Learning Expedition
Knowledge Organiser
Signed Computing charters
Entry Task
I can devise rules and pledge to stay safe online.
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.
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).
The above video was used as a stimulus to discuss the importance of adult supervision when watching videos online.
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.
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.
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).
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.
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.
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).
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).
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.
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.
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.
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.
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.
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.
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.
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).
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.