computing in hexthorpe autumn 2014.pdf

8/10/2019 Computing in Hexthorpe Autumn 2014.pdf

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We are Investigators



We Are Real World ModellersQuestion:

What can a computer let us do, that may be difficult to do in real life?

Answer:Dangerous or difficult tasks thatrequire practice!



We Are Angry BirdsYear 3 have been learning all about how they can give instructions to a computer.They have tried all sorts of online activities that allowed them to create their owncode to control what was happening on screen. They started by creating their owndance ‘algorithm ’ which they really enjoyed.



They then used similar commands in ‘Scratch’ which allowed them to move acharacter on screen when they pressed certain keys on the keyboard.After that they all created an Angry Bird maze game in Scratch to seehow they could use those commands to create a computer game!



We Are Robot MastersHow do we program a computer? The children looked at how they could give accurateinstructions in the correct sequence to a computer so that it would complete a settask correctly (an algorithm). They used a program called Light-Bot to help them.

http://lightbot.com/hocflash.html



First, they had to ‘create’ the ‘algorithm’ on paper using the command symbolsfor the set task. Then they had to ‘test’ the algorithm on the computer by

inputting the symbols into the program and run it. If it did not work, they thenhad to ‘de-bug’ the algorithm and correct it on their sheet. By the end theywere able to write the code for a set task directly into the program and de-bugit as needed.



Putting their knowledge of instructions to use, Year 4 started to write code insteadof using pictures. They used learnt how to program in anew language…LOGO! Here you can see so of their work, typing commands to create shapes and pictures onscreen.



We Are Real World ModellersYear 5 were introduced to the world of Scratch programing for the first time. Wedecided to look at simulating something in the real world so we looked at a schooldisco. How could we control the lights and sound? Could we change the sequence ofthe lights? How could we control the volume? We all worked through setting up asimulation in Scratch, learning how to use the code along the way.



They looked at variables, repeats, operators etc. Once they had grasped how tocode, they looked at creating their own simulation of a set of traffic lights and thena more complex set of pelican crossing lights using the knowledge gained from thedisco set up they had recently completed.



We Are Real World BuildersAt the start of the Year 6 were put to the test…or rather their computational skillswere! They were given the task of planning how to build a self-supporting structurethat was he tallest they could…using only six sticks of spaghetti, one largemarshmallow, three small marshmallows and 300mm of tape. They used the design,plan, construct, test, de-bug cycle that they will be using when they come to write

code for the next stage of the topic. There were some surprising results after allthis!



After this they were set the task of completing a Lego model following a set ofinstructions. It may seem a simple task but it was surprising how many started tomiss steps and end up with bits over or missing!

Remember…instructions must befollowed in the correct order…just likecomputer code!



They then used Scratch to control the model as it was made using Lego WeDocomponents. To complete the task (get the model o swing its leg and kick a football)the children had to give accurate and quite precise instructions to get it to workcorrectly.



Now they had mastered controlling physical objects using Scratch they put theirskills to simulating a real life event…a railway level crossing! They used their skills tosimulate the train coming, the train being detected by the crossing system whichtriggered the lights to flash and the barriers to come down to stop the cars.

computing in hexthorpe autumn 2014.pdf

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