Learning Expedition
Knowledge Organiser
Signed Computing charters
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.
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.
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.
When creating our digital poster, we discussed clear titles, adding links and choosing backgrounds our audience will like.
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.
Pupils used physical directional commands to create and follow their own algorithms. Pupils worked together to follow each others' algorithms checking for accuracy.
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.
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.
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.
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.
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.
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).
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.
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.
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.
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.
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.
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.
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.
During their use of the Box island app, pupils had to find bugs and correct these to progress to the next level.
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.