Year 4 Computing Digital Floor book

Learning Expedition

Knowledge Organiser

Signed Computing charters

Both Computing lead and pupils collaboratively created a set of rules to follow when using technology.

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.

Lesson 1: I can explain who I can share information with and how to keep my information secure. (Digital Literacy)

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.

Pupils answers to key questions of the lesson.
Lesson 2: I can describe strategies to stay safe online in a range of online environments e.g. blocking, reporting content/users. (Digital Literacy)

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.

Pupils then tested their cyber safety knowledge by using the Cyber Sprinters application designed by the National Cyber Security Centre (NCSC).

Lesson 3: ​ I can improve the quality and presentation of my work using editing and formatting techniques, while reflecting on my choices, with increasing competence. (Information Technology).
During the festive period, pupils honed their graphic designs skills via the Seesaw app to create their own digital Christmas greetings.

While working on their designs, pupils were reminded to edit their work to make is as accurate as possible.

Pupils were also working on the formatting of their work. Trying to make accurate and effective presentation choices to fit the brief of their design.

These skills of editing and formatting in Seesaw will be utilised and built upon as the learning expedition progresses.

CLC session: (Information Technology)

Pupils bolstered their graphic design skills of editing and formatting with the help of computing experts from the CLC. This time though, the pupils used Book Creator and were also introduced to the Nearpod platform.

Lesson 4: I can use a search engine, to navigate the internet, gathering information from a range of sources? (Information Technology)
Pupils used several skills from prior lessons to create a digital poster based on Andy Warhol, whose life and career they were studying.

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.

Lesson 5: I can use sequence and selection, adapting the program where required. (Computer Science)
Lesson 6: Can I solve a problem by breaking it into smaller manageable sections (decomposition). (Computer Science)

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.

Lesson 7: I can describe what an avatar is and explain why using an avatar is advisable. (Digital Literacy)
Lesson 8: I can explain what a secure, complex password is and give examples of weak and strong passwords.

After discussions around avatars and passwords, pupils generated their own avatars and constructed their own examples of weak and strong passwords.

Lesson 9: I can understand that not all sources are accurate and can check information using different sites. (Information Technology)

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.

Each image represents a link, to a site about digestion, that we found and uploaded to Seesaw. We searched for sites that were appropriate for Year 4 using the Kiddle search engine.
Lesson 10: I can explore what a computer network is. (Information Technology)

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.

Pupils answered key questions around computer networks using the school VLE (Seesaw)
Lesson 11: I can explore patterns and repetition in computer programming. (Computer Science)

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.

Pupils took screenshots of their progress, during the lesson, and uploaded these to the school VLE (Seesaw).
Lesson 12: I can use repetition in a program I write, adapting the program where required. (Computer Science)

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.

As the challenges progressed, we had to use repeat blocks in different ways to create specific looped commands for that specific challenge.
Examples of pupils progress that they uploaded to Seesaw.
Lesson 13: I can test existing programs to see how they could be improved or altered using logical reasoning techniques. (Computer Science)

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.

In this challenge we can see how we had to make predictions about what the pre written code would achieve.
In this example, we are given some command blocks already and have to figure out how to alter this sequence to 'loop' it using repeat blocks.
Lesson 14: I can explain the term 'digital footprint'. (Digital Literacy)

Using the video above, we took part in an interactive quiz to help us better understand the term 'digital footprint'.

We completed our interactive quiz on the Quizizz app so we could see straight away how we were scoring during the lesson.
Example of question results at first attempt. *Technical issue with Q5.
Lesson 15: I can define plagiarism and understand the legal and moral reasons not to plagiarise. (Digital Literacy)

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.

On Quizizz we used the 'Mastery Peak' feature so that we could repeat questions, we got wrong, to better our knowledge.
Example of Mastery Peak growth rate.
Lesson 16: I can distinguish the difference between free apps, paid apps and apps with in game purchases. (Digital Literacy)

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.

Lesson 17: I can explain that any information has to be converted to numbers (binary) on a computer. (Information Technology)

We used the video above to gain a better understanding of how binary works.

We then attempted some online games, based around binary, to gain a better understanding of the concept.
Lesson 18: I can make judgements of what apps may be required to create. (Information Technology)

After group discussions about the different jobs different apps can complete, we took part in a online interactive quiz (Quizizz) to test our knowledge of which apps would be best for specific tasks.

Examples of the kinds of quiz questions we completed.
Example of the growth rate during the Mastery Peak quiz
Lesson 19: I can confidently use a range of apps/software (combined) to create content. (Information Technology)

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.

Screenshot examples of pupils collages.
Lesson 20: I can produce a design and write a program to accomplish a specific goal. (Computer Science)

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.
Pupils created programs independently but also checked one another's code for bugs.
Lesson 21: I can design a program to simulate a physical output, e.g. lights, motors and sensors. (Computer Science)

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.