- Message from PUBLIC HEALTH Sandwell 28th July 2020
- Linking phones with School Calendar 9th January 2020
- NEWSLETTERS 9th January 2020
Key Stage 2
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Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts |
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Design programs that accomplish a specific goal. |
they can plan programs out loud, on paper and in groups that will be used to complete a specific task |
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Write programs that accomplish specific goals. |
their program will accurately complete a given goal or task. |
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Debug programs accurately in order to make the program work to achieve a specific goal. |
identify all 'bugs' within the program and be able to correct these so the program is then able to achieve a specific. |
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Control or simulate physical systems. |
make a car move on Scratch, control the Lego WeDo/ProBot etc. |
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Solve problems by splitting them into smaller parts |
Decompose a large task by planning for and breaking into smaller chunks (creating a game by making small sections work and building this up). |
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Use sequence, selection, and repetition in programs; work with variables and various forms of input and output |
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Use a sequence in a program. |
Create a set of instructions which must be followed in order for the program to work. |
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Use selection when programming. |
IF THEN Statement. A program makes a choice, such as, in a quiz, deciding whether to say 'well done' or 'try again' based on the correctness of the answer given. |
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Use repetition in programs. |
Using loops to repeat a certain algorithm over and over until a given command. |
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Use variables in programs. |
use a score counter in a game (or anything in which the value changes once the program has been started). |
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Work with various inputs and outputs. |
changing the inputs between key presses, mouse swipes, drags etc. and working with different outputs such as using sounds, images and text. |
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Use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs |
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Can explain how an algorithm and a program works and why this is the case. |
can talk about specific code used why the end result is as it is. This can be their own work or the work of a third party. |
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Can locate errors within algorithms and programs and to be able to reason why these are errors and to explain what the likely solution could be. |
Can talk about specific code being incorrect and explain how it can be fixed. This can be their own work or the work of a third party. |
Key Stage 1
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Understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions |
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Understand that algorithms are a precise set of instructions. |
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Understand that algorithms are used in programs on digital devices. |
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Understand that programs use these precise and unambiguous instructions to execute their functions. |
they use accurate algorithms to run correctly. |
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Create and debug simple programs |
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Can use algorithms to create simple programs to perform basic tasks correctly. |
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Identify errors in simple programs. |
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Debug simple programs after identifying the errors. |
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Use logical reasoning to predict the behaviour of simple programs |
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Use logical reasoning to predict the behaviour of their programs |
Predict what their BeeBot will do |
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Use logical reasoning to predict the behaviour of others' programs |
Predict what other people's BeeBot will do |