Computer Science in Key Stage 2: Teaching and Learning Report

This report delves into the implementation of Computer Science within Key Stage 2 of the national curriculum, focusing on the shift from ICT to computing and the implications for teaching and learning. It explores the importance of computational thinking, algorithms, and data representation, along with the roles of Information Technology (IT) and Digital Literacy (DL). The report outlines the expected learning outcomes for Key Stage 1 and Key Stage 2 across Computer Science, IT, and DL, emphasizing the development of programming skills, logical reasoning, and digital content management. It also highlights the benefits of integrating technology in the classroom, including the use of online resources, and the importance of e-safety. The report also discusses the impact of computer science on other subjects, providing examples of its application in mathematics and other fields. It concludes by emphasizing the benefits of computer science for pupils and the need for teachers to be well-equipped to teach the subject.

Running head: COMPUTER SCIENCE IN KEY STAGE 2
Name of the Student
Name of the University
Author Note

1COMPUTER SCIENCE IN KEY STAGE 2
 In the year of 2014, the national curriculum has been started a new subject named
computing which has been replicated the ICT. The continuity, challenges and
opportunity have been increased to maintain this situation. The technologies are
included to make the system more fluent (Caldwell and Bird 2015). The computing
means to analyse the computer system and work function which is needed to be
designed appropriately. The thought of computational thinking will influence the
procedure of the disciplinary to make the curriculum in the right way. The analysis of
the human and machine level completion is needed to be analysed to make the
situation better. Also, computer-based technology is essential for children’s
knowledge. There are several sections that have to be addressed the representation.
CS: Computer science, algorithm, logic, data representation should be managed to
make the system better as per the requirement (Duffty 2006). The problems should be
solved by the algorithm and methods. IT: The unfamiliar technologies should be
added to specify the though process. DL: Creativity, component nature, confident
approach is essentials for the children.
The key stage of the expectation will help to manage the situation appropriately:
CS:
KS1:
This stage will help to understand the algorithms and the process of using this
algorithms. Creating and solving the problems with the logical reasoning. The management
capability of programming should be learned (Csizmadia et al. 2015).

2COMPUTER SCIENCE IN KEY STAGE 2
KS2:
After setting the specific goals, the design, write and debug the problem should be
completed in this procedure. The various forms of the programming should be adopted to
maintain the repetition, selection and sequence. Logical reasoning should be maintained to
check and detect the errors in the programs. The computer networking problem should be
managed, also understand the process. The ranking process searching result should be
managed (Hall 2009).
IT:
KS1:
The digital content manages, manipulate, organize and string process should be
adopted (Berry 2013).
KS2:
To accomplish the target goal, Variety of software is needed. Collect, analyse,
evaluate the data to achieve the goal should be addressed (Allen 2013).
DL:
KS1:
The common usage if IT in the schools should be recognised. The help and support of
the internet should be done safely among students (Barber and Cooper 2011).
KS2:
The communication and the collaboration of the network activities should
understandable in the networking system. The technology should be used safely(Bennett,
Hamill and Pickford 2007).

3COMPUTER SCIENCE IN KEY STAGE 2
The information technology and digital literacy is essential for the interpretation process.
The specific terminology will help to manage the situation appropriately to make the situation
better. The main aim of the key stage 1 is to understand the algorithm process and the way,
which will help to solve programs against the devices. The computer programs are made
through the algorithms to make the task easier by the appropriate compiler. The code can be
reversely converted into the algorithm, like the English language. It can be said that the
algorithm will help to analyse the situation of the critical problem. So the problem-solving
capability will hugely increase to make the education and learning process better. Also, the
key stage 2 will help to improve the write and debug problem appropriately according to the
need (Bird, Caldwell and Mayne 2014).
The computer curriculum activities should be done with the appropriate software under
the guidance of the teachers. So it can be stated that the various programs will help to
enhance knowledge appropriately to make the system better. There are several steps that have
to be maintained in such a way, that the task should be completed appropriately.
Independence will increase if the software will be used to complete the task. The task should
be combined to make the task complete with the video presentation. The smartphones,
computers are the main gadgets where knowledge can be easily demonstrated and changed
according to the requirement. The teacher will also please to complete their task with the
usage of the technology (Caldwell and Bird 2015). The advanced features of the software and
resources will also help gather knowledge for the students. The learning platform, online
exams, online classes, blogs, cloud-based tools system will help to manage the situation
appropriately with the help of proper services. If any difficulties faced by the online study, at
that time the teacher should have to maintain the situation better aspects. The computer will
help to get the source and gather the material (Papert 1993). Also, communication between
students and teacher will help to complete the procedure appropriately. The national

4COMPUTER SCIENCE IN KEY STAGE 2
curriculum of the activity will help to complete the procedure of the task appropriately which
will help to process the relation between the student and teacher appropriately (Shaffer,
2006).
It is easy if the student should culture their own study with the help of computing. The
online, offline procedure will help to manage the situation with better aspects. Another one
point, that the computing study has a scope of child exploitation or malicious attacks. That is
why it should be maintained to manage the situation in better aspects. So e-safety is one of
the main facts that have to be taken cared. Also, the networking procedure should be
addressed by teachers to manage the study material. Not only the study, but the knowledge of
the computing system and network is also needed which may help the children in the future
working field (Ager, 2013). The resourcing of the study material with a proper example can
be easily gathered. The computer science and the other subjects should be addressed with the
help of the technology in such a way, that the proper challenged can be faced. The other
subject area should be addressed by several factors of mapping and also data should be
recorded into the database or external drives, which only can be done by the computing
processes. Teaching and learning of computer science are essential for pupils. The student
will be hugely benefited to make a benchmark in education history (Richardson 2006).
Especially the mathematics can be explained through the programming easily. That is why
the computing process can also do big expression and various numerical calculation. There
are several subjects that has to be analysed by the comuter. Cloud computing, Comuter
architecture, compiler design, networking, database management system, data structures,
Statistices, Geographical data analysis, distributed computing system, database management
are the example of the field, where the comuting can be esily applied by the students.

5COMPUTER SCIENCE IN KEY STAGE 2
Referencing
Ager, R., 2013. Information and communications technology in primary schools: children or
computers in control?. Routledge.
Allen, J., Potter, J., Sharp, J. and Turvey, K., 2012. Primary ICT: knowledge, understanding
and practice. SAGE Publications.
Barber, D. and Cooper, L., 2011. Using new Web tools in the primary classroom: a practical
guide for enhancing teaching and learning. Routledge.
Bennett, R., Hamill, A., Pickford, T. (2007). Progression in Primary ICT. Oxford: David
Fulton
Berry, M., 2013. Computing in the national curriculum: A guide for primary
teachers. Computing at school.
Bird, J., Caldwell, H. and Mayne, P. (2014). Lessons in Teaching Computing in Primary
Schools. London: Sage
Caldwell, H. and Bird, J. (2015). Teaching with Tablets. London: Sage
Caldwell, H. and Bird, J., 2015. Teaching with tablets. Learning Matters.
Csizmadia, A., Curzon, P., Dorling, M., Humphreys, S., Ng, T., Selby, C. and Woollard, J.,
2015. Computational thinking-A guide for teachers.
Duffty, J., 2006. Primary ICT: Extending Knowledge in Practice. Learning Matters.
Hall, D. (2009). The ICT Handbook for Primary Teachers: A Guide for Students and
Professionals. London: Routledge.

6COMPUTER SCIENCE IN KEY STAGE 2
Papert, S. (1993). Mindstorms: children, computers and powerful ideas. Second Edition. New
York Basic Books.
Richardson, W. (2006). Blogs, Wikis, Podcasts and Other Powerful Tools for Classrooms.
London: Sage Publications
Shaffer, D.W., 2006. How computer games help children learn. Macmillan.

7COMPUTER SCIENCE IN KEY STAGE 2