COMPUTING
COMPUTING
Embedded Files
Curriculum Areas
Curriculum Areas
Programming
Data
Media
Online Safety
Impact of Technology
Term 1 - What is information technology?
Term 1 - What is information technology?
Lesson 2
INTENT: To be able to identify IT in school and its use.
IMPLEMENTATION: Children sorted devices used in schools into groups, based on what the device is used for. Devices were discussed considering what each device it and what it does.
IMPACT: Children were able to recognise IT in school and know what it is used for.
Lesson 5
INTENT: To be able to explain how to use IT safely.
IMPLEMENTATION: Children discussed the different devices they know and what they can do on them. Children were show examples of scenarios and questioned about the rule that was being broken. In pairs children matched the scenarios.
IMPACT: Children were able to talk about different rules for using IT and explain how these rules keep them safe.
Lesson 6
INTENT: For children to understand how to use IT in different ways.
IMPLEMENTATION: Children explored having a digital balanced diet and thought about tasks they could to to connect, be creative, be mindful, be active and give to others. They completed different tasks in each area and discussed the importance of balance.
IMPACT: Children understand the importance of balance and doing different tasks.
Term 2: Creating Media - Digital Photography
Term 2: Creating Media - Digital Photography
INTENT: to use a digital device to take a photo.
IMPLEMENTATION: using iPads, children to take photos in and around their classroom and think about how they could make their images better.
IMPACT: children will be able to take a digital picture.
INTENT: to know what makes a good photo and to explore lighting.
IMPLEMENTATION: children to be taught the importance of considering position, framing, detail, lighting and composition when taking photos.
IMPACT: children will know how to light and compose a successful photograph.
INTENT: to use tools to alter an image.
IMPLEMENTATION: children will learn how to tint their photographs using different colours and to consider the impact of their choices.
IMPACT: children will know how to alter the appearance of their photographs.
2M had fun creating their own faked images. Can you spot what shouldn't be there?
INTENT: to recognise that images can be changed.
IMPLEMENTATION: children to take a series of three photos of the same subject and consider how best to improve them. Children then to consider a range of photographs and to look for clues to tell them whether the photo has been altered or not and what the purpose of the alteration might have been.
IMPACT: children will be able to identify altered images.
Term 3 - Programming
Term 3 - Programming
Lesson 1
INTENT: To be able to describe a series of instructions as a sequence.
IMPLEMENTATION: Children learn that computers follow instructions e.g. by clicking, tapping or key pressing. This is how computers are programmed to achieve something we wish. The children followed instructions to learn that instructions need to be precise and accurate in order for the outcome to be achieved as desired. The children then became robots and algorithms to direct eachother to placed around the room. Children began by giving one instructions at a time and moved on to setting two instructions.
IMPACT: Children were able to follow instructions given by someone else and choose a series of words that can be acted out as a sequence giving clear instructions.
Lesson 3
INTENT: To be able to use reasoning to predict the outcome of a program.
IMPLEMENTATION: Children used algorithms to predict where there Beebot would end up. They tested these using Beebots to see if there predictions were correct.
IMPACT: Children were able to predict the outcome of an alogorithm.
Lesson 4
INTENT: To be able to know that programming objects can have a code.
IMPLEMENTATION: Children worked in small groups to design their own bee-bot mat. They then used their mat to programme two routes to but starting and ending in the same place. The children then used cones to add obstacles to their mat. They used their bee-bot to test how they could get around the obstacles.
IMPACT: Children were able to plan and test routes on a bee-bot and understood that this is programming an object with a code.
IMG_4813.MOVIMG_4818.MOVLesson 5
INTENT: To be able to design and algorithm.
IMPLEMENTATION: Children had to select two destinations to start and stop on a map. Children wrote an algorithm to get their beebot from the start and end point. They tested their algorithm and learnt to debug any errors.
IMPACT: Children were able to write an algorith and debug it.
IMG_4820.MOVLesson 6
INTENT: To be able to create and debug an algorithm.
IMPLEMENTATION: Children looked at a set of algorithms to see if there was a bug. Children debugged any errors. During the second activity, they children picked a starting place and two destinations for thei beebot to travel on their designed mats from previous lesson. Children wrote algorithms for each part and tested these. The children had to debug errors. Finally, the children put their algorithms together to program the beebot.
IMPACT: Children were able to plan algorithms and test and debug parts of the program.
IMG_4815.MOVTerm 4 - Data and Information - Pictograms
Term 4 - Data and Information - Pictograms
INTENT: I can use tally charts to count and compare.
IMPLEMENTATION: Children were introduced to tally charts. they were shown how to create a tally chart, keep a tally and compare tally charts. they were able to create their own and answer questions based on tally charts in pairs.
IMPACT: Children were able to create and keep a tally. They could answer questions about a tally chart and make comparisons.
INTENT: I can recognise that objects can be represented by pictures.
IMPLEMENTATION: Children were shown what a pictogram is and what it shows. Children were shown how to collect data and in put it into J2e. Children used the data they collected and inputted it into J2e and their pictogram was created.
IMPACT: Children were able to collect data and add it to pictogram.
INTENT: I can create a pictogram.
IMPLEMENTATION: Children were reminded about how to collect and presnt data using a tally chart. they asked their peers questions and they completed their taly chart. U sing this information, they inputted the data into the pictogram programmed on J2E and created a pictogram. The children were then asked questions based on different pictograms.
IMPACT: The children were able to collect data and create a pictogram to present this data.
INTENT: I can recognise people can be classed as attributes and create a pictogram.
IMPLEMENTATION: Children were reminded what attributes are. The children identified and discussed what attributes would be suitable to describe people. Children chose a question or created their own question. They collected data by posing their question and created a tally chart. They used this data and created a pictogram showing their data and results.
IMPACT: Children know what an attribute is. They can collect data, record it in a tally chart and present it in a pictogram.
TERM 5 -
TERM 5 -
INTENT: to be able to explain how music makes them feel.
IMPLEMENTATION: children to listen to various pieces of music from 'The Planets' by Gustav Holst ('Mars', 'Venus' and 'Jupiter') and to use a word bank of terms to describe how the music makes them feel, contrasting and comparing the different pieces.
IMPACT: the children will be able to explain how 'The Planets' make them feel.
IMG_5097.MOVINTENT: to notice patterns in music.
IMPLEMENTATION: Children started the lesson by recapping and identifying what a rhythm is in a piece of music. Children then created their own patterns of a rhythm using counters and percussion instruments.. The children then moved these patterns onto the iPad using 'Chrome Music Lab' and children experimented with different drawings and shapes to create a rhythm.
IMPACT: Children could create a rhythm pattern.
INTENT: to experiment with sound.
IMPLEMENTATION: Children started by listening to a piece of music based on space. Children were asked to draw and create shapes on a piece of paper whilst they were listening. We then discussed their drawings, relating them to the musical vocabulary of dynamics, tempo and timbre.
Children then had the opportunity to draw these pictures onto the iPad using 'Chrome Music lab'. Children were encouraged to create their own musical sounds to create the sounds in space.
IMPACT: Children could relate ideas to a piece of music.
INTENT: to create musical patterns
IMPLEMENTATION: Children started the lesson by discussing what is meant by the term 'duration' children were able to respond by saying it is how long a piece of music or note is.
We then spoke about our lesson last week where we created music based on space and how this made us feel.
Children then had a go on the iPads using 'Chrome Music Lab' to create their own musical patterns. Children were using key vocabulary such as tempo, to talk about how slow or fast their music was.
IMPACT: Children could explain how music can be played in different ways.
INTENT: to create music for a purpose.
IMPLEMENTATION: children to choose an animal and create a piece of music on Chrome Music Lab using that animal as inspiration, first considering a rhythm appropriate for the animal and then adding notes to form a melody.
IMPACT: the children could compose an animal-themed piece of music.
We even found out what 2K would sound like as a piece of music!
TERM 6 - Programming - An introduction to quizzes
TERM 6 - Programming - An introduction to quizzes
IMG_5320.MOVIMG_5318.MOVINTENT: To explain that a sequence of commands always has a start.
IMPLEMENTATION: Children recapped what they could remember about using the Scratch Junior programme. They discussed what a sequence is in real life and then created a sequence on Scratch using the commands, making sure the code runs in order. The children were tasked with creating a sequence with six blocks and a start and end block.
IMPACT: Children were able to create a sequence of six bloxks and run their program.
INTENT: To explain that a sequence of commands has an outcome.
IMPLEMENTATION: Children were told what the an outcome is and that actions always has an outcome. Children were then shown that when programming Scratch, there is always an outcome. Children explored programming Scratch to see what the outcomes were. The matched different sequences that provided the same outcome together.
IMPACT: Children know what outcomes are.
IMG_1725.MOVIMG_1723.MOVINTENT: To create a program using a given design.
IMPLEMENTATION: The children were shown two new blocks to create a different simple animation. These are adding speech and changing backgrounds. Children explored programming Scratch to change backgrounds and create a seasons animation.
IMPACT: Children were beginning to use the new blocks to create a program.
INTENT: To change a given design.
IMPLEMENTATION: Children were shown a quiz created on Scratch to answer the question - who lives here?. They recapped the blocks/commands that were previously introduced. They then worked in groups to create their own quiz based on set design and criteria to answer the question who lives here?
IMPACT: Children were able to create a quiz based on the given criteria.
INTENT: To create a program using my own design.
IMPLEMENTATION: Children built on the skills previously learnt and created their own program. They chose their own design, created their algorithm and built a sequence using blocks.
IMPACT: Children working with a partner were able to create a program using their own design.
Lesson 6
INTENT: To decide how my project can be improved.
IMPLEMENTATION: Children looked at their previous design and checked their program. They edited their program to improve it.
IMPACT: Children were able to improve their program.
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