€¦ · Web viewthrough their programming and computer networks units. Our curriculum reflects...

Computing Curriculum Overview 2019-2020Our computing curriculum provides pupils with a broad experience of computer science, information technology and digital literacy skills and knowledge. Pupils learn both how to use technology and how to be creators of new technology through their programming and computer networks units. Our curriculum reflects changes in the national curriculum in recent years to provide pupils with the tech literacy skills they need to succeed in the digitally driven world of tomorrow.

Our computing curriculum is built around the 3 core strands of computer science, information technology and digital literacy. Weaving throughout these is the development of pupils’ computational thinking skills – the core problem solving skills that make effective computer scientists. Pupils use a range of application types, returning to these in subsequent years to reinforce learning. Pupils learn to program in a range of languages including ScratchJr, Scratch and Kodu and use physical computing devices such as the Crumble Controller, Spheros and our 3D printers in Key Stage 2.

We believe pupils’ excellent understanding of digital literacy skills is essential to ensure they are competent and confident users of technology and, importantly, know how to use such technology in a safe and responsible manner. As such our curriculum builds progressively throughout year groups revisiting key themes such as online safety, online conduct, copyright and digital discernment.

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Computing Curriculum Overview 2019-2020Topic 1 Topic 2 Topic 3 Topic 4 Topic 5 Topic 6

Year 1 Computational Thinking – Barefoot Activities

Programming – Bee Bots

Programming – Daisy the Dino

Information Technology – Puppet Pals

Digital Literacy / E-Safety

Basic Skills

Year 2 Computational Thinking – Barefoot Activities

Programming - Astro Animation ScratchJr

Programming – Topic Animation in ScratchJr

Information Technology – Book Creator


Basic Skills (Use assessment sheets to recap skills not done in Y1.)

Year 3 Programming – Intro to Scratch

Networks Programming (Makey Makey Ukele)

Information Technology – Comic Life


Basic Skills (Use assessment sheets to recap skills not done in Y1 and 2.)

Year 4 Programming – Beatle Blocks (& 3D Printer)

Networks Data - Olympics Information Technology – I can animate/iMovie


Basic Skills (Use assessment sheets to recap skills not done in Y1,2,3.)

Year 5 Programming – Kodu Game

Networks Programming – Sphero Maze

Information Technology - PowerPoint


Basic Skills

Year 6 Programming – Scribble Bots

Computer Science (Networks - unplugged)

Data – Pizza Party (Spreadsheets)

Information Technology – TinkerCAD and 3D Printer


Basic Skills

Computer Science Digital Literacy Information TechnologyNote – Teachers choose the order these units are taught in throughout the year apart from E-Safety which is taught during Autumn 1.

Revisiting units

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Computing Curriculum Overview 2019-2020In addition to the year group units on the previous page, the table below details which unit from the prior year group should be revisited at some point during the year to consolidate learning. These are IT units and content should come from the wider curriculum. There should also be 1 piece of word processed work for each year group per term.

Why have these units been selected?

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Computing Curriculum Overview 2019-2020KS1 Topic ThemesYear 1 Computational Thinking: The computational thinking activities in Year 1 have been included to introduce pupils to thinking

skills which underpin computing, such as algorithms and decomposition. Through unplugged activities, pupils practise the skills which they will then go on to apply when programming Bee Bots or other devices. Programming Bee Bots: The Bee Bot provides an ideal device for pupils’ early experiences of programming. Pupils find the device engaging, and the tactile nature of coding through inputting commands is ideal for KS 1 aged pupils. Drawing upon their learning from the computational thinking unit, pupils write and code algorithms so their Bee Bots executes a series of commands to complete a task. Programming Daisy the Dino: Daisy the Dino is an ideal introduction for pupils to a block based programming language and will thus lead into ScratchJr in Year 2. The Daisy the Dino interface enables pupils to program a sequence of moves for the Dinosaur sprite in line with Year 1 national curriculum expectations. Combined with the Bee Bot unit, this ensures pupils have experience of coding both on screen and using a physical device. Information Technology Puppet Pals: The open nature of the Puppet Pals app provides an ideal tool for pupils to create creative IT content. The content for pupils’ animations is linked to their wider curriculum thus enhancing and consolidating wider learning. Use of the app develops pupils’ tablet manipulation skills along with experience of recording movement and sound in digital form. E-Safety: As an essential part of the computing curriculum, each year pupils undertake lessons covering: Internet Safety, Privacy and Security, Relationships and Communication, Cyberbullying, Information Literacy, Self Image & Identity, Digital Footprint & Reputation and Creative Credit & Copyright. These topics have been chosen to provide pupils with a broad digital literacy and E-Safety curriculum that keeps pace with the ever-developing challenges of operating safety and appropriately online. Basic Skills: We recognise the importance or developing pupils’ basic skills of manipulating technology effectively. This includes working with a range of tech devices such as tablets and desktop computers. As such, each year pupils undertake a unit of work focusing on such basic skills and apply these in the wider curriculum as they create presentations or word process work.

Year 2 Computational Thinking: The computational thinking units in Year 2 have been included to further develop pupils’ thinking skills in relation to programming. Pupils learn about pattern recognition, for example, and then apply this when programming. Programming Astro Animation ScratchJr: This unit has been included to make links with Year 2 science. In the unit pupils program an animation of a rocket launching. The activity provides opportunity for links to be made to science vocabulary around forces. Programming Topic Animation ScratchJr: This unit has been included to provide class teachers scope to undertake a programming project with pupils linking to their wider curriculum. It provides pupils the opportunity to consolidate and extend their learning from topic work by programming an animation in ScratchJr.

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Computing Curriculum Overview 2019-2020Information Technology Book Creator: This unit has been included to provide a direct progression in pupils IT work from the Year 1 Puppet Pals unit. Book Creator allows pupils to create E-books embedding graphics and sounds. The unit provides an ideal opportunity for teachers to make links with the wider curriculum and reinforce pupils basic typing and digital literacy skills. E-Safety: As an essential part of the computing curriculum, each year pupils undertake lessons covering: Internet Safety, Privacy and Security, Relationships and Communication, Cyberbullying, Information Literacy, Self Image & Identity, Digital Footprint & Reputation and Creative Credit & Copyright. These topics have been chosen to provide pupils with a broad digital literacy and E-Safety curriculum that keeps pace with the ever-developing challenges of operating safety and appropriately online.Basic Skills: We recognise the importance or developing pupils’ basic skills of manipulating technology effectively. This includes working with a range of tech devices such as tablets and desktop computers. As such, each year pupils undertake a unit of work focusing on such basic skills and apply these in the wider curriculum as they create presentations or word process work.

LKS2 Topic ThemesYear 3 Programming - An intro to Scratch: This unit has been included to progress pupils from ScratchJr on to Scratch. The unit

includes reference to the computational thinking skills that pupils have developed in KS1 and applies this to programming in Scratch. Scratch is an ideal language for primary school aged pupils since it eliminates syntax errors from coding without reducing creativity, hence our decision to use it. It is also free so pupils can continue their learning at home. Computer Networks: This unit has been included to raise pupils awareness of the use of computer networks in schools and homes. It is designed to move pupils from just accepting the use of technology to questioning what is happening within the technology. The unit uses pupils school as a familiar context to explore LANs, thus making the learning relevant to pupils. Programming Makey Makey Ukele: This unit has been included to provide pupils hands-on experience of physical computing. It uses the Makey Makey devices which enable conducting materials to act as inputs for a computer. This enables a creative link to be made to music as pupils create their own musical instruments which connect to the computer. Information Technology Comic Life: This unit has been included as the complexity and functionality of the app ideally progresses from the Book Creator unit in Year 2. Comic Life enables pupil to create comic style digital publications and so develops pupils experience of combing text, images and arranging these within a digital from. E-Safety: As an essential part of the computing curriculum, each year pupils undertake lessons covering: Internet Safety, Privacy and Security, Relationships and Communication, Cyberbullying, Information Literacy, Self Image & Identity, Digital Footprint & Reputation and Creative Credit & Copyright. These topics have been chosen to provide pupils with a broad digital literacy and E-Safety curriculum that keeps pace with the ever-developing challenges of operating safety and appropriately online.

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Computing Curriculum Overview 2019-2020Basic Skills: We recognise the importance or developing pupils’ basic skills of manipulating technology effectively. This includes working with a range of tech devices such as tablets and desktop computers. As such, each year pupils undertake a unit of work focusing on such basic skills and apply these in the wider curriculum as the create presentations or word process work.

Year 4 Programming – Beatle Blocks (3D Printer):This unit has been included to provide pupils experience of using the innovative and modern manufacturing process of 3D printing. This is providing pupils which knowledge and experience of cutting-edge technology from the ‘real world’ of technology. Networks: This unit has been included to target the commonly held misconception that the internet and WWW are one and the same. This learning point is a requirement of the NC and this unit using plugged and unplugged activities to highlight the difference. Data Spreadsheets (Olympics):In the 2019-20 year, this unit was trialled at Crumpsall Lane as it was being written for Barefoot Computing (www.Barefootcomputing.org) and will be released in Summer 2020 for the Olympics. Pupils provided feedback to the Barefoot Authors on the effectiveness of the unit to help its refinement. The unit teaches about the use of spreadsheets to answer questions from collected data. This unit makes strong links with maths. Information Technology I can animate: This unit has been included to provide pupils a broad experience of IT digital media. In this unit pupils create a stop motion animation which links to their wider topic. They use an iPad based app for this, learning about the manipulation of digital images in the process. E-Safety: As an essential part of the computing curriculum, each year pupils undertake lessons covering: Internet Safety, Privacy and Security, Relationships and Communication, Cyberbullying, Information Literacy, Self Image & Identity, Digital Footprint & Reputation and Creative Credit & Copyright. These topics have been chosen to provide pupils with a broad digital literacy and E-Safety curriculum that keeps pace with the ever-developing challenges of operating safety and appropriately online.Basic Skills: We recognise the importance or developing pupils’ basic skills of manipulating technology effectively. This includes working with a range of tech devices such as tablets and desktop computers. As such, each year pupils undertake a unit of work focusing on such basic skills and apply these in the wider curriculum as the create presentations or word process work.

UKS2 Topic Themes

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http://www.Barefootcomputing.org/

Computing Curriculum Overview 2019-2020Year 5 Programming Kodu Game: This unit has been included to provides pupils experience of coding in a different language to

Scratch. Kodu is a functional programming language, meaning the structure of coding takes the form ‘When… Do…’. This is different to Scratch, which is primarily sequential. As pupils progress into KS 3, they will lean to program in a range of languages, some more similar to Scratch and some to Kodu. Providing this unit helps makes pupils aware of the differences between languages. Programming Sphero Maze: This unit has been included to provide pupils experience programming with robotics as a context. The Sphero robots are programmed using a block-based language running on an iPad. Whilst the context here for pupils’ programming is robotics and thus changed from previous years, the progression in programming constructs continues with pupils focusing on loops of commands. Pupils find this unit highly engaging and it opens their eyes to robotics in the real world. Networks: This unit has been included to foster pupils’ curiosity about the workings of a piece of tech they see being used daily: Google. This unit epitomises the change of ICT to Computing in that pupils not only learn about how to use Google (or other search engines) effectively, they also learn about how Google works. In doing so they learn about the implications of search engines ranking results and how businesses try to manipulate search results to rank top. Given the world of ‘misinformation’ we live in, this unit is particularly pertinent to ensuring pupils are competent digital citizens. Information Technology PowerPoint: This unit has been included as we recognise the importance of pupils developing IT skills in working with Office applications such as PowerPoint. Such applications remain a staple in the ‘world of work’ and so we want to develop pupils’ skills and confidence in using these. E-Safety: As an essential part of the computing curriculum, each year pupils undertake lessons covering: Internet Safety, Privacy and Security, Relationships and Communication, Cyberbullying, Information Literacy, Self Image & Identity, Digital Footprint & Reputation and Creative Credit & Copyright. These topics have been chosen to provide pupils with a broad digital literacy and E-Safety curriculum that keeps pace with the ever-developing challenges of operating safety and appropriately online. Basic Skills: We recognise the importance or developing pupils’ basic skills of manipulating technology effectively. This includes working with a range of tech devices such as tablets and desktop computers. As such, each year pupils undertake a unit of work focusing on such basic skills and apply these in the wider curriculum as the create presentations or word process work.

Year 6 Programming Scribble Bots: This unit has been included to further pupils’ experience of programming robotics in key stage 2. Progressing on from the Year 5 Sphero unit, the Crumble controller provides a less scaffolded experience of working with hardware. This topic also makes strong links with the Year 6 Science unit on electricity, as pupils are responsible for correctly assembling the electrical circuits for each of the robotic kits. Data Pizza Party: This unit has been included to progress pupils skills in collecting and analysing data using spreadsheets and builds upon the Year 4 data unit. The context, having a Pizza Party, has been chosen to provide a tangible context to illustrate to pupils the value in manipulating data digitally. This unit makes strong links to the maths curriculum exploring two

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Computing Curriculum Overview 2019-2020step problems involving food costs. Computer Networks: This unit explores the language of the World Wide Web: HTML. This unit goes beyond standard national curriculum expectations, but has been included since it provides pupils with an exciting insight into the world of web page development. Pupils get to make a web page within the unit, and in doing so understand the basics of HTML coding. Information Technology Tinker Cad and 3D Printer: This unit makes strong links with Design and Technology and Engineering as pupils learn to use Computer Aided Design (CAD). This unit has been included to ensure pupils understand the full breadth of IT, e.g. that digital applications can support a range of processes from writing to drawing and design. E-Safety: As an essential part of the computing curriculum, each year pupils undertake lessons covering: Internet Safety, Privacy and Security, Relationships and Communication, Cyberbullying, Information Literacy, Self Image & Identity, Digital Footprint & Reputation and Creative Credit & Copyright. These topics have been chosen to provide pupils with a broad digital literacy and E-Safety curriculum that keeps pace with the ever-developing challenges of operating safety and appropriately online.Basic Skills: We recognise the importance or developing pupils’ basic skills of manipulating technology effectively. This includes working with a range of tech devices such as tablets and desktop computers. As such, each year pupils undertake a unit of work focusing on such basic skills and apply these in the wider curriculum as the create presentations or word process work.

Key Stage 1 Computing National Curriculum

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Computing Curriculum Overview 2019-2020

Key stage 1 Pupils should be taught to: understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions create and debug simple programs use logical reasoning to predict the behaviour of simple programs use technology purposefully to create, organise, store, manipulate and retrieve digital content recognise common uses of information technology beyond school use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies.

Year Computational Thinking – Barefoot Activities

Programming – Bee Bots Programming – Daisy the Dino

1 Learning objectives:

Barefoot Crazy Characters Do I know what an algorithm is?Can I write an algorithm?Can I debug my algorithm?

Barefoot Elephants, Cats and CarsCan I say what is the same?Can I say what is different?

Barefoot Getting Ready for SchoolCan I break down a problem into smaller

Learning objectives:

Can I write an algorithm for an everyday activity?

Can I give and follow instructions, including turning movements, one at a time?

Can I create an algorithm to guide your robot partner?

Can I write an algorithm for a Bee Bot to complete a maze?

Learning Objectives:

Can I write an algorithm to make a jam sandwich?

Can I explore the Daisy the Dinosaur app?

Can I use selection when programming Daisy the Dinosaur?

Can I write a storyboard for Daisy the Dino?

Can I program and debug an animation

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Computing Curriculum Overview 2019-2020steps?Can I create a sequence of instructions for someone to follow?Do I understand that the order of instructions is important?

Resources, programs or apps used: None – unplugged

Planning: Download from www.barefootcomputing.org

Can I program a Bee Bot with directional commands?

Resources, programs or apps used: Bee-BotsPlanning: In Year 1 Computing Booklet

designed for Daisy the Dinosaur?

Resources, programs or apps used: Daisy the Dinosaur app

Planning: In Year 1 Computing Booklet

Information Technology – Puppet Pals Digital Literacy / E-Safety Basic Skills Learning objectives:

Can I decide what characters and settings to use?

Can I create a storyboard?

Can I choose characters and settings?

Can I record a story?

Can I edit a story?

Can I change the format or backgrounds?

Resources, programs or apps used: Puppet Pals Planning: Please devise own


Do I know the rules of staying safe online?

Do I know what information to provide websites and what to keep private?

Do I know how to find images online using A-B-C?

Do I know about ownership of creative work?

Do I know that email can be used to communicate online?

Resources, programs or apps used: N/A Planning: www.digital-literacy.org.uk


Can I type using upper and lower case letters?

Can I use the spacebar, backspace and delete button?

Can I change text using bold, italic, underline and change size?

Can I use punctuation appropriate to English objectives?

Resources, programs or apps used: App of your choice – e.g. Book Creator Planning: Please devise own

Year Computational Thinking – Barefoot Activities

Programming - Astro Animation ScratchJr Programming – Topic Animation in ScratchJr

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http://www.barefootcomputing.org/

Computing Curriculum Overview 2019-20202 Learning objectives:

Barefoot Tut, Clap and Jive Can I break a sequence of moves down into its parts?Can I decompose a sequence?Can I say why this is useful?Can I say how decomposition is used when creating computer programslike animations or games?

Barefoot Sharing Sweets I know what an algorithm is?Can I write an algorithm?Can I use an algorithm?Can I spot patterns in algorithms?

Barefoot Speed Drawing Can I say what is important and I must include?Can I say what is unimportant and I can ignore?Can I say how a computer program (for example, a computer simulation or game) includes what is important?

Resources, programs or apps used: None – unplugged

Planning: Download from www.barefootcomputing.org


Do I understand what algorithms are?

Do I understand how algorithms are implemented as programs on digital devices?

Can I create and debug simple programs?

Can I use logical reasoning to predict the behaviour of simple programs ?

Resources, programs or apps used: ScratchJrPlanning: In Year 2 Computing Booklet


Can I design an algorithm for an animation linking to topic – include more than one scene?

Can I implement algorithm as code in ScratchJr?

Can I create and debug program employing more than one scene ?

Can I use logical reasoning to predict the behaviour of simple programs ?

Resources, programs or apps used: ScratchJrPlanning: This is more complex extension of Astro Animation employing multiple scenes – please advise if you need support.

Information Technology – Book Creator Digital Literacy / E-Safety Basic Skills (Use assessment sheets to recap skills not done in Y1.)

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Computing Curriculum Overview 2019-2020Learning objectives:

Can I create a new E-Book?

Can I add text, pictures and sound recordings to your book?

Can I change the format of text?

Can I evaluate mine and other’s books what they like and what could be improved?

Can I edit book to show improvements?

Resources, programs or apps used: Book Creator Planning: Please devise own


Can I explain which websites I can visit and which I should avoid?

Do I understand what a digital footprint means?

Do I understand what cyber bullying means and what to do if I encounter it?

Do I understand the concept of keyword searching?

Do I understand that some websites are better than others for information?



Can I use the undo and redo button?

Can I save work into a file?

Can I highlight text by clicking and dragging?

Can I change the colour of text?

Can I align text using the left, centre and right tool?

Can I use the spell check tool?

Can I change the layout?

Resources, programs or apps used: App of your choice – e.g. Book Creator Planning: Please devise own

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Computing Curriculum Overview 2019-2020Key Stage 2 Computing National Curriculum

Key stage 2Pupils should be taught to: design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts use sequence, selection, and repetition in programs; work with variables and various forms of input and output use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs understand computer networks including the internet; how they can provide multiple services, such as the world wide web; and the opportunities they offer for communication and collaboration use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.

Year Programming – Intro to Scratch Networks Programming (Makey Makey Ukele) 3 Learning Objectives:

Can I write an algorithm in a flow chart?

Do I understand and use repetition within algorithms and programs?

Can I use a range of inputs and selection within an algorithm?

Can I plan a program in Scratch using inputs, repetition and selection?


Do I understand that the computers in a school are connected together in a network?

Do I understand why computers are networked?

Do I understand the difference between the Internet and the World Wide Web (WWW)?


Can I write and debug programs that accomplish specific goals, including controlling physical systems?

Can I solve problems by decomposing them into smaller parts?

Can I use selection in programs?

Can I work with various forms of input and

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Can I create a program using repetition, selection and inputs?

Can I debug a Scratch program?

Resources, programs or apps used: ScratchPlanning: In Year 3 Computing Booklet

Resources, programs or apps used: N/APlanning: In Year 3 Computing Booklet

output?

Resources, programs or apps used: Makey Makey and ScratchPlanning: In Year 3 Computing Booklet

Information Technology – Comic Life Digital Literacy / E-Safety Basic Skills (Use assessment sheets to recap skills not done in Y1 and 2.)


Can I create a storyboard?

Can I choose layout?

Can I insert and edit text boxes?

Can I insert and edit images?

Can I insert and edit text?

Can I change the format of text?

Can I evaluate mine and other’s presentation what they like and what could be improved?

Can I edit work to show improvements?

Resources, programs or apps used: Comic Life Planning: Please devise own


Do I understand what passwords are for and how to use them effectively?

Do I understand online communities and how to communicate respectively within them?

Do I understand many websites are trying to sell products?

Do I understand the similarities between online and in-person communication?

Do I understand how to communicate effectively with email?



Note – In Year 3 moving from app based to Word. Recap LOs from Year 1/2 as required.

Can I align text?

Can I move a word or sentence?

Can I use the copy and paste tool?

Can I proof read by using the grammar and spelling tool?

Can I insert a table if required?

Can I insert a picture from a file?

Can I save file to appropriate location and open?

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Computing Curriculum Overview 2019-2020Can I format shapes? (Change border/thickness)

Resources, programs or apps used: WordPlanning: Please devise own

Year Programming – Beatle Blocks (& 3D Printer) Networks Data - Olympics4 Learning objectives:

Can I use repetition commands to draw regular polygons?

Can I use nested repetition to draw geometric patterns?

Can I save files as STL format for 3D printing?

Resources, programs or apps used: http://beetleblocks.com/ Planning: Sample code in Year 4 Computing Booklet to accompany CPD.


Do I understand that servers on the Internet are located across the planet?

Do I understand how email is sent across the Internet?

Do I understand how the Internet enables use to collaborate?

Resources, programs or apps used: N/APlanning: In Year 4 Computing Book


Can I decide what data to gather?

Can I gather data?

Can I create formulas to calculate data in spreadhseets?

Can I modify spreadsheets?

Resources, programs or apps used: SpreadsheetsPlanning: Coming for Summer 2020 from Barefoot

Information Technology – I can animate/iMovie

Digital Literacy / E-Safety Basic Skills (Use assessment sheets to recap skills not done in Y1,2,3.)


Can I produce a storyboard?

Can I make models for the story?

Can I produce animation using stills. (Stands are


Do I know how to be a good digital citizen and what it means to be respectful in the offline and online world?

Do I know how to protect myself from online


Can I indent a piece of text using the tab tool?

Can I edit a table by adding/deleting columns and rows?

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http://beetleblocks.com/

Computing Curriculum Overview 2019-2020available for this)?

Can I edit story and scenes?

Can I export to imovie?

Can I insert sound and voiceover?

Can I insert titles and credits?

Resources, programs or apps used: I can animate / iMovie Planning: Please devise own

identify theft?

Do I know how to be an up stander in the face of cyberbullying?

Do I know strategies to improve the accuracy of keyword searches?

Do I know what plagiarism is in an online context?


Can I copy and paste text using the Ctrl C and Ctrl V tool?

Can I save piece of work as a pdf or jpeg?

Can I format shapes by rotating the angle?

Can I group and ungroup text and pictures?

Can I layer objects and text. (Send to back, bring to front)?


Year Programming – Kodu Game Networks Programming – Sphero Maze5 Learning objectives:

Can I create a 3D world in Kodu?

Can I identify selection in Kodu?

Do I understand the when and do function?

Can I use selection to create an end to a game?

Can I use selection to adapt the Coin Quest game?

Resources, programs or apps used: KoduPlanning: In Year 5 Computing Booklet


Do I understand how we view web pages on the Internet?

Can I use search technologies effectively?

Do I understand that web spiders index the web for search engines?

Do I appreciate how pages are ranked in a search engine?

Resources, programs or apps used: N/APlanning: In Year 5 Computing Book


Can I tinker with a programming language to learn about the commands ?

Can I use knowledge of degrees to create a program?

Can I adapt a program to improve it?

Resources: Spheros Planning – CPD to. be provided

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Information Technology - PowerPoint Digital Literacy / E-Safety Basic Skills Learning objectives:

Can I insert text and images?

Can I resize text and images?

Can I insert transitions?

Can I insert sound and music?

Can I produce hyperlinks to other pages?

Can I produce hyperlinks to web pages?

Can I present findings to an audience?

Resources, programs or apps used: PowerPoint Planning: Please devise own


Do I know now how to behave online to help build communities of good digital citizens?

Do I know how to create and use secure passwords?

Do I understand what spam is and strategies for dealing with it?

Do I know the importance of citing a site when using it for research?

Do I know the positive and negative implications of altering digital photos?



Recap basic skills if any children have not achieved skills in Y1-4.


Year Programming – Scribble Bots Computer Science (Networks - unplugged) Data – Pizza Party (Spreadsheets)6 Learning objectives:

Can I design, write and debug a program to control a physical system?

Can I work with an ultrasonic sensor as an input?

Can I work with a motor as an output?


Do I understand what HTML is and recognize HTML tags?

Do I know a range of HTML tags and remix a web page?

Can I create a webpage using HTML?


Do I understand how spreadsheets can help me to solve problems, and am I familiar with the spreadsheet modelling cycle?

Can I collect and enter data values into a spreadsheet, and predict what a change to a spreadsheet will do?

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Can I use selection in a program?

Can I use variables in a program?

Resources, programs or apps used: CrumblesPlanning: In Year 6 Computing Book

Resources, programs or apps used: VariousPlanning: In Year 6 Computing Book

Resources, programs or apps used: ExcelPlanning: Barefoot Computing (www.barefootcomputing.org Pizza Party)

Information Technology – TinkerCAD and 3D Printer

E-Safety (SWGfL Digital Literacy Units) Basic Skills


Can I tinker with a CAD package to explore what it can do?

Can I use solid basic shapes to construct a 3D object?

Can I use 3D ‘holes’ to create cuts in my 3D object?

Can I alter size of objects?

Can I explore and prepare my object for 3D printing?

Resources, programs or apps used: Tinkercad and 3D printer Planning: CPD to be provided.


Do I understand what information to share with different people I have met online?

Do I understand the importance of correctly using privacy settings?

Do I understand cyber-bullying and have strategies to deal with it if it arises?



Recap basic skills if any children have not achieved skills in Y1-4.


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