

Finally

• share their work (possibly using digital tools), respond to feedback, and comment on the work of others evaluating process and outcome; and
• organise files and publish work online (if available) so that others can view it.

Read all Primary using ICT desirable features

Science and technology

Progression step 4 - computation is the foundation for our digital world:

• I can decompose given problems and select appropriate constructs to express solutions in a variety of environments.
• I can plan and implement test strategies to identify errors in programs.

Progression step 5 - computation is the foundation for our digital world:

• I can identify, define and decompose problems, choose appropriate constructs and express solutions in a variety of environments.
• I can test, evaluate and improve a solution in software.

Read the full science and technology curriculum

Digital competence framework

Progression step 4 - data and computational thinking - problem-solving and modelling:

• I can create a simple model or self-contained algorithm.
• I can identify the different parts of an algorithm to determine their purpose.
• I can detect and correct errors in algorithms.

Progression step 5 - data and computational thinking - problem-solving and modelling:

• I can independently create and design models, and explain how they represent real-world problems, e.g. selecting and correctly using an appropriate method for illustrating a problem, such as a flowchart or spreadsheet.
• I can develop logical solutions to determine the input, outputs and processes of a program, e.g. following pseudocode or a flowchart to come to an outcome, developing a written sequence of steps that could be followed.

Read the digital competence framework

CS Discoveries

Unit 1

Concepts included:

• problem solving
• inputs and outputs
• storing and processing information

Unit 4

Concepts included:

• social impact of computing
• understanding the needs of others when designing a solution
• team project
• testing and acting on feedback
• iteration

Read the full Code.org CS Discoveries curriculum

Grades 6-8

• 2-AP-10 - Use flowcharts and/or pseudocode to address complex problems as algorithms.
• 2-AP-13 - Decompose problems and subproblems into parts to facilitate the design, implementation, and review of programs.
• 2-AP-17 - Systematically test and refine programs using a range of test cases.

Read the CSTA Standards in full.