COMPUTING

Lesson 1 - Technology in our classroom

INTENT: Children will know what technology is and how it can help us.

IMPLEMENTATION: In small groups, children will consider whether the images provided are of technology or are not of technology. Children will also find examples of technology from around the classroom.  

IMPACT: Children can name some pieces of technology and can explain how they can help us in our everyday lives.

Lesson 2 - Using Technology

INTENT: Children will be able to name the main parts of a computer and begin to use a trackpad to click and drag.

IMPLEMENTATION: In pairs, children will take turns to use the trackpad to click, drag and drop the puzzle piece to complete the picture.

IMPACT: Children are beginning to develop their trackpad skills.

Lesson 3 - Developing mouse skills

INTENT: Children will continue to develop their trackpad skills by creating their own pictures on the Paintz program.

IMPLEMENTATION: Children will open the Paintz program and draw their own pictures using  the paintbrush function.

IMPACT: Children are developing their trackpad skills and can apply these when using a computer program. 

Lesson 4 - Using a computer

INTENT: Children will know that writing on a keyboard is called typing.

IMPLEMENTATION: In pairs, children will open the Paintz program, open a text box and take turns to write their names. 

IMPACT: Children can explain one of the purposes of using the keyboard - typing.

Lesson 5 - Developing keyboard skills

INTENT: Children will know how to use a keyboard to write a sentence.

IMPLEMENTATION: In pairs, children will open the Paintz program, open a text box and take turns to write a sentence. 

IMPACT: Children are becoming familiar with the layout of the keys on the keyboard as well as the functions that different keys have.

Lesson 6 - Using a computer responsibly

INTENT: Children will be able to identify rules to keep them safe when they are using technology.

IMPLEMENTATION: The children will be asked to consider what rules would help them to use computer technology safely. Children will be asked to share their ideas to the class so we can discuss these together.

IMPACT: Children are aware that we need rules to keep us safe when using technology.

INTENT: to understand what different freehand tools do.

IMPLEMENTATION: children to experiment with different drawing, painting, spraying and filling tools to 'paint' a picture on an iPad.

IMPACT: children will be able to use and understand a range of computer tools.

INTENT: to use the shape and line tools.

IMPLEMENTATION: children to explore the art of Piet Mondrian and then to experiment with shapes and lines to create their own version of a Mondrian picture.

IMPACT: the children will be able to use shape and line tools.

INTENT: to make appropriate choices when creating a digital picture.

IMPLEMENTATION: children to look at a snail collage created by the artist Matisse, and then to choose the right tools and colours to recreate the image themselves.

IMPACT: the children will be able to choose the appropriate tools and colours for a specific task.

INTENT: to be able to explain why they have chosen the tools that they have.

IMPLEMENTATION: children to look at pictures by Wassily Kandinski and then choose the most appropriate tools to recreate Wassily's Squares with Concentric Circles painting.  Children to vocalise the reasons for their choice.

IMPACT: children will be able to explain why they chose the tools that they did.

INTENT: to be able to create an image on paper which they will later replicate on computer.

IMPLEMENTATION: children to be introduced to Georges Seurat and the idea of pointillism and then to create their own stippled picture of a sunflower on paper using paint and a cotton bud.  

IMPACT: the children will be able to create a painted image which they will later reproduce on a computer.

INTENT: to be able to independently use a computer to paint a picture

IMPLEMENTATION: children to be reminded of Georges Seurat and the idea of pointillism and then to create their own stippled picture of a sunflower on the iPads.  Children to assess whether they prefer to paint on paper or on a computer.

IMPACT: the children will be able to paint a picture using a computer.

INTENT: children used ipads to control a virtual bee

IMPLEMENTATION: children controlled a virtual bee by pressing buttons on the control pad.

IMPACT: children were able to move a virtual robot.

INTENT: children will understand they input directions which include stating left and right to ensure the robot reaches the destination.

IMPLEMENTATION: children saw the real beebots and looked at the functions of the wheels and how they turn in corelation to the instructions.

IMPACT: children were successful in stating why the robot moved.

INTENT: to move the bees in a certain direction to reach a destination

IMPLEMENTATION: children were in pairs and instructed their partners on the direction the bee should move. 

IMPACT: children successfully moved the bees to reach a destination.

INTENT: children created their own beebot map with instructions for directions

IMPLEMENTATION: children drew their own pirate inspired beebot map

IMPACT: children will write instructions for their beebot map 

INTENT: All children will be able to describe and label objects.

IMPLEMENTATION: Children were taught that objects can be grouped together with a label describing what is in that group and then did this practically with objects on their table.  They grouped them into hoops in their group.

IMPACT: Children can now match objects and label a group of objects.

INTENT: All children will be able to count and group objects into groups.

IMPLEMENTATION: On their tables children were presented with a number of objects and needed to firstly, count the objects. Afterwards they needed to group them to make this easier to do.

IMPACT: Children were able to group and count objects. Some were able to do this independently.

INTENT: All children will be able to find objects with similar properties.

IMPLEMENTATION: Children were provided with a variety of objects and asked to describe the similar features of these properties.  Children were told that objects can be classified by either their colour, shape size etc. Children then went on a property hunt around the classroom to find different objects grouped by their colour property.

IMPACT: Children were able to identify that object can be classified in different ways according to their properties.

INTENT: to explore the keyboard.

IMPLEMENTATION: children to be shown the 'Caps Lock' key which they will need to add capitals to the start of sentences.  Children then to be shown the toolbar and see how the 'bold' 'italics' and 'underline' buttons affect text.  Children to experiment with the different options.

IMPACT: the children will understand that different keys have different functions.

INTENT: to make changes to font.

IMPLEMENTATION: children to look again at the lost bear advert and be shown how to highlight text and use the skills learnt in the last lesson to change it.  Children then to explore changing the font as well as the general appearance of the letters.

IMPACT: the children will know how to change the font.

INTENT: to undo text and explain changes.

IMPLEMENTATION: children to be shown how to undo text and to discuss what this means.  Children then to experiment with undoing text on their lost bear posters.

IMPACT: the children will know how to undo text.

INTENT: I can use comparing tools.

IMPLEMENTATION: The children will use scratch programming for the first time. They will have a go at using some comparing tools within scratch and look at the impact using a tool can make.

IMPACT: Children can use compare tools on scratch.

INTENT: I can join program blocks together.

IMPLEMENTATION: The children will use scratch programming to join blocks together. They will look at how to start and end a programme, and how to get a sprite to move across the page.

IMPACT: Children can create joint blocks on scratch to make a sprite move.

INTENT: I can add sprites.

IMPLEMENTATION: The children will use scratch programming to add sprites to their program. They will learn, with a partner, how to program a sprite of their choosing and get them to perform a command.

IMPACT: Children can add sprites to their own program.

INTENT: I can create an algorithm to make my sprites move and create a product deign for this.

IMPLEMENTATION: Children selected 3 different rockets to have a 'race' across their chosen artwork for their project.  Children worked in pairs to decide how their sprites would move writing an algorithm.

IMPACT: Once deigned, children managed to manipuate their chosen sprites to perfor the race!