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National curriculum in England: computing programmes of study

National curriculum in England: computing programmes of study
Purpose of study A high-quality computing education equips pupils to use computational thinking and creativity to understand and change the world. Computing has deep links with mathematics, science and design and technology, and provides insights into both natural and artificial systems. Aims The national curriculum for computing aims to ensure that all pupils: 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 Attainment targets Schools are not required by law to teach the example content in [square brackets]. Subject content Related:  ScratchPensamiento computacional, programación y robóticaguide, corsi, idee

Support for Teachers: Classroom Activities The cs4fn team do a range of talks and activities. As with our writing they take a fun offbeat approach to the subject and are embedded in research activity. (Oh, and we tend to prefer rope and tube technology over silicon for our activities.) We are giving live talks about our approach to teaching computer science in conjunction with Google in their CS on AIr series using Google Hangouts. We have written many of the activities up so that you can pick them up and use them in the classroom. We are currently working with the computing at schools group to create a version that is linked to the national curriculum and suitable for teachers to deliver at KS3. If you try out any of these activities, please let us know how it went by emailing us or filling out the form on the "Contact Us" part of the site (see the lefthand panel).

CLOQQ - Diviértete y aprende usando las nuevas tecnologías creativas Un modello per il coding a scuola – CodeMOOC Non sarò breve. Per avviare un ragionamento sul coding a scuola occorre prima di tutto intendersi sul significato di alcuni termini, senza la pretesa di (ri)definirli o di fare un glossario esaustivo, ma allo scopo di adottare una convenzione che riduca il rischio di fraintendimento, almeno nell’ambito di questa riflessione. In che relazione stanno tra loro questi termini? Dati di fatto: Dal 2013 il coding è stato posto al centro di campagne di sensibilizzazione a livello internazionale (Europe Code Week, Computer Science Education Week) finalizzate a ridurre lo skill gap e il gender gap. Il ruolo della scuola Che la scuola abbia un ruolo fondamentale è implicito nell’idea stessa di alfabetizzazione funzionale, ma vale la pena di dirlo comunque. Disciplina o approccio metodologico? Ma la scuola ha bisogno di coding o di programmazione? Distinguere i due piani ha molte ripercussioni organizzative e operative. Un modello per il coding e l’informatica a scuola Lavori in corso Ci lavoriamo?

SSAT | Subjects & Curriculum By SSAT On · Add Comment Subject support is at the core of the SSAT’s membership offer. There are many types of support, including subject radars, online resources, publications and events. Online subject networksSSAT hosts lively online forums for the following subject areas: geography, history, literacy, mathematics, MfL, numeracy and science. SSAT subject radarsSSAT’s subject radars bring subject teachers and leaders the latest developments in subjects and how they are being applied in schools. You’ll find more information on each subject area using the grid below. The arts homepage. Arts information The computer science homepage. Computing The science homepage. Science The STEM homepage. The MFL homepage. Modern Foreign Languages The religious education homepage. Religious Education The mathematics homepage. Mathematics The literacy homepage. Literacy The history homepage. History The geography homepage. Geography An online member network, resources and events. Numeracy Specialism Quality Mark

Curso / Taller: Arduino - nivel I El Fab Lab ESAN, es el mejor lugar para aprender y diseñar proyectos con la placa Arduino. Tenemos un espacio inspirador con todas las facilidades para un aprendizaje lúdico. En este curso/taller de 16 horas de duración está dirigido a todo público interesado en iniciar su proceso de entrenamiento en el diseño y armado de circuitos electrónicos simples controlados por la placa Arduino ( El participante aprenderá los fundamentos de la electrónica, los fundamentos de la programación con Arduino, estará en capacidad de diseñar y construir circuitos electrónicos con componentes simples (sensores y actuadores). El curso no requiriere experiencia previa y busca, además de capacitar, inspirar a los participantes en aplicar lo aprendido en sus proyectos futuros. Puede descargar el syllabus en el siguiente enlace: [bajar] Inscripciones e informes -->> fablab_esan@esan.edu.pe Inicios: Próximo Inicio Sábado 17 Febrero 2018: Curso/Taller: Arduino - Nivel I

Teaching London Computing | We are teaching london computing El pensamiento computacional en el aula. Posibles objetivos para Infantil y Primaria. El INTEF hace pública una propuesta normativa para Infantil y Primaria en relación con las enseñanzas de programación, robótica y pensamiento computacional en España. Se completa el informe sobre la situación actual de dichas enseñanzas, ya adelantado a comienzos de 2018, con nuevos datos de otras tantas Comunidades Autónomas. La elaboración de este informe ha sido posible gracias a la participación de representantes del Ministerio de Educación y Formación Profesional, de las Consejerías y Departamentos de Educación de catorce Comunidades Autónomas, junto a empresas, asociaciones profesionales de docentes, universidades y entidades que desarrollan actividades pioneras en este campo. La ponencia aspira a ofrecer un marco de reflexión y un punto de partida útil para las administraciones educativas. El rigor científico y el análisis de la realidad han presidido sus deliberaciones. Si quiere más información o consultarnos dudas sobre esta entrada póngase en contacto con nosotros.

Introduzione a Scratch: 4, interagiamo Nella terza parte abbiamo visto il funzionamento dei blocchi logici e di alcuni degli operatori a loro associati. Ora proseguiamo nella nostra esplorazione e vediamo come possiamo migliorare il livello di interazione del linguaggio. Questa volta Scratch Cat chiederà informazioni direttamente a noi, le memorizzerà e le utilizzerà per elaborare un risultato. Riprendiamo un po’ lo schema che avevamo usato nella seconda parte per lo scambio di saluti fra Scratch Cat e Girl2, e diamo una occhiata a questo codice (potete aprirlo qui): Quando clicchiamo sulla bandierina verde, il gattino comincerà presentandosi, poi chiederà ‘E tu chi sei?’ Facciamo una prova pratica con questo codice: Scratch Cat ci chiederà due numeri e ci dirà la somma di essi: Per scriverlo a mano dobbiamo preventivamente creare due variabili, chiamate num1 e num2, in cui conserveremo i due numeri da sommare. Come funziona il programma? Come possiamo migliorare questo semplice programma? (Segue)

Business Events Finder - Creativity For Logical Thinkers, Events Computational Thinking Computational Thinking (CT) is a problem solving process that includes a number of characteristics and dispositions. CT is essential to the development of computer applications, but it can also be used to support problem solving across all disciplines, including math, science, and the humanities. Students who learn CT across the curriculum can begin to see a relationship between subjects as well as between school and life outside of the classroom. CT involves a number of skills, including: These skills are supported and enhanced by a number of dispositions or attitudes that include: Confidence in dealing with complexity Persistence in working with difficult problems Tolerance for ambiguity The ability to deal with open ended problems The ability to communicate and work with others to achieve a common goal or solution See our Computational Thinking Concepts Guide for a printable version of this list, along with teaching tips for each concept.

Creative Computing | Resources Ideas, approaches, and activities for cultivating computational thinking and computational creativity in your classroom Resources from a summer workshop for middle-school and high-school teachers Organized by the MIT Media Lab, in collaboration with Google's CS4HS initiative In this workshop for middle-school and high-school teachers, we explore new educational technologies and instructional strategies to engage students in creative design activities -- and, in the process, help students develop as computational thinkers and computational creators. The workshop is designed around four core ideas about learning experiences (designing, personalizing, collaborating, reflecting), with the intention of providing teachers the same opportunities for learning that we imagine for their students. This page provides a sketch of the workshop and some of the resources that we created for it. Session #1: Introduction to Creative Computing Activities/Resources Session #2: Art Session #3: Stories

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