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Step 1: Submit - Input a series of questions and answers

Step 2. Create - Get a QR code for each question

Step 3. Display - Put the QR codes around your school

Step 4. Begin - Students find and answer the questions

(Just cut and paste from a word processor or type directly)

(Automatically generated as text files to read via phones)

(Be creative - different sizes, different places!)

(The team with the most correct answers in the time available wins)

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QR Code Treasure Hunt Generator | ClassTools

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Produce a QR Code scavenger 'Treasure Hunt' - free and easy!

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This Primary Science Teaching Trust sponsored resource allows teachers to create a Materials Trail within their own school to help young students explore the common materials that make up their environment.

The trails are created by fixing QR codes to different materials so that small groups of students, armed with an ipad can find out about designated materials and answer a few simple questions. The trials can be created at two levels of understanding.

The text uses science terminology whose meaning is linked to each page. On completion of a trail students can take a test on the terminology and print out their own certificate that will contain their score.

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This Primary Science Teaching Trust sponsored resource allows teachers to create a Materials Trail within their own school to help young students explore the common materials that make up their environment. The trails are created by fixing QR codes to different materials so that small groups of students, armed with an ipad can find out about designated materials and answer a few simple questions.

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How educators are using My Storybook to teach storytelling skills. Try our online writing activities for students.

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Kodu Game Lab is a 3D game development environment that is designed to teach kids basic programming principles. Kodu allows creators to build the world's terrain, populate it with characters and props, and then program their behaviors and games rules in a bespoke visual programming language.

Kodu originated as a project in Microsoft Research. The original target platform was the Xbox 360 using C#, XNA, and releasing via the Indie Games Channel. The choice of releasing on the Xbox informed much of the early UI development since everything needed to be done using a game controller. Since porting to the PC, support for keyboard, mouse, and touch have been added.

The goal for Kodu has always been to be as easy as possible for new users. Guided by this goal, we've tended to design new features so that they are simple and understandable rather than more complex and complete.

The heart of Kodu is the tile-based programming language. The language is high level in the sense that a lot can be accomplished in a very few lines of "kode" compared to traditional programming. The kode is continuously evaluated so that it immediately reacts to any changes in the state of the world. For instance, the sample below shows how to program a character to find and eat all the apples in the game world. Line 1 says that if the character sees an apple, it should move toward it. If there is more than one apple in the world, it automatically chooses the nearest to move toward. Line 2 says that when the character bumps into the apple, it should eat it. The bumped tile is Kodu's way of telling when two characters are close to each other. Once the apple is eaten, it no longer exists in the world, so the character will then go after the next one and so on until no more apples remain.

Having the tiles represent real-world events, actions, and objects helps bridge the gap between a new user's real-world experience and the often abstract nature of computer programming.

Featured Worlds

Questions?

For questions or any support issues, email KoduSupport@InfiniteInstant.com.

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CS Unplugged is a collection of free teaching material that teaches Computer Science through engaging games and puzzles that use cards, string, crayons and lots of running around.

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Scratch is a free programming language and online community where you can create your own interactive stories, games, and animations.

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There is an updated verion of this activity here.

Jam Sandwich Algorithm

Create an algorithm (a precise set of instructions or rules to achieve an outcome or solve a problem) to instruct a pretend robot (teacher) to make a jam sandwich. One of the steps towards writing a good algorithm, that can be converted into code, is precision. Precision doesn't come naturally to most humans. Another computational thinking skill is evaluation in this case is my algorithm fit for purpose. The robot teacher interpretation of their algorithm helps pupils to evaluate its effectiveness and make changes if needed. Is it an algorithm or is it coding though, who cares its lots of fun!

Planning and Word List

Jam Sandwich planning and word list pdf

Resources

SEN Sheet pdf

Outakes Video (don't show to pupils until after the activity)

The Jam Sandwich Algorithm has been mentioned in the Telegraph online, taught at infant, junior and secondary levels translated into Dutch and I have had tweets from teachers in American using it.

Miss Reynolds from
St Francis CofE Primary School in Swindon links it to writing

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There is an updated verion of this activity here. Jam Sandwich Algorithm Create an algorithm (a precise set of instructions or rules to achieve an outcome or solve a problem) to instruct a pretend robot (teacher) to make a jam sandwich. One of the steps towards writing a good algorithm, that can be converted into code, is precision.

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On May 1, 1964, Professor John Kemeny ran the first BASIC (Beginner's All-purpose Symbolic Instruction Code) program from a timesharing terminal at Dartmouth College, in Hanover, New Hampshire. Created by Kemeny and Professor Thomas Kurtz, BASIC was designed to make it easier for students to use computers.

BASIC enjoyed huge popularity in the mid-late 1970s and 1980s, and anyone over a certain age will likely have learned to program on a microcomputer using it. I certainly did. My first computer was a ZX81 from Sinclair Research. It's a name people in the UK will recognize instantly but will mean nothing to most outside of the British Isles (it was released -- in a slightly modified form -- as the Timex Sinclair 1000 in the United States). To use it, you had to master Sinclair BASIC and that was my first experience with what initially seemed like an alien language.

Programs and games for microcomputers like the ZX81, ZX Spectrum, BBC Micro, Vic 20 and Commodore 64 were loaded from cassette tape (a hit and miss affair) but you could also type in programs printed in computer magazines. These type-in listings were long -- often very, very long -- and it was easy to make mistakes. So when you got to the end of typing everything in, it was common for programs to fail to run. So you then had to laboriously trawl through the listing, comparing it to the on-screen version, looking for the problem. Usually a missing piece of punctuation.

Occasionally the listings themselves were wrong, so the only way to get the program to run would be to identify the flaw in the coding for yourself.

As a result I, and many, many other computer users, learned not only the basics of BASIC, but also developed a solid understanding of how to use the language to create and improve our own programs.

Edsger Dijkstra, a Dutch computer scientist, famously once said "It is practically impossible to teach good programming to students that have had a prior exposure to BASIC: as potential programmers they are mentally mutilated beyond hope of regeneration".

I'm not sure that's true -- I learned to program COBOL in the early nineties and my tutor said the programs I wrote were "good" -- but as I never pursued a career as a programmer I'll never know for certain if BASIC mentally mutilated me. Although I will say 33 years after my first exposure to Sinclair BASIC I still clearly remember most of those commands, functions and keywords, so maybe Dijkstra was right!

Either way, without BASIC I'm not sure computers would have found their way into the mainstream so easily, and Microsoft owes its very existence to the language. Bill Gates founded Microsoft with programming partner, Paul Allen, off the back of writing a version of BASIC for the MITS Altair microcomputer.

While the days of programming in BASIC might be long gone, the legacy of that language, and the impact it had on the world we live in today, is undeniable.

10 PRINT "HELLO WORLD!"

20 GOTO 10

RUN

HELLO WORLD!

HELLO WORLD!

HELLO WORLD!

HELLO WORLD!

HELLO WORLD!

HELLO WORLD!

HELLO WORLD!

HELLO WORLD!

HELLO WORLD!

HELLO WORLD!

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10 PRINT "Hello 50 years of BASIC"; 20 GOTO 10

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On May 1, 1964, Professor John Kemeny ran the first BASIC (Beginner's All-purpose Symbolic Instruction Code) program from a timesharing terminal at Dartmouth College, in Hanover, New Hampshire. Created by Kemeny and Professor Thomas Kurtz, BASIC was designed to make it easier for students to use computers.

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Scratch Maths Quiz Selection

Age:

7-11 years

Concepts / Approaches:

Debugging, Collaborating, Selection, Programming

Curriculum Links:

Maths

Pupils create a maths quiz in Scratch and learn about selection which, in this activity, allows the flow of the program to be altered depending on the player's answers to questions. Initially pupils will use an 'If... then...' selection command, before moving on to using an 'If...then... else...' command.

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Supporting primary school teaching | Barefoot Computing

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DISCOVER how Barefoot Computing equips teachers with the confidence, knowledge, skills and resources to teach computer science in primary schools.

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Scratch Programming Plan

"How to teach primary programming using Scratch", teacher book and student workbooks, available on Amazon via the picture links below. Find out more here.
You can now purchase all the pupil books in one PDF download to print as many as you like within your school.

Teacher Book

Workbook 1

Workbook 2

Workbook 3

Workbook 4

Introductory

Magic Carpet
This introductory module is designed for lower KS2 (7-9) pupils. Similar to the Smoking Car and Travel Europe modules so only do one of them. It draws out formative assessment opportunities in much more depth and includes a better method of decomposing. Written for both Scratch 1.4 & Scratch 2.0.
Pupils decompose a game and then create their version of it.
Planning is here
I welcome comments or suggestions for improvements via my twitter stream Direct Message @baggiepr or email me.
(Y3)(3 Sessions)

Smoking Car
This is a simple program. It links keyboard inputs to directions, movement and other simple game functions.
The final challenge is to create a sequence of movement that will move
the car from start to finish.
Detailed planning here including catch-up and extension cards.
(Y3)(2-3 sessions) Most up to date version in book

Music Machine
This program asks pupils to create simple screen buttons and then link
sounds to each button. Pupils use a mouse input to control the program building on their understanding in the Smoking Car module. Simple repeat x times loops are met for the first time. More able pupils can
use loops inside loops and multiple coding blocks to mix sound.
Planning including catch-up and extension cards is here.
(Y3)(2-4 sessions) Most up to date version in book

Dressing Up Program
This is a very simple program that I now use to start pupils programming in Year 3, however it could easily be used in KS1. Pupils design a simple dressing up game that changes what the sprite is wearing when you click on him or her.
I have detailed planning including support cards here.
(Y3)(2-3 sessions) Most up to date version in book

Conversation
This module was re-written to include problem solving skills, algorithmic thinking and formative assessment. It was revised after my Scratch book and replaces the book version. It is designed for lower KS2 (7-9) and could be completed in 2-3 hours depending on the complexity of the writing assignment. I welcome comments or suggestions for improvements via my twitter stream Direct Message @baggiepr or email me. Planning

Exploring Right Angles
This module was written to include problem solving skills, algorithmic thinking, algorithmic evaluation and formative assessment. It is designed for lower KS2 (7-9) and can be completed in three hours. I welcome comments or suggestions for improvements via my twitter stream Direct Message @baggiepr or email me. Planning

Maths Quiz
Pupils create a maths quiz. They use selection to determine if the answer is right or wrong and a variable to hold the score. They can also extend the quiz into changing the background if the answer is right or wrong through the broadcast command. After the maths quiz it is a good idea to get pupils to create a quiz of there own choosing. This gives pupils the chance to re-use and adapt code. Pupils will often ask their users to type complicated answers and then wonder why their users get questions wrong. This is a good chance to talk about simplifying choices to avoid spelling issues (y=yes n=no or 1=London 2=Edinburgh) unless your quiz is a spelling quiz. The planning is here.
(Y4) Most up to date version in book

Slug Trail Game
This is my most simple gaming planning. Helping pupils to bridge the gap between action programming and more complex game ideas such as forever loops and conditional selection.
Full planning here
(Y4)(2-3 sessions) Most up to date version in book

Selection Investigation
A great module to use after the slug trail and quiz in Y4 before the
assessment activity. Pupils use skill of generalisation (adapting a
solution that solved one thing to solve another) to investigate how
many uses of selection they can find when touching a colour.
Planning Here
(Y4-5) (1-2 sessions) Most up to date version in book

Y4 Creative Assessment Opportunity
Pupils need to have completed the majority of the introductory programming modules before completing this module. Planning here.
(Y4) (2 sessions) Not included in the book

Gaming

Crab Maze
This is the game I used to start with until I found out that KS2 pupils needed a more gradual introduction to programming in Scratch. There is a PDF version available along with catch-up cards and success criteria here. Some pupils go on to create multiple levels and a coin scoring system which is included in the planning. Before sharing these I ask pupils what they would like to add and give pupils time to think through ideas/adaptations of their own however I tend to cover this in more detail in my primary games maker modules.
(Y4-6)(2-4 sessions) Most up to date version in book

Primary Games Maker
As a class we choose a gaming genre. I show pupils a working model of most basic game. Pupils get together in small groups to decide how they will extend and adapt the basic idea. Pupils then move on to using an A3 Decompose planner. Full planning and resources here. There is enough planning for three modules here a platform game, flappy bird mod and a snail trail.
(Y5-6)(3-4 sessions per game) Most up to date version in book

Maths

Perimeter Program
Calculate perimeter of regular 2D shapes. Pupils then learn how to make a menu system so that the user can choose which type of shape they wish the perimeter to be calculated for.
Planning, extension and catch up cards hereRewritten to include algorithmic thinking, generalisation and
evaluation
(Y4-6)(2 sessions) Most up to date version in book

Counting Machine
Pupils follow a flowchart design to program a variable that changes within a loop. They then adapt the loop to make it count in 2s, backwards in halves etc. The planning then splits and they could make the program count into a loop or design a count down timer for their teacher.
Planning is here.
(Y5-6)(2 sessions) Most up to date version in book

Times Tables Game
Create a times tables game where users click on the correct number sprite to increase their score. Pupils choose a table that they are learning to increase their own tables knowledge. Why not upload there creations to the Scratch website and link on your school website to help other students learn their tables. Planning and resources here.
Rewritten to include decomposition.
(Y5-6)(2-3 sessions) Most up to date version in book

Plan and Create a Clock
In this module pupils
1, start by thinking through clock patterns such as how the seconds go through a 60 second loop before resetting to zero and moving the minutes on.
2, Complete the final few blocks of a clock operation flow diagram
3, Match Scratch blocks with the flow diagramming blocks.
4, Program the clock in Scratch using the annotated flow chart to help them.
Planning is here.
(Y5-6)(2-3 sessions) Most up to date version in book

Coin Program
Investigating less than, greater than and equals to culminating in building a machine to calculate the most efficient change to give for any given number of pennies. A flowchart is used to help pupils think through what us happening before programming. Planning is here. Rewritten to include pattern spotting
(Y5-6)(2-3 sessions) Most up to date version in book

Cartesian Coordinates
A simple lesson that introduces x and y values and uses them to draw a range of shapes in the 1st Quadrant culminating in pupils reflecting shapes into the 2nd, 3rd and 4th quadrants.
Planning and resources here.
(Y5-6)(1-3 sessions) Most up to date version in book

Cartesian Coordinate Translation, Enlargement
& 1/4 Turn Rotation
The program could be downloaded and used as part of a Maths lesson to
help pupils explore how coordinates can be translated, enlarged or
rotated. It could also be used by more able Maths and computing science pupils as a project to
decompose and build themselves. Or the source code could be examined to find ways to randomise the initial shape.
Planning and resources are here
(Y6) (1-3 Sessions) Most up to date version in book

Investigate the properties of regular 2D shapes
Create the simple program by following differentiated pseudo code (code written in English) then use the program to investigate the properties regular 2D shapes. Planning & resources here. The complexity here is the use of pseudocode which is why I only recommend this to Y6
(Y6)(1-2 sessions) Not included in the book

Odd Even
This module investigates the properties of odd and even numbers through looking at their remainders when divided by 2. This knowledge is then used to create a program that randomly chooses a number and then asks the user if it is odd or even. A point is given if they select the right choice. This planning includes a pupil booklet so pupils can work at their own pace.
Planning is Here
(Y5-6)(2-3 sessions) Not included in the book
Algebra Inverse
New planning added June 2016 Algebra Inverse is a self generating quiz program that tests pupils knowledge of solving simple algebra expressions through using the inverse operation. Teachers work with pupils to understand how a human might write this program as an algorithm. Pupils then convert the algorithm into code. The project is designed for Year 6 pupils or KS3. Planning is here.
(Y6 or KS3) (3-4 sessions) Written after the book

Lego Wedo

Toilet Fan
Pupils design their own Lego Wedo fan with distance sensor to remove nasty smells. They then program it in Scratch in an increasing level of challenges. Planning is here.
(Y5-6)(2 sessions but best done in one long session 1 & 1/2 to 2 hours)
Most up to date version in book Car Park Barrier
Build a car park barrier using Lego Wedo (Box 9580) and them program it using Scratch 1.4. This is a great module to do after the toilet fan module. You could also spend more time building the model and incorporate some form of gearing to help the barrier move more smoothly but this might need more lego than is in the box. Planning is here
(Y5-6)(2 sessions but best done in one long session 1 & 1/2 to 2 hours)
Most up to date version in book

General

Random Word
Combine letters, words and phrases to create all sorts of random words, phrases and sentences. There are lots of literacy or fun possibilities with this idea.
Planning Here
(Y5-6)(1+ session) Most up to date version in book

Music as Code
Turn music into an algorithm and then into code by using abstraction.
Planning is here
(bottom plan)
(Y5-6) (1-2 sessions) Most up to date version in book

Music score to code
Turn a music score (algorithm) into a Scratch program
Planning is here (top
plan)
Y4-6) (1-2 sessions) Most up to date version in book

Experimental

Here are some older planning ideas for you to consider here. but please consider adapting them to include computational thinking and problem solving before using them as they are.

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Scratch Programming Plan "How to teach primary programming using Scratch", teacher book and student workbooks, available on Amazon via the picture links below. Find out more here.You can now purchase all the pupil books in one PDF download to print as many as you like within your school.

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AI and Big Data in Global Health Improvement (FutureLearn)

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AI and Big Data in Global Health Improvement is a free online MOOC Course, Offered by Tapei Medical University via FutureLearn.

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Reading For Pleasure - Reading for Pleasure

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We aim to support a vibrant professional community of teachers, student teachers, librarians, teaching assistants and literacy coordinators.

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Learn computer science. Change the world.

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Every student in every school deserves the opportunity to study computer science.

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Naace: The Educational Technology Association

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The Naace Board of Management welcome contact from Members, Sponsors and anyone else who is interested in the work of Naace.

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Turvey, K. et al (2016) 'Primary Computing and Digital Technologies: Knowledge, Understanding and Practice Seventh Edition (Achieving QTS Series)' London : Sage

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Turvey, K. et al (2016) 'Primary Computing and Digital Technologies: Knowledge, Understanding and Practice Seventh Edition (Achieving QTS Series)' London : Sage

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Produced by The Open University, a world leader in open and distance learning, all OpenLearn courses are free to study. We offer nearly 1000 free courses across 8 different subject areas. Our courses are available to start right away.

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The Hour of Code started as a one-hour introduction to computer science, designed to demystify "code", to show that anybody can learn the basics, and to broaden participation in the field of computer science. It has since become a worldwide effort to celebrate computer science, starting with 1-hour coding activities but expanding to all sorts of community efforts. Check out the tutorials and activities. This grassroots campaign is supported by over 400 partners and 200,000 educators worldwide.

The Hour of Code takes place each year during Computer Science Education Week. The 2021 Computer Science Education Week will be December 6-12, but you can host an Hour of Code all year-round. Computer Science Education Week is held annually in recognition of the birthday of computing pioneer Admiral Grace Murray Hopper (December 9, 1906).

Every student should have the opportunity to learn computer science. It helps nurture problem-solving skills, logic and creativity. By starting early, students will have a foundation for success in any 21st-century career path. See more stats here.

Start planning here by reviewing our how-to guide. You can organize an Hour of Code event at your school or in your community - like in an extracurricular club, non-profit or at work. Or, just try it yourself when Dec. 6 arrives.

The Hour of Code is driven by the Hour of Code and Computer Science Education Week Advisory and Review Committees as well as an unprecedented coalition of partners that have come together to support the Hour of Code - including Microsoft, Apple, Amazon, Boys and Girls Clubs of America and the College Board.

Of course. Hour of Code activities are self-guided. All you have to do is try our current tutorials, pick the tutorial you want, and pick an hour - we take care of the rest. We also have options for every age and experience-level, from kindergarten and up. Start planning your event by reading our how to guide.

Code.org tutorials work on all devices and browsers. You can see more information about Code.org's tutorial tech needs here. Tech needs for non-Code.org tutorials can be found on code.org/learn in the tutorial specific description. Don't forget we also offer unplugged activities if your school can't accommodate the tutorials!

No. We have Hour of Code tutorials that work on PCs, smartphones, tablets, and some that require no computer at all! You can join wherever you are, with whatever you have.
Here are a few options:

Work in pairs. Research shows students learn best with pair programming, sharing a computer and working together. Encourage your students to double up.

Use a projected screen. If you have a projector and screen for a Web-connected computer, your entire group can do an Hour of Code together. Watch video portions together and take turns solving puzzles or answering questions.

Go unplugged. We offer tutorials that require no computer at all.

Anyone can organize an Hour of Code event, anywhere in the world. Last year, students worldwide joined together for the Hour of Code. Find out more here.

If you're interested in becoming a tutorial partner, see our guidelines and instructions. We'd like to host a variety of engaging options, but the primary goal is to optimize the experience for students and teachers who are new to computer science.

No. Absolutely no signup or login is required for students to try the Hour of Code. Most of the follow-on courses require account creation to save student progress. Also, signing up for the Hour of Code does NOT automatically create a Code Studio account. If you do want to create accounts for your students, please follow these instructions.

Our Star Wars and Minecraft tutorials are great for high schoolers, especially the Star Wars JavaScript version and the free play level on both tutorials. Alternately, we recommend trying one of the beginner tutorials on code.org/learn to start, such as the tutorial with Angry Birds or with Anna and Elsa. A high school student should be able to finish one of these in 30 minutes and can then try a more advanced tutorial in JavaScript, such as Khan Academy or CodeHS.

The Hour of Code tracker isn't an exact measurement of usage. We do not count unique student IDs perfectly when tracking participation in the Hour of Code, especially because we don't require students to log in or register. As a result, we both over-count and under-count participants at the same time. Read all the details here.

We're so sorry you aren't seeing your event on the Hour of Code map. Because of the tens of thousands of organizers who sign up, the map aggregates the data and displays one point for several events. If you click the events page link below the map you will be directed to a list of all events by state and can find your event listed there. Additionally, given the thousands of people signing up for the Hour of Code, the map and event list usually takes 48 hours to update. Check back in a few days!

The goal of the Hour of Code is not to teach anybody to become an expert computer scientist in one hour. One hour is only enough to learn that computer science is fun and creative, that it is accessible at all ages, for all students, regardless of background. The measure of success of this campaign is not in how much CS students learn - the success is reflected in broad participation across gender, racial/ethnic, and socioeconomic groups, and the resulting increase in enrollment and participation we see in CS courses at all grade levels. Millions of the participating teachers and students have decided to go beyond one hour - to learn for a whole day or a whole week or longer, and many students have decided to enroll in a whole course (or even a college major) as a result.

Besides the students, another "learner" is the educator who gains the confidence after one hour that they can teach computer science even though they may not have a college degree as a computer scientist. Tens of thousands of teachers decide to pursue computer science further, either attending PD or offering follow-on online courses, or both. And this applies to school administrators too, who realize that computer science is something their students want and their teachers are capable of.

Above all, what all participants can learn in an hour is that we can do this.

Anyone can host an Hour of Code at any time. The tutorials stay up year-round. You can expect all our tutorials and curriculum to be available on our site in perpetuity. Please go to our resources for event how-to guides and other resources to help make your Hour of Code event a success.

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The Hour of Code started as a one-hour introduction to computer science, designed to demystify "code", to show that anybody can learn the basics, and to broaden participation in the field of computer science. It has since become a worldwide effort to celebrate computer science, starting with 1-hour coding activities but expanding to all sorts of community efforts.

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Learn touch typing online using TypingClub's free typing courses. It includes 650 typing games, typing tests and videos.

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Kodu Game Lab is a 3D game development environment that is designed to teach kids basic programming principles. Kodu allows creators to build the world's terrain, populate it with characters and props, and then program their behaviors and games rules in a bespoke visual programming language.

Kodu originated as a project in Microsoft Research. The original target platform was the Xbox 360 using C#, XNA, and releasing via the Indie Games Channel. The choice of releasing on the Xbox informed much of the early UI development since everything needed to be done using a game controller. Since porting to the PC, support for keyboard, mouse, and touch have been added.

The goal for Kodu has always been to be as easy as possible for new users. Guided by this goal, we've tended to design new features so that they are simple and understandable rather than more complex and complete.

The heart of Kodu is the tile-based programming language. The language is high level in the sense that a lot can be accomplished in a very few lines of "kode" compared to traditional programming. The kode is continuously evaluated so that it immediately reacts to any changes in the state of the world. For instance, the sample below shows how to program a character to find and eat all the apples in the game world. Line 1 says that if the character sees an apple, it should move toward it. If there is more than one apple in the world, it automatically chooses the nearest to move toward. Line 2 says that when the character bumps into the apple, it should eat it. The bumped tile is Kodu's way of telling when two characters are close to each other. Once the apple is eaten, it no longer exists in the world, so the character will then go after the next one and so on until no more apples remain.

Having the tiles represent real-world events, actions, and objects helps bridge the gap between a new user's real-world experience and the often abstract nature of computer programming.

Featured Worlds

Questions?

For questions or any support issues, email KoduSupport@InfiniteInstant.com.

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Learn about Sonia Delaunay her geometric shape based art and how to create a piece of art of your own based on her designs. Follow the step by step guide in the book. by Missamy22

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This exhibit has a reference ID of

A flyer outlining the computer literacy project and the television series that would accompany the project.
Date : January 1982

Creator : BBC

Physical Description : Black and White Printed A4 Document

Transcript :

BBC - Continuing Education Television

Computer Literacy Project

The BBC is to launch a major new project in the field of computer literacy, in January 1982. The aim of the project is to introduce interested adults to the world of computers and computing, and to provide the opportunity for viewers to learn through direct experience how to program and use a microcomputer.

The project is built around a ten-part television series, and includes a book, a linked microcomputer system complete with User Guide, a range of applications programs, and an associated course
in programming in BASIC provided by the National Extension College.

The project f o r m s part of a long-term commitment by BBC Education to public i n f o r m at i o n in the broad field of microelectronics, which has included the three-part series 'The Silicon Factor', and in the current year also includes the fivepart series on applications of computers in business and
industry, 'Managing the Micro1 (to be repeated Mondays, BBC-2, 7th January - 4th February 1982), and two programmes on the implications of microelectronics for teachers, 'Micros in the
Classroom*. For details of f u t u r e radio and television series see below.
THE TELEVISION SERIES
The ten television programmes will be entitled 'The Computer Programme1. They are designed to be useful both to home-users and to viewers in schools and colleges.
For colleges and schools, the series will be transmitted weekly on Mondays at 1500 on BBC-2 from January llth 1982, and repeated at a similar time in the Autumn from mid-October. The series will probably have several further repeats for both home-users and institutional use in later years.

It was originally intended that the first broadcast of the series for viewers at home would run from January 10th 1982. However, demand for the microcomputer has been so great that it has been
decided to postpone this transmission for five weeks, so as to allow more potential viewers to acquire microcomputers before the first programme. The programmes will therefore now be transmitted on Sunday mornings on 'BBC-1 weekly from February 14th 1982, and repeated late-night on 'BBC-1 on Mondays from March 22nd 1982. The series will be repeated on Sunday mornings on BBC-1,
in the Autumn, from October 10th to December 12th. Although viewers who possess aBBC Microcomputer (see below) will be able to try out the examples shown in the programmes on their own equipment, the programmes will be designed to be of interest and value either to people who own other microcomputers, or to those who do not have access to a computer at all.

CH7182. Please quote this reference ID in any communication with the Centre for Computing History.

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BBC Computer Literacy Project - Continuing Education Television

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A flyer outlining the computer literacy project and the television series that would accompany the project.A flyer outlining the computer literacy project and the television series that would accom...

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Computer Science- in which the children are taught to understand computers and coding. Children will learn principles of coding, how to debug programmes and write their own.

Information and Communication Technology- in which the children learn to use their skills for a range of purposes, for example - presenting and collecting data, making posters/adverts, presenting information to others etc. This covers many of the skills we are used to using in our everyday lives

Digital Literacy- in which children learn to participate safely and responsibly in the digital world. This covers ideas such as keeping ourselves safe in the digital world, knowing what is appropriate behaviour online, thinking about our own responsibilities in relation to what we post about others, understanding what things we are allowed to publish as our own (copywriting etc.)

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.

Please click here to read more about the national curriculum for computing:

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Computer Science- in which the children are taught to understand computers and coding. Children will learn principles of coding, how to debug programmes and write their own. Information and Communication Technology- in which the children learn to use their skills for a range of purposes, for example - presenting and collecting data, making posters/adverts, presenting information to others etc.

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Time to re-load Computational Thinking and Computer Science in Schools

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Quickstart a cpd toolkit for primary teachers computational thinking(a) (1)

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Quickstart a cpd toolkit for primary -  Programming 2014(b)