Using Robotics to Inspire

Sphero Takes Computer Science Beyond Code

Sphero Takes Computer Science Beyond Code by Sphero Education: https://www.youtube.com/watch?v=XIO4OGljCc0

Contents Page

Curriculum objectives

Different types of programmable robots

A variety of apps

Examples of using sphero across the curriculum

KS1, KS2 and KS3 curriculum

In September 2014, in England the subject of ICT was replaced by Computing.
The change was implemented in part to ensure that children have the necessary skills to become digitally literate with knowledge of computing, enabling them to be prepared for the future workplace.
The aims of the new curriculum for computing are to ensure that all pupils.

Can understand and apply the fundamental principals 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.”

Key Stage One

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.

Pupils should be taught to:

use technology purposefully to create, organise, store, manipulate and retrieve digital content.

recognise common uses of information technology beyond school.

use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies.

Above are the statutory requirements that pupils in Key Stage 1 & 2 should be taught to do. Requirements that specifically relate to coding and computer science are in red.

Key Stage Two

Pupils should be taught to:

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

understand computer networks including the internet; how they can provide multiple services, such as the world wide web; and the opportunities they offer for communication and collaboration

use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content

select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information

use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.

Above are the statutory requirements that pupils in Key Stage 1 & 2 should be taught to do. Requirements that specifically relate to coding and computer science are in red.

Key Stage Three

Pupils should be taught to:

design, use and evaluate computational abstractions that model the state and behaviour of real-world problems and physical systems understand several key algorithms that reflect computational thinking [for example, ones for sorting and searching]; use logical reasoning to compare the utility of alternative algorithms for the same problem use two or more programming languages, at least one of which is textual, to solve a variety of computational problems; make appropriate use of data structures [for example, lists, tables or arrays]; design and develop modular programs that use procedures or functions

understand simple Boolean logic [for example, AND, OR and NOT] and some of its uses in circuits and programming; understand how numbers can be represented in binary, and be able to carry out simple operations on binary numbers [for example, binary addition, and conversion between binary and decimal]

understand the hardware and software components that make up computer systems, and how they communicate with one another and with other system

understand how instructions are stored and executed within a computer system; understand how data of various types (including text, sounds and pictures) can be represented and manipulated digitally, in the form of binary digits

undertake creative projects that involve selecting, using, and combining multiple applications, preferably across a range of devices, to achieve challenging goals, including collecting and analysing data and meeting the needs of known users

create, re-use, revise and re-purpose digital artefacts for a given audience, with attention to trustworthiness, design and usability

understand a range of ways to use technology safely, respectfully, responsibly and securely, including protecting their online identity and privacy; recognise inappropriate content, contact and conduct and know how to report concerns.

Above are the statutory requirements that pupils in Key Stage 3 should be taught to do. Requirements that specifically relate to coding and computer science are in red.