Learning Expedition
Knowledge Organiser
Signed Computing charters
Entry Task
What are the different methods of communications via the internet? Which technologies can be used for online bullying?
We discussed all the platforms/online environments that pupils could communicated on.
The children used Seesaw to collate images representing the online platforms that they communicate on. They then decided on the games, apps or websites where online bullying could take place, showing this with a tick.
Pupils also used the visual search engine, Kiddle, to find their images. This gave them the opportunity to talk about the importance of using images that we have permission to use.
Year 4 pupils discussed what they could and couldn't share online. Then we looked at who we could trust to share information with and ways to keep their personal information safe.
Looking at the platforms pupils chose in the previous lesson, we then discussed what tools were available for them to use, such as blocking and reporting content or users that need removing.
We discussed the difference between reporting and blocking and how these strategies may be different on various platforms but did exist on all of them.
These skills of editing and formatting in Seesaw will be utilised and built upon as the learning expedition progresses.
Pupils used Kiddle to find appropriate images and information for their posters. They then used the editing and formatting skills to present their work in a clear, engaging way that would capture the audiences attention.
Pupils explored creating their own programs for sprites, making them move, grow and interact with one another. They used sequence and selection knowledge to advance through the levels and decomposition skills when dealing with more challenging problems.
Pupils took screen shots of their progress. These can be found on the pupils' individual devices.
After discussions around avatars and passwords, pupils generated their own avatars and constructed their own examples of weak and strong passwords.
After discussing how we should use multiple sources to fact check information, we set out to find as many reliable sources as we could around the topic of digestion, which we were studying at the time.
We used the YouTube video, linked below, to guide our understanding and conversation around what a computer network is.
We then conducted our own research to consolidate our learning and exploration around computer networks.
We used Code Studio 'Loop' activities to explore how patterns and repetition can be used to complete specific computing tasks in a more efficient way.
During our set of lessons using this Code Studio activity, we were able to use repeat blocks to navigate our sprite successfully around the map, completing the specific challenge set out.
We discussed how in this lesson, and previous computing lessons, we had used logical reasoning. How we try to make sensible 'logical' choices when trying to accomplish a goal.
In these Code Studio activities we had challenges where code was already in place and we had to predict what the code would achieve or begin to alter the code to make it complete the given challenge correctly.
Using the video above, we took part in an interactive quiz to help us better understand the term 'digital footprint'.
Using the video above, we took part in an interactive quiz to help us better understand the term plagiarism and why it is not morally and legally sound.
We discussed how apps can belong to different categories such as free, paid and ones with in app purchases. We then chose our own apps and placed then in the categories that fitted best, discussing with our class mates along the way.
We used the video above to gain a better understanding of how binary works.
Looking at our topic of mountain ranges, we first used Safari to search for images of the mountain ranges we had been studying. We organised these by using the Files app on our iPads into the different mountain range folders.
We also used the Pic Collage app to create image collages of various mountain ranges as a title slide. We then compiled and ordered these images using the iMovie app, adding backing music and text to our video creations.
Using the 'Sprites in Action' activity on the Code Studio website, pupils had to select a sprite and make it move and act in a specific way of their choice. Pupils had to think about location, background settings and what action they required their sprite to complete.
We made two sprites move and dance together.
We first began by revisiting work from previous years, looking at different computer inputs and outputs. Using Wordwall interactives games, we explored the difference between inputs, outputs and storage.
We then looked at how AI technologies use machine learning programming. See video below.
using 'AI for Oceans' activity, pupils had to input information into a simulated Ocean robot. This robot could then identify the flora and fauna of the ocean based on the inputted data the pupils had given it.