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Year 2 Computing Digital Floor book

Learning Expedition

Knowledge Organiser

Signed Computing charters

Both the Computing lead and pupils collaboratively constructed the promises for pupils to sign and adhere to.

Entry Task

I can devise rules and pledge to stay safe online.

Pupils discussed with the computing teacher what rules they thought would be most useful to follow when using technology in the classroom and outside of school.

They then each signed this 'code of conduct' to pledge to follow these rules to the best of their abilities.

Lesson 1: I can follow the ‘code of conduct’ rules when using technology in school and compare these to using technology outside of school. (Digital Literacy)

Following their creation of a code of conduct, Year 2 pupils worked with the Computing teacher to create a set of scenarios where they had to make a safe, sensible choice. We then used a Venn diagram to decide if these scenarios applied to at home, in school or both.

We used Seesaw to generate our Venn diagrams and move our scenarios into the sections that we thought were most appropriate.
Lesson 2: I can discuss that when working with technology, certain activities may require adult supervision or the help of a ‘trusted adult’. (Digital Literacy)

Pupils thought about if they were okay using technology independently or whether they sometimes required adult supervision/support. They then showed who their 'trusted adults' where via the Seesaw virtual learning environment (VLE).

Pupils practised logging into Seesaw, finding set activities and then using features such as the pen and text tools to show their thoughts and answers as well as saving and sending their work.

The above video was used as a stimulus to discuss the importance of adult supervision when watching videos online.

Lesson 3: ​ I can explore information from a given website. (Information Technology).

Pupils used the airdrop tool on iPads to receive a link to the Google Interland website

Pupils had to explore and traverse their way through the various lands/challenges, working both independently and collaboratively, to pick up information about how to be safe and respectful when using technology.

Lesson 4: ​ I can consider layout and design to present a piece of work with appropriate fonts sizes, images etc? (CLC led)(Information Technology).

Pupils were guided by Computing experts from the CLC to develop their presentation skills looking at font choices, such as style, size and colour via the Seesaw app.

Lesson 5: I can explain what an algorithm is (Computer Science)
Lesson 6: I can plan and create an algorithm with a sequence of detailed commands to solve a problem. (Computer Science)

Pupils used the Bee-bot app to complete increasingly complex problems by creating a sequenced algorithm to complete the specific goal (get the Bee-bot to the flower).

Lesson 7: I can identify bugs in computer programs and use the term debug in context. (Computer Science)

When using the Bee-bot app, pupils had to identify any mistakes they had in their code. Only my correct these errors, could they traverse the different levels successfully.

Lesson 8: I can discuss ways to deal with digital content or digital contact I find concerning. (Digital Literacy)
Lesson 9: I can be safe when using technology and internet services, e.g. not oversharing. (Digital Literacy)

We used the video above to generate a conversation about digital content, digital contact and how to be safe when using technology. Pupils then used the Seesaw app to showcase their knowledge and give examples of how they stay safe when using technology.

Lesson 10: I can organise and store data purposefully e.g. in a chart or table. (Information technology)

We discussed what the term data (information) means and then looked a ways of presenting data. We used the J2E data 'chart tool' to explore inputting data and organising it in different ways.

Once pupils were happy with how they had organised their examples of data input, they then stored their work by taking screenshots and uploading their work to the school VLE (Seesaw).

Lesson 11: I can identify uses of information technology in the wider community (Information Technology)

We reflected on different uses of technology and how different devices can be used to complete different jobs.

We then took part in a class quiz to show our knowledge. We did the quiz via the school VLE (Seesaw).

Examples of pupils' answers from the quiz.
Lesson 12: I can create, organise and manipulate e.g. video or edited images with technology 'supported'. (Information Technology)

Building on our knowledge of insects and other animals in Science, we turned images into short animated videos. We used the Chatterpix app to take photograph and then add voiceovers so that the creature was talking about itself.

We also explored the other editing features within the app such as image filters, stickers and adding text.

Lesson 13: I can compare programs and identify the most precise and clear programs. (Computer Science)

We discussed our previous programming knowledge and what other programming apps we had used in the past, e.g. BeeBot, Bluebot, A.L.E.X. We then began using the Scratch Jr app to create our own simple programs to get a sprite to move in different ways.

Once we had explored creating our own programs, we discussed how the different programs we had made and the similarities and differences between each other's algorithms. We also discussed the similarities and differences between different programming apps that we have used during computing lessons.

Lesson 14: I can explore the use of different programming techniques to make programs more efficient. (Computer Science)

During our use of Scratch Jr, we discussed the length of our programs and explored why some algorithms may be longer or shorter than others. We looked to find ways to make our programs shorter by trying to use less blocks to complete the same specific goal: making our programs more efficient.

Lesson 15: I can be respectful when using technology and internet services, in an online community e.g. not upsetting others. (Digital Literacy)

We spent the lesson discussing with each other how we can be respectful of other people's feelings when using technology such as; sending messages, sending pictures, sharing videos and commenting on other people's creations.

We collated some of the key points, in each section, that we felt were some of the most important pieces of advice to remember and try to use.

We used Wordwall to guide our discussion and note pad to collate our key thoughts.
Lesson 16: I can discuss what personal information I should and shouldn't share on technical devices/online communities. (Digital Literacy)

Building on previous learning, we discussed what information we thought was and was not okay to share online.

We then used the Wordwall game, linked above, to reinforce our knowledge of acceptable and unsafe personal and private information to share online.

Pupils used the school VLE (Seesaw) to upload their best scores and times of their online quizzing.
Lesson 17: I can organise content effectively to make working more efficient. (Information Technology)

Using our previous discussions and knowledge around different programming apps, we created our own images organising images and text in one document.

As a class, we built a template showing the similarities and differences between the A.L.E.X app and Scratch Jr app. Pupils then used this template, selecting previously taken screenshots to showcase information about the two apps.

Lesson 18: I can store and retrieve my work e.g. storing images in a folder or app on a device. (Information Technology)

During previous lessons we had taken screenshots of programming apps we had used. We retrieved these images, adding them to the template we had to access via the school VLE (Seesaw).

We then saved this work and made sure that this had been stored correctly in our journal folders on Seesaw.

Some examples showing pupils saved work with images they had stored and retrieved from previous lessons.
Lesson 19: I can use selection to choose appropriate commands to complete a given task. (Computer Science)

We used the 'Hello World' activity on the Code Studio website to look at how we can select various sprites and commands to create our own unique coded presentations.

We could choose the theme of our presentation, selecting appropriate sprites, text, locations and using events to begin programs at different times.

Lesson 20: I can begin to use block computer programming (Computer Science)

During previous computing lessons, we have been using block programming more and more, culminating in the use of the vertical, drag and drop, block programming (blockly).

Lesson 21: I can predict the outcome of a sequence of commands in a computer program. (Computer Science)

We discussed how whenever we are writing and testing programs, we are making predictions that it will work correctly or complete a specific job.

Using talk partners and class discussions, we compared various programs and commands within Scratch Jr, making predictions as to what the commands blocks did or what the code would achieve.

We thought about why we would need different sprites to achieve different jobs in a specific programming scenario.
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