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Autumn 1 Python Minecraft with a Raspberry Pi A unit to supplement our Raspberry Pi Build-IT kits, this is the first in a 4 module series on learning Python by hacking Minecraft. Students learn how they can manipulate the Minecraft world by changing the code of the game, creating things quickly that would take hours or even wouldn't be possible in the normal Minecraft |
Spring Manipulating Images A unit that investigates impressionistic art and how this style can be recreated using digital art tools. Digital sculpture is also looked at and combined with photo editing. |
Summer 2 Sonic Pi A unit to really get creative with code! Use a text based coding language to create your own beats and tunes. Play notes, chords, samples and loops and manipulate it all to your heart’s content until you’re rocking it like a superstar DJ.
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Autumn 2 Quiz Time with Scratch A unit that takes the coding further than previous game and animation projects. Investigate lists, variables, broadcasting, number operators and if/else statements to create number, word and memory games. |
Spring 2 Video Editing A unit to introduce PC based video editing; how to trim, edit and repurpose existing video footage for use in a new video presentation.
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Pupils are taught to:
Algorithms and Programming:
* Design a solution by breaking a problem up.
* Recognise different solutions can exist for the same problem.
*Use logical reasoning to detect errors in algorithms.
*Use election in programmes.
*work with variables.
*Explain how algorithms work.
*Explain 'What if' questions by planning different scenarios for controlled devices.
Information Technology:
* Select, use and combine software on a range of digital devices using a range of technology for a specific project.
Digital Literacy:
*Discuss the risks of online use of technology.
*Identify how to minimise risks.
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.
Skills:
* 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.
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