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Barnburgh Primary School

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Computing Portfolio

Please see our evidence for each Computing National Curriculum Programme of Study below. 

KS1 - Understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions

Year One

Learning Intention: To understand that computers and devices around us use inputs and outputs

The children were introduced to the terms 'input' and 'output'. They were able to understand that an input is a way of putting information into a computer or device and an output is a way of getting information out of a computer/device. To test their knowledge on the two, they were given a series of devices, in which they were able to demonstrate their understanding. The children were encouraged to work in pairs, one child acted as an input, giving the information and the other the output. 

By the end of the lesson, the children could confidently explain inputs and outputs, as well as identify devices that use them.

Year One

Learning Intention: Observe and explore outcomes when buttons are pressed in sequences on a robot and identify and debug a simple algorithm.

The children recapped their knowledge of the term 'algorithm', this is something that we have been working on for quite a few weeks.

" An algorithm is a set of instructions" (Isabel F)

They then worked together to create a space scene using paper planets, stones and moon rocks. These acted as obstacles to avoid when inputting the algorithm to the robot. As a class, we discussed each instruction and were able to explore what happened when buttons were pressed in a set sequence. By the end of the lesson, the children successfully created their own sequence and debugged a simple algorithm. As a result of their team work and perseverance, they were able to reach the other side of the space scene, without hitting any of the obstacles.

Below is our sequence:

2 steps forward (Miss Clark)

1 step right (Marnie)

2 steps forward (Joseph)

1 step forward and 1 left (Zephyr)

1 step forward , 1 right and another step forward (Nathan)

1 step forward and 1 left (Bella V-H)

3 steps forward (Jaxon)

4 steps forward and 1 left (Alistair)

2 steps forward and 1 right (Louie)

1 step forward and 1 right (Eddie)

1 step back, 1 left and 1 forward (Austin)

1 step back and 1 right ( Pearl)

Year One

Learning Intention: To follow instructions precisely to carry out an action.

The children were encouraged to follow a simple set of instructions to draw their own person. Once they had followed the instructions, they shared their drawing with the rest of the class. The children identified that every picture looked different even though they had followed the same set of instructions. They noticed that this was because the instructions weren't very clear e.g. draw three arms. The children worked with Miss Machin to change the instructions so that everyone's person would look the same. By the end of the session, all children were able to follow a set of instructions to carry out an action.

Year One

Learning Intention: To understand what an algorithm is.

The children were introduced to the new vocabulary 'algorithm'. Miss Clark explained that an algorithm is a clear set of instructions used to carry out a task. To understand the concept, the children were encouraged to think about how they get dressed in a morning. Some children explained that they put on pants first whilst others said that they put on their t-shirt first. Some of the children were able to identify that it doesn't always matter which order they get dressed in but sometimes it does. 

"You cant put on your jumper before your t-shirt" (Ralph)

Working in pairs, they dressed a cartoon character. Every time they added a piece of clothing they were encouraged to write it down to create an algorithm.

The children then exchanged algorithms and followed each others instructions.

By the end of the session, the children were able to explain what the term 'algorithm' meant.

" An algorithm is instructions" (Jasmine)

"Sometimes they are in order and sometimes they're not" (Owen)

Year 1

The children had to predict what will happen when a sequence of buttons are pressed. They had to think where will the dinosaur (Robot Mouse) go. We made a prehistoric landscape showing features like volcanoes, asteroids, forests and caves. We programmed the robot to move to and from different points on the floor to move away from the obstacles. I modelled and then the children had a go by working in a team to give instructions.

We also used the iPads to use the Beebot app and the children were encouraged to direct the robot. By the end of the session the children were able to use the arrows and knew how to erase instructions to refresh the robots direction.

Year 2

LI: To create an algorithm to create a model.

The children recapped what an algorithm is. They remembered that an algorithm is a list of rules to follow in order to solve a problem. Algorithms need to have their steps in the right order. The children knew on a computer that if you made a certain action with the mouse or keypad the computer or laptop would then follow that instruction. The children started the session by playing 'quick draw'. They had to draw on the computer a certain object or item and the computer had to guess it. The children were then encouraged to work in pairs to create a model. They had to think of each instruction step by step and think about how easy it would be to follow. The children wrote down their instructions and then gave them to a friend to follow to see if they could make them. By the end of the lesson, the children were a lot more aware about what an algorithm is and how important it is to give a clear instruction in order to get to a desired end product.

KS1 - Create and debug simple programs

KS1 - Use logical reasoning to predict the behaviour of simple programs

KS1 - Use technology purposefully to create, organise, store, manipulate and retrieve digital content

Year 1

Learning Intention: To understand that there are online tools that can help people to create content and communicate.

The children understood that there were different online tools that can help people to communicate with one another. They were able to share these with the rest of the class and explain how they may be used.

  • Email
  • Chat box (games)
  • Messenger
  • Facetime
  • Text

To demonstrate using online communication tools safely, we wrote an email to an astronaut about our recent discovery. The children were able to identify the different parts of an email and even had a go at typing some of the words.

In our email included:

  • Where it happened
  • What happened
  • Who we think it was
  • Why we think it happened
  • A question to ask if the astronaut could help us with our investigation

By the end of the session, the children understood that an email is an online tool that we can use to communicate and were able to write one as a class. 

Year 1

Learning Intention: To layer shapes to create a self-portrait.

First the children were encouraged to identify the similarities and differences between themselves and their peers. This ensured that they were familiar with the features of their face.

“ I have blonde hair and so does Ava” (Buddy)

“Me and Elliot have the same eye colour. We have blue eyes” (Fletcher)

“Florence has blonde hair but I have golden red hair” (Bella N)

Miss Clark modelled layering shapes and using a variety of tools to create a self-portrait. The children were then encouraged to work in pairs and create their own. By the end of the session, they had created beautiful self-portraits by layering different shapes and changing the colour to match their face, eyes and hair.

Year 1

Learning Intention: To use a range of tools to create a desired effect.

Miss Clark explained to the children that during computing we were going to be drawing an image from the story ‘The Three Little Pigs’. The children were shown how to use tools to create different effects and where to find them on the toolkit. This encouraged the children to think about the tools they would use for each part of their picture. The children were then given the opportunity to use their previously learnt techniques and tools to create their image. By the end of the session, the children were able to explain the tools that they had used.

Year 1:

LQ: How do you draw shapes to create a piece of art?

We looked at ' Wiki Art-Squares with concentric circles' by Wassily Kandinksy. The children were encouraged to identify and discuss the shapes and colours used in the piece of art.  Miss Clark then modelled drawing and layering shapes on 'Sketchpad' to create a similar piece of art. The children then worked in pairs and used the mouse to place and layer each individual shape. By the end of the session, the children showed a good understanding of how to draw shapes in a similar style to Kandinksy.

Year 2:

 LQ: How do you use an Ipad to create and organise a pic collage?

The children were encouraged to use Ipads on a walk around the local community to The children had the opportunity to create a pic collage with adult support to successfully organise and print a photograph to use in their topic learning.  The children showed a good understanding of using the Ipads and with support were able to create and print using Pic Collage.

Year 1

LQ: How do you click and drag?

At the beginning of the session we recapped the importance of staying safe on line. The children were able to recall the information from last session and knew who to speak to if they ever came across anything dangerous or unkind online.

Miss Clark modelled using the touch pad to select an icon, then placed it on the art pad using the click and drag method. The children worked in pairs to create a repeating pattern using their chosen icons.

By the end of the lesson, all children had used their new skill ‘click and drag’ to successfully create a repeating pattern on the sketchpad website.

Year 2

LQ: How is technology controlled? What in an input and an output?

The children recapped the parts of a laptop and what the features do. The children then looked at various pieces of techology old and new and we spoke about what the buttons do and what would happen if we pressed it. The children then had a go at following instructions I created a Year 2 remote control and the children had to do what I pressed e.g. blue button- sleep, red button- jump and yellow button- tap your knees.  The children then had to design their own robots and think about what each button did. By the end of the lesson the children were able to talk about inputs and outputs and talk about their robot.

Year 2

LQ: How do you recognise the parts of a computer? 
The children Learnt the names and properties of different parts of a computer. They were then encouraged to label parts of a laptop in a small group to see what they could remember. The children showed they were able to label key features of a computer and discuss the purposes of each feature. The children showed a better understanding of computers and were able to talk more confidently about them,

Year One: We used the Ipads and Laptop to research 'things to do in London'. The children navigated around the pages and were able to go on to different tabs to find out the information they needed. By the end of the session, the chidlren were  a lot more confident with using a web browser safely and were able to find different things to do in London.

Year 2

LI: To decompose a game to predict the algorithms that are used.

The children looked at the Beebot programme online. The children found out what algorithms are, how they are implemented as programs on digital devices, and that programs execute by following precise and unambiguous instructions. The children were encouraged to give the Beebot simple instructions in order to direct it what to do.  By the end of the lesson, the children had a better understanding of how to input instructions into a computer and were able to break down instructions in order to make them more managable.

KS1 - Recognise common uses of information technology beyond school

Year 2

LI: To create a design for an invention.

 

The children discussed what an invention was and how they have changed the world we live in now. The children recapped on inputs and outputs and what uses they have. The children thought of their own ideas thinking of inputs, outputs, features and design. By the end of the session, the chidlren had all created a purposeful invention which could be of use to others and themselves and were able to discuss the inputs and outputs as well as the features of their invention. The children could state why they thought their invention would be useful to others.

KS1 - Use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies

Year 2

LI:  To understand how to stay safe when using the internet.

For Safer Internet Day, Year 2 looked at ways to stay safe when using the internet or any form of technology. We read 'Digiduck’s Big Decision' (Digiduck was going to send a funny photo of someone to his friends, but realised this wasn't a good choice' and spoke about the different scenarios in the story that could lead to problems in every day life. For example the children said 

"If someone says something unkind on the Playstation I block them and tell my mum".

"I would ignore people being unkind."

"Digiduck would be lonely if he is unkind to his friends".

"Other people might not find your joke funny and might see it as cyber bullying"

"I would tell a grown up and they can help me."

"My mum and dad have special settings on my ipad so  I only go on certain things".

"If you're unkind on the internet, people might not want to be your friend in real life and play at school."

The children then spoke about different apps they go on at home, and we spoke about how to stay safe on them. Many apps are for 13 year olds, but many children go on with older siblings etc.  We spoke about a list of rules when using certain apps

  • Don't use your real name.
  • Don't give out personal information such as your school and where you live.
  • Don't meet people from the internet that you don't know.
  • Don't open or accept anything you arent sure of.
  • Tell someone if something makes you worried, uncomfortable or scared.

The children were given various scenarios and were encouraged to think of ways to overcome the problems. See the below document for examples.

By the end of the lesson, the children were able to discuss how to stay safe on the internet and what to do in certain situations.

Year 1

Learning Question: How do you log onto a computer and access a website?

The children learnt how to log onto a laptop and access a simple website (Sketchpad). They used the mouse to navigate the website and were able to change the colour of the drawing pen, draw shapes and use the eraser tool.

Prior to working on the laptops the children sorted a range of objects into objects that are computers and objects which aren't computers. We spoke about the importance of using a password and keeping safe online. The children were also encouraged to use the laptops safely and respectfully.

By the end of the session, the children were a lot more independent when using the laptop and accessing a simple program.

KS2 - Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts

Year 5 learnt how to program a scoreboard. They learnt how to create algorithms for showing scores and displaying results. They tested these by playing rock, paper, scissors or showdown and using the scoreboard.

Year 5 learnt more about what a micro:bit can do. They learnt how to program a micro:bit to create a polling station. Children then tested this out by answering the questions on screen, creating the poll.

Year 5 learnt about programming through using the micro:bit. They were able to program these machines to produce mini animations. They learnt about the different features of a micro:bit and how to program this to create animations.

Building on the use of the ‘ScratchJr’ application in Year 2, the children in Year 3 have now progressed to use the more advanced computer-based application called ‘Scratch’. They have learnt to use repetition or ‘loops’ and built upon skills to program; an animation, a story and a game

Year 5: Debugging: We used scratch to explore routes made by the Chief Alchemist. We learnt how to debug the program by editing the route and actions by the avatar.

Year 6 used the website 'hour of code' to write an algorithm.

KS2 - Use sequence, selection, and repetition in programs; work with variables and various forms of input and output

Year 6 used the website 'hour of code' to write an algorithm.

KS2 - Use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs

Year 6 learnt a dance using algorithms. They had to work out the sequence and then create the dance outside.

Year 6 used the website 'hour of code' to write an algorithm.

KS2 - Understand computer networks including the internet; how they can provide multiple services, such as the world wide web; and the opportunities they offer for communication and collaboration

Year 5 learnt about the architecture of computers especially linked to the Mars Rover. They were able to identify the different parts of the Mars Rover and use this to plan a route for the Mars Rover.

Year 4 have been looking at the features of a website and have created a basic plan for their own creation.

KS2 - Use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content

KS2 - Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information

Year 5 learnt facts about the most deadly minibeasts on earth. They learnt why they are dangerous. They tailored our research to what we wanted to learn about them in our pairs. They then applied our knowledge of these minibeasts to create and play top trumps cards involving the minibeasts.

Year 5 learnt about binary codes and how to use these to calculate decimal numbers.

Year 5 learnt about binary codes and how to use these to calculate decimal numbers.

Year 5 learnt how to use photo editing software to edit the colour and shade of images. We learnt about Andy Warhol and were inspired to create these.

Year 5 learnt how to use photo editing software to edit their photos of the school environment to make their own portals.

Year 5 learnt how to use photo editing software to edit their photos of the natural surroundings to make them into futuristic portals.

Year 5 used computer software to make create an avatar of themselves. We learnt about how to use software and what different software can be used for.

KS2 - Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact

Year 5 created Internet Safety posters related to app permissions. We learnt about the different permissions needed on three popular app sites.