Learning Challenge Computing ideas Assessment criteria

Why dont tigers and polar Using pic collage app on the iPads to create posters I can use a search engine to find and save
bears live in Manchester? of different climates/habitats as the background to pictures that I wish to use.
the whole poster and then layer up pictures of I can find my saved pictures to use in another
animals that would live there and text labels on top. app.
I can add text labels.
I can use different fonts, backgrounds and
templates.

Use green-screening to film the children doing a I can use an iPad to film my peers.
mini-documentary piece about the animals and their I understand how green-screening works and
habitats as if 'on location 'or if you are how that can be used in TV and film.
concentrating on weather differences they could be
filmed being weather reporters in front of an
appropriate weather map.

Beebots/human beebots - giving (or giving and I understand what algorithms are (specific
receiving) specific instructions to get from one step-by-step instructions to be performed).
geographical location on a world map that have been I can give specific instructions (program) to a
studied in the topic if it is about different climates peer/device.
around the world. Could do it on A2 sized map/mat if I can follow a specific set of step-by-step
using beebots or could draw a huge world map with instructions.
chalk on the playground if being human beebots (or
the kids could pretend to be programmable
aeroplanes)
 Learning Challenge Computing ideas Assessment criteria

How do you build a car? Use Dazzle on the laptops to create their own design I can use a digital paint program to create my
for a car and a close up image of their own brand of own image.
car badge logo. (Extend to add text labels to car I can use features of the program to label my
designs pointing own chosen features that make image.
their car special) I can store (save) my work to a specific
location on the school server.
I can retrieve my work independently in order
to open it and edit it.

In preparation for the above idea, get the children I can use search technologies safely and
to search for images of cars/car logos - come up successfully.
with a word bank as a class that could be used as I can organise content within a document.
search terms that would bring about the sort of
images you want. Show them how to click into the
images to enlarge them and get better end quality,
copy and paste into a word document. Show how to
enlarge, shrink and move images within a word
document to create an inspiration/ideas board for
their own designs.

(E-safety - when using any internet sites, highlight

potential dangers of pop-ups/unwanted images etc.
and the appropriate responses. Explain that school
systems filter as well as they can but there can be
unforseen problems so it is important that we react
appropriately).
 Learning Challenge Computing ideas Assessment criteria

What was Britain like when Algorithm and de-bugging of instructions
the Queen came to the opportunities potentially if you are making any sort
throne? of old-fashioned food recipes. Important points are:
*instructions must be specific
*a digital device/robot/computer will only do as you
program it to do
*problems in programming will lead to unsuccessful
end results.
*finding and fixing the errors will lead to end goal
being achieved.
I understand what algorithms are (specific
step-by-step instructions to be performed).
I can give specific instructions (program) to a
peer/device.
I can follow a specific set of step-by-step
instructions.
I know what a bug (error in instructions) is.
I can fix a bug to make the instructions
successful.

E-safety week will be towards the end of this half- I can use technology safely and respectfully.
term so classroom activities based around e-safety I know that I must keep personal information
will be done in and around that week. private
I know where to go for help if I am worried
about content or contact online or using any
technology.

Whole school theme Will be able to assist with ideas when we know the
theme.
 Learning Challenge Computing ideas Assessment criteria

What would an explorer Algorithm and de-bugging of instructions I understand what algorithms are (specific
find exciting about my city? opportunities using navigation of local area on step-by-step instructions to be performed).
simplified maps - either using programmable beebots I can give specific instructions (program) to a
or guiding toys or guiding each other. peer/device.
I can follow a specific set of step-by-step
Could also do a similar instruction giving/following instructions.
activity based on Manchesters metrolink map e.g. I know what a bug (error in instructions) is.
get on at Withington, take the red line to I can fix a bug to make the instructions
Cornbrook, change onto the dark blue line in the successful.
same direction and get off at the fourth stop.
Where would you end up?

Making i-Movies (can be done on iPads or Macbooks)
of the local area or Manchester showing off the
main attractions/reasons to come to Manchester.
Add in images that can be saved and inserted,
voiceovers to add a commentary, text as titles for
what is being shown.
I can find, save and retrieve images for use in
another application.
I can use audio recording technology.
I can create my own digital content (movie) as
a way of showing my learning.
 Learning Challenge Computing ideas Assessment criteria

Why was there such a big Using iPad app Morfo to animate a picture of Samuel I can use audio recording technology to
fire on Pudding Lane? Pepys and the children record their voices as if they present my learning.
were Samuel recounting their thoughts and
experiences during the great fire.

Using I Can Animate (MACS) or more simply on I can create my own digital content (stop-
iMotion (iPads) - children create their own stop- motion animation).
motion animation of the great fire. Build/draw their
own street scene/skyline/city silhouette and then ue I know that stop-motion has been used in the
the software to take many photos, of the scene, making of TV programmes.
changing it very slightly between each photo. You
could glue on bits of red/orange crepe paper in small I understand that stop-motion animation
amounts, building it up from the bottom a bit at a works best when small changes are made
time to make the fire spread. The buildings could be between each image taken.
made to crumble bit by bit if they were built rather
than drawn.
National Curriculum for KS1

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

* create and debug simple programs

* use logical reasoning to predict the behaviour of simple programs

* use technology purposefully to create, organise, store, manipulate and retrieve digital content

* recognise common uses of information technology beyond school

* 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.