Year 5 Computing Digital Floor book

Learning Expedition

Knowledge Organiser

Signed Computing charters

All pupils digitally signed the Y5 Computing charter using the Seesaw (VLE)

Entry Task

Can I carry out a poll to understand the how online bullying affects my class mates?

Specific questions were selected from the Anti-bullying Alliance website and shared with the pupils via a Google Forms poll.

After pupils completed the poll, the results were shared with the class to show the thoughts and responses of their peers.

We discussed the results and some pupils gave examples of their experiences with online communication.

Lesson 1: Can I understand the impact of online bullying and know what to do if I am a victim or witness e.g. helpful websites and support lines to seek advice/help. (Digital Literacy)

Year 5 pupils used BBC Own It resources to explore the topics surrounding online bullying and what to do if they are unfortunately a victim or witness to it.

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BBC Own It - 7 tips to beat cyberbullying
BBC Own It - How to tell if your friends needs help
We also discussed the variety of support that is available online through a simple web search for 'online bullying'.
Lesson 2: Can I understand that there are people online who may try to upset me. I can make a positive contribution to my online community? (Digital Literacy)

Pupils discussed the concept of online communities and how these are similar to the real life communities that they are part of.

Pupils used to Seesaw to communicate their ideas of how they could be good digital citizens, making a positive contribution within the online communities.

BBC Own it resources all about being positive online
Lesson 3: Can I improve the quality and presentation of my work choosing efficient editing and formatting techniques to accomplish a given goal? (Information Technology).

Revisiting learning from previous lessons, pupils looked to encapsulate their own research and advice into their own creative presentation.

Pupils were given the freedom to produce content that was appealing and accessible for their target audience: their peers.

During the process, pupils consistently had to use editing and formatting skills to make their presentations as accurate and clear as possible.

Lesson 4: When using websites, I am aware that not everything I read online is true. I know strategies to check the validity of information on the internet and can site other creators content in my own work.​ (Information Technology)

Pupils were introduced to several websites that held dubious/unreliable content and had to spot indicators that questioned the validity of said websites.

Save the South Pacific Tree Octopus
House Hippo Foundation

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

Pupils then showcased their knowledge around fact checking, paraphrasing content, from online sources, and citing sources too.
Lesson 5: I can use logical reasoning to predict and detect bugs (mistakes) in a program of my own creation, reflecting and adapting my program where necessary. (Computer Science)

Pupils used the Code Studio website to complete sequential programming challenges. During the challenges pupils had to use logical reasoning to find the most efficient methods of completing each challenge. When pupils discovered bugs (mistakes) in their code, they had to rectify these to successfully complete the challenge.

This image shows an example of how Steve will have to find the safest (most efficient) way he can, through the creepers, to the house.
Lesson 6: I can decompose a problem into smaller parts when planning, writing and testing (Computer Science)

While programming through the Code Studio website, pupils had to find various ways to complete different challenges of varying difficulty. Pupils first had to predict and plan their steps, then writing out the commands using block programming. After this, they ran their code to test if their program had worked successfully. We discussed how decomposing bigger problems into smaller chunks can be advantageous.

Try the challenges yourself here
I can understand the impact technology can have on my health, well being and lifestyle and discuss solutions such as "Digital 5 a day!" (Digital Literacy)

Pupils used video as a stimulus for discussion around the Digital 5 a day concepts.

Digital 5 a Day challenge - Simply Luke

Pupils then completed their own research using this website: https://www.childrenscommissioner.gov.uk/news/digital-5-a-day/ to create their own Digital 5 a day fact files.

Pupils were asked who they thought were the Top 10 gaming influencers in the world. We then used the website linked below to compare their answers with the websites suggestions.

Ninja promo - Influencer marketing website

After discussing the pros and cons of an influencer career, pupils relayed their ideas and opinions via the Seesaw VLE.

Lesson 9: I can record and produce a short audio podcast and understnad basic elements of audio editing. I can explain what equipment may be required to record good audio. (Information technology).

Pupils look at different ways of recording audio via an iPad (Seesaw, Record app, Spotify for Podcasters etc...) and explored what equipment would be beneficial to recording quality audio for a possible podcast. Children experimented making trailers for podcast based on their own interests.

Lesson 10: I can explain that computers use binary code to transfer information within computer networks. (Information Technology)

We used the website below to gain a better understanding of what binary code is.

Computer Science Basics: Binary

Pupils then used Binary concepts to create their own simple illustrations using the Code Studio website.

Try it for yourself

Pupils also challenged their processing and mathematical skills by trying out the Binary Game designed using Code Studio technology.

The Binary Game
Lesson 11: I can plan, write and test my own algorithm or program to accomplish a specific goal. (Computer Science)
During this activity, children had to create their own algorithms to complete varying challenges based around conditional commands.
Lesson 12: I can efficiently use sequence, selection and repetition within a program. (Computer Science)
To complete the challenges successfully, pupils had to sequence commands correctly, use selection commands to make conditional choices and include repeat blocks to form looped commands, making their programming more efficient.
Lesson 13: I can explore the use of conditionals and functions in a program. (Computer Science)
These challenges focussed around the use of if and else commands allowing children to gain a better understanding of how computers are able to make decisions based on the task they are trying to complete.
Try it for yourself
Lesson 14: I can discuss how identities can be copied by other users (catfishing) and can minimise the risks of this happening. (Digital Literacy)

We used the linked video below to discuss the concept of catfishing, looking at how we could minimise it happening to us.

BBC - What is Catfishing and how to avoid it
We then completed a digital quiz to help reenforce our understanding of catfishing and how to avoid it.
Lesson 15: I can explore how photos can be altered digitally distorting perceptions of beauty, potentially damaging physical and mental health. (Digital Literacy)
Dove advert - evolution (2004)
Dove advert - reverse selfie (2021)

We use the two Dove adverts above to discuss how perceptions of beauty can be altered through advertising and technology.

We then debated the pros and cons of using technology to alter our own images, writing some of our thoughts and opinions down via Seesaw.

Lesson 16: I can identify the different parts of a webpage e.g. heading, adverts, search bar etc. I can explore that HTML is used for creating webpages as part of the world wide web? (Information Technology)

Pupils conducted their own web searches finding a variety of web pages to discuss with their peers, identifying what the webpages were made up of. We then used the linked video below to explore how HTML is used to create webpages.

Pupils then took part in a Quizizz quiz based on the video to gauge their understanding of the content covered.

Lesson 17: I can use a variety of programming commands, e.g. conditionals and functions, to complete a specific goal.

Pupils used Code Studio activities and videos to better understand the conditional and function programming commands.

Pupils first looked at the use of While Loops to help make code more efficient by using repeated commands when necessary.
Try While Loops in Farmer here
Pupils then explored Function commands using the 'Function with Harvester activities.
Try Functions in Harvester here

Pupils took Screenshots of their programming, uploading this to Seesaw as examples of their learning.

Lesson 18: I can identify spam, as well as messages from unknown users, and know how to deal with these. (Digital Literacy)

Pupils used the link below to explore the concept of spam in more detail.

Spam emails and phishing
Pupils uploaded their key thoughts and advice to the school Seesaw virtual learning platform.
Lesson 19: I can make informed choices when identifying Fake News and misinformation. (Digital Literacy)

Pupils used the link below to explore the concept of fake news in more detail.

Fake news: What is it? And how to spot it
Pupils uploaded their key thoughts and advice to the school Seesaw virtual learning platform.
Lesson 20: I can explore the relationship between programming and physical systems (sensors, motors, robotics etc...). (Computer Science)

Supported by the LFC Foundation, pupils were able to explore the programming of Sphero robots. These mini robots used internal motors to move while also being able to interact with their surroundings via lights, sounds and sensors.

Children were given various tasks, they had to program their Sphero to complete, over several sessions.
Lesson 21: I can design and write a program linked to physical systems (sensors, motors, robotics etc...). (Computer Science)

Pupils used physical Micro:bit mini computers to explored program designs that included sensors and physical movements.

As part of their D.T. project, pupils had to create a night light that was programmable. Pupils were given directions on how to connect their devices via Bluetooth and shown the Night light project in the Micro:bit online tutorial library. In their groups, they then had to explore how to accurately program their Micro:bit to work as a light sensing night light.

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