Here are my recommendations for apps, websites and robots for teaching coding skills and objectives.
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- Children can give simple instructions to control a device, like a 'floor' robot, or on-screen object.
- Children can use trial and error to produce an accurate set of simple instructions, to control a floor 'robot' or on-screen object.
Key Stage 1
- Children can use trial and error to produce an accurate set of 'instructions' to control a floor 'robot' or on-screen object; refine (de-bug) and improve / make changes.
- Children can talk about some electronic devices and understands that they need precise instructions(algorithms) to work / be programmed (controlled).
- Children can demonstrate logical 'trial and error' when using a computer simulation or game, and predicts the consequences of decisions/choices made.
- Children can understand some basic computing terms and concepts.
Lower Key Stage 2
- Children can demonstrate logical choices and predict when using a computer simulation, 'model' or game and can make simple edits to solve a problem.
- Children can produce, debug and edit an accurate sequence of instructions, include use of repeat, to control on-screen objects.
- Children can plan and create a program using decomposition; includes the use of selection (IF/ELSE) and/or variables.
- Children can talk about different types of input options e.g. motion /touch, microphone, data logging sensor; and output options e.g. switch, speakers, screen, etc.
- Children are developing and using a wider computing vocabulary'relevant to work.
Upper Key Stage 2
- Children can test, debug and edit a program that accomplishes a given goal, e.g. a simple computer game, model or simulation, to solve a problem.
- Children can create & develop programs, by planning, debugging and applying programming skills ofrepetition (loops), selection (IF/ELSE) and variables, to accomplish specific goals.
- Children can use logical reasoning to deconstruct programs, evaluate their effectiveness and make them more challenging or efficient.
- Children can use different types of input options and output options such as through sensing and control 'kits' and/or software to solve a problem.
- Children are developing and using a wider computing vocabulary in context of task.