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Hanbury's Farm School

Growing and Succeeding Together

Year 5

Y5 COMPUTING

 

Autumn Term- 2021/22

Year 5's Computing topics in the Autumn were called 'Digital Literacy' and 'Infographics'.

 

In Autumn 1, the class discussed Online Safety, Anti-Bullying, Sharing and using Personal information online and Cyber Bullying, and we also created posters to apply what we had learnt. 

 

Internet Safety

In Autumn 2, the class explored all about Infographics.

 

We created research-based fact files linked to our History and Geography topics 'Anglo-Saxons' and 'Coasts,' whilst applying all they had learnt about infographics. The children inserted text and photos, edited font, size and colour, included borders and sectioned up their text using subheadings or boxes. We were able to plan and create fact files which included a variety of medias, including: videos, text, images, and sound clips.

 

Children used Google docs to create an infographic based on Coasts and followed and applied the following techniques:

• inserted text, changing the text style, size and colour

• added a border, fill text boxes or highlight text

• uploaded images from Google to use 

• inserted information retrieved through research

• inserted images, changing their size, position and rotation

• used layers to re-organise objects on the page

•switched between view and edit mode before turning in

• SOME even created and inserted a tables on their infographic

Spring 2022:

 

In Spring 1, we completed the Creating and Using Spreadsheets as Models to Solve Problems.  

 

Lessons 1&2:

WALT: create a spreadsheet, insert information into cells and complete a SUM formula.

 

 infographic using Google docs and apply all we have learned to do concerning Infographics.

 

In this lesson, the pupils were learning to 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.

 

The program we used was Spreadsheet on J2E Office on BGfl. We looked at how column letter and row number are important to help identify an individual cell within a spreadsheet – this identifier is called a cell reference/address. The pupils should be able to relate to how cell references in a spreadsheet work by comparing to work done on co-ordinates. We then insert text, changed font, auto filled the textboxes with colour, and they have made some font bold and researched key facts and information to insert.

 

We then looked at finding the SUM of all six countries populations – we did this by looking at the formula to get the SUM of cells e.g. of B2 – B8 to find the total population of all 6 countries.

 

Lessons 3&4:

WALT: create simple formulae to perform calculations in a spreadsheet to solve problems.

 

 In this lesson, we looked at the premade spreadsheet about Sweets and their prices and discussed how the spreadsheet had been designed – looking at the use of column and row labels to help the user know understand what information is used and/or required in the spreadsheet.

We looked at what the formulae would be, noting that until a value is entered into the empty cells within the spreadsheet, nothing will appear in the ‘total’ cells.

We then used trial and error as a class to find a way to buy the sweets to answer the problem. E.g. Paul wants to buy exactly 14 sweets for £10. He also wants at least one of each sweet.

We found out a way to find it as easy or as fast to do if the formulae (SUM).

 

The pupils then developed their own number challenge to create a spreadsheet to answer their own problems involving the Sweet prices. Pupils designed their own spreadsheet to answer the given problems and presented their answers on the spreadsheet.

Spring 2, we have been looking at Programming Algorithm from Code.

 

In Year 5, we have been focusing mainly on  Coding using the Scratch programme. 

 

Lesson 1

WALT: create and write a simple algorithm by modifying code and writing a new code.

  1. Introduction to Scratch3

In lesson 1, children were able to access the new Scratch website and accessed the ‘Year 5’ Class Page.  Then, children had to create a Scratch costume, edit it, write code using a sequence and use the repeat forever loop on certain sprites.

  1.  Create your name ready to animate

The children then began to use the drawing tools to edit sprite costumes ready to apply this learning to when they begin to animate their own name. Children then added letters from their name and then created a program for each letter that will do something different. This session gave children the opportunity to modify and change sprite costumes.

 

 

Lessons 2

WALT: create and write a simple algorithm by modifying code and writing a new code.

In lesson 1, children had to write code using a sequence and used the repeat forever loop on certain sprites.

The children then began to use the drawing tools to edit sprite costumes ready to apply this learning to next lesson.

Animate your name

This session gave children the opportunity to modify code and write new code

Children used input ‘when sprite or green flag was clicked’ and inputted outputs from the looks, command, control, events and motion blocks.

 

Children added letters from their name and write

a program for each letter that will do something different.

 

The children used the drawing tools to edit sprite costumes ready to apply this learning to when they begin to animate their own name. Children then added letters from their name and then created a program for each letter that will do something animated. This session gave children the opportunity to modify code and write new code to animate their own name.

 

Lessons 3

WALT: investigate, run and modify code

In this lesson, children used 2 different forms of repetition: controlled count loop and a continuous loop. There are other forms of repetition (N.B. the language - loops, repetition, iteration can all be used)

Task – Create a loopy choir

Children used the planning sheet to write the design of their loopy choir, what characters (sprites) they used, which ones repeated using a controlled count loop and for how long, as well as which sprite repeated forever.  Children saved their work and shared with their peers.

 

 

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