Year 1 Computing Digital Floor book

Learning Expedition

Knowledge Organiser

Signed Computing charters

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

Entry Task

Can I navigate a technical device safely (iPad)?

Pupils explored the iPads, moving from one app to another, while deciding which apps were the most useful, enjoyable and most complicated.

The children worked as 'Drivers' and 'Passengers'. The driver controlling the iPad, interacting with it physically, while the passenger gave them support and directions verbally. They did this in turns working as a collaborative team, supporting one another.

Lesson 1: Can I help create rules ‘code of conduct’ to follow when using technology in school? (Digital Literacy)

Year 1 pupils discussed what rules would be important to follow when using technology in and outside of the classroom. Collaboratively, and with support of the teacher, the pupils constructed a Computing code of conduct.

Pupils signed into Seesaw with support and digitally signed the Computing charters that they helped construct.
Lesson 2: Can I identify ‘trusted adults’ and discuss technology/online concerns with them? (Digital Literacy)

The children discussed what makes a 'trusted adult' and then decided who their trusted adults are. The children then created their own pictures showing their choices.

After, discussing what the term 'trusted adult' meant, pupils gave verbal examples and then created their own pictures of their specific trusted adults.

Lesson 3: Can I identify uses of technology in the home? (Information Technology).
Collaboratively, we used Seesaw to present our examples of technology in the home. We removed any technology that was only found outside the home.

When creating our digital poster, we discussed clear titles, adding links and choosing backgrounds our audience will like.

Lesson 4: Can I navigate a simple webpage/app? (Information Technology)

Pupils had to successfully navigate a webpage, abstracting unrelated content and finding the relative information to what was being studied (Plants, trees and harvesting).

The children used audio features on the website to help them access the information they were looking at.

To gain access to the website being used , the pupils worked collaboratively to scan a QR code through the camera app.

Lesson 5: Can I follow a simple algorithm (sequence of instructions)? (Computer Science)

Pupils used physical directional commands to create and follow their own algorithms. Pupils worked together to follow each others' algorithms checking for accuracy.

Lesson 6: Can I explain that an algorithm is a sequence of instructions.

While using the Bee-Bot app, we discussed how the list of instructional commands that the pupils were giving to the Bee-Bot, in the app, are referred to as algorithms.

Lesson 7: Can I stay safe when using technology? (Digital Literacy)

As a class, we discussed different ways we could stay safe when using technology. We then used Seesaw together to pick some of the most important examples of how we can stay safe.

Lesson 8: Can I be respectful when using technology? (Digital Literacy)

As a class, we discussed different ways to be respectful when using technology. We then used Seesaw together to pick some of the most important examples of how to show respect when using technology.

Lesson 9: Can I use simple formatting skills e.g. underlining, titles, capitalising letter, adding numbers and punctuation? (Information Technology)

Led by computing consultants, from the CLC, pupils used the primary writer app to create their own word documents based on their previous learning about how to be safe and respectful online.

Pupils, were shown how their work could be saved within the app but also could be saved to the photo gallery on the iPad too.
Lesson 10: Can I save a piece of work? Can I explain the importance of saving work? (Information Technology)

Building on the pupils' previous lesson, where they saved work onto the camera roll, the pupils were shown how to independently log in to the Seesaw platform and how to access a premade lesson (Lesson 11). They were then shown how to successfully save their work.

Once, pupils' work had been saved they were then shown, from the teacher's computer, how all their work could be accessed from one specific device, due to the way it had been saved.

Teacher's view of the saved work that pupils' had saved and sent to the teacher.
Lesson 11: Can I explain what personal information is and give examples of it? (Digital Literacy)

After watching and discussing the linked video above, pupils logged into Seesaw to showcase what information could be shared with technology (personal information) and what information should not be shared using technology (private information).

The pupils' during this activity also learnt about how and why we save work online (see previous lesson).

Lesson 12: Can I share information in an online community in a safe and respectful way by following set rules?
Before starting the previous lesson about personal and private information we referred back to our Computing charters that both classes signed. We reflected on what we agreed to before commencing work on the shared platform we were using: Seesaw.

All pupils agreed that they would follow the agreed rules while completing the activity successfully.

Lesson 13: Can I create a simple/everyday algorithm (with support) and follow it e.g. washing hands? (Computer Science)

Pupils used directional commands to produce everyday instructions of how to move from one location to another. They did this using the Bee-Bot app.

Lesson 14: Can I create an algorithm using symbols e.g. directional arrows? (Computer Science)

Building on their previous lessons of using physical directional commands, the children then utilised the Bee-Bot app to further their use of directional symbols in a more challenging, problem solving context.

Lesson 15: Can I program an algorithm into a robot or digital device? (Computer Science)

Pupils built on their learning in previous lessons - using the Bee Bot app - to take their computer programming skills even further. Using the Blue Bot app, pupils began to create their own independent algorithms to navigate their on screen robot throughout the environment portrayed on screen. Pupils were given the independence to select their digital environments and navigational choices, allowing them freedom and flexibility in their programming decisions.

Lesson 16: Can I program an algorithm into a robot or digital device to complete a specific goal? (Computer Science)

Pupils continued to use the Blue Bot app but this time using the challenge mode to allow them to complete specific tasks. Challenges varied from simple navigational challenges to having directional commands removed meaning different routes, and deeper computational thinking were required.

Lesson 17: Can I create and edit a piece of digital content for a specific purpose? (Information Technology)

As part of the pupils DT learning, they had to create a digital mood board for thank you cards connected to toys of varying ages.

Using the Pic Collage app, pupils selected images, colourways and fonts that they would like to use in their cards. Pupils were shown undo and delete tools to allow the to make edits and changes they required during the making of their mood boards.

Lesson18: Can I retrieve a piece of digital work from a specific location? (Information Technology)

Pupils completed their digital mood boards over two sessions and so had to save their work successfully, allowing them to retrieve their work the following week to allow them to complete their work.

Lesson 19: Can I explain what a bug is (in computing terms)? (Computer Science)

After watching the linked video above, and discussing different definitions of bug we knew already, we then used the box island app to navigate through different levels, spotting errors (bugs) and altering them when required.

Lesson 20: Can I find a bug in an algorithm? (Computer Science)

During their use of the Box island app, pupils had to find bugs and correct these to progress to the next level.

Lesson 21: Can I use logical reasoning to predict the outcomes of a short sequence of instructions (algorithm)? (Computer Science)

In later levels of the Box Island app, pupils are given the start of an algorithm, and so need to predict the outcome of the given commands, so as they know how to build on this to complete the specific challenge.