In computing we aim to ensure that all pupils:
- can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation
- can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems
- can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems
- are responsible, competent, confident and creative users of information and communication technology
In computing, the children in Year 3 have been learning how to use Scratch. First of all we developed our skills to debug programs including considering how to order commands so the two penguins told a ‘knock knock’ joke and spoke their parts in the correct order; speeding up a car’s travel around a race track but still keeping the car on the track and making a times table program complete a sequence to 12x12. The children created their own background and Sprite and then programmed an algorithm of their own to make their character tell a joke. If that doesn’t sound impressive enough, they then moved onto programming their own computer game, testing and debugging it to make sure it worked smoothly!
As part of their 'Flow' project, children in Year 3 created PowerPoint presentations to demonstrate their understanding of the water cycle.
In their computing lessons, Year 3 practised copying and pasting images from the Internet into a Powerpoint presentation, presenting text in text boxes and learned how to use animations to create an effective presentation about the water cycle. Please click on 'play' on the PowerPoint below to view an example of their work.
In their science work Year 3 looked closely at different soils, classifying them into their specific types. They investigated different water samples to determine just how clean they really were, using the effects of evaporation to see what residues were left behind and used opalometers and data loggers to gain accurate readings.
As part of their science project 'Mighty Metals' Year 3 created foil creatures in a D.T. lesson and then used iPads to create stop animation movies. The children were delighted with their completed movies!
Children in Year 4 used their maths and geography skills as they devised programs to move tourists around a map of New York to visit their choice of locations.
As part of their learning about Native Americans, Year 4 used websites to research into Native American symbols and their meanings.
In their science project on Electricity Year 4 designed posters to provide safety advice about using electricity. Please click on the central image below to view the carousel of safety posters.
As part of their history project on the Romans children in Year 4 used information from their workshop day, library books, picture cards and iPads to research information in order to compare Roman soldiers and Celtic warriors in terms of armour, weapons, appearance and footwear.
Children carried out research projects about their chosen Roman topic and used different layouts in Word e.g. headings, bullet points, bold, underlining, inserting text boxes and adding images to improve the presentation of their work.
During their 'Potions' project Year 4 made a variety of bath time products including bath salts, body scrubs, lip balms and firming body oil. For their enterprise project children then set up their bath time shops, using Word to create product information and price tickets. The bath time shops were very successful; many thanks to parents and relatives for supporting this. We have some budding entrepreneurs in Year 4 as their profits totalled £400!
As part of their 'Mountain Explorer Academy' day, to launch their geography project on mountains, Year 4 learned about green-screen technology to bring their adventures in the mountains to life!
In their geography lessons, Year 4 pupils found out facts about mountains, used Google Maps to choose images and snipped these to create their fact files.
In the science investigation below, Year 5 investigated which material would be the most effective for creating an astronaut's space suit, using data loggers to measure temperature and a graph tool to present their results.
In Anti-Bullying Week Year 5 children took the theme of 'Change Starts With Us' and used the internet to search for inspirational phrases before creating their own pic collages.
Year 5 learned how to create Andy Warhol-style, pop art portraits from a photo using a Photoshop application.
As part of their Computing unit of study 'We are Game Developers', Year 5 explored gaming, using logical reasoning to explain how simple algorithms work. They then used logical reasoning to detect and correct errors in algorithms and programs.
Year 5 then used variables in their programming before creating and developing their own amazing games!
Year 5 were very excited to Skype their French penfriends and to be able to say hello in person. A great way to practise our modern foreign language skills!
Our Eco Council took part in 'Switch Off Fortnight' to see if we could save energy. Before the start of the initiative, the Year 5 eco-councillors conducted a survey in school every day to find out how many laptops and interactive whiteboards were left on during lunchtime when they were not being used and also how many of the school’s lights were on ‘Eco’, ‘Eco+’ or ‘Max’ mode. The Green Team then went around the whole school and put up signs with our energy saving mascot (Mr Energy Saver) to remind people to turn off laptops, interactive whiteboards and lights. During Switch Off Fortnight, the Year 5 eco-councillors repeated their survey for two weeks to see if our signs and reminders would help us reduce the amount of electricity we use in school.
Following our 'Switch Off Fortnight', children in Year 5 created graphs and used Excel spreadsheets to present further graphs to analyse and show the impact of our drive to save energy. We achieved our aim of reducing energy use over the two weeks, so well done everyone and remember to keep switching off interactive whiteboards, lights and laptops when they are not in use!
As part of our teachers' visit to St Joseph and our shared curriculum focus study, children at Copley and St Joseph compared how they like to spend their free time and then presented their results using an Excel spreadsheet - the results are below!
How do we spend our free time - Comment passons-nous notre temps libre?
In Year 6 used latops and iPads to research the main parts of the human circulatory system and the functions of the heart, blood vessels and blood. They identified the impact of diet, exercise, drugs and lifestyle on the way our bodies function before presenting their explanations and findings in written accounts.
Our Anti-Bullying Ambassadors used Publisher to design an e-safety leaflet which they shared with every child in school.
Our Year 6 Mini Life Coaches worked independently to produce their powerpoint and soundtrack which they used in an assembly to launch their mindfulness colouring workshops.
What Our Pupils Say
Here are some of the children's reflections on their learning this year:
- “My favourite subject has been computing because I really enjoy learning new skills.” Charlie
- “The work I am really proud of is my computing work because I learned how to use Scratch and we worked really well!” Lois
- “This year, I think that I have improved most in computing because I can type and present information quicker.” Danny
- ”I like computing, especially when we get to use the computers for Times Tables Rockstars.” George
- “My favourite school subject is computing because I like it. I think I have most improved at computing and it is also what I have enjoyed the most.” James
- “I have also loved computing this year because I like writing programs using ‘Scratch’ and animating PowerPoints.” Josh
- "As part of my 'Stargazers' home learning project, I made a moon buggy which was wired up to a battery pack and had a coding sequence which meant that it moved! I am proud of this work because it looked effective when it was finished. I demonstrated 'self-belief' because I did not give up when the coding was incorrect at first." Kieran
- “I enjoyed using the laptops to find information about the Romans and presenting my research using ICT.” Isaac