Learning Expedition
Knowledge Organiser
Signed Computing charters
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).
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 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 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.
Pupils were given command blocks to choose from, creating their own lines of block code to complete specific navigational challenges.
Pupils took screenshots of their progress during the lesson, which can be found on their individual devices.
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.
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.
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.
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.
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.
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.
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.
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.
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.