Learning Expedition
Knowledge Organiser
Signed Computing charters
Entry Task
Entry Task Can I investigate fake news to identify reliable sources?
The pupils discussed what the term Fake News means and thought about if they had seen any in their own lives.
After reading and researching around how to spot Fake news, they went about create their own digital posters to showcase their knowledge and spread their advice to others.
Pupils were allowed to display their information in whatever way they thought would be creative but informative.
Year 6 pupils were introduced to the terms 'antivirus software' and 'firewalls'
Pupils then conducted their own research to present the difference and similarities between the two protection systems.
The video above was used as the stimulus for conversation around the topic.
We also explored the uses of databases using the resources linked below.
Examples of all children's work can be found on their individual devices.
Pupils worked their way systematically through several levels of coding activities using the Code Studio website.
Students had to use sequence, selection and repetition effectively to advance through the levels which were based upon develop knowledge variable/conditionals statements. Pupils took screenshots of their progress, which can be found on their individual iPads.
After discussions around how to support peers with online behaviours and problems, pupils recorded their thoughts and suggestions by posting them to a collaborative Padlet response board.
We looked at information surrounding news bias and then conducted our own internet searches to help us better understand how what we are present with on the internet might not always be true or totally accurate.
We also conducted our own research into media balance and bias, then completed an BBC online quiz to gauge our understanding of the concept.
We uploaded our scores to the school VLE (Seesaw) to share these with the class teacher.
Using the video link above, we discussed how different searches rank their results. We then tried the same searches, via different search engines to observe similarities and differences between the results.
We used the Swift Playground app to explore logical reasoning in more detail. With increasingly more difficult activities we had to observe when errors had occurred and look for ways to correct these.
Using the Lightbot app, we were able to work on decomposing challenges to help us complete them. By breaking down the task into smaller steps, it became more manageable.
During our use of the Swift Playground app we explored how variables and for loops can be used to to refine our programming further and have sprites make specific choices within our code depending on the circumstances.
After discussing our own personal experiences of how technology has and does affect us, we used the video below to guide our conversation more.
After our discussions, we then used Quizziz to complete a number of questions to see what we knew and what we could work on understanding more.
We investigated the pros and cons of artificial intelligence and the impact it has on our lives and the societies that we live in using the resources above.
After our research and discussions, we took part in a Quizizz quiz centred around the positives and negatives of AI. The generated the quiz within the lesson, in real time, by using the AI features within Quizizz.
Using the above link as our stimulus we looked at what the internet consists of to try and differentiate between the internet and the world wide web.
After conducting their own searches, pupils consolidated their knowledge by using video and website linked below.
Their findings were that...
We used the linked video above to gain a better understanding of what an IP address is and how it works.
Pupils also conducted their own research around the subject, using websites such as the one linked below.
We finished by taking part in a online Quizizz activity answering questions about the internet and IP addresses.
We reflected on our previous lessons in Year 6, as well as other years, looking at different apps and software we had used both separately and in combination with each other.
Building on our prior exploration of variables and For loops, we returned to the Swift Playground app to better consolidate our understanding of how to use they command options with better accuracy.
If we needed support we were able to work with partners or access support resources like the example above.
Using BBC microbits, we used a variety of inputs and outputs to connect and communicate between different hardware and software.
First we had connected our Micro:bit to the iPads using Bluetooth through the Micro:bit app.
We used block programming to give our physical Micro:bit commands via the Micro:bit app interface.
We could then begin following the online tutorials to control our Micro:bit through programming commands.
There were so many different tutorials that we could try, changing our Micro:bit into different things, such as motion sensors, message boards and digital dice.
Moving our work with Micro:bits further, we began to test out our own programs either building on previous code from tutorials or creating our own from scratch. Before beginning, we decided what our goal was and then, using computational thinking, decided what would be the best approach.
We first came up with an idea for what we wanted our Micro:bit to do. For example, a light sensor or digital emotion cards.
We ran simulations of our code before running them on the physical Micro:bits.
Some of us added melodies and sounds to our programming to create digital music makers.
We used our knowledge of variables to create parameters for our programs to work correctly.