Damers First School Computing Scheme of Work – 2014 – Tim Oram

Long Term Plan

Year 1 Year 2 Year 3 Year 4

Algorithms Building a Lego model Helicopter Car Programming a friend to navigate an obstacle course

How to train your robot Beebots

Cargo-bot Cato’s Hike

Lightbot app Code Monster

Programming and Development Human Crane (plan and resources on this page) Beebot app Purple Mash 2go

- Navigate a preloaded course (record ‘program’)

- Draw a shape

Marching orders – programming languages Debugging A.L.E.X app Daisy Dino app Kodable app Scratch Jnr

Debugging Scratch (resources) Code Kingdoms Purple Mash - Logo

Debugging Scratch (resources) Code.org Purple Mash - Logo

Data and Data Representation Pic Collage, ipad camera/video, FiftyThree Paper, any websites Use hardware/software to give chn a broad view of the various ways of presenting information (link to topic work).

Google maps, Bitesize KS1 data, BBC Weather app, ipad sensor

Google Earth, Google search, Wireless ip camera , Human database, flat file e.g. excel file

Human database – intermediate, search Google using ‘and’ ‘or’ terms, Geotagging, science data logging apps e.g. decibel meter.

Hardware and Processing Control a Truck Get truck to truck stop in

Ipads Wii

Wireless ip camera ,

Operating system basics

Damers First School Computing Scheme of Work – 2014 – Tim Oram

the lowest number of moves. Note down instructions. Chn attempting other chn’s instructions. Focus on having to be precise. Beebot app Pre-program beebot to virtually travel through courses. Reiterate the need to for preciseness. Beebots Beebots to travel through courses set up by teacher.

PCs Use keyboard, mouse, microphones, scanners, cameras, videos, speakers, monitor for input/output.

hardware use any application software to show difference.

Map the network at Damers. (Use Gliffy – need teachers account.) Include physical and wireless network pts. How computers work

Communication and Networks Use CBeebies website to teach the chn about hyperlinks Use SWGfL safe search engine http://www.swiggle.org.uk/ http://www.thinkuknow.co.uk/ Go to 5-7 then Hector’s World. Over the half term watch Episodes 1-3 (check that these are appropriate for you current class.)

Use SWGfL safe search engine http://www.swiggle.org.uk/ http://taggalaxy.de/ (but, as with any search engine, check searches before the kids use it.) http://www.thinkuknow.co.uk/ go to 5-7 then Hector’s World. Over the half term watch Episodes 4 -6 (check that these are appropriate for you current class.)

Talk to technician. Communicate over range of internet services e.g. Google Hangouts, Drive, email, Padlet, etc. Discuss appropriate behaviour when using each technology.

How a search engine works Google resource Communicate over range of internet services e.g. Google Hangouts, Drive, email, Padlet, etc. Discuss appropriate behaviour when using each technology. Look at CEOP report button

Information Technology 2Create a story – create story and save to PC – show folder structure and

Book Creator, PowerPoint Picasa , Tagxedo, Haiku Deck app

Explain Everything, ShowMe, Skitch Padlet, Google Drive, Class Blogs,

Explain Everything, ShowMe, Skitch, Padlet, Google Drive, Google

Damers First School Computing Scheme of Work – 2014 – Tim Oram

saving/retrieving files. Twiducate, iMotion, iMovie

Hangouts, Edmodo, Twiducate, iMotion, iMovie Look at which websites to trust. Teacher or chn create untrustworthy Wiki page. Fake website links (see document)

Progression of activities, software and hardware

Year 1 Year 2 Year 3 Year 4

Algorithms Building a Lego model Programming a friend through and obstacle course

How to train your robot Beebots

Cargo-bot Cato’s Hike

Lightbot app Code Monster

Programming and Development Human Crane (plan and resources on this page) Beebot app Purple Mash 2go

Marching orders – programming languages Debugging A.L.E.X app Daisy Dino app Kodable app Scratch Jnr

Debugging Scratch (resources) Code Kingdoms Purple Mash - Logo

Debugging Scratch (resources) Code.org Purple Mash - Logo

Data and Data Representation Pic Collage, ipad camera/video, FiftyThree Paper, any websites

Google maps, Bitesize KS1 data, BBC Weather app, ipad sensor

Google Earth, Google search, Wireless ip camera , Human database, flat file e.g.

Human database – intermediate, search Google using ‘and’ ‘or’ terms, Geotagging,

Damers First School Computing Scheme of Work – 2014 – Tim Oram

excel file science data logging apps e.g. decibel meter.

Hardware and Processing Control a Truck Beebot app Beebots to travel through courses

Ipads Wii PCs Use keyboard, mouse, microphones, scanners, cameras, videos, speakers, monitor for input/output.

Wireless ip camera , hardware use any application software to show difference.

Operating system basics Map the network at Damers. (Use Gliffy – need teachers account.) Include physical and wireless network pts. How computers work

Communication and Networks Use SWGfL safe search engine http://www.swiggle.org.uk/ http://www.thinkuknow.co.uk/ Go to 5-7 then Hector’s World. Over the half term watch Episodes 1-3 (check that these are appropriate for you current class.)

Use SWGfL safe search engine http://www.swiggle.org.uk/ http://taggalaxy.de/ (but, as with any search engine, check searches before the kids use it.) http://www.thinkuknow.co.uk/ go to 5-7 then Hector’s World. Over the half term watch Episodes 4 -6 (check that these are appropriate for you current class.)

Talk to technician. Communicate over range of internet services e.g. Google Hangouts, Drive, email, Padlet, etc. Discuss appropriate behaviour when using each technology.

How a search engine works Google resource Communicate over range of internet services e.g. Google Hangouts, Drive, email, Padlet, etc. Discuss appropriate behaviour when using each technology. Look at CEOP report button

Information Technology Pic Collage, Puppet Pals, Book Creator, PowerPoint Picasa , Tagxedo, Haiku Deck app

Explain Everything, ShowMe, Skitch Padlet, Google Drive, Class Blogs, Twiducate, iMotion, iMovie

Explain Everything, ShowMe, Skitch, Padlet, Google Drive, Google Hangouts, Edmodo, Twiducate, iMotion, iMovie

Damers First School Computing Scheme of Work – 2014 – Tim Oram

Look at which websites to trust. Teacher or chn create untrustworthy Wiki page. Fake website links (see document)

Damers First School Computing Scheme of Work – 2014 – Tim Oram

Year 1

Area of learning - Algorithms “I can …” statement:

I know what an algorithm is and I can express simple algorithms using symbols.

I know that computers need precise instructions.

I can show care and precision to avoid errors

I can create a simple program.

Suggested Tasks (please feel free to plan and do different activities but please ensure the objectives are covered). Building a Lego model - chn follow instruction booklet (set of algorithms) to build a model. Teacher to edit some instructions to omit one of the stages. In pairs, half complete the full instructions and half complete incomplete instructions. Compare completed models – why are some correct and some not? (2 possible sets of instructions Helicopter , Car ) Programming a friend – Chn work in pairs, one child ‘programs’ their partner to navigate an obstacle course. Use instructions like forward 4 steps, turn right, forward 5 steps… . Take it in turns to ‘program’ each other and assess their performances to get better and better. Record their instructions using symbols.

Software / hardware suggestions:

Damers First School Computing Scheme of Work – 2014 – Tim Oram

Area of learning – Programming & Development

“I can …” statement:

I know that users can write their own programs.

I can create a simple program.

I can run, check and change

programs.

I know that programs run by following precise instructions.

Suggested Tasks (please feel free to plan and do different activities but please ensure the objectives are covered). Remember that the chn should always be working towards using the minimum amount of instructions when programming.

Human Crane Chn challenged to create a series of instructions to control a Human Crane (plan and resources on the link page)

Purple Mash - 2go

Navigate a preloaded course (record ‘program’ on paper and try to improve (take less steps) next time). Before trying the program chn should revisit walking through given instructions. Remind chn that a left/right instruction just turns the icon and the forward/backward instructions need a distance with them.

Draw a shape on the blank template. Challenge chn to draw different shapes on the blank template in the 2go program. Shapes should get progressively difficult.

Beebot app Again, before using the app, spend some time walking through instructions so that chn become really familiar with the vocabulary used. Use ‘Beebot sequence cards’ (see resources) to map out the maze ‘offline’. Program beebot to go through a progressively difficult series of mazes.

Software / hardware suggestions: Purple Mash – 2go Beebot app

Damers First School Computing Scheme of Work – 2014 – Tim Oram

Area of learning – Data and Data Representation

“I can …” statement:

I know that digital content can be represented in many forms.

I know the difference between some of these digital forms and can explain the different ways that they communicate information.

Suggested Tasks (please feel free to plan and do different activities but please ensure the objectives are covered). Pic Collage / ipad camera Use the ipad camera to take pictures of a theme and insert them into Pic Collage. Insert text and edit. Resize images, insert stamps and add a background. iMotion app Use iMotion app to create a simple animation on same theme. Use everyday objects. Show your class this amazing example! Look at the document ‘How to iMotion HD ipad app’ for a basic guide to using the iMotion app. Purple Mash – 2Paint Use 2Paint to create an image on same theme. Change colours, drawing tool, thickness of brush/pencil. Right click to save the drawing and show chn how to navigate to their folder area and to name their document something relevant. Compare the way each medium communicates the same theme. What are the best/worst features of each? Which is more effective?

Software / hardware suggestions: Pic Collage app ipad camera for still images iMotion Purple Mash – 2Paint

Damers First School Computing Scheme of Work – 2014 – Tim Oram

Area of learning – Hardware and Processing

“I can …” statement:

I know that computers have no intelligence and that computers can do nothing unless a program is run.

I know that all software

executed on digital devices is programmed.

Suggested Tasks (please feel free to plan and do different activities but please ensure the objectives are covered). Program your teacher The teacher plays the part of a computer with no software (a ‘dumb terminal’!). Children instruct the teacher to complete certain tasks (i.e. draw a square on the board, walk around the room, pick up a pencil, etc.). Teacher must take every instruction very literally so the chn can see that they have to be exact in their instructions. Control a Truck Use the ‘Control a Truck’ program to discuss giving instructions to a computer. Computers must have instructions to allow them to complete tasks. Use the paper resources (‘KS1 truck control – worksheets’ in resources) to plan instructions. Work in small groups to create the best (i.e. shortest) program for the task. Together the chn should also work to ‘debug’ (solve) any problems in the first attempt. Open the ‘Control a Truck’ program by double clicking the ‘Truck_Control_RC’ file (in resources) and allowing it to load.

Beebot app Use the Beebot app to discuss the same ideas as above. Talk about the algorithms that the chn are inputting into the Beebots. Ensure that they know that this is a program that they creating for the Beebot animation to follow.

Software / hardware suggestions: Control a Truck flash game (in resources) Beebot app

Damers First School Computing Scheme of Work – 2014 – Tim Oram

Area of learning – Communication and Networks

“I can …” statement:

I can find content from the world wide web using a web browser.

I know the importance of communicating safely and respectfully online, and the need for keeping personal information private.

I know what to do when concerned about content or being contacted.

Suggested Tasks (please feel free to plan and do different activities but please ensure the objectives are covered). Web searching Use SWGfL safe search engine http://www.swiggle.org.uk/ in topic lessons to introduce chn to searching the internet in a safe way. Use Google searches (Web and images) to encourage safe searching – use teacher tested searches and check chn’s spelling! Keeping personal details private http://www.thinkuknow.co.uk/ Go to 5-7 then Hector’s World. Over the half term watch Episodes 1-3. (Check that these are appropriate for you current class.)

Cartoon 1 – Details, details … (keeping personal details private).

Cartoon 2 – Welcome to the Carnival (keeping personal information private).

Cartoon 3 – It’s a serious game (keeping personal information private).

Role play some situations to test whether the chn have understood the key messages from each cartoon. Do chn know that they should speak to an adult if they see or hear something on the internet that upsets them? This unit will be reiterated in the class inputs from SWGfL early in the year.

Software / hardware suggestions:

Damers First School Computing Scheme of Work – 2014 – Tim Oram

Area of learning – Information Technology

“I can …” statement:

I can use software under the control of the teacher to create, store and edit digital content using appropriate file and folder names.

I know that people interact

with computers.

I can share my use of technology in school. I know common uses of information technology beyond the classroom.

I can talk about my work and make changes to improve it.

Suggested Tasks (please feel free to plan and do different activities but please ensure the objectives are covered). Typing (running throughout unit) Use online typing program to teach the basics of typing. Purple Mash - 2Create a story Create a story with chn’s own pictures and words. Talk chn through the process of saving their work. Use a metaphor of putting a pencil down and not being able to find it later. Use a pencil case to help you organise. This is the same as saving files in folders somewhere you remember. When using a computer it is important to save a document/file somewhere that you can easily retrieve it later. It’s also really important to use a memorable name for the piece of work. In subsequent lessons chn should retrieve their work and edit and improve it. Reiterate previous lessons about saving in a place where it is easily found using a memorable name.

Puppet Pals Create an animation on the Puppet Pals app. Teach inputting characters, creating characters, creating an audio track alongside the animation. When the animation is complete, chn (or teacher with child) should export the file to the ipad photos app. This is a way of saving on a mobile device. Teacher to show chn how to upload their videos to dropbox and to download others’ animations to view. Also, share via Appletv.

Software / hardware suggestions: Dance Mat Typing website Purple Mash – 2Create a Story Puppet Pals app

Damers First School Computing Scheme of Work – 2014 – Tim Oram

Year 2

Area of learning – Algorithms “I can …” statement:

I know that algorithms are implemented on digital devices as programs.

I can design simple algorithms

using loops, and selection i.e. if statements.

I can use logical reasoning to predict outcomes.

I can find and correct errors i.e. debugging, in algorithms.

Suggested Tasks (please feel free to plan and do different activities but please ensure the objectives are covered). How to train your robot (activity is based on the one found at this link). Chn to guide partners (their robots) around an obstacle course using formal commands given to them by the teacher i.e. left turn, forward 3 steps, etc. Chn should plan the whole ‘algorithm’ (set of instructions) before seeing if it works. If it doesn’t work then the pair should attempt to ‘debug’ (find the problem(s)) and run it again. Reverse this activity by laying out an algorithm and asking the chn to predict where the robot will end up. Teacher should also give incorrect solutions to the obstacle course for chn to correct. Daisy Dino app / Beebots Use the app and the (actual) Beebots to transfer the learning in the previous activity to digital devices. With Beebots, chn should use simple instructions to direct the character through a maze. Daisy Dino adds new commands to master. Kodable app Kodable introduces the chn to ‘if’ statements. For example, ‘if’ the character reaches a purple square ‘then’ it moves left. This vocabulary is a very simple entry to actual programming language.

Software / hardware suggestions: Daisy Dino app Beebots Kodable app

Damers First School Computing Scheme of Work – 2014 – Tim Oram

Area of learning – Programming & Development (In Year 2 this unit can be done in combination with Algorithms)

“I can …” statement:

I can use arithmetic operators, if statements, and loops, within programs.

I can use logical reasoning to

predict the behaviour of programs.

I can find and correct simple semantic errors i.e. debugging, in programs.

I know how programs specify the function of a general purpose computer. (From ‘Hardware and Processing’ objectives.)

Suggested Tasks (please feel free to plan and do different activities but please ensure the objectives are covered). Remember that the chn should always be working towards using the minimum amount of instructions when programming. Kodable Chn continue on to ‘Violet Fuzz’ where they will encounter ‘loops’. Teacher can demonstrate a loop of instructions by giving a child two instructions, e.g. ‘forward 3, left,’ and asking the child to repeat (‘loop’) the instructions 4 times. Scratchjr Use Scratchjr app to introduce the chn to this brilliant programming app. Chn can use code blocks to make the character move (and do various other things). Look at these lessons (also in resources) to teach the basics of the app, showing a little of what is possible. Have a go at…

Drive across the city

Dance Party

Dribbling a basketball (At least!)

Software / hardware suggestions: Kodable app Scratchjr app

Damers First School Computing Scheme of Work – 2014 – Tim Oram

Area of learning – Data and Data Representation

“I can …” statement:

I know different types of data: text, number.

I know that programs can work

with different types of data.

I know that data can be structured in tables to make it useful.

Suggested Tasks (please feel free to plan and do different activities but please ensure the objectives are covered). Chn are taught how to screen grab, copy and paste (text and image) and import pictures on ipad and PC. Teach chn the basics of presentation software: ipad (‘Adobe Voice’) PC (‘PowerPoint’)

background/theme

insert text and image

resize

change font (type, size, colour)

Adding slides

Inserting tables

Chn should create a presentation based on a subject they are studying. Chn will also need to know how and where to save their presentations for future editing. Review using a sensible filename and a suitable file location.

Software / hardware suggestions: Adobe Voice app PowerPoint

Damers First School Computing Scheme of Work – 2014 – Tim Oram

Area of learning – Hardware and Processing

“I can …” statement:

I know that a range of digital devices can be considered a computer.

I know and can use a range of

input and output devices.

Suggested Tasks (please feel free to plan and do different activities but please ensure the objectives are covered). Watch this video as an introduction to computers. What kinds of computers do the chn have at home? Watch this video to look at input and output ports on a computer. Chn should work in pairs to post-it note a computer (or picture of a computer) with the basic names i.e. disk drive, USB ports, keyboard port, monitor port, mouse port, headphone socket (audio out) and microphone socket (audio in). Can chn complete this online test? Show chn the hard drive of a computer (see ICT Technician) – can the chn think of things that can be connected to them? Chn could talk to the ICT Technician and tell her what they have learnt. Use ipads to test a data logging app i.e. ‘too noisy’. How does the ipad know how loud it is?

Software / hardware suggestions: Too Noisy app

Damers First School Computing Scheme of Work – 2014 – Tim Oram

Area of learning – Communication and Networks

“I can …” statement:

I can navigate the web and can carry out simple web searches to collect digital content.

I can show use of computers

safely and responsibly, knowing a range of ways to report unacceptable content and contact when online.

Suggested Tasks (please feel free to plan and do different activities but please ensure the objectives are covered). Web Searching (Link to topic work) Discuss the importance of safe searching. Do the chn know that they should speak to a trusted adult if they see anything they’re not comfortable with? Use SWGfL safe search engine http://www.swiggle.org.uk/ http://taggalaxy.de/ (but, as with any search engine, check searches before the kids use it – also check their spelling!) When webpages are searched show the chn how to navigate using hyperlinks Hector’s World http://www.thinkuknow.co.uk/ go to 5-7 then Hector’s World. Over the half term watch Episodes 4 -6 (check that these are appropriate for you current class.)

Cartoon 4 – The Info Gang (Keeping personal details safe).

Cartoon 5 – Heroes (Keeping personal details safe)

Cartoon 6 – You’re not alone (Keeping personal details safe and cyberbullying)

This unit will be reiterated in the class inputs from SWGfL early in the year.

Software / hardware suggestions:

Damers First School Computing Scheme of Work – 2014 – Tim Oram

Area of learning – Information and Technology

“I can …” statement:

I can use technology with increasing independence to purposefully organise digital content.

I can show an awareness for

the quality of digital content collected.

I can use a variety of software to manipulate and present digital content: and information.

I can share my experiences of technology in school and beyond the classroom.

I can talk about my work and make improvements to solutions based on feedback received.

Suggested Tasks (please feel free to plan and do different activities but please ensure the objectives are covered). Pic Collage app Show chn examples of Surrealist paintings . Use Pic Collage to create surrealist image. Online editors (must be used on Internet Explorer) Use a program like Tagxedo to create a text picture (click on load to enter text or a website URL). The more times a word appears the bigger it becomes on the screen. Chn can make design decisions on shape, colour theme, font, orientation and layout. Choose full screen view and take a screen shot to keep designs. Book Creator app Using a theme from topic work teach chn how to:

Add text o Edit text (colour, font, bold, italic)

Add an image o Take a picture and insert it o Take a screenshot and insert it

Add a video PowerPoint As with Book Creator, use a theme from topic work to teach chn how to:

Software / hardware suggestions: Pic Collage app Tagxedo website Book Creator app PowerPoint

Damers First School Computing Scheme of Work – 2014 – Tim Oram

Add text o Edit text (colour, font, bold, italic)

Change background colour or theme

Add an image o Copy and paste an image from an image

search o Take a screenshot and insert it

Damers First School Computing Scheme of Work – 2014 – Tim Oram

Year 3

Area of learning – Algorithms

“I can …” statement:

I can designs solutions (algorithms) that use repetition and two-way selection i.e. if, then and else.

I can use diagrams to express solutions.

I can use logical reasoning to predict outputs, showing an awareness of inputs.

I can use post-tested loops e.g. 'until', and a sequence of selection statements in programs, including an if, then and else statement. (from the ‘Programming and Development’ objectives)

Suggested Tasks (please feel free to plan and do different activities but please ensure the objectives are covered). Creating algorithms and debugging Show chn the Cargo-Bot app using Appletv and as a class go through the first 3 tutorials. Away from the computers, set chn tasks (in a similar style to the app) of moving objects from one place (i.e. bowl) to another place. One person plays the part of the crane and small groups work together to create algorithms to solve the problem (use whiteboards to draw instructions as in the app). For example:

Software / hardware suggestions: Cargo-Bot app

Damers First School Computing Scheme of Work – 2014 – Tim Oram

Use incorrect solutions to talk about why it doesn’t work. This process is called ‘debugging’. When chn have identified a correct solution then they should transfer it on to the Cargo-Bot app to check and move onto the next problem using whiteboards (you ma need to work as a class to solve the more difficult problems). Programming and debugging 2 As with Cargo-Bot show the Cato’s Hike app using Appletv and as a class go through the Tutorial section. Create similar style mazes in the classroom/hall as in the app. Take turns to be ‘Cato’ while the other chn in the group create programs on whiteboards to guide Cato around the course. Use incorrect solutions to talk about why it doesn’t work. This process is called ‘debugging’. When chn have identified a correct solution then they should transfer it on to the Cato’s Hike app to check and move onto the next problem using whiteboards (you may need to work as a class to solve the more difficult problems).

Cato’s Hike

Damers First School Computing Scheme of Work – 2014 – Tim Oram

Area of learning – Programming & Development

“I can …” statement:

I can create programs that implement algorithms to achieve given goals.

I can declare and assign

variables.

Suggested Tasks (please feel free to plan and do different activities but please ensure the objectives are covered). Remember that the chn should always be working towards using the minimum amount of instructions when programming.

Scratch see Code-it website to download lesson plans, help cards and extension activities for the following lessons:

Smoking Car

Music Machines

Dressing up Creating these programs may take several lessons as it is important that the chn understand what they are doing and why they are doing it.

Software / hardware suggestions: Scratch program (on PCs)

Damers First School Computing Scheme of Work – 2014 – Tim Oram

Area of learning – Data & Data Representation

“I can …” statement:

I know the difference between data and information.

I know why sorting data in a

flat file can improve searching for information.

I can use filters or can perform single criteria searches for information.

Suggested Tasks (please feel free to plan and do different activities but please ensure the objectives are covered). Databases unplugged Create a class database to explain how a database works and to introduce vocabulary. See the ‘Databases unplugged’ document in resources. Databases plugged Use Purple Mash – 2Investigate to explore databases. Use the pre-existing databases to work through set searches – as well as performing simple searches also use ‘and’ to perform searches with two criteria. This type of database is known as a ‘flat file’. Chn create own database, ideally linked to topic, science or maths work. When complete it can be searched by their peers.

Software / hardware suggestions: Purple Mash – 2Investigate

Damers First School Computing Scheme of Work – 2014 – Tim Oram

Area of learning – Hardware and Processing

“I can …” statement:

I know that computers collect data from various input devices, including sensors and application software.

I know the difference between

hardware and application software, and their roles within a computer system.

Suggested Tasks (please feel free to plan and do different activities but please ensure the objectives are covered). Inputs including sensors Use a variety of apps that require input to make them work i.e. too noisy, use Siri (the ipad voice recognition software) on Notes (have to show on ipad mini as ipad 2s don’t have Siri), Decibel 10th, Cardiio (it is spelt like this!), and Walkmeter. Discuss how an ipad uses sensors (hardware) in the computer to create the data which then the ipad interprets with specially written software. Try to link sensor apps to topic, science or maths work. Set up the Wireless ip camera to record for a project. Look at the results on a computer – how do the chn think the images get from the camera (hardware) to the computer (hardware). Discuss how the camera inputs digital information into the computer which in turn interprets the digital information using a specially written software program. Show video of how computers use binary numbers .

Software / hardware suggestions: Too Noisy app, Siri app, Notes app, Decibel 10th app, Cardiio app, Walkmeter app. Wireless ip camera

Damers First School Computing Scheme of Work – 2014 – Tim Oram

Area of learning – Communication & Networks

“I can …” statement:

I know the difference between the internet and internet service e.g. World Wide Web.

I can show an awareness of,

and can use a range of internet services e.g. VOIP.

I know what is acceptable and unacceptable behaviour when using technologies and online services.

Suggested Tasks (please feel free to plan and do different activities but please ensure the objectives are covered). Throughout this unit the focus should be on appropriate communication over the internet. Online communication (ideally give any communications over the internet a purpose – perhaps working collaboratively to find out more for a topic area). Google Hangouts Use Google Hangouts (available via your school Gmail account) to communicate between classes or between two halves of the class or ideally with another school. Discuss how to communicate over the internet i.e. polite and respectfully. Google Drive Teacher uses Google Drive (available via your school Gmail account) to share a document (created in Google docs) with the class. They can then open and edit the document. This can be good when creating a class database or collating new information about a topic. Padlet Use Padlet to set up a page about the topic you are studying. Chn can visit the page and input text, links or images. This is another website that’s great for collaborating. This unit will be reiterated in the class inputs from SWGfL early in the year.

Software / hardware suggestions: Google Hangouts / webcam / microphone Google Drive Padlet

Damers First School Computing Scheme of Work – 2014 – Tim Oram

Area of learning – Information Technology

“I can …” statement:

I can collect, organise and present data and information in digital content.

I can create digital content to

achieve a given goal through combining software packages and internet services to communicate with a wider audience e.g. blogging.

I can make appropriate improvements to solutions based on feedback received, and can comment on the success of the solution.

Suggested Tasks (please feel free to plan and do different activities but please ensure the objectives are covered). Creating Digital Content Use a variety of apps to create and edit images i.e.

Take a picture/capture a webpage and annotate using the ‘Skitch’ app.

Record audio (voice or soundscape).

Storyboard and video a scene Import these elements into ‘Book Creator’ app and write text to go with it (possibly link to literacy, science or topic work). Chn swap books with another pair and they peer assess. When feedback is given (it could be recorded) then the authors should consider this and make changes if necessary. When completed, publish the books on iBook app

Software / hardware suggestions: Book Creator app Skitch app Camera app Video app iMotion app Cloud Audio Recorder app iBook app

Damers First School Computing Scheme of Work – 2014 – Tim Oram

Year 4

Area of learning – Algorithms

“I can …” statement:

I can show an awareness of tasks best completed by humans or computers.

I can designs solutions by

decomposing a problem and creates a sub-solution for each of these parts (decomposition).

I know that different solutions exist for the same problem.

I know that a procedure can be used to hide the detail with sub-solution (procedural abstraction). (From the Programming and Development objectves.)

Suggested Tasks (please feel free to plan and do different activities but please ensure the objectives are covered). Computer or Human? Discuss tasks better completed by humans or computers. What tasks can the chn think of that are better completed by computers (i.e. searching through databases quickly, performing calculations quickly, and doing monotonous tasks)? What can humans do that computers can’t currently do (reading emotions, empathise with someone, write a book/song, paint a picture)? Decomposing and sub-solutions Show chn the Light-bot Hour of Code app and, using the ‘Basics’ section, give a description and demonstration of how each instruction works. Briefly show the ‘Procedures’ section, showing the basics. Give pairs a set of Light-bot instructions (in resources). They should use these to devise algorithms away from the ipad to solve the problems in the ‘procedures’ section of the app. In this section the chn will use:

Decomposition (breaking problem into sections).

Procedures (using a section of programming more than once).

These elements of the app should be a focus. When chn have come up with solutions they should

Software / hardware suggestions:

Light-bot Hour of Code app

Damers First School Computing Scheme of Work – 2014 – Tim Oram

transfer these to the Light-bot app. Any errors the chn make can be used with the whole class to identify errors and correct them (this is called debugging).

Damers First School Computing Scheme of Work – 2014 – Tim Oram

Area of learning – Programming and Development

“I can …” statement:

I know the difference between, and appropriately I can use if and if, then and else statements.

I can use a variable and

relational operators within a loop to govern termination.

I can design, write and debug modular programs using procedures.

Suggested Tasks (please feel free to plan and do different activities but please ensure the objectives are covered). Remember that the chn should always be working towards using the minimum amount of instructions when programming. Using Loops Watch this video to explain the basics of loops (called ‘repeat’ in Scratch).

To give the chn a brief and simple introduction to Scratch complete the ‘Knock, Knock joke’ lesson (in resources).

Introduce the chn to using the ‘repeat’ function in Scratch through the ‘Breakdancing’ lesson (in resources).

Recap on the ‘repeat’ function by working through the ‘Tell a story’ lesson (in resources).

Before attempting this lesson, give the chn an ‘Etcha Sketch game predictions’ sheet so that they can work out what each set of instructions will do. Now attempt the ‘Etcha Sketch game’ lesson (in resources).

Using the ‘if’ command. Chn to work through the ‘Car racing game’ to learn about ‘if’ commands (in resources).

These and other lessons can be found on this site .

Software / hardware suggestions: Scratch program (on PCs)

Damers First School Computing Scheme of Work – 2014 – Tim Oram

Area of learning – Data and Data Representation

“I can …” statement:

I can perform more complex searches for information e.g. using Boolean and relational operators.

Analyses and evaluates data

and information, and I know that poor quality data leads to unreliable results, and inaccurate conclusions.

I know how to effectively use search engines, and I know how search results are selected, including that search engines use 'web crawler programs’. (Taken from ‘Communication and Networks’ objectives)

Suggested Tasks (please feel free to plan and do different activities but please ensure the objectives are covered). Searching tips Show chn the ‘Search tips poster’ and ‘Search tips poster 2’ (in resources) and discuss how any of these search tips could be useful for their topic work searches. Show some comparison searches in Google (for example; Paris OR London vs. Paris London; when searching for quotes from books [The Gruffalo],”terrible claws” vs. terrible claws) Ideally use these search tools in current topic work. Watch the video How Search Works (up to about 2.30 mins) about how pages are searched and indexed on Google. Using and analysing data Use the ‘Maps’ app to complete a geocaching game (see link for definition). To set up the ‘Maps’ app for a geocache game.

Open the app

Press the i icon in the bottom right of the screen and change the view to Hybrid.

Again, press the i icon and press ‘Drop a Pin’.

Navigate to a place on the map and drag the pin to the desired place.

In the pin info press the i icon.

Press the share icon (rectangle with an arrow pointing up).

Software / hardware suggestions: Google search engine Maps app

Damers First School Computing Scheme of Work – 2014 – Tim Oram

Press ‘Add Bookmark’.

Edit the name of the pin. After completing a teacher created geocache, the chn should work in pairs to create their own geocache. Chn swap their geocache and complete. Use the children’s own geocache games to analyse mistakes and discuss errors in data. What does imprecise data mean to the game?

Damers First School Computing Scheme of Work – 2014 – Tim Oram

Area of learning – Hardware and Processing

“I can …” statement:

I know why and when computers are used.

I know the main functions of

the operating system.

I know the difference between physical, wireless and mobile networks.

Suggested Tasks (please feel free to plan and do different activities but please ensure the objectives are covered). How computers work How computers work Go to this page to download resources and a teacher’s information sheet for this activity. Chn are split into groups of 3 and each child takes the role of a computer part. (Sheets can also be found in resources.) Operating systems Watch the video on this site about Operating system basics

Map the school network Talk to the ICT Technician about the network, asking about different parts that allow the network the work. Use the website Gliffy to create a diagram of part of the school network. (You will need a teachers’ account.) Include physical and wireless network pts. Create a key:

Decide as a class what shapes mean which devices

What colour should each device be?

Show chn how to use the site and shape, the connectors and the text tools.

Software / hardware suggestions: Gliffy website

Damers First School Computing Scheme of Work – 2014 – Tim Oram

Area of learning – Communication and Networks

“I can …” statement:

Selects, combines and uses internet services.

I can show responsible use of technologies and online services, and I know a range of ways to report concerns.

I know the potential of information technology for collaboration when computers are networked. (Taken from ‘Information Technology’ objectives.)

Suggested Tasks (please feel free to plan and do different activities but please ensure the objectives are covered). Communicating over a range of Internet services Communicate and collaborate over range of internet services e.g. Google Hangouts, Drive, Padlet and Edmodo. All these activities should be seen as an opportunity to discuss appropriate behaviour when using each technology. Google Hangouts Use Google Hangouts (available via your school Gmail account) to communicate between classes or between two halves of the class or ideally with another school. Discuss how to communicate over the internet i.e. polite and respectfully. Google Drive Teacher uses Google Drive (available via your school Gmail account) to share a document (created in Google docs) with the class. They can then open and edit the document. This can be good when creating a class database or collating new information about a topic. Padlet Use Padlet to set up a page about the topic you are studying. Chn can visit the page and input text, links or images. This is another website that’s great for collaborating. Edmodo Use Edmodo (you will need an account) to collaborate adding hyperlinks, images, URLs, etc. Teacher can set a question/problem that chn collaborate to answer. You may want to look at these Video Tutorials.

Software / hardware suggestions: Google Hangouts, Google Drive, Padlet, Edmodo.

Damers First School Computing Scheme of Work – 2014 – Tim Oram

This unit will be reiterated in the class inputs from SWGfL early in the year.

Damers First School Computing Scheme of Work – 2014 – Tim Oram

Area of learning – Information Technology

“I can …” statement:

I can make judgements about digital content when evaluating and repurposing it for a given audience.

I know the audience when I

am designing and creating digital content.

I can use criteria to evaluate

the quality of solutions and can identify improvements making some refinements to the solution, and future solutions.

Suggested Tasks (please feel free to plan and do different activities but please ensure the objectives are covered). Evaluating data Teacher creates a Wiki entry with false information on it. Use it to talk about how easy it is to create information on a website and how anybody can do it (regardless of how much they know about the subject they are writing about). Use this discussion to talk about copying and pasting information straight from a website – all information should be checked. Creating digital content Use any of the software opposite (preferably a combination of some of them) to create digital content i.e. a film or a book about a math, literacy, or topic subject. Aim for a particular age group. For example, chn might import videos from the iMovie app and images from the photos app, and annotated webpages from the Skitch app to create an information book.

Software / hardware suggestions: Wikispaces Explain Everything app, ShowMe app, Skitch app, Book Creator app iMovie app, iMotion app.