Concrete Coding

 Concrete coding

Within computing, I have learned about concrete coding and why it is important to learn in Primary school. This blog will explain detailed examples of what I have learned about concrete coding and how examples of concrete coding can be used to teach children about computing. 

How are Bee-Bots used in Computing?  A Bee-Bot is an example of concrete coding as it is an object that you put the algorithm in for it to move. Bee-Bots can be taught in both KS1 and KS2. Within KS1 children will learn to “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”, and “use logical reasoning to predict the behavior of simple programs” (DfE). Within KS2 children will learn how to “design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts” (DfE).  This makes it a great example to use within the classroom.

On a Bee-Bot, you can move it 6 inches forward, 6 inches backward, or pause, you can also turn left or right 90 degrees per press. This type of coding may be used for younger years or before pictural and high-level programming is taught. On the Bee-Bot there are also buttons for Go which you use after putting in the algorithm, clear to get rid of what algorithm you put in and pause for it to stop for a second.

Below is an example of how to make a square, which is easy to do as the Bee-Bot turns 90 degrees-

Algorithm Forward once,   Left once,  Forward once,  Left once,  Forward once,  Left once,  Forward once,   Go.

 

The (DfE) states that children should be able to predict what they would do through logical reasoning. This is why computing can be seen as a cross-curriculum subject with maths. Due to the children being able to “describe direction and movement "and “identify and describe the properties of 2-D shapes, including the number of sides and line symmetry in a vertical line” (DfE). This can be seen within the Bee-Bot as children will need to know how many sides a shape has, for example, a square has four sides so it will need to move forward 4 times. In addition to this, they will need to know that a square has 90-degree angles which is the same angle the Bee-Bot turns at. This can help children give logical reasoning when predicting what shape is being made.

The Bee-Bot can be used for various year groups. Early Years and KS1 children are "much more likely to involve working with simple programmable toys than using computers", making Bee-Bots a great program to use (Simon, p20, 2011). As children become familiar with simple algorithms they can "plan and check " to see if they achieve what they predicted (Simon, 2011, p20). There are also "arrow cards to record algorithms", an example is shown in this image (Simon, 2011, p18). By creating different algorithms, it will give children the opportunity to predict if they will work and give them further understanding. Older or more confident users of the Bee-Bot can make more challenging algorithms. Simon, et all (2011) suggests that making longer sequences of instructions creates the opportunity to make more complex algorithms and be more creative.

How Pro-Bots are used in computing lessons? 

Another example of concrete coding is a Pro-Bot, which is a more advanced version of  Bee-Bot. The length of the distance forward or backward and the degrees of the angle turn is required to be input. Due to Pro-Bots being more complex, it is suitable for KS2. It covers many areas of Computing within the National Curriculum, some examples of this are below-

Below I have analysed how children could use the algorithm to decode the meanings of the instructions. Decomposition is an important skill as it "helps us solve complex problems and manage large projects." (Simon, p12, 2011). When children understand how to decode, it also gives them an idea of how to create code themselves, make predictions, and helps them identify errors in coding. 

 

Referencing

Department for Education (2013), National Curriculum in England Key Stages 1 and 2, London: Department for Education    

Simpson D and Toyn M, (2011) Primary ICT across the Curriculum Exeter, Learning Matters