Short Term Planning Year 2 Term 1 Fix it and Find it

Resources:
Class Blog
Lego Fix the Factory 0nline
or App (for iPad and
Android)
Appropriate search engine
Textease / Pic Collage App
and Show Me App

Objectives:
Programming
Give instructions to my friend (using forward, backward and turn) and physically follow their instructions
Tell you the order I need to do things to make something happen and talk about this as an algorithm.
Program a robot to do a particular task.
Watch a program execute and spot where it goes wrong so that I can debug it.
Tell you the order I need to do things to make something happen and talk about this as an algorithm.
Multimedia
Use technology to organise and present my ideas in different ways.
Save and open files on the device I use.
Use the keyboard on my device to add, delete and space text for others to read
Technology in our lives
Tell you why I use technology in my home and community.
Identify benefits of using technology.
Tell you why I use technology in the classroom.
Start to understand that other people have created the information I use
e-safety

Explain why I need to keep my password and personal information private

Describe the things that happen online that I must tell an adult about

Introduce class blog

Technology in our
Lives

Show the children the class blog. (See year 1 term 3 and year R term 1). A variety of free blogs
can be used. Ask your technician to create a short cut for the class blog on the childrens desktop
/ set up a bookmark on iPad/Android tablet. (Send to icon, then add to homescreen on iPad).

Gold: Can I explain why there are things I

should not share with others on the internet?

I can tell you why I

use technology in my
home and
community.

You may want to use What is the Internet? Video to allow discussion to support children in
thinking about what is physically reality and what do they use the Internet for.
For children who have had a class blog previously, asked them what it was used for. Where can
you view it? Who will read it?

Silver: Can I think of all the things I must not

share on the internet?

I can identify benefits

of using technology
including
communicating with
others.

Explain how it is handy to ask a question so that people can reply. Encourage the children to look
at the blog with their parents and reply to it.

Bronze: Can I remember 3 things I must not

share on the internet?

Ask the children about the e-Safety rules for a class blog. What is it good to include in a post?
What dont you put in a post in order to keep themselves safe?
Contribute whole class posts to the blog to share your learning with parents and carers. Begin by

Katie Williams, Puriton Primary School and eLIM

Short Term Planning Year 2 Term 1 Fix it and Find it

modelling posts then move to guided writing of posts, then ask individuals to post to the blog.
(This will be used in term 3 for Quadblogging. You will need to plan to sign up for Quad blogging
in time for using it later in the year.)
Following instructions

Show the children a range of examples of instructions packets of seeds, recipe books, etc.
What are they? Why do we need them? Discuss how and why we use instructions within life.
Establish that they tell us what to do.

Tell the children that you will be giving them some instructions to follow. They will need to follow
the instructions that are given. Use terms such as forwards,, left, right, turn, quarter, half, etc.
Make links to Numeracy position and direction. Children will need to follow the directions that
have been given to them. How else can we share instructions? Introduce a pictorial method to
the children using the direction cards for the next activity (use forward, left and right turn) or this
Smartnotebook or write the instructions onto the board using arrows, etc.

Programming
I can give
instructions to my
friend (using forward,
backward and turn)
and physically follow
their instructions.
2
I can tell you the
order I need to do
things to make
something happen
and talk about this as
an algorithm.

Programming

I can program a
robot to do a
particular task.
I can watch a
program execute and
spot where it goes

Share the directions again; does this make it easier for the children to follow?

Set up an obstacle course. Split the children into pairs, use blind folds if available. One partner
gives the other directions to follow. Increase difficulty with courses using cones, etc. Allow the
children to say their algorithm and then record the programming using words/cards/pictures.

Support: Add pictorial clues to the instructions and repeat as necessary. Ensure that the children
understand the vocabulary used to give the directions.

Extend: Create their own algorithms and pictures to use when representing them. Can they
debug when they go wrong?

Introduce the term algorithm to the children. Explain that this describes the sequence of actions
you decide is needed to make something happen. This helps you program your friend to tell them
what to do.

Fix the Factory 1

Share a simple set of instructions (as used in activity 2) with the class eg instruct them to move
from where they line-up to the classroom. Can they follow them? Recap the term algorithm to
describe what they needed to do and model using the instruction cards.

Children work individually or in pairs using Lego Fix the Factory levels 1, 2 and 3. The rules must
include not asking the teacher what to do and talking to their friends to work it out. See Fix the
Factory PowerPoint. Encourage the children to keep trying things out and to work out difficulties
together. Use the language of execute the program when the children press the green arrow.

Katie Williams, Puriton Primary School and eLIM

Gold: Can I follow a set of instructions? Can

I give clear instructions for someone else to
follow?
Silver: Can I follow instructions and give
simple instructions to others?
Bronze: Can I follow simple instructions?

Gold: Can I execute a program the robot to

move around the factory? Can I debug my
program if it doesnt work?
Silver: Can I execute a program for the robot
to move around a factory and tell you the
matching algorithm?
Bronze: Can I execute a program?

Short Term Planning Year 2 Term 1 Fix it and Find it

wrong so that I can
debug it.

Support: Use the cards for children to act it out. Children may need support for pick up and put
down in level 3. Set out an obstacle course which includes an object to pick up and a bucket to
put it down.

Extend: Provide more challenging routes. Use a context map where the children need to visit
certain locations on their route. e.g. treasure island, town, etc. The children could also have
letters in a blank map and create words, or numbers and answer calculations.

Children work in pairs with their own robot (could be a small cube) and appropriately sized
squared paper. Give them an object to be picked up and colour in a bin (one square of the
paper). Children can colour in obstacles or have objects to be the obstacles. Each pair designs a
challenge for another pair. Encourage them to talk about what they need to do to solve the
challenge as the algorithm. Tell them to write down the program using symbols or cards. Use
the word execute the program for them to try it out to see if they can pick up the object to take it
to the bin.

Which class routines could we write an algorithm for? Post algorithms to the class blog. Ask the
children to talk about these with their family at home.

Fix the Factory 2

Programming

I can tell you the

order I need to do
things to make
something happen
and talk about this as
an algorithm.
I can watch a
program execute and
spot where it goes
wrong so that I can
debug it.

Children work 1:1 with device (with expectation of talking to each other about what they are doing)
or in pairs to solve level 4 of Fix the Factory.

Look at slide 5 of the Fix the Factory PowerPoint. What is the algorithm to solve the problem?
Talk in pairs.

Look at slide 6. Can the children debug the program? Where is the error? What will I need to do
to sort it out? Repeat for slide 7.

Slide 8. What is the algorithm for level 5? Talk in pairs. Expect an overall description move
forward, turn right, move forward a small distance, etc. Work in pairs to write the program with
symbols with pencil and paper or a wipeable whiteboard and pen. Try out your program.

Children to move on to level 6 when they have successfully completed level 4. Let the children
talk about the algorithm to solve it at the same time as trying out the program. Sometimes we
need to do both together to help us work out what needs to happen. Start writing the program
and execute it. See where you end up. Add to or debug the program as you go along.

Stop to talk with the children about the way making mistakes can help us find the solution.

Support: Allow the children to continue using the cards as they work out each step of the route.
Lay them down and use them when inputting the final commands.

Katie Williams, Puriton Primary School and eLIM

Gold: Can I build on and adapt the skills I

used for the floor robot to program the screen
turtle? Can I navigate several different
routes and debug when I make mistakes?
Silver: Can I create an algorithm to move the
turtle around different courses, using different
instructions?
Bronze: Can I make the turtle move around
the screen?

Short Term Planning Year 2 Term 1 Fix it and Find it

Extend: Challenge them to think of the whole route in one go, enter the directions directly into the
tablet or take the shortest/longest possible routes through. Children completing the task early
could explore the levels of Kodable App if you have iPads.

Choose some children to model their algorithms and program to the class. Explain how they
found their way around the routes. Discuss any misunderstandings or times when children had to
debug and try again. Post a link to the Lego Fix the Factory on the blog. Ask children to find the
link at home and try out the levels with their family,

Agreeing class rules

e-Safety

I know how to stay

safe online. I can
explain why I need to
keep my password
and personal
information private.

Give out the Byte pupil e-safety self-assessment sheets. Talk through all of the statements. What
do they already do? What are the areas for us to work on?

Watch the clip of Smartie the Penguin to recap what the children already know
http://kidsmart.org.uk/teachers/ks1/ . Revise and bullet point the main points from the story on our
E-Sense list. Once completed, watch the Hectors World clip
http://www.thinkuknow.co.uk/5_7/hectorsworld/Episode1/ . What can we learn from this clip?
Discuss keeping personal information safe. Add to the list.

Technology in our
Lives

Ask the children: How do you use the Internet? Give children a questionnaire to complete.
Brainstorm how we use the Internet on flip chart/IWB. Take details about how the children use
different hardware to access the Internet at home. Make a list of information.

Bronze: Can I tell you one thing I can do to

stay safe online?

Searching for information

Before this session identify:

o appropriate search engine such as: Searchbox, CBBC find, Swiggle, Safe Search Kids (see
list on Digital Literacy page of ELIM site). It is a good idea to have a link to the search engine
on the school website, your class blog or VLE/Learning Platform

I am starting to
understand that other
people have created
the information I use.

o check key words to search for.

o questions to ask linked to the current topic

I can describe the

Silver: Can I tell you some of the things I can

do to stay safe online?

Agree a set of rules for safe use of technology in the classroom.

I can identify benefits

of using technology
including finding
information.

e-Safety

Gold: Can I talk about all the things I can do

to stay safe online?

o You might want to produce a questions/quiz sheet which will guide them in their research.

Ask the question: Where can we get information? Who created the information? Allow time for
children to discuss and take in and brainstorm responses. Introduce the idea of a search engine
to the children. Explain that it sorts through all of the information from the web to find pages that
we might find useful.

Katie Williams, Puriton Primary School and eLIM

Gold: Can I pick a key word from a question

to enter in a search engine and select my
own information from a web page that I
select?
Silver: Can I enter a key word in a search
engine?
Bronze: Can I find information on a web
page?

Short Term Planning Year 2 Term 1 Fix it and Find it

things that happen
online that I must tell
an adult about.

Search for information linked to current topics. Choose a specific area to focus on and model
how to narrow down the search. Guide children to choose sites which you have explored and
know are relevant for their needs/include the answers to the questions.
o Model accessing appropriate search engine through a link on the class blog or school website..
o Ask a question, discuss suitable words to search for.
o Allow the children time to explore themselves what can they find?
o Make links to e-safety choosing which websites we visit.
o Who can view the content of the sites?

Once they have had time to explore and familiarise themselves with the sites, extend them to
focus and narrow their search. Discuss key questions which have been asked at the start of the
topic what do we want to find out? Provide children with prompt sheets with questions they can
answer with key words highlighted.

During the independent working time stop to ask the children what they should do if they see
something unexpected or something that makes them feel uncomfortable while they are
searching. See Year 1 Term 1 activity if the children are uncertain.

Support: Provide hyperlinks to specific websites to find information e.g. African animals. (On an
iPad the pdf with weblinks can be downloaded and added to iBooks library.)

Extend: Encourage children to explore more independently. What can they find out on their own?
Encourage them to explain how they found the information -using text, pictures, captions, links etc

Share the information that the children have found. Brainstorm any important facts that will help
the topic research. Revisit the learning objective did we manage to find information? What
went well? What problems did we encounter? Discuss how we can improve our searching ready
for next time.

For additional tips and ideas for searching the internet visit the Technology in our Lives section of the
eLIM website.
Technology in our
Lives
7

I can identify benefits

of using technology
including finding
information.

Collecting information for a poster

Recap the lesson from last week. Review the information that was found and revisit the
successes and problems encountered. What do we do if we find something unexpected or
worrying?
Explain that we are going to revisit the challenge today but this time we need to collect enough
information to make an information poster about our topic. Provide an example of what an

Katie Williams, Puriton Primary School and eLIM

Gold: Can I select my own information from a

web page that I visit?
Silver: Can I find the answers to specific
questions?
Bronze: Can I find one piece of information?

Short Term Planning Year 2 Term 1 Fix it and Find it

information poster could look like.

Ask children to help model the process of calling up the search engine and explain how we go
about searching for the information. Correct any errors and talk through the process again
ensuring that all children can remember what they need to do. Focus on the websites that we
found which were good for our research. Working with same ability partners, children begin their
search for information. Make notes of the key facts that they will need for their own information
texts. Children can, again, follow a guide to narrow and support their research.

Support: Use a question frame to support their research, focussing on one website only to find
their information.

Extend: Continue to search for a wider range of information using more than one website.

Ask a selection of questions linked to the topic and area of research that the children were
carrying out. Which pairs can provide the answers? Can they explain how they found their
answers?

Presenting the information

I can use technology

to organise and
present my ideas in
different ways.

Ask the children for suggestions as to how we can present information to others. Look at
examples of information posters. We can use the computers/tablets to produce pieces of work
that can be shared electronically or be printed off. Make links to e-safety Where can work be
viewed? Prompt children to suggest class blog or school website. Ask the children to open a
Textease document / Pic Collage (or alternative depending on required outcome). What do they
remember about the programme if they have used it before? Allow time to revisit and explore.
Encourage children to discover they can add text to any part of the page.

I can save and open

files on the device I
use.

If children are using a different programme e.g. 2Publish, 2Create a Story, etc, ensure that they
understand the basics of how the programme works. How do we add text? Get the children to
set up the new document with a title, if needed. Allow them to use what they can remember or
explore with the new programme to find out how it works.

Multimedia

Technology in our
Lives
I can tell you why I
use technology in the
classroom.

When the children have got a document up and running, model how to save their work. Ensure
that all children save their work in the correct place and can talk through the process. Use correct
vocabulary including icon, double click, drop down box, select, etc. Make a How to save your
work list of instructions which can be used to support children in future lessons.
Support: Model how to use certain icons. Remind children how to enter text and think about
placement of their work. Support children to select text box and use handles to change the size
of the text.
Extend: Ask children to explore new icons what do they do? Can they change the appearance

Katie Williams, Puriton Primary School and eLIM

Gold: Can I remember how to use the

programme/explore a new programme, open
new documents and save my work?
Silver: Can I open a new document, add to it
and then save my work?
Bronze: Can I open a new document and
save my work?

Short Term Planning Year 2 Term 1 Fix it and Find it

of their text? How?
Ask children to discuss what they learnt today. Ask the question: how can we change what the
text looks like? Take responses see if any more able children can briefly explain to the rest of
the class, following on from their extension.
Developing keyboard skills
Model opening up their previous documents. Ensure all children follow the process. Make a list
of How to open the document which can be used to support children in future lessons. Make
links to e-safety who can see our work now? Discuss the difference between the P-Drive and
the web.
Multimedia
I can save and open
files on the device I
use.

I can use the

keyboard on my
device to add, delete
and space text for
others to read. I can
use the SHIFT,
ENTER, CAPS
LOCK, DELETE and
BACKSPACE keys
accurately.

Now we have explored the programme, we are going to use it to type up the information we found
out. We will use the information collected from our research sessions to add to our documents
today. Remind the children of the importance of capital letters, full stops, etc in our writing. Just
because we are typing, that doesnt mean we dont need them! Ask the children to explain the
keys we use to create capital letters. Ensure they understand the difference between the shift
and caps lock keys, and how to check if the caps lock is on.
Remind children that they only need one space between words. Look at the backspace and
delete keys how are they different? Remind children of when to use each key. Recap how the
Enter key drops down a line. This is better than just clicking model why with the writing starting
at different places and not completing to the end of the page, etc.
Allow children to work independently/in pairs to produce their information poster.
Support: Model the use of the keys as needed and help children to adapt their notes into
sentences. Ensure they are using the Enter key to move around and that they are using the keys
accurately.

Gold: Can I open and edit my work,

accurately? Can I save my work
independently?
Silver: Can I open and edit my work, using
the different keys accurately?
Bronze: Can I open and edit my work?

Extend: Think about other information texts they have seen. How can the page be arranged?
Encourage them to use the Enter key to create paragraphs of information in their page. Click on
different parts of the page to add different bits of information. Have they included a title? Show
them how to underline it and/or make it bold, italics, etc.
Use the instruction list from last week and ask the children to save their now edited work. Support
and remind as needed. Revisit the lesson objectives get the children to self-assess how they
did with using the keys.
Multimedia
10
I can use technology

Changing appearance of text

Use the prompting instructions from last week and ask the children to open their work. Look at
the text they have created so far. Make comparisons to other information texts we have seen in

Katie Williams, Puriton Primary School and eLIM

Gold: Can I alter the font, size and colour of

the text? Can I consider the final overall
appearance and audience?

Short Term Planning Year 2 Term 1 Fix it and Find it

to organise and
present my ideas in
different ways
including editing the
text and changing
the appearance of
the text.

class. What could be improved? Take and note up suggestions.

Explain that eventually we will include photographs/pictures and captions. Firstly we are going to
focus on altering the appearance of the text. Revisit/introduce the term font to the children.
Model how to select the text that they want to change. Help children to click and drag the mouse
over the correct section needed / click to select text object. Model how to select the font they
require and make the changes. Continue with size and colour. Remind the children of the
purpose of the text. Ensure that it can be read! Make sensible choices about colour and font
based on the intended audience.

Silver: Can I alter the font, size and colour of

the text?
Bronze: Can I change the font that I use?

Support: Limit the children to changing one aspect at a time. Remind them of the choices they
are making and the intended audience.
Extend: Show children how to view the whole page (if using Textease) so that they can get a
feeling of what the whole page will look like. Introduce any short cuts that might be available in
the programmes being used, which will help them to change the appearance of the text more
efficiently.
Save their work. Choose some children at random. Call up their work to the big screen and ask
the children to peer assess their efforts. Have they altered the appearance of the text? Have
they managed to consider the audience when thinking about size, font choice and colour?
Adding images

Multimedia

11

I can use technology

to organise and
present my ideas by
importing pictures
into my work.

Again, open their work from the previous session. Discuss how we can edit our work to make a
finished piece of information text. We are going to add images to our work. Discuss where we
can get images from web, clip art, camera, etc. Discuss the differences between photographs
and clip art. In Textease you will be able to create a word bank of pictures for children to choose
from. If using Pic Collage children may find it easier to take a photograph to insert.
Depending where images are coming from, model how to input them into the document.
Demonstrate how to search through clip art and make choices about which images are inserted.
Model how to resize the image.
Also demonstrate how to select photographs from a file on the P-Drive. Children can be involved
in taking the images from the camera in a previous session if they are ready for that step. Ensure
all children are able to insert images and resize them in their work.
Model how to view the whole page so that children can view the overall layout of their work. Think
again about the audience; try not to over-power the page with images.
Support: Aid the children with viewing the whole page and deciding on where to locate the
images. Discuss the importance of size of image and where it is positioned in relation to the

Katie Williams, Puriton Primary School and eLIM

Gold: Can I add images to my work? Can I

consider the overall appearance of the whole
page? Can I include captions to accompany
my pictures?
Silver: Can I add images to my work? Can I
consider the overall appearance of the whole
page?
Bronze: Can I add images to my work?

Short Term Planning Year 2 Term 1 Fix it and Find it

content of the text.
Extend: Add captions to their images, reinforcing the text editing skills developed previously.
Save and share final pieces of work. Print or post to the class blog . Children self-assess own
work what have they done well? What could they improve if they were to have more time?
Recap all of the skills learned and developed during the process.
Additional possibilities:
Children can use Paint software or Paint Apps to create their own images to add to their poster.
Children can select a text box or image and record their own voice reading the information if they
are using Textease. If children are using Pic Collage App they could open Show Me App, insert
the Pic Collage poster and record their voice talking about what they have learned from the topic.
Presenting e-Safety rules

Multimedia
12

I can use technology

to organise and
present my ideas in
different ways.

Remind the children of the class e-Safety rules. How can we share these with other people.
Prompt children to suggestions such as posting to the blog, creating a poster, recording their
voice.
Children to work in mixed ability pairs and produce an e-safety poster / voice reminder / post to
the blog which shares the important e-safety information with others. Make sure that they include
all the skills developed last term editing text, changing fonts, inserting clip art, viewing the whole
page, etc. Some children could record e-Safety rules on talking tins to add to a class display.
Show me / Explain Everything Apps could be used on iPads.
Share, save and print off e-safety posters for use in displays. Children help to make the script for
the parents e-safety workshop session.

Katie Williams, Puriton Primary School and eLIM

Gold: Can I create an exciting poster to help

others stay safe online? Can include what I
have learned?
Silver: Can I create a safety poster including
what I have learned from the video clips?
Bronze: Can I display our e-Safety rules?