UKS2 Barefoot meets micro:bit - Litter Hunt

Computing

Curriculum aims

• can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems

Subject content

• design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts
• use sequence, selection, and repetition in programs; work with variables and various forms of input and output
• 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

Computing

Curriculum aims

• can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems

Subject content

• design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts
• use sequence, selection, and repetition in programs; work with variables and various forms of input and output
• 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

Science

• Y4 - Living things and their habitats - recognise that environments can change and that this can sometimes pose dangers to living things

Micro:bit - Litter Hunt

UKS2 Lesson 1

Scottish Curriculum Second Level – Computing Science

Understanding and analysing computing technology

• I understand how information is stored and how key components of computing technology connect and interact through networks. TCH 2-14b

Designing, building and testing computing solutions

• I can create, develop and evaluate computing solutions in response to a design challenge. TCH 2-15a

UKS2 Lesson 2

Scottish Curriculum Second Level – Computing Science

Understanding and analysing computing technology

• I can explain core programming language concepts in appropriate technical language. TCH 2-14a

Designing, building and testing computing solutions

• I can create, develop and evaluate computing solutions in response to a design challenge. TCH 2-15a

Scottish Curriculum Second Level – Digital Literacy

Using digital products and services in a variety of contexts to achieve a purposeful outcome

• I can extend and enhance my knowledge of digital technologies to collect, analyse ideas, relevant information and organise these in an appropriate way. TCH 2-01a

Micro:bit - Litter Hunt

Age 9-11 Lessons 1 & 2

Using ICT - Computational Thinking and Coding – Level 4

Pupils should:

• create a more sophisticated coding project using a broad range of commands; and/or
• solve a given problem using commands in a programming environment

Programmable devices (Micro:bit)

• look at and talk about examples of coding projects, including the use of motion, looks, lights or sounds, sensors, control and events such as ‘if...then’ and ‘loop until’ (or equivalent) that make the code more efficient (also includes variables at Level 5);
• recognise that these projects are composed of different components and break the task into smaller manageable tasks (decomposition);
• in small groups, plan and storyboard their own coding project, working out what different parts of the program must do, using logical reasoning to discuss and compare the commands that are required for their algorithm and predict the outcome;
• use a range of commands to create a project including triggering commands such as ‘if...then’ and ‘loop until’ to facilitate a more efficient method of interaction (also includes variables at Level 5);
• test and debug at regular intervals and collaborate with others to solve problems as they arise.

Pupils should:

• share their work (possibly using digital tools), respond to feedback and comment on others’ work; and
• organise files and export work in an appropriate format so that others may view it.

The World Around Us – Change over Time – KS2

Pupils should be enabled to explore:

• The effects of positive and negative changes globally and how we contribute to some of these changes (Science and Technology - Recycling)

Micro:bit - Litter Hunt

Lesson 2

Computing alignment

AoLE
Science and technology

What matters statement
Computation is the foundation for our digital world.

Descriptions of learning

Progression Step 2

• I can create simple algorithms and am beginning to explain errors.
• I can follow algorithms to determine their purpose and predict outcomes.

Progression Step 3

• I can use conditional statements to add control and decision-making to algorithms.
• I can identify repeating patterns and use loops to make my algorithms more concise.
• I can explain and debug algorithms.

Cross-curricular Alignment

AoLE
Science and technology

What matters statement
Design thinking and engineering offer technical and creative ways to meet society’s needs and wants.

Descriptions of learning

Progression Step 2

• I can produce designs to communicate my ideas in response to particular contexts.
• I can explore how different component parts work together.

Progression Step 3

• I can draw inspiration to design from historical, cultural and other sources.
• I can use design thinking to test and refine my design decisions without fear of failure.

Digital Competencies Framework Alignment

Strand: Data & Computational Thinking
Element: Problem-solving and modelling

Progression Step 2

• I can break down a problem to predict its outcome.
• I can detect and correct mistakes which cause instructions (a solution) to fail (debug).
• I can change instructions to achieve a different outcome.
• I can identify repetitions or loops in a sequence

Progression Step 3

• I can create and refine algorithms and flowcharts to solve problems, making use of features such as loops, Boolean values and formulae
• I can understand the importance of the order of statements within algorithms.

Strand: Producing
Element: Evaluating and improving digital content

Progression Step 2

• I can give an opinion about my own work and suggest improvements based on the success criteria.

Progression Step 3

• I can explain reasons for layout and content of my own work and the work of others.
• I can ensure my output is appropriate for specific purposes.