COMPUTING

Curriculum Areas

How do digital devices work?

Stop Frame animation

Media

Online Safety

Impact of Technology

How do digital devices work?

INTENT: To understand how a digital device works.

IMPLEMENTATION: Children learn that in order for any digital device to work, it must have an input, process and an output.

IMPACT: Children are able to identify a devices input, process and output.

INTENT: To understand why some passwords might be more secure than others.

IMPLEMENTATION: Children use security.org to test out different combinations of passwords. Using the knowledge they gain from this, they create a poster explaining the key elements to a secure password.

IMPACT: Children are able to identify what makes a secure password.

INTENT: To understand when a digital device is more useful and when it is not.

IMPLEMENTATION: Children draw a pencil drawing of a balloon, they then use freeform app on ipads to draw the same picture. We then compared the two drawings and discussed the pros and cons of the two methods.

IMPACT: Children are able to identify the pros and cons of using a digital device over a more traditional method.

Animation

INTENT: To explain that animation is a sequence of drawings or photographs

IMPLEMENTATION: We discussed popular animation that the children had watched. Linked to the Children's knowledge of Bristol, we talked about Ardman studios in Bristol. Children then created their own flipbook animation using post it pads and tried out their partners to see if their pictures 'moved'.

IMPACT: Children start to understand and see how animation is created.

INTENT: Children to be able to plan and predict what an animation will look like.

IMPLEMENTATION: Children learnt how small changes were needed to make an effective animation and began making a storyboard to plan their own animation.

IMPACT: Children are able to break their story down into small events and can plan an animation that is achievable.

INTENT: Children to be able to use onion skinning to work consistently and carefully.

IMPLEMENTATION: Children learnt how to use onion skinning on iMotion as well as using the same frame with iPads to keep shots the same.

IMPACT: Children are able to use onion skinning to make small changes. They then began to use iPad holders to keep shots the same.

t2 computing.mp4

INTENT: Children to be able to make, review and edit their own animations. L5-6

IMPLEMENTATION: Children learnt how to use iMotion to make their own animation and make the correct changes needed to improve their work.

IMPACT: Children are able to create their own animation and began to add media to finalise their project.

Term 3 - Programming A - Sequencing Sounds

Lesson 1

INTENT: To explore a new programming environment.

IMPLEMENTATION: Children explored different blocks used to program movement and sound in scratch.

IMPACT: Children were able to explore Scratch

Lesson 3

INTENT: To explain that a program has a start.

IMPLEMENTATION: Children used commands to make the sprite move.

IMPACT: Children were able to start a program and explain how it started.

Lesson 4

INTENT: To recognise that a sequence of commands have an order.

IMPLEMENTATION: Children sequenced blocks of motion to make their sprite move.

IMPACT: Children were able to recognise and combine a sequence of sounds.

Branching Databases

INTENT: Use yes or no questions to sort objects.

IMPLEMENTATION: Children explored open and closed questions as a means to sort and group items based on their attributes.

IMPACT: Children can ask closed questions about the attributes of items to sort items.

L3:

INTENT: To create a branching database

IMPLEMENTATION: Children used closed questions to sort items into different groups. They continued to ask questions until only one item was left in each group.

IMPACT: Children created a digital branching database as a means of representing information.

L4:

INTENT: To analyse and evaluate the structure of a branching database.

IMPLEMENTATION: Children used a digital branching database to highlight the question sets used to separate and group different minibeasts.

IMPACT: Children learnt the importance of sequencing questions appropriately and making sure their is only one answer to each question.

INTENT: TO create a digital branching database.

IMPLEMENTATION: Children used their plans from the previous lesson to organise and group different dinosaurs into a branching database by asking closed questions.

IMPACT: Children used closed questions to sort dinosaurs into a branching database.

Desktop Publishing

INTENT: To identify and edit text and images and their uses.

IMPLEMENTATION: Children were shown a range of different uses for text and images.

Children had to identify the messages being communicated. After, children evaluated the advantages and disadvantages for using text and images. For example, road signs from other countries were easier to understand when accompanied with an image.

Children applied thier knowledge on Canva to edit text and images for an invitation.

IMPACT: Children can now recognise text and images, understanding the benefits of them. Children could apply this learning to make thoughtful edits to an invitation.

INTENT: To identify templates and their uses.

IMPLEMENTATION: Children explored page orientation, discussing when one may be more appropriate than another.

Children were introduced to concept of placeholders and templates. We discussed how they are useful to organise text and images on a document.

Children then practiced using placeholders to create their own template for a magazine cover.

IMPACT: Children know what placeholders and templates are and how they are used in desktop publishing.

INTENT: To add text and images to a template.

IMPLEMENTATION: Children drew on their learning from last lesson using copy and paste features to add text and images into their magazine template.

IMPACT:
Children could add and edit content into a template.

INTENT: To identify the benefits of desktop publishing and appropriate layouts for a range of purposes.

IMPLEMENTATION: Children explored a variety of publications including postcards, newspapers and posters. They identified the orientation and purpose based on their layout and use of text and images.

To evaluate the benefits of desktop publishing, children raced their teacher to create a poster for an event. Children drew by hand while adults created a digital version. After, we compared posters and reflected on how they were easier and quicker to create, edit and distribute when created using desktop publishing.

IMPACT: Children can identify and compare the layout of a publication based on its intended purpose.

Children can identify and compare publications created digitally and by hand.

Programming

INTENT: To understand how a sprite moves.

IMPLEMENTATION: Children explored a programmed animation and experimented with various ways of making their sprite move.

Children experimented with editing code to change the program and the movement of their sprite.

IMPACT: Children can now use keys to control the movement of a sprite.

INTENT: To create code that controls the movement of a sprite.

IMPLEMENTATION: Children developed their knowledge from the prior lesson and programmed their own code to control the movement of a sprite.

To save time, children learned how to duplicate and edit blocks of code.

IMPACT: Children can now program the movement of a sprite.

INTENT: To develop a sprite for a new context.

IMPLEMENTATION: Children learned how to make their sprite draw a trail around the maze based on its movement.

In order to be effective, children had to learn how to recentre the sprite so the pen draws from the nib and when to program 'pen down' to make it draw or 'pen up' to stop it from drawing.

Finally, children learned how to reset their sprite back to start and erase all lines.

IMPACT: Children can make their sprite trace their trail around the maze by using a pen extension block.

INTENT: To add features to their program.

IMPLEMENTATION: Children began by exploring a program and identifying the different features used, for example different pen colours or lines styles.

Then, children learned how to code these different features and experimented with adding them into their own program.

IMPACT: Children can now add different features to their program.

INTENT: To test and debug a program.

IMPLEMENTATION: Children learned a bug is an error in code and that to correct them, programs must be tested and edited to remove these errors and make the program run smoothly.

Children explored a program with several bugs, identifying them and then attempting to resolve them by editing the code and retesting their program.

IMPACT: Children can now test programs to identify and debug errors.

INTENT: To code a maze game.

IMPLEMENTATION: Children recapped their prior knowledge to program a sprite to navigate a maze and draw a trial as they do.

IMPACT: Children can program a maze game.

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