Welcome to the Jam Coding
Computing Lab – Discovery Session

The Discovery Session is all about getting to know your child. We take time to understand what they already know about computing and how they use technology at home and in school. This helps us make sure their learning is pitched at just the right level and that they feel supported as they grow and develop their skills. Our goal is for every child to feel confident, gently challenged, and happy at the Computing Lab!

Section 2 will be completed by you while your child takes part in a practical coding activity. Sections 3 onwards will then be completed together with you and your child.

Sections 3 onwards to be completed with you and your child together.

Computing Labs - Discovery Session

Step 1 of 6

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This section allows us to understand how to create the best learning environment possible for your child to excel.

Whilst you answer these questions, your child will be completing the coding activity found here: https://studio.code.org/flappy/1 or here: https://hourofcode.com/meeestate

Your Name(Required)

First Last

Your Child's Name(Required)

First Last

Child's Age(Required)

Computing Lab Location(Required)

Family Questions

This section allows us to understand how to create the best learning environment possible for your child to excel.
Whilst you answer these questions, your child will be completing the coding activity found here: https://studio.code.org/flappy/1

or here: https://hourofcode.com/meeestate

Which of the following teaching methods do you feel help your child the most (select all that apply):

Clear visual step by step guides

Video tutorials

Scaffolded worksheets

Hands on activities with physical kits

Pair or group work

Other

Other (Teaching methods do you feel help your child the most)

What motivates your child? (select all that apply)

Making/creating something to show

Solving puzzles or challenges

Real-world projects

Earning stickers or levels

Presenting a project

Quiet mastery and focus

Other

Other (What motivates your child?)

Pace preferences (select all that apply)

Slower with regular checkins from an adult

About average pacing

Faster with extra stretch available

Other

Other (Pace preferences )

Strategies that can help your child (select any that apply)

Visual timetable

Now and next visuals for task processing

Clear success criteria (what a good one looks like)

Worked examples and modelling from the teacher

Time countdowns

Chunked tasks with mini breaks

Regular teacher checkins

I do - We Do - You Do modelling

Sentence starters and word banks

Glossary of new terms

Other

Other (Strategies that can help your child )

Sensitivities or preferences (select all that apply)

Noise

Bright lights

Sudden changes

Crowded places

Praise

Perceived demands

Prefer to sit at the front of the room

Prefer to sit by a door

Other

Other (Sensitivities or preferences)

Helpful items in the room

Noise cancelling headphones

Ear defenders

Fidget tool

Movement break card

Larger text

Other

Other (Helpful items in the room)

Are there any diagnosed or suspected needs we could plan for in the Computing Labs sessions?

Are there any medical considerations (allergies, medication, care plan, seizures etc)

What is your goal for your child this half term?

Any other information you'd like to share with us about your child?

Child Questions

In this section, you can answer questions all about you!

There are no right or wrong answers, we are just getting to know you and the things you enjoy, so we can make your Computing Lab sessions as fun as they can be

Did you enjoy the coding activity you just completed?

Yes

Other

Other (Did you enjoy the coding activity you just completed?)

Which level did you finish on?

Which devices have you used before? (select all that you have used)

Tablet (iPad)

Laptop or computer

Phone

Games console

Mouse

Keyboard

Other

Other (devices you have used before)

How often do you use a computer or tablet for fun or school?

Most days

A few times a week

Once a week

Hardly ever

Which of these have you tried before? It's okay if you haven't tried any at all! You will get to try lots at Computing Labs!

Scratch Jr

Scratch

MakeCode micro:bit

MakeCode Arcade

Roblox Studio

Minecraft

Python

HTML/CSS

Video or photo editor (e.g CapCut or Photoshop)

TinkerCAD

Other

Today, I feel ______ about using computers

😟 Very worried

😕 A little worried

😐 Not sure

🙂 A little excited

😄 Very excited

What would you most like to create?

A computer game

A story or animation

Music or sounds

A website

A robot

Make a micro:bit do something

Other

What is your goal by attending Computing Labs?

Half Term 1 Prior Understanding

In this section, you will be asked about what you have learnt before in Computing.

It's absolutely fine to answer "no" to all of these questions - we will teach you everything here if you haven't had the chance to learn it before, and that's okay!

Have you used a floor robot before? (bee-bots, coding critters, robot mouse)

Yes

Being able to use arrow buttons to control a robot is the first stage of skill in algorithmic thinking.

Being able to use arrow buttons to control a robot is the first stage of skill in algorithmic thinking.

For Half Term 1 you are in The Explorers
If your pupils do not have this skill they should complete the Coding Cats & Dogs unit of work in order to develop this skill before moving on to programming.

If you have changed your mind and think your pupils already have this skill, choose yes and continue with the prior learning questions.

Can you make a floor robot move using arrow buttons?

Yes

Being able to use arrow buttons to control a robot is the first stage of skill in algorithmic thinking.

If you have changed your mind and think your pupils already have this skill, choose yes and continue with the prior learning questions.

Have you used Scratch Jr before to make programs using jigsaw pieces?

Yes

Being able to program using a visual code will help learners develop their understanding of programming syntax.

Being able to code using visual programming languages is vital before moving on to more complex programs and learning programming key words.

For Half Term 1 you are in The Explorers
It is recommended that your pupils learn the content in the 'Visual Programming - Game Making' unit of work if they don't have this prior understanding.

If you have changed your mind and think your pupils already have this skill, choose yes and continue with the prior learning questions.

Have you learnt what the words decomposition, iteration and selection are?

Yes

By developing this understanding, children will build their computational thinking skills in order to create more complex algorithms and programs.

Being able to write more complex algorithms, and developing an understanding of decomposition, iteration and selection will help your pupils create more complex programs to solve specific problems.

For Half Term 1 you are in The Experimenters
It is recommended that your pupils learn the content in the 'Solving Problems with Algorithms' unit of work if they don't have this prior understanding.

If you are confident that your pupils have a good understanding of solving problems with algorithms and programming in Scratch, choose yes and continue with the prior learning questions.

Have you created a physical system using a circuit, sensor, input and output before?

Yes

By developing this understanding, children enhance their understanding of how their programs can be used to solve real world problems and use inputs from the environment around them.

Being able to create a physical system enables children to enhance their understanding of how their programs can be used to solve real world problems and use inputs from the environment around them.

For Half Term 1 you are in The Experimenters
It is recommended that your pupils learn the content in the 'Physical Systems Coding - Recycled Musical Instruments' unit of work if they don't have this prior understanding.

If you are confident that your pupils have used Micro:Bits to create physical systems with circuits, choose yes and continue with the prior learning questions.

Have you created a game using complex visual code using variables, pixels, axis/coordinates and controllers before?

Yes

By developing this understanding, children enhance their understanding of how their programs can be used to solve real world problems and use inputs from the environment around them.

Being able to use visual programming languages with an understanding of variables, axis and coordinates enables pupils to create much more complex programs and will enable them to move on to learning text based programming languages in the future.

For Half Term 1 you are in The Builders
It is recommended that your pupils learn the content in the 'Visual Programming - Arcade Gaming' unit of work if they don't have this prior understanding.

If you are confident that your pupils have a good understanding of creating games using Make Code Arcade and fully understand what variables, axis and coordinates, choose yes and continue with the prior learning questions.

Half Term 2 Prior Understanding

Have you learnt how to use a mouse/trackpad to click and drag and use tools like a paintbrush?

Yes

Being able to use a mouse and keyboard effectively are pre-requisite skills in the Multimedia Computing learning journey.

For Half Term 2 you are in The Explorers
Being able to use a mouse and keyboard effectively are pre-requisite skills in the Multimedia Computing learning journey. It's therefore recommended that your class complete the 'Creative Computing' unit of work whereby they will learn mouse, keyboard, paint tools and saving skills through fun gameplay such as painting, jigsaws and friendship posters.

If you have changed your mind and think your pupils already have this skill, click close popup and continue with the prior learning questions.

Have you created an animation before?

Yes

Making animations develops pupils ability to control a computer, but also introduces the idea of moving images.

For Half Term 2 you are in The Explorers
Creating animations builds upon pupils mouse control skills and introduces the first type of media to pupils. It's therefore recommended that your class move on to the 'Animations' unit of work whereby they will create their own drawn and stop frame animations.

If you have changed your mind and think your pupils already have this skill, choose yes and continue with the prior learning questions.

Have you recorded audio before and learned how to edit that audio?

Yes

Being able to edit sound develops pupils understanding of audio which is another type of media.

For Half Term 2 you are in The Experimenters
Being able to record and edit audio builds upon pupils understanding of different types of digital media. It is recommended that your pupils learn the content in the 'School Radio Show' unit of work if they don't have this prior understanding.

If you have changed your mind and think your pupils already have this skill, choose yes and continue with the prior learning questions.

Have you created an interactive multimedia presentation before using hyperlinks, sound and images?

Yes

By developing this understanding, children will build their understanding of different digital media types by combining media for a given purpose.

For Half Term 2 you are in The Experimenters
Being able to combine different types of media will allow pupils a deeper understanding of multimedia computing. It is recommended that your pupils learn the content in the 'Multimedia Quiz' unit of work if they don't have this prior understanding. In this unit pupils will create an interactive quiz on a topic of their choice, combining all media types they have investigated so far in their learning journey.

If you are confident that your pupils have a good understanding of combining different types of media and using presentation software to create an interactive multimedia quiz, choose yes and continue with the prior learning questions.

Have you learnt how to record, edit and manipulate video before?

Yes

By developing this understanding, children enhance their understanding of of digital media.

For Half Term 2 you are in The Builders
Being able to record, edit and manipulate video builds upon pupils understanding of digital media by consolidating understanding of audio and images and including the next step of video. It is recommended that your pupils learn the content in the 'Video Editing - Try not to Laugh' unit of work if they don't have this prior understanding.

If you are confident that your pupils have recorded video and used advanced video editing tools, choose yes and continue with the prior learning questions.

Have you learnt how to use advanced photo editing techniques before?

Yes

By developing this understanding, children have a deep understanding of digital media and their properties.

Many of these advanced photo editing tools are covered in the KS3 curriculum and are designed to stretch and challenge your most able pupils.

If your pupils already have this skill, they have completed their learning journey in Multimedia Computing. They should therefore be given time to consolidate and master the skills and understanding in this area of pedagogy by creating a project of their choice from any of the topic areas they have covered.

For Half Term 2 you are in The Builders
Being able to edit photos using a range of advanced photo editing techniques is the last step in the Multimedia Computing learning journey and includes content from the KS3 curriculum to stretch and challenge pupils. It is recommended that your pupils learn the content in the 'Photo Editing - Movie Stars' unit of work if they don't have this prior understanding.

If you are confident that your pupils have a good understanding of photo editing using a range of advanced photo editing tools, choose yes and continue with the prior learning questions.

Half Term 3 Prior Understanding

Have you learnt how to create simple animations before?

Yes

Being able to create a simple animation online and save it, along with learning how to screen record is a pre requisite skill in this area of pedagogy.

For Half Term 3 you are in The Explorers
Being able to create a simple animation online and save it, along with learning how to screen record is a pre requisite skill in this area of pedagogy. Your pupils should therefore do the 'Awesome Animations' unit of work this half term. In this unit of work, pupils will be creating basic animations using web based software. They will learn how to save and retrieve their online work.

If you have changed your mind and think your pupils already have this skill, choose yes and continue with the prior learning questions.

Have you learnt how to use a search engine before to find images and information, then present what you find?

Yes

Using a search engine is an important cross-curricular skill and being able to find suitable images and information online is an important digital life skill.

For Half Term 3 you are in The Explorers
Using a search engine is an important cross-curricular skill and being able to find suitable images and information online is an important digital life skill. It's therefore recommended that your class move on to the 'Online Treasure Hunt' unit of work whereby they will complete treasure maps by searching for images and information online.

If you think your pupils have a good understanding of this you can choose yes and continue with the prior learning questions.

Have you learnt how to use advanced/boolean searches online to find precise information then present it in a spreadsheet?

Yes

Being able to use a search engine to find more precise results is a key skill. Researching online will be helpful for pupils in all subject areas.

For Half Term 3 you are in The Experimenters
Being able to use a search engine to find more precise results is a key skill. Researching online will be helpful for pupils in all subject areas. It is recommended that your pupils learn the content in the 'Gathering Data - Online Research' unit of work if they don't have this prior understanding. In this unit of work, pupils will learn how to use advanced search criteria when searching online to find more precise information then log it within a spreadsheet.

If you think your pupils have a good understanding of this you can choose yes and continue with the prior learning questions.

Have you learnt what Computer Aided Design (CAD) is, and created precise designs using CAD software?

Yes

By developing this understanding, children will build their understanding of using design software.

For Half Term 3 you are in The Experimenters
Being able to use Computer Aided Design software teaches pupils the importance of precise designs. It is recommended that your pupils learn the content in the 'Computer Aided Design - Game Characters' unit of work if they don't have this prior understanding. In this unit pupils will create designs of computer characters which would be suitable for a 3D printer to create a 3D physical model. You do not require a 3D printer to complete this unit of work.

If you are confident that your pupils have a good understanding of this already, choose yes and continue with the prior learning questions.

Have you learnt about the history of computing (older devices, technology trends and what computing might be like in the future)?

Yes

By developing this understanding, children enhance their understanding of technology and changes over time.

For Half Term 3 you are in The Builders
By developing this understanding, children enhance their understanding of technology and changes over time. It is recommended that your pupils learn the content in the 'History of Computing' unit of work if they don't have this prior understanding. In this unit of work the pupils will look at old technology which shaped the subject, famous figures in computing and its role in the war and what technology may be like in the future.

If you are confident that your pupils already have this understanding, choose yes and continue with the prior learning questions.

Have you shown understanding of how the internet works and create your own website?

Yes

By developing this understanding, children have a deep understanding of the internet and how to create websites.
If your pupils already have this skill, they have completed their learning journey in Computer Systems and Networks. They should therefore be given time to consolidate and master the skills and understanding in this area of pedagogy by creating a project of their choice from any of the topic areas they have covered.

For Half Term 3 you are in The Builders
By developing this understanding, children have a deep understanding of the internet and how to create websites.
It is recommended that your pupils learn the content in the 'Web Design' unit of work if they don't have this prior understanding.

If your pupils already have this skill, they have completed their learning journey in Computer Systems and Networks. They should therefore be given time to consolidate and master the skills and understanding in this area of pedagogy by creating a project of their choice from any of the topic areas they have covered.

Half Term 4 Prior Understanding

Have you learnt about different technology such as a computer, QR code, WiFi and Bluetooth?

Yes

Understanding different uses of technology is a pre requisite skill in this area of pedagogy.

For Half Term 4 you are in The Explorers
Understanding different uses of technology is a pre requisite skill in this area of pedagogy. Your pupils should therefore do the Terrific Technology unit of work this half term. In this unit of work, pupils will learn about different technology uses and key words such as digital, wifi and QR code.

If you have changed your mind and think your pupils already have this skill, choose yes and continue with the prior learning questions.

Have you learnt how to present information using presentation software such as PowerPoint?

Yes

Being able to present information is the first step in presenting and pupils should master this skill before moving on to presenting data in spreadsheets.

For Half Term 4 you are in The Explorers
Being able to present information is the first step in presenting and pupils should master this skill before moving on to presenting data in spreadsheets.. It's therefore recommended that your class move on to the Presenting your Community unit of work whereby they will create a presentation about their local community, whether they be their school, their dance club or their football group.

If you have changed your mind and think your pupils already have this skill, choose yes and continue with the prior learning questions.

Have you learnt how to use a spreadsheet such as using formulas and basic data analysis?

Yes

Pupils should develop the skill of manipulating data within a spreadsheet before moving on to learn how to use functions.

For Half Term 4 you are in The Experimenters
Pupils should develop the skill of manipulating data within a spreadsheet before moving on to learn how to use functions.. It is recommended that your pupils learn the content in the Presenting Data - Spreadsheets and Databases unit of work if they don't have this prior understanding. In this unit of work, pupils will learn how to input data into both spreadsheets and databases, then do simple data analysis to see what the data is showing them.

If you think your pupils have a good understanding of this you can choose yes and continue with the prior learning questions.

Have you learnt how to do more complex data analysis using functions such as SUM, AVERAGE, MIN and MAX?

Yes

By developing this understanding, children will build their understanding of using spreadsheet software.

For Half Term 4 you are in The Experimenters
Being able to use functions enables pupils to do more complex data analysis within a spreadsheet. It is recommended that your pupils learn the content in the 'Analysing Data - Game Competition' unit of work if they don't have this prior understanding. In this unit pupils will play a game and input data from the game into a spreadsheet. They will then analyse it to see what the data shows them.

If you are confident that your pupils have a good understanding of this already, choose yes and continue with the prior learning questions.

Have you learnt about data validation, using the IF and COUNTIF function in a spreadsheet?

Yes

By developing this understanding, children enhance their understanding of collecting and analysing data in a spreadsheet.

For Half Term 4 you are in The Builders
By developing this understanding, children enhance their understanding of collecting and analysing data in a spreadsheet. It is recommended that your pupils learn the content in the 'Analysing Data - Local Transport' unit of work if they don't have this prior understanding. In this unit of work the pupils will log the traffic data from outside their school. They will then analyse this data in detail to see which is the most environmentally friendly.

If you are confident that your pupils already have this understanding, choose yes and continue with the prior learning questions.

Have you learnt about using advanced functions in a spreadsheet, such as VLOOKUP, Goal Seek, Nested IFs, and conditional formatting?

Yes

By developing this understanding, children have a deep understanding of analysing data in spreadsheets.

If your pupils already have this skill, they have completed their learning journey in Data, Information and Modelling. They should therefore be given time to consolidate and master the skills and understanding in this area of pedagogy by creating a project of their choice from any of the topic areas they have covered.

For Half Term 4 you are in The Builders
By developing this understanding, children have a deep understanding of analysing data in spreadsheets.. It is recommended that your pupils learn the content in the 'Lemonade Stand - Game Hacking with Data Analysis' unit of work if they don't have this prior understanding.

If your pupils already have this skill, they have completed their learning journey in Data, Information and Modelling. They should therefore be given time to consolidate and master the skills and understanding in this area of pedagogy by creating a project of their choice from any of the topic areas they have covered.

Half Term 5 Prior Understanding

Have you learnt about algorithms, commands and floor robots?

Yes

This learning step is a pre-requisite to access the learning content in this half term.

If your pupils do not have this understanding, we recommend that you go back to Half Term 1 and answer the prior learning questions there instead as there is pre-requisite understanding needed for Half Term 5.

Have you learnt about creating visual code on the computer to use loops within your code?

Yes

Developing basic visual programming allows pupils to move on to developing more complex programs as they build upon their understanding.

For Half Term 5 you are in The Explorers
Being able to use visual programming on the computer is a vital step in developing programming skills. We therefore recommend that your pupils complete the Creative Creature Coding unit of work, whereby they consolidate their understanding of floor robots, before moving on to applying that understanding to a coding environment on the computer using visual code.

If you have changed your mind and think your pupils already have this skill, choose yes and continue with the prior learning questions.

Have you learnt how to create a game where sprites interact and players can input choices?

Yes

Managing inputs and sprites within games is an important coding skill which leads on to developing visual programming skills further.

For Half Term 5 you are in The Explorers
Managing inputs and sprites within games is an important coding skill which leads on to developing visual programming skills further. We recommend your pupils move on to the "Coding a Story" unit of work whereby they will create a story adventure game which the player can impact the ending through making choices. This follows on from the understanding in Half Term 1 in the Game Making unit of work.

If you think your pupils have a good understanding of this you can choose yes and continue with the prior learning questions.

Have you learnt how to design a computer game using variables, iteration and selection?

Yes

By developing this understanding, children will build their understanding of visual programming.

For Half Term 5 you are in The Experimenters
Being able to design games and use variables and selection with confidence is vital to learning how to code. We therefore recommend that pupils move on to the "Game Design in Scratch" unit of work. Pupils will create their own maze game with controls, enemies, score and lives.

If you think your pupils have a good understanding of this you can choose yes and continue with the prior learning questions.

Are you confident in using selection, count-controlled loops and iteration?

Yes

By developing this understanding, children enhance their understanding of visual programming.

For Half Term 5 you are in The Experimenters
By developing this understanding, children enhance their understanding of visual programming further. It is recommended that your pupils learn the content in the 'Coding a Quiz- Visual Programming' unit of work whereby they will create their own quiz game with a score.

If you think your pupils have a good understanding of this you can choose yes and continue with the prior learning questions.

Have you learnt how to use a micro:bit to create physical computer games?

Yes

By developing this understanding, children have a deep understanding of creating circuits for physical computer games using a range of inputs, outputs and sensors.

If your pupils already have this skill, they have completed their learning journey in Data, Information and Modelling. They should therefore be given time to consolidate and master the skills and understanding in this area of pedagogy by creating a project of their choice from any of the topic areas they have covered.

For Half Term 5 you are in The Builders
By developing this understanding, children have a deep understanding of creating circuits for physical computer games using a range of inputs, outputs and sensors. We therefore recommend your pupils move on to the 'Physical Computing - Gaming' unit of work whereby they will make a range of games using the Micro:Bit.

If your pupils already have this skill, choose yes and continue with the prior learning questions.

Have you learnt how to use advanced visual code using arrays, functions and advanced coding syntax?

Yes

By developing this understanding, children have a deep understanding of visual programming and have learnt the understanding and key words that they can apply to future programming languages such as python.

If your pupils already have this skill, they have completed their learning journey in Programming and Physical Computing. They should therefore be given time to consolidate and master the skills and understanding in this area of pedagogy by creating a project of their choice from any of the topic areas they have covered.

For Half Term 5 you are in The Builders
By developing this understanding, children will have a deep understanding of visual programming and have learnt the understanding and key words that they can apply to future programming languages such as python. We therefore recommend your pupils move on to the Arcade Gaming - Advanced Visual Programming unit of work.

If your pupils already have this skill, they have completed their learning journey in Programming and Physical Computing. They should therefore be given time to consolidate and master the skills and understanding in this area of pedagogy by creating a project of their choice from any of the topic areas they have covered.

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Welcome to the Jam Coding Computing Lab – Discovery Session

Computing Labs - Discovery Session

Family Questions

Child Questions

Half Term 1 Prior Understanding

Half Term 2 Prior Understanding

Half Term 3 Prior Understanding

Half Term 4 Prior Understanding

Half Term 5 Prior Understanding

Welcome to the Jam Coding
Computing Lab – Discovery Session