Coding Retro Games – Pac Man
A unit that takes your students through the process of decomposing and then building the classic game of Pac-Man using Scratch. You’ll cover algorithms, repetition, conditional programming and variables while you build your game.
A unit that explores a range of web tools for sound and music creation and then explores sound editing; creating radio adverts and audio books, complete with sound effects and atmospheric music.
What is a Computer?
A unit that delves into what really makes a computer a computer. Is a TV a computer? Is a fridge a computer? Is a toilet a computer?! It also investigates just what is inside that metal box, how a computer works, memory, data and binary code. By the end you’ll know your RAM from you ROM and your CPU from your GPU.
Building Collaborative Websites
A unit that uses Google apps for collaborative research as well as planning and creation of a group website, considering the design and consistency of the site.
A unit to introduce students to programming Lego NXT Robots. Control their movement and utilise the robot’s sensors to interact with its environment and solve problems.
Raspberry Pi Part 1 Scratch GP10
Our BuildIT boxes and scheme of work provides you with everything you need to explore physical computing with a Raspberry Pi. Build circuits, create LED light shows and control motors with your code.
Pupils are taught to:
Algorithms and Programming:
* Combine sequences of instructions and procedures to turn devices on and off.
* Use technology to control an external device.
* Design algorithms that use repetition and 2 way selection.
* Analyse information
*Understand how search results are selected and ranked.
*editing a film.
* Understand how to make choices when using technology and that not everything is true and/or safe.
Knowledge and Understanding:
* Discuss the positive and negative impact of the use of ICT in my own life, my family and friends.
* Understand the potential risk of providing personal information online.
* Recognise why people may publish content which is not accurate and understand the need to be critical evaluators of websites.
* Understand that some websites may have popups that may affect the way information is presented.
* Recognise the potential risks of using internet communication tools and understand how to minimise those risks.
* Understand some material on the internet is copyrighted and may not be copied or downloaded.
* Understand that some messages may be malicious and know how to deal with this.
* Understand that online environments have security settings which can be altered.
* Understand the benefits of developing a ‘nickname’ for online use.
* Understand that some malicious adults may use various techniques to make contact and elicit personal information.
* Know that it is unsafe to arrange to meet unknown people.
* Know how to report any suspicions.
* Understand that pictures and tags should not be published on the internet without the person’s permission.
* Know that content put online is extremely difficult to remove.
* Know what to do if they discover something malicious or inappropriate.
* Follow the school’s Safer Internet Rules.
* Make safe choices about the use of technology.
* Use technology in ways which minimise risk.
* Create strong passwords and manage them so that they remain strong.
* Independently and with regard to e-safety, select and use appropriate communication tools to solve problems by collaborating and communicating with others within and beyond the school.
* Competently use the internet as a search tool.
* Reference information sources.
* Use appropriate strategies for finding, critically evaluating, validating and verifying information.
* Use knowledge of meaning of different domain names and common website extensions.
Unfortunately not the ones with chocolate chips.
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