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Year 3 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

I can explain how the SMART with a heart rules help us to stay safe online.

Pupils explored the different SMART with a heart rules, learning the anogram by matching up the meanings to the letters.

The children used Seesaw to complete this activity giving them a better understanding of the Virtual Learning Platform (VLE).

Lesson 1: I can explore what a good digital citizen is. (Digital Literacy)

Year 3 pupils discussed what is means to be a digital citizens. After discussing what is takes, they used Seesaw to give exmaples of what actions make up a good digital citizen.

Pupils works showcasing what makes a good digital citizen.
Lesson 2: I can explain why I cannot trust everyone online and where to go for help if something concerns/upsets me. (Digital Literacy)

Pupils watched support videos and took part in discussions to explore how factual mistakes can be made online, intentionally and accidentally. They also talked about seeking the support of trusted adults and websites

Pupils used Seesaw to share their answers to key questions during the lesson.

Lesson 3: ​ Can I improve the quality and presentation of my work using editing and formatting techniques with support e.g. images, font, background colours, tables etc. (Information Technology).
Pupils used their prior learning around the SMART with a heart rules to create their own digital poster, within Seesaw, promoting the key aspects of the SMART with a heart initiative.

Pupils had the opportunity to work on their formatting skills as well as using editing techniques during the creation process.

Children took into account choices around font, images and colour pallets. Demonstrating choices that made the viewers engagement with their work a clear and enjoyable experience.

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

Lesson 4: Can I create with technology e.g. video, animation, e-book. (Information Technology)

Pupils, led by computing consultants from the CLC (Community Learning Centre), were taught how to develop their own e books via the Book Creator app.

Lesson 5: Can I write a simple program independently? (Computer Science)

Pupils were given command blocks to choose from, creating their own lines of block code to complete specific navigational challenges.

Pupils had to create simple programs to command their Angry Bird sprite to reach the pig sprite, with increasing levels of challenge.
Lesson 6: Can I make logical choices when designing a program? ​ (Computer Science)
Within these programming challenges, pupils had to demonstrate logical thinking to try and create the most efficient and appropriate programs to complete the challenge at hand.

For example, in challenge 12 above, pupils had a choice of paths that could be taken. The pupils were asked to find the safest and most efficient route for their sprite to successfully navigate.

Lesson 7: Can I use sequence and sprites in a program I write? (Computer Science)
During these Code Studio programming activities pupils demonstrated their ability to sequence commands for a chosen sprite. Through testing and debugging their own programs they were able to identify errors in their code and alter these to create accurate sequences.

Pupils took screenshots of their progress during the lesson, which can be found on their individual devices.

Lesson 8: I can explain what online bullying us and know how to get help. (Digital Literacy)

After discussing the terms online and cyber bullying we used the BBC website to help us consolidate what they mean and who we would get help from with online bullying issues in our lives.

Lesson 9: I can understand the impact technology can have on my health, well-being and lifestyle. (Digital Literacy)

We discussed the terms health, well-being and lifestyle. After gaining a better understanding of these we looked at different ways, both positive and negative, that technology can affect us.

Pupils recorded their thoughts using the Video tool within Seesaw. *Videos not shared to comply with safeguarding policy.

To consolidate their learning, pupils used the Interland website to explore scenarios based around mindfulness and kindness when using technology.

Pupils took screenshots and uploaded their progress via the Seesaw VLE
Lesson 10: I can carry out a questionnaire to collect, analyse, evaluate and present data and information. (Information Technology)

We collected data from our daily Walk to school questionnaire, that is used across the school. We analysed at our classes' data to determine which were the most successful months for active journeys to school. We analysed and presented this data by using the J2E data website, as this was and efficient way of presenting and evaluating the data.

Pupils decided what table and chart combination they wanted to present their data in.
Lesson 11: I can understand what key words are and how search engines put most useful websites at the top. (Information Technology)

Using the Kiddle search engine, we attempted several searches using different combinations of key words to acquire different search results.

The more accurate our key words choices, the more useful the search results were.

Pupils took screenshots of their searches around their topic of plants and seed dispersal.
Lesson 12: I can explain what debug means and use the term confidently. (Computer Science)

We discussed our previous knowledge about bugs and debugging and used the Debugging video on BBC website below to bolster our understanding.

Lesson 13: I can demonstrate how to solve problems using decomposition. I can show commitment and perseverance. (Computer Science)

Building on our prior knowledge of debugging we discussed the concept of decomposition and how breaking a problem down into smaller, more manageable, sections can be beneficial when completing an activity.

As the the Code Studio activity became more difficult, pupils were directed to use decomposition techniques to complete the activities step by step if needed.

Pupils worked on completing programs in small steps rather than one complete program.
Pupils used peer support when required to overcome a challenge or activity.
Lesson 14: I can keep testing a program, reflecting on my tests and recognise where it needs to be debugged. (Computer Science)

During these Code studio debugging activities, we can to continuously test our code checking for bugs (errors) that might be present.

"Watching the movements of the sprite on the screen really helped with spotting which commands might be wrong in out code"
"When I got stuck, I used the 'STEP' button to help me see instructions running one at a time. This made it easier to see bugs".
Lesson 15: I can explain that content online is owned by the person who created it and copyright helps prevent people from stealing others work. (Digital Literacy)

We discussed the terms 'copyright' and 'intellectual property'. Using the linked video below to guide our discussion and understanding.

We then used the Quizizz app to take part in an interactive quiz incorporated into the linked video above.

Overview of initial quiz results
Example of questions from the quiz
sample of results from the quiz
example of assessment taken from quiz
Lesson 16: I can use advanced search tools including filtering results by adding detail and awareness of the most popular results being at the top. (Information Technology)

Continuing on from our learning about key word searches, we began to refine our searching skills further by utilising advanced search tools. Using Google to search about seed dispersal, we then used advanced tools such as, which country the content has come from and when the content was created. We discussed our findings and results with our partners and as a class.

Lesson 17: I can collect and share data e.g. sort images/documents into folders. (Information Technology)

We explored our digital Seesaw folders to reflect on previous lessons and activities. We were then able to find specific pieces of work and open these again via the edit work option.

We used the Journal and Activities tabs to review previously completed activities.
We then used the Settings and Edit Post tools to reopen and re-edit work if necessary.
During the next set of Computer Science lessons we had to repeatedly name, save, re-open and re-save our work as we added to our programs over time.
Lesson 18: I can use selection in a program I write. (Computer Science)

We looked at the basics of selection in programming, using the Scratch Jr programming app. We looked at how we can send specific messages, to specific sprites, to complete a command at a certain moment: selecting which sprite, will do what action and when they will do it.

We worked on commanding plants to grow, but only when they had been watered by the cat sprite.
We used the message tool in the events section to send three different messages, to three different flowers, at specific moments.
Lesson 19: I can use logical reasoning to predict the outcome of algorithms and programs, explaining the steps sequentially. (Computer Science)

We discussed the concept of 'logical reasoning' and how we use this day to day to complete tasks in the quickest, easiest (most efficient) ways possible.

While using the Scratch Jr app, we tried to use the most efficient ways to send commands to our sprites and replicate similar sprites code in the easiest way possible.

"We copied the flowers program to use for the other flowers because they were basically the same".
Lesson 20: Can I explore designing, writing and debugging my own programs independently to try to achieve a specific goal. (Computer Science)

After being shown examples of how to use specific tools and blocks in the Scratch Jr app, we were set the challenge of creating a program that simulated plants and flowers growing after being watered by a sprite.

We had to use our debugging skills and perseverance when the code was not working correctly during testing.

After writing our code, we would then run it to see what happened and if it worked.
We asked our friends for advice if we got stuck with a certain part of our coding.
Lesson 21: I can work with various forms of input and output. E.g. keyboards, headphones, touch screen, microphones, speakers, etc... (Computer Science)

During our programming project in Scratch Jr, we used a variety of inputs and outputs. The keyboards on the touch screen iPads were used to input our programming commands.

We used the iPads's built in microphones to record sounds for our sprites to use at certain moments during our programming. The sounds we had recorded, were then played from the iPads's built in speakers when required.

We used the microphone command block to record our own sounds to use in our program.
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