Short Term Planning
Year 1 Term 2 Let’s Find out and film
Resources:
Objectives:
Bee-Bot
Programming
 Describe what actions I will need to do to make something happen and begin to use the word algorithm.
 Press the buttons in the correct order to make my robot do what I want
 Begin to predict what will happen for a short sequence of instructions
 Use the word debug when I correct mistakes
2Simple Infant Video
Toolkit / Purple Mash / JIT
in www.j2e.com/j2code for
iPads and laptops
2Count
Greenscreen app
(Greenscreen by Do Ink)
or PC equivalent (ZU3D or
Backdrop TV)
Venn diagram Textease
Pic Collage App
Bee-Bot App
e-Safety
 Agree and follow sensible e-Safety rules.
 Keep my password private.
 Tell you what personal information is.
Handling Data
 Use technology to collect information
 Talk about the different ways in which information can be shown
 Add information to a pictograph and talk to you about what I have found out.
 Sort different kinds of information and present it to others.
Multimedia
 Be creative with different technology tools
 Use technology to create and present my ideas.
 Save information in a special place and retrieve it again
Passwords
e-Safety
1
I can agree and
follow sensible eSafety rules.
I can keep my
password private.
 Recap on safety class rules from term 1. Children are given their individual log on and passwords,
for school network or online learning resource such as Purple Mash, on typed laminated cards for
them to keep as reference. They are shown how to copy these into the log on screen. Discuss the
importance of keeping passwords safe and secure. Explain how the computer hard drive holds
the child’s information in a folder of their own or talk about a personal space online to save work.
Children practise typing logins. (Those using iPads can be introduced to simple four digit pincode)
 Ensure they understand not to use spaces and how to use lower and upper case letters when
they type. They need to check there are no spelling errors. They need to practise a few times.
Ensure they login regularly so they learn their passwords.
Gold: Can I login confidently and understand
the importance of password security?
Silver: Can I login independently and
understand password security?
Bronze: Can I login with support and
understand password security?
 Watch Smartie the Penguin on www.kidsmart.org.uk/teachers and stop during the film to discuss
the e safety issues that arise- linked to password security on page 14 when the older brother has
used the laptop.
Programming
2
I can describe what
Say the algorithm, program the Bee-Bot – see support sheet
 Remind the children of how the floor robot works from term 1 - using Bee-Bot, Roamer or
Elaine Cosser Catcott School
Gold: Can I program the Bee-Bot and other
screen programmes to move where I want?
Short Term Planning
actions I will need to
do to make
something happen
and begin to use the
word algorithm.
I can press the
buttons in the correct
order to make my
robot do what I want
Year 1 Term 2 Let’s Find out and film
Constructabot.
 Draw buildings on paper or use Fresco (art activity prior to lesson) or use photos and put in to the
Bee-Bot mat to make a village/town map mat. Paper size depends on robot used – Bee-Bot
needs 15cmx15cm squares.
Silver: Can I program the Bee-Bot to move
using more than 1 instruction?
Bronze: Can I input simple instructions to
move the Bee-Bot?
 Children choose a destination and talk about what the Bee-Bot will need to do to arrive there –
this is the algorithm. Program the Bee-Bot to go to a chosen destination in the town by
implementing the algorithm. Test to see if it works by executing the program (press Go) and
debug (correct) if necessary. Discuss.
 Another group could navigate their Bee-Bot round the racing track from Term 1.
 iPad – Bee-Bot app / Kodable
Moving the ladybird in 2Go (iPad users can use the flower background in JIT www.j2e.com/j2code
Programming
3
I can begin to use
software to create
movements and
patterns on a screen.
 Remind the children of the program 2 Simple 2Go (Infant video toolkit) used briefly in term 1.
Show them how the arrow buttons work. Set the arrows to turning mode with up, down, and
turning arrow (use control, shift, O). Children can try the blank screen to explore how they move
the robot and what shapes and patterns they can make with the pen down. What shapes can they
make? Can they make a square?
Gold: Can I tell you the program needed to
move the ladybird between particular
flowers?
 Show the children the flower screen game in 2Go (Infant video toolkit). Relate to their work using
the Bee-Bot. Ask the children to navigate the ladybird around to the flowers using the keypad.
Silver: Can I program the ladybird to move to
a particular flower?
 Use pen down so they can track their movements. Discuss difficulties in turning, crashing etc.
 Remind the children of the word algorithm that was used in term 1 – this is what we will need to
do to solve a problem. What will you need to do to move from the purple flower to the red flower?
Record a solution offered by the children. This is our algorithm – play back recording. We are
going to write a program so that we can execute this.
Bronze: Can I move the ladybird around the
flowers?
Bee-Bot cards to create a program
Programming
4
I can use the word
debug when I correct
mistakes when I
program a floor
robot.
 Bee-Bot card game: Use action cards to make a program for Bee-Bot to go around the town. Talk
about the algorithm (what the Bee-Bot will need to do). Set out the cards which will be the
program (the buttons we will press on Bee-Bot).
Gold: Can I debug a program accurately at
the prediction stage?
 Using the Bee-Bot mats created, give children Bee-Bot cards with a program for them to test if the
instructions work. Get them to predict first then test and then debug.
Silver: Can I debug a program accurately
after testing?
 Explain you have had difficulties and need the children’s help. Discuss what was supposed to
happen, what actually happened and what needs to be changed/ debugged.
 Children ask their partners to predict a destination using their own card sequence. They predict
and test, debugging where necessary and discussing. Take turns with the cards.
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Bronze: Can I attempt to debug a program
after testing?
Short Term Planning
Year 1 Term 2 Let’s Find out and film
2Go Town (or www.j2e.com/j2code)
 Ask the children to visit the 2Simple 2Go town screen.
Programming
5
I can describe what
actions I will need to
do to make
something happen
and begin to use the
word algorithm.
 Allow exploration time for the children to use the keypad to move the car around the town.
 Relate to a previous real life walk around the local area looking at buildings for the topic.
 Explain the 2Go screen is similar to the Bee-Bot floor village they have used but it is now
simulated on screen.
 What will you need to do / what is the algorithm for the car to visit hospital / church / other
buildings?
 Use pens and whiteboards or pencil and paper for children to record the program they will need to
use to achieve the algorithm. Model this first using arrows and number.
 Using pen down. Ask the children to execute the program for the car to visit hospital / church /
other buildings.
Gold: Can I describe the algorithm to move
the car to a specific building?
Silver: Can I tell you the onscreen icons I will
need to click to move the car to a specific
building?
Bronze: Can I move the car to a specific
building?
 Look at how accurately children reach the destinations. Discuss difficulties as a class, especially
confusing the turn of the car with moving forward by using a number of moves. If unsuccessful,
start route again and debug (correct) sequence.
Using the word algorithm
Programming
6
I can begin to predict
what will happen for
a short sequence of
instructions.
.
 Have an image of the town with the car parked outside the blue house facing left. Show/describe
an algorithm for the car to move from the blue house to the church (Go forward until it reaches the
junction, turn left, go forward to the next junction, turn left, go forward until the you reach the
steeple).
 Where will the car go?
 Can the children record the program they will need to use? (paper and pencil / pen and
whiteboard). Allow the children to use their program. Does the car arrive where you wanted it to
go? Repeat for a different journey.
 Ask the children whether they use sequences of instructions for other reasons? (School routines,
sequencing stories, solving maths problems) Start to use the word algorithm in these contexts.
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Gold: Can I predict where an algorithm will
send the car and write my own program?
Silver: Can I write a program to move the car
to a specific building?
Bronze: Can I move the car to a specific
building?
Short Term Planning
Year 1 Term 2 Let’s Find out and film
Debugging a program
 Show the children a set of instructions (draw arrows and number) that will take the car from the
blue house to a place on the 2Go village map (or JIT www.j2e.com/j2code e.g. hospital).
Programming
7
I can use the word
debug when I correct
mistakes when I
program a floor
robot.
 Children predict in pairs and write their prediction on paper/whiteboard. They then input the
instructions and test their prediction.
 Show the children a set of instructions, containing an error to move the car, from the blue house
to the hospital. Model inputting the program. ‘Oh no, my car has gone wrong’. Ask the children
to help you sort out what has happened. Some children may need to put in the instructions
themselves to be able to work out where the error is happening. We have debugged the program.
 Provide another set of instructions with an error. Ask the children to debug your program. Those
that achieve this can receive a sticker.
Gold: Can I recognise the error in a program?
Silver: Can I recognise that something is
wrong with a program?
Bronze: Can I recognise where the car
arrives at the wrong place?
 Extension: They choose their own town destinations and write instructions containing a ‘bug’ for
their partners. Can their partner debug the program?
Introduce Greenscreen

Note for teachers: the next two sessions will be featuring Greenscreen film-making – if using PC
or laptop, download www.backdrop.tv software before the session. The free download will allow
you to greenscreen live, but a watermark will appear over the recorded version if you choose to
save it.ZU3D software also allows greenscreening. If using an iPad, download Greenscreen by
Do Ink app. More information on greenscreening can be found here
https://slp.somerset.org.uk/sites/edtech/SitePages/Primary%20Computing/Multimedia.aspx

As part of the topic, explain that the class will produce a film in groups using greenscreening, a
technique used in the movies to allow the characters to be in far off destinations but actually be
in the classroom! Click here to Show an example of a green screening film.

Show the equipment needed and demonstrate with the children how the technology works with
pre-saved images. Allow time for the children to see themselves on a ‘greenscreen’.

Plan with the children the type of film they could produce. For example for houses and homes or
Barnaby Bear around the world, photos of different houses/ places could be each scene. A group
of children could be in charge of each scene explaining something about the place they are
standing at. For a history topic, an old photo could be used to set the scene of the past e.g. a
Victorian kitchen. The children can plan on paper as a group what they will wear and what they
will say. They can practise their speaking and listening with expression and at the correct speed
and volume to be filmed.

Discuss safety of getting permission before filming, saving the video safely and talking kindly
when working together.
.
Multimedia
8
I can be creative with
different technology
tools such as
planning to use
technology to make a
film
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Gold: Can I tell you what I need to do to
create a green screen film?
Silver: Can I tell you my ideas for create a
green screen film?
Bronze: Can I tell you my ideas to create a
short story?
Short Term Planning
9
Multimedia
I can use technology
to create and present
my ideas by
recording my voice
or using video.
I can save my film in
a special place and
retrieve it again.
Year 1 Term 2 Let’s Find out and film
Filming
 Time will need to be planned for the children act out their scenes and film. Several takes may
take place to ensure perfection.
 Scripts (small whiteboard notes) may be needed held above the iPad or web cam for the children
to read their script aloud. Several practises will be needed to speak together and come in at the
correct point, using the count down. This is good speaking and listening experience.
 Show the children how to save their film and play it back.
Gold: Can I organise the technology suitably
and use it to produce a film which I save?
Silver: Can I organise the technology suitably
with assistance and use it to produce a film
which I save?
Bronze: Can I use the technology to produce
a simple film which I save with help from my
friends?
Evaluating and showing others
Multimedia
10
I can save
information in a
special place and
retrieve it again to
show my film to
others.
 Text, titles, credits and other overall effects can be added by the teacher using software e.g.
Movie Maker or an app e.g. iMovie or, with the whole class input.
 The film is watched by all the children and they evaluate, make suggestions and discuss what
they like and what they would like to change.
 Children could invite parents to be the audience to come to a cinema viewing of the finished film.
Children could make posters/ invitations/ tickets (on Textease/ 2 publish), sell popcorn etc. Use as
a class enterprise opportunity.
Gold: Can I independently find my film and
open it to show to others?
Silver: Can I find my film and open it with
some support to play for others?
Bronze: Can I play the film for others?
 The film can be published on SchoolsTube or YouTube (depending on the agreement of
Governors and parents). This can then be shown through the school website.
Investigating materials
Handling data
I can add information
11
to a pictograph and
talk to you about
what I have found
out.
I can talk about the
different ways in
which information
can be shown.
 Children have been learning about materials in houses and homes. Talk to the children about a
question they could ask e.g. What is the most common material today and in Victorian times?
 The children can use 2Count pictograph on materials (Infant video toolkit / Purple Mash) to show
the materials found in a selection of household objects. They could do a pictograph for today’s
objects and some children could do a pictograph from a selection of Victorian objects or pictures.
These can be viewed by the whole class and discussed. What has changed? What materials
were used most in Victorian times? (metal, wood, china) . What materials are used most
nowadays (plastic). You could discuss natural/manmade materials, advantages/disadvantages.
 Children can be given the 2 graphs copied and pasted onto Textease to annotate briefly using a
word bank and the line tool. (Pic Collage can be used on iPads – children take a photograph of
the graph to annotate.) They can mark on the most popular materials now and in the past as
shown by the charts.
 Another activity/ extension could be to give children Venn diagrams in Textease or Smart
Notebook (2 circles) and they pull out clip arts of house hold objects to put in the Venn diagram
according to the materials they are made of e.g. plastic, wood, metal.
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Gold: Can I create a pictograph and Venn
diagram from information provided and
understand what it represents?
Silver: Can I create a pictograph from
information provided and understand what it
represents?
Bronze: Can I create a pictograph with
support and understand what it represents?
Short Term Planning
Year 1 Term 2 Let’s Find out and film
Sorting information
Handling Data
I can use technology
to collect information
12
I can sort different
kinds of information
and present it to
others.
 Children can use a digital camera or iPad to photograph household items around school eg in the
kitchen - fridge, bowl, baking trays etc. Or take digital photos of homes around the village
(bungalow, flats, cottages, houses). Teacher can save these into Textease clipart. Children can
then sort the photos into groups (in circles) on Textease according to material. Label groups.
Discuss what they find out from the information.
 Do the same for Victorian artefacts- take photos and make a Venn diagram in Textease. Discuss
ways of presenting information - pictograph and Venn diagram.
 Pic Collage App can be used for this sorting activity.
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Gold: Can I create a Venn diagram from
information collected digitally and understand
what it represents?
Silver: Can I sort pictures into groups and be
able to discuss them?
Bronze: Can I sort pictures into groups?