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St Paul’s C.E. (C) Primary Computing Scheme of Work

How it works

The accompanying document ‘OVERVIEW of Computing Scheme of Work Subject Content’ details how the subject content for the new Computing Curriculum has been split into four sections: Computer Programming; Digital Skills; Understanding the Digital World and E-Safety. Underneath each section heading on this document is a list of possible learning experiences that schools need to ensure children experience during Key Stage 1 and Key Stage 2. NB: Although Early Years and Foundation Stage are not included in the new Computing Curriculum, the relevant areas of EYFS learning and development have been included in this Scheme of Work.

E-Safety and Understanding the Digital World lessons should be taught roughly once per half term. They can be stand-alone lessons in computing time, a whole school or class assembly or part of other curriculum lessons. The Email topic in Year 3 and the Understanding the Internet topic in Year 6 are expected to take longer.

Computer Programming and Digital Skills lessons should be the main content of either discreet Computing lessons or when Computing is being incorporated into other curriculum subjects. The yellow highlighting in the plan indicates the main focus for that half term. Where two boxes are highlighted in the same half term block it would be expected that each would last roughly 3 weeks. The order suggested for each year group is not fixed so can be rearranged to match other curriculum lessons.

‘Useful’ comments in red text have been added to explain further or to point out problems found when researching the lesson. Suggested computer programs are also indicated in red. Blue text indicates resources.

Additional Lesson Ideas are included so that there is flexibility for teachers to adapt the scheme of work for their needs. They may wish to swap topics in the same column or just add some extra content if the topic suggested is not challenging their children. Be aware that progressive lessons in Logo, Scratch, Kodu, etc., will have to be adapted/changed in other year groups if they are omitted/swapped.

This scheme of work is easily amended to include any future resources that become available.


This Primary Computing Scheme of Work has been compiled using a variety of free resources as detailed below:

From CAS means Lessons taken from the Computing at Schools Scheme of Work found on this website

A copy of the CAS Scheme of Work and accompanying resources is in the Resources file.

http://community.computingatschool.org.uk

Any teacher and/or school can register on this website for free. There are lots of other free resources, information about computing courses and much more.

SWGforL & Common Sense Media means

Lessons taken from the Digital Literacy & Citizenship free scheme of learning found at this website -

A copy of these lessons are in the Resources file.

http://www.digital-literacy.org.uk/Home.aspx

South West Grid for Learning and Common Sense Media

QCA means Lesson could be based on the old Qualifications and Curriculum Authority lessons.

A copy of these lessons and lots of accompanying resources are in the Resources file.

http://webarchive.nationalarchives.gov.uk/20090608182316/http://standards.dfes.gov.uk/schemes3/?view=get

Archived documents – best to download, as they do not display properly on the website.

From TES Lessons were found on the Time Educational Supplement Website

A copy of any lessons detailed are in the Resources file.

https://www.tes.co.uk/

Free to register – has lots of useful resources. However, you are now expected to pay for some of their lessons.

2Code Activities See the 2Code Quick Start Teacher Guide – this gives a detailed list of activities and their suggested order of teaching and recommended year group.

A copy is in the Resources file – together with other teacher resources from Purple Mash.

Copy of all units plans and links to resources found on purple mash under teachers section.

Purple Mash website = www.purplemash.com

School login in details needed.

KODU Kodu – game design. https://community.computingatschool.org.uk/resources/5275/single (KODU scheme with help booklet).

https://community.computingatschool.org.uk/resources/1020/single (KODU Y5 and Y6 scheme).

www. e-volvetechsupport.co.uk S Whiteley 2015 2

simon beresford, 08/05/19,

Tested working


Tested working


Tested working


Tested working


Tested working

https://community.computingatschool.org.uk/resources/1020/single


http://www.purplemash.com/

https://www.tes.co.uk/



http://www.digital-literacy.org.uk/Home.aspx

http://community.computingatschool.org.uk/


or search KODU on Computing At School to find links.



Early Years

Relevant areas of EYFS learning and

development

Computer Programming Digital Skills Understanding the Digital World E-safetyCommunication and language development involves giving children opportunities to experience a rich language environment; to develop their confidence and skills in expressing themselves; and to speak and listen in a range of situations.

Expressive arts and design involves enabling children to explore and play with a wide range of media and materials, as well as providing opportunities and encouragement for sharing their thoughts, ideas and feelings through a variety of activities in art, music, movement, dance, role-play, and design and technology.

Understanding the world involves guiding children to make sense of their physical world and their community through opportunities to explore, observe and find out about people, places, technology and the environment.

Personal, social and emotional development involves helping children to develop a positive sense of themselves, and others; to form positive relationships and develop respect for others; to develop social skills and learn how to manage their feelings; to understand appropriate behaviour in groups; and to have confidence in their own abilities.

EYFS Autumn 1

Show how to use the school computer/s – mouse clicks, mouse pointer, scrolling, etc.Mouse pointer control activities:

2Simple City has lots of real life scenarios to explore and interact with.

Stranger Danger Assembly

EYFS Autumn 2

Logo 1: Introduce to Bee-bot. Develop Logo commands: forward, backward, left, right, pause, clear and go – using mats or devising obstacle courses.

Continue with 2Simple City

EYFS Spring 1

Explore a simple paint program2Paint – very basic2Publish – has a few tools2Publish extra – a few tools and can insert clip art and resize it MSPaint – in Accessories folder – has lots of tools.


Look at websites as a class and demo how to ‘surf’ to another page (look for hand symbol).

Internet Safety Day – Whole School Assembly and/or look at website activities together as a class.

EYFS Spring 2

Logo 2: 2Go – simple level.Consolidate work done with Bee-bots: choose background then guide the sprite forward, back, left, right. Use pause, go and clear.


EYFS Summer 1


EYFS Summer 2




All tools we have, 2 simple and paint is installed

STPAULSLT, 08/05/19,

Plenty of beebots wirth charging station.


Do we have enough?


Year 1

Computing Scheme of Work Subject Content

Computer Programming Digital Skills Understanding the Digital World E-safetyUnderstand 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

Y1 Autumn 1 Logo 3: Bee-Bots – practical games using Bee-Bot mats or similar; recap and develop Logo programming language.

*Could also use Code and Go Mice with challenge cards and track*

QCA 1F Understanding instructions and making things happen.Children learn how to give and follow instructions to make things happen. They learn how to sequence instructions, so that others can follow them, and to predict what will happen.

Look at different parts of school ‘desktop’ computer – if possible compare with a laptop/tablet/smart phone/iPad: CPU, monitor, keyboard, mouse, microphone, etc. Explain difference between input and output functions. Look at different ‘output’ machines in school – printers, projectors, Interactive Whiteboards, etc.


Going Places Safely – SWGforL & Common Sense Media Lesson 1

*Purple Mash Unit 1.1 Online safety and Exploring Purple Mash – children make their own password for purple mash.*

Y1 Autumn 2 QCA 2B Creating Pictures Use the different tools in a simple paint program to create a picture.2Paint – very basic2Publish – has a few toolsMSPaint – in Accessories folder – has lots of tools.

ABS Searching– SWGforL & Common Sense Media Lesson 2

Y1 Spring 1 Word-processing 1 – input words, type name, label items, etc. 2Publish and 2Publish Extra are both suitable programs. Also 2Create a Story.

QCA 1B Using a word bankChildren learn to use a word processor to assemble text held in a word bank and start to develop familiarity with the computer keyboard. Clicker 5/6 have word banks.

Information technology beyond the school e.g. traffic lights, bar codes, libraries.

QCA 1C The information around us.Children learn that information exists in a variety of forms, including text, still and moving pictures, charts and sounds and that different media are used for different purposes. They learn that ICT can be used to communicate and handle information in a variety of ways.

Internet Safety Day – Whole School Assembly by e-safety council and/or look at website activities together as a class.

Y1 Spring 2 Purple Mash 2Code activitiesChimp Level - part 1

Use online maps in Geography Keep it Private – SWGforL & Common Sense Media Lesson 3

Y1 Summer 1 QCA 1E Represent information Simulations – explore a simulation My Creative Work – SWGforL &



We do, only have a couple. These could be used as part of a carousel while other children work out instructions/use challenge cards to plan route through maze.


Do we have these?


graphically: pictogramsUse IT to create pictograms and simple graphs. Could use 2Count.

*Purple Mash unit 1.3 Pictograms – use 2count.*

program – 2Simulate

QCA 1A An introduction to modellingChildren learn that a computer can be used to represent real or fantasy situations.

Common Sense Media Lesson 4

Y1 Summer 2 Logo 3: 2Go – change to more complex settings with more commands. Guide sprite around chosen background.

Purple Mash Unit 1.8 Spreadsheets simple introductions to spreadsheets.

Sending Email – SWGforL & Common Sense Media Lesson 5

Additional Lesson Ideas for Year 1From CAS: Lego Builders: Students will spend time learning about simple Algorithms, Key learning point: The idea that you can write “programs” to complete tasks. Resources: 2 small Lego models, Generic Lego bricks, White board, Hand-outs (YR1-1a, YR1-1b, YR1-1c and YR1-1d)

QCA 1D Labelling and classifying Use simple criteria to divide groups of objects into sub sets and to identify objects by key words.

From CAS: Operating Systems operators: Use http://www.silveos.com/ to explain what an operating system is and the types of software included in it. All software runs on top of an Operating system. Needs Silverlight? – free plug in.Resources:Access to the internet, website http://www.silveos.com/ (just click on the little arrow to log in as a guest), Hand-out YR1-3a

From CAS: Programming Shapes: Students will use the basic scratch like interface at http://designblocksjs.appspot.com/ to create simple graphical images. Design simple shapes.Resources:Access to the internet, Hand-outs (YR1-2a, YR1-2b and YR1-2c)

From SOC: We are Sharing – creating a collage all about you.Digital photography, photo editing and presentation. Using AutoCollage, Word and Powerpoint. Also need digital cameras and/or scanners.

From CAS: Internet Explores: What is the Internet; students gain a better understanding of the internet and how to use it. Websiteshttp://www.childrenslibrary.org/icdl/BookPage?bookid=huslitt_00970004&pnum1=1&twoPage=true&route=simple_84,274_0_0_English_11&size=0&fullscreen=false&lang=English&ilang=Englishhttp://www.childrenslibrary.org/icdl/BookPage?bookid=husthre_00970005&pnum1=1&twoPage=true&route=simple_84,274,133_0_0_English_11&size=0&fullscreen=false&lang=English&ilang=Englishhttp://www.childrenslibrary.org/icdl/BookPage?bookid=husthre_00970005&pnum1=1&twoPage=true&route=simple_84,274,133_0_0_English_11&size=0&fullscreen=false&lang=English&ilang=EnglishMouse Skillshttp://www.crickweb.co.uk/Early-Years.htmlhttp://www.crickweb.co.uk/Early-Years.html#colour-sequence

From CAS: Virtual Trucking: Controlling a truck - Simple flash program written. Students have the program create the program as they move it. Then pass the program to a friend. Introduces algorithms and programs. Uses Flash – so not on iPads

From CAS: Simulators: Children will use a series of simple simulations to introduce them to the idea that computers can represent real and imaginary situations. They will explore what happens when different choices are made and begin to record the choices made and the resulting affects. Website



These links/activities don’t seem to work. Can’t find these on CAS website.


Check we have this


Blocked will request unfilter


To be installed


Tested worknig

http://www.crickweb.co.uk/Early-Years.html#colour-sequence

http://www.crickweb.co.uk/Early-Years.html#colour-sequence

http://www.crickweb.co.uk/Early-Years.html

http://www.childrenslibrary.org/icdl/BookPage?bookid=husthre_00970005&pnum1=1&twoPage=true&route=simple_84,274,133_0_0_English_11&size=0&fullscreen=false&lang=English&ilang=English






http://www.childrenslibrary.org/icdl/BookPage?bookid=huslitt_00970004&pnum1=1&twoPage=true&route=simple_84,274_0_0_English_11&size=0&fullscreen=false&lang=English&ilang=English



http://designblocksjs.appspot.com/

http://www.silveos.com/

http://www.silveos.com/

St Paul’s C.E. (C) Primary Computing Scheme of WorkResources:

Truck control applet http://community.computingatschool.org.uk/resources/1842,

has links to each county with an activity relevant to area – Staffs= digger

*Purple Mash unit 1.4 - Lego builders – follow and create simple instructions.*

*Purple Mash Unit 1.9 – Technology outside school – chn to find technology in local community and take photographs. Chn to also record examples of where technology is used outside of school.*



These links/activities don’t seem to work. These links/activities don’t seem to work. Can’t find these on CAS website.


Tested working

http://community.computingatschool.org.uk/resources/1842

http://community.computingatschool.org.uk/resources/1842


Year 2Computing

Scheme of Work Subject Content

Computer Programming Digital Skills Understanding the Digital World E-safety- 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

Y2 Autumn 1 From CAS: Lego Builders: Students will spend time learning about simple Algorithms, Key learning point: The idea that you can write “programs” to complete tasks. Resources: 2 small Lego models, Generic Lego bricks, White board, Hand-outs (YR1-1a, YR1-1b, YR1-1c and YR1-1d)

*Purple Mash unit 1.4 - Lego builders – follow and create simple instructions.*

Logging on and off. Desktops – taskbar, start button, windows, maximise and minimise, etc. Recap how to open and close programs and computers.


Staying Safe Online – SWGforL & Common Sense Media Lesson 1

*Purple Mash Unit 2.2 – Online Safety – email and digital footprint lessons.*

Y2 Autumn 2 Word-processing 2 – explore all the keys on a keyboard, mouse pointers, cursors, moving cursors, deleting text backwards and forwards, inputting spaces and deleting spaces, etc.

QCA 2A Writing stories, communication information using text Children learn to use words to communicate messages and recognise that ICT lets them correct and improve their work, as they are working or at a later date.

Saving & retrieving files Follow the Digital Trail – SWGforL & Common Sense Media Lesson 2

Y2 Spring 1 Purple Mash 2Code activitiesChimp Level - part 2

How to input a URL into a browser. Choosing websites, safe surfing,

*Purple Mash Unit 2.5 Effective Searching – chn gain a better understanding of searching on the internet.*


Y2 Spring 2 Databases 1QCA 2E Questions and answers Children develop their awareness of different types of questions. Leads to making a simple branching database using

Use online maps in Geography Screen out the Mean – SWGforL & Common Sense Media Lesson 3


St Paul’s C.E. (C) Primary Computing Scheme of WorkYes/No questions.

*Purple Mash Unit 2.4 Questioning – make questions and develop ‘yes no’ binary tree diagram. Use search tool on database and search more complex questions.*

Y2 Summer 1 Logo 4: FMS Logo and 2Go – compare both programs. Make simple regular shapes using repeat. Devise program to write own initials using pen up, pen down, pen colour and pen size options. Try to use boxy letters – draw on squared paper first then adult can help to measure angles of more difficult letters.

Using Keywords – SWGforL & Common Sense Media Lesson 4

Y2 Summer 2 Investigate Photos – taking, downloading and editing images using Paint.NET, Windows Gallery Live – or other similar photo editing free software

Sites I Like – SWGforL & Common Sense Media Lesson 5

Additional Lesson Ideas for Year 2From CAS: How to train a Robot: Work through the how to train a robot materials fromhttp://drtechniko.com/2012/04/09/how-to-train-your-robot/Uses a series of different activities which uses children as robots and programs them to complete an obstacle course. All resources etc. are linked from the blog post. Not done on computer.Resources: http://drtechniko.com/2012/04/21/teaching-the-how-to-train-your-robot-class/

From SOC: We are Cooking – producing an interactive recipe book.Digital photography, combining a variety of media, writing for an audience and intellectual property. Using Powerpoint. Also need digital cameras, USB microphones or inbuilt computer microphones and tripods.

From CAS: Real World Modelling: Work through each of the tasks from West Hove Infants webpage Complete the exercises, but not all working so need to check before use.

From CAS: Programming Blocks: Programming using Scratch Jr (1.4)http://scratch.mit.edu/projects/658960/ - a web-based version of ScratchJunior that works fairly well – much better to use iPad app if possible.Resources: Handout YR2-3a

From CAS: Presenting my ideas: Children will create a presentation combining text, images, video and sound and present to an audience.No resources

From CAS: Information Collectors: Children will use a search engine in order to answer a question or find information. They will also learn how to retrieve webpages or sites from the Favourites folder and begin to understand why the Favourites folder is used. Teach how to copy and paste into a word processor. Children will re-cap on how to stay safe when using the Internet.No resources

From CAS: Maze Explorers 1: Programming bee-bot, students will program a bee-bot to complete a series of tasks. Need a Bee-Bot or Pro-bot for this.

Purple Mash Unit 2.7 Making Music – chn to 2sequence program to create a song by choosing from sound bank.

QCA 2C Finding informationChildren learn to search for information using menus, indexes and key words to



We have a few in school but not enough for one each. Could work in partners/small groups.


Do we have enough ipads


This seems to work for me – scratch was working and could use the blocks.


Didn’t work when tested


Tested working


Tested working


Paint will be installed

http://scratch.mit.edu/projects/658960/

http://drtechniko.com/2012/04/09/how-to-train-your-robot/

http://drtechniko.com/2012/04/09/how-to-train-your-robot/


http://www.tes.co.uk/teaching-resource/Bee-Bot-Sequence-Powerpoint-6415227/ Cards to allow students to plan a bee-bot program.

search for pictures and gather information.

A bit out of date – but general ideas can be adapted easily.

QCA 2D Routes: controlling a floor turtle.Children learn how to create, test, modify and store instructions to control the movements of a floor turtle. They learn to programme the floor turtle to move around an area by using single instructions, a sequence of instructions and repeated sequences. Already covered in Year 1 with Bee-Bots.



Tested working

http://www.tes.co.uk/teaching-resource/Bee-Bot-Sequence-Powerpoint-6415227/



Year 3Computing


Computer Programming Digital Skills Understanding the Digital World E-safety- 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.

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.

- Understand computer networks including the internet; how they can provide multiple services, such as the world wide web; and 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.

Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact

Y3 Autumn 1 Logo 5: Repeat, procedures, repeat procedures. Make complex patterns using these commands.Use probots for programming.

QCA Unit 4E Modelling effects on screenChildren learn how to write a procedure that ‘teaches’ the computer a new word and will be asked to repeat procedures to produce ‘crystal flowers’ by rotating the screen turtle through 360 degrees.

QCA 4B Develop images using repeating patterns Use cut, copy & paste in variety of software to create repeating patterns. Can use photos or pictures drawn in paint programs.

Powerful Passwords – SWGforL & Common Sense Media Lesson 1Logging on/off using own username and password (single sign on)


*Purple Mash Online Safety (Unit 3.2) – various programs.*

Y3 Autumn 2 QCA 3E E-mail Children learn to use e-mail (electronic mail) to send and receive messages.Show children how to use the school email system, preferably using their own username and password.

*Purple Mash Email (3.5) – opening and replying to emails (including email safely).*

From CAS Y4: Cyber Cops: Cyber café/ Think you know exercises from their website below.Task: Students to work through the exercises given in the website to allow them to gain a better understanding of e-safety. Great resource – all lesson plans in file.Resources: http://www.thinkuknow.co.uk/8_10/cybercafe/Cyber-Cafe-Base/

Y3 Spring 1 Purple Mash 2Code activitiesChimp – part 3 and/or Gibbon Level - part 1

My Online Community – SWGforL & Common Sense Media Lesson 2


Y3 Spring 2 QCA 3C Introduction to databases Create, sort and search a simple database. Extend to creating graphs of data.2Investigate

*Purple Mash Spreadsheets (Unit 3.3) – Use 2calculate as further introduction to

Use online maps in Geography Things for Sale – SWGforL & Common Sense Media Lesson 3



Google maps works well


Tested

http://www.thinkuknow.co.uk/8_10/cybercafe/Cyber-Cafe-Base/

http://www.thinkuknow.co.uk/8_10/cybercafe/Cyber-Cafe-Base/

St Paul’s C.E. (C) Primary Computing Scheme of Workspreadsheets.*

Y3 Summer 1 Scratch 1*https://codeclubprojects.org/en-GB/scratch/ - projects already set up.

Purple Mash Branch Databases (Unit 3.6)Purple Mash Graphing (Unit 3.8)

Datalogging - Light in Science Show Respect Online – SWGforL & Common Sense Media Lesson 4

Y3 Summer 2 Word-processing 3QCA 3A Combining text and graphics/digital images Communicate using text and graphicsInserting digital images, copy and paste

QCA Unit 3B Manipulating sound Children will explore and develop musical ideas by using ICT and other methods. 2Simple Music on Purple Mash

Writing Good Emails – SWGforL & Common Sense Media Lesson

Additional Lesson Ideas for Year 3From CAS: Space Sisters: http://www.the7sisters.co.uk/free/pages/resource/control/spacerescue/ students will use the resource to control a space ship by writing simple programs. Great website that works well.Resources: Click the buttons to build up a program under “Inputs”. When you think you have the program right, press GO.

QCA Unit 3D Exploring simulationsChildren begin to understand that computer simulations can represent real and imaginary situations. They learn how to explore simulations, explore options and to test their predictions. They evaluate simulations by comparing them with real situations and considering their usefulness. Need programs that simulate real life or graphics/CAD type programs.

From CAS: Maze Explorers 2: Children will again use the bee-bot. They will create Junk mazes and then use the bee-bot to be programed to complete the junk mazes. Resources: http://www.tes.co.uk/teaching-resource/Bee-Bot-Sequence-Powerpoint-6415227/ Cards to allow students to plan a bee-bot program.

From CAS: Sculpture Designers: Creating shapes in google Sketch-Up. How to make circles, squares and rectangles. Building something up with shapes.Students work through worksheet YR3-IT1 on how to create simple shapes using Google-Sketch up and then try to create an object using the sheet. Need to download and install Google Sketchup Make - requires name and email address and school name. Not sure if this will work on a network? Seems to download Pro version on a 30 day trial basis – email has link to get an Educator Licence – not sure worth the bother?Resources: Handout Yr3-IT1 Worksheet explains how to make shapes, but not sure task would take very long.

Purple Mash Simulations (Unit 3.7) – more introduction to simulations.

From CAS: Human Crane - Programs execute by following precise and unambiguous instructions. Unplugged algorithm activity.Resources: http://code-it.co.uk/unplugged/humancraneplan.pdf http://code-it.co.uk/unplugged/humancranecards.

From CAS: Digital Artists: Using hotspots in a presentation Children will learn how to create and fill shapes and layer those shapes within a digital canvas to create complex images using the work of different artists as a stimulus. Need graphics program –GIMP.Resources: Web access, some print outs of Mondrian’s work.




Sujest GIMP


To be installed


Tested working


Tested working

http://code-it.co.uk/unplugged/humancranecards.pdf

http://code-it.co.uk/unplugged/humancraneplan.pdf

http://code-it.co.uk/unplugged/humancraneplan.pdf



http://www.the7sisters.co.uk/free/pages/resource/control/spacerescue/

http://www.the7sisters.co.uk/free/pages/resource/control/spacerescue/

St Paul’s C.E. (C) Primary Computing Scheme of Workpdf

http://code-it.co.uk/unplugged/humancranechallenges.pdf

http://goo.gl/YlezK5

From CAS: Code Kingdoms 1: - over several weeks work through the game at http://codekingdoms.com/about/ this introduces the ideas of coding through a game where a person has to catch code lumps. Children have to get a username and pin number – easy to do this. Will ask for email address but not needed – but do need to make a note of usernames and pin numbers. Seems to ask you to add friends ?? At first attempt just appears to be a game – but assume it will become more like coding eventually. Space bar is jump. Eventually will use JavaScript to code.Resources: Lesson plan from Code Kingdoms http://codekingdoms.com/curriculum / Good lesson plans and puzzles to download in pdf.

*Purple Mash Touch Typing (Unit 3.4) – typing practice*



Tested working

http://codekingdoms.com/curriculum/

http://codekingdoms.com/about/

http://goo.gl/YlezK5

http://code-it.co.uk/unplugged/humancranecards.pdf


Year 4Computing






Y4 Autumn 1 Desktop publishing & presentationPublisher/PowerPoint/Photostory 3 for Windows

QCA 4A Writing for different audiences Learn how to use IT to plan, revise, edit and make final copy for a specific audience

*Purple Mash Unit 4.4 Writig for different audience – writing news reports and poster for community campaign*

Stranger Danger AssemblyRings of Responsibility – SWGforL & Common Sense Media Lesson 1

Y4 Autumn 2 2DIY 3D on Purple Mash- make a maze game

Use online maps in Geography

*Purple Mash Unit 4.7 Effective Searching – searching for information and assessing whether information is reliable*

Private and Personal Information – SWGforL & Common Sense Media Lesson 2

Y4 Spring 1 QCA 4D Collecting and presenting information; questionnaires and pie charts Use data-handling software to input data and produce variety of graphs – 2Investigate

From SOC: We are Botanists – sorting and identifying plants.Image searching, intellectual property, hyperlinking, non-linear presentations,

Hyperlinks Internet Safety Day – Whole School Assembly and/or look at website activities together as a class.

*Purple Mash Unit 4.1 Online Safety - understanding identity theft, risks of downloading apps, plagiarism, positive and negative effects of technology on health*



To be installed

St Paul’s C.E. (C) Primary Computing Scheme of Worktesting and refining. Using PowerPoint. Also need a colour printer. Has some great web links to free branching database websites.

Y4 Spring 2 Purple Mash 2Code activitiesGibbon Level - part 2

*Purple Mash Unit 4.5 Logo*

Datalogging - Sound and Temperature in Science

The Power of Words – SWGforL & Common Sense Media Lesson 3

Y4 Summer 1 Investigate videos – taking (Flipcams or cameras), downloading and editing. Movie maker 2.6/ Windows Live Movie Maker – or Flipcam software, laptop software?Could also explore audio recording with Audacity.

The Key to Keywords– SWGforL & Common Sense Media Lesson 4

Y4 Summer 2 Scratch 2 Whose is it, Anyway? – SWGforL & Common Sense Media Lesson 5

Additional Lesson Ideas fpr Year 4From CAS : Lighting the Path: Students will be introduced to the light-bot simulation as part of the hour of code resources. They will then use that to develop a physical light-bot simulation. Video: https://www.youtube.com/watch?v=HyBH62vOSCE running showing how to build up programs in a simplified Lightbot. Students in groups of 3 given paper maze (YR4-1a), and Lightbot counters (print on card and cut out) and program sheet (YR4-1b). Ask students to try to make a simple program to get a toy to the end of the maze (Answers Yr4-1c).First website works but have to set flash settings. Resources: YR4-1a. Yr4-1b and Yr4-1c

QCA 4C Branching Databases Use and create branching databasesUse hyperlinks in Powerpoint

From CAS: Hardware Investigators: Basic hardware, students will be introduced to the idea that computers can be connected together and input and output hardware can be attached to them.Task: Students to be shown a mouse, keyboard, printer and digital camera.Use website below (either individually or as a teacher led exercise) to introduce the hardware components of a computer system. Resources: http://www.bbc.co.uk/webwise/courses/computer-basics/ - seems to be an obsolete link

From CAS: Digital Musicians & Conversations: Work on basic Scratch introductions provided by code-it.co.uk, creating the Scratch Music Machine program and the Scratch Conversation system. Task: Work through the resources and the plans which are given in the links below.Students will be taught how to make a basic music system and create a conversation between 2 characters. Lesson plans, full resources and learning objectives available from the links. Looks great!

From CAS: Surreal Photography: Children will create a surrealist style piece of artwork by combining parts of different images.Task:Students to be shown how to combine images on a graphics package. They will then try to create their own surrealist image. Resources: http://goo.gl/1s46Sj - link to surrealist pictures – check for unsuitable ones first



Tested working


We do have digital cameras and they are quite new with new memory cards so should work. Could movie maker be installed?


No flip cams, we do have cameras but check the state of them as not been used much. Do we have microphones for Audacity. Do we have audacity installed

http://goo.gl/1s46Sj

http://www.bbc.co.uk/webwise/courses/computer-basics/

http://www.bbc.co.uk/webwise/courses/computer-basics/

https://www.youtube.com/watch?v=HyBH62vOSCE

https://www.youtube.com/watch?v=HyBH62vOSCE


http://code-it.co.uk/scratch/music_machine/musicmachineoverviewhttp://code-it.co.uk/scratch/scratchconversation.html

From CAS: Quiz Masters: Students to create a Maths quiz using scratchTask: Students sort the question cards into order (task 1 resource), Demonstrate a start block. Introduce the user input task. Introduce the idea of selection.More able students might be shown how to score or change the colour dependent on answers. Looks great!Resources: http://code-it.co.uk/scratch/mathsquiz/mathsquizoverview.html - Website activities taken fromhttp://code-it.co.uk/scratch/mathsquiz/quizplanning.pdf - lesson planhttp://code-it.co.uk/scratch/mathsquiz/quizorderclass.pdf - Task 1

*Purple Mash Unity 4.3 Spreadsheets*

*SAM Labs STEAM Kit – chn to use SAM labs hardware and SAM labs app to control modular kit.*

*Microbits hardware using microbit online software*

*Purple Mash Unit 4.6 Animation – chn create animations using 2animate*



Check this link

http://code-it.co.uk/scratch/mathsquiz/quizorderclass.pdf

http://code-it.co.uk/scratch/mathsquiz/quizorderclass.pdf

http://code-it.co.uk/scratch/mathsquiz/quizplanning.pdf

http://code-it.co.uk/scratch/mathsquiz/quizplanning.pdf

http://code-it.co.uk/scratch/mathsquiz/mathsquizoverview.html

http://code-it.co.uk/scratch/mathsquiz/mathsquizoverview.html

http://code-it.co.uk/scratch/scratchconversation.html

http://code-it.co.uk/scratch/scratchconversation.html

http://code-it.co.uk/scratch/music_machine/musicmachineoverview

http://code-it.co.uk/scratch/music_machine/musicmachineoverview


Year 5

Computing Scheme of Work Subject Content





Y5 Autumn 1 From CAS Y6: KODU Games Master Part 1: Learn how to create 3d games using the Kodu Games LabTask: Full lesson plans, PowerPoints and guides available at website below. https://community.computingatschool.org.uk/resources/1020/single

12 lessons (6 double lesson) – first 6 in Y5, next 6 in Y6.

Use online maps in Geography Stranger Danger Assembly

Strong Passwords – SWGforL & Common Sense Media Lesson 1

*Purple Mash Unit 5.2 Online Safety – secure passwords, posting pictures online, appropriate sharing online, reliability of searches*

Y5 Autumn 2 Spreadsheets 1QCA 5D Introduction to spreadsheetsBasic intro to spreadsheets

*Purple Mash Unit 5.3 Spreadshets – using 2calculate*

Digital Citizen Pledge – SWGforL & Common Sense Media Lesson 2

Y5 Spring 1 Scratch 3 *Purple Mash Unit 5.7 Concept Maps – introduce concept maps and terms ‘concept mas’, ‘stage’, ‘nodes’, ‘connections.’


Y5 Spring 2 Animation – 2Animate & Pivot and/orStop Animation - Monkey Jam

*Possible introduction to 3D modelling Purple Mash Unit 5.6)

You’ve Won a Prize – SWGforL & Common Sense Media Lesson 3

Y5 Summer 1 Purple Mash 2Code activitiesGibbon Level - part 2 and/or Coding Principles

How to Cite a Site – SWGforL & Common Sense Media Lesson 4

Y5 Summer 2 QCA 5B Analysing data and asking QCA 5A Graphical modelling Picture Perfect – SWGforL & Common



Stop motion animation program – check download is ok?


Check what this is and if its installed


Check this is installed

St Paul’s C.E. (C) Primary Computing Scheme of Workquestions: using complex searches.Children learn to use databases to answer questions which rely on more than one variable. 2InvestigateAlien Database & Alien Crimefile Questions

Children learn to use an object-based graphics package to produce images and visual models. 2Design & Make

Sense Media Lesson 5

Additional Lesson Ideas for Year 5From CAS: Interactive Adventures: Introduction to modelling – Students investigate the usage of computers to model adventure games.Task: Play through the game as a class at http://chooseyourstory.com/story/viewer/default.aspx?StoryId=13907The game is a “choose your own adventure” version of Little Red Riding Hood. The class could take votes on which option they should take. Students should be shown the 3 key flowchart symbols (YR5-1a). Ask students to try to use the flow chart symbols to develop a simple story that they could create on a computer. Students could use https://www.draw.io/ to design the flow chart on.

From SOC: We are Film-Makers – researching and filming a documentary.Research, organising information, intellectual property, video recording and video editing. Using Movie Maker 2.6, OneNote (app), OneNote. Also need digital video cameras, microphones, tablets and tripods.

From CAS: Sensing & Logging: To use a data logger and sensors to monitor and measure changes in environmental conditions.Using sensors to control devices and write sets of instructions to monitor and control the temperature in a refrigerator.Task: In this unit children learn that devices can be connected to a computer to monitor and measure changes in environmental conditions. Children gain an understanding of computer monitoring of external conditions. Resources: Full resources for this work can be found at http://ictyear5.blogspot.co.uk/p/year-5-unit-5f-monitoring-environmental.html This is a link to a blog with ideas and suggested resources for QCA 5F- Monitoring environmental conditions and changes

QCA 5F Monitoring environmental conditions and changesChildren learn that devices can be connected to a computer to monitor and measure changes in environmental conditions. Children gain an understanding of computer monitoring of external conditions.

From CAS: Chatter Bots: Scratch part 2 – How to use loops and get user input using scratch. Students will produce their own mini chat-bot. Task: Introduce the students to Evie at http://www.existor.com/ - weird!Students told that they will be designing a Chat-bot like Evie in scratch. They will need to think about what responses a Chat-bot could give. Plan out a simple flowchart to consider the questions that a Chat-bot might have to respond to (See unit 5.1).Students should be shown how to create a simple Chat-bot using scratch (hand-out YR5-3a). When they have built the hand-out version, students should try to extend it with additional questions and answers.

From CAS: True or False: Children will evaluate websites for bias and validity. To combine text and images from different sources. To create and format tables in order to organise and present data and use headers and footers to order pages.Task: Discussion explaining what bias is and why it is relevant to the internet. Students look at the 4 webpages given in the resources sectionThey are asked to explain how they can tell that each of these resources are not biased.DO they think the sites are giving true information?

Student then asked to create a document which is



Yes- the existor link isn’t what the children will use, just shown as an example.


Tested working – is this link ok with the comment?


Blocked link, request unfilter


Tested working


Tested working

http://www.existor.com/

http://ictyear5.blogspot.co.uk/p/year-5-unit-5f-monitoring-environmental.html

http://ictyear5.blogspot.co.uk/p/year-5-unit-5f-monitoring-environmental.html

https://www.draw.io/

http://chooseyourstory.com/story/viewer/default.aspx?StoryId=13907

http://chooseyourstory.com/story/viewer/default.aspx?StoryId=13907


Hand-out YR5-3a – just need to copy the code on this

not true, How would they convince somebody that it is true?Resources: http://allaboutexplorers.com/explorers/cabot/http://allaboutexplorers.com/explorers/drake/http://www.thedogisland.com/

From CAS: Games Maker: Scratch Project. – Develop an application in scratch. Students will develop a game using scratch.Task: See detailed plan – website below.In brief:Play the game at http://scratch.mit.edu/projects/22804830/ with the studentsAsk students to identify the elements that make up the program (decompose). Create the crab animation using the worksheet. Make the crab move and steer. Design a maze.Electrify the maze. Looks great!Resources: http://code-it.co.uk/scratch/crabmaze

From CAS: Digital Director: Plan a film using either tablets or digital cameras. Student will record a music video, videoing themselves on the playground and then editing them.Task: Students to plan out a short music video to a song that they have chosen. Students will plan for what will happen in the music video on paper and then record it using digital cameras or tablets. Finally they will use MovieMaker (or other video editing software) to edit the video.Resources: Help sheet from teach ICT:- http://www.teach.ict.com/software_skills/movie_maker/resources/MovieMaker_guide.doc

QCA 5E Controlling devicesChildren learn how to control simple devices, such as buzzers, small motors and lights, using basic control boxes. They learn how to control devices by turning them on and off according to a set of instructions. This will be developed so that children understand how to sequence a set of instructions to get a desired outcome. Flowol

QCA 5C Evaluating information, checking accuracy and questioning plausibility.Children learn the importance of checking information for mistakes and anomalies, how to detect mistakes and to amend them. Needs lots of pre-prepared databases for children to use – not sure works.

*SAM Labs STEAM Kit – chn to use SAM labs hardware and SAM labs app to control modular kit. Only one set so would need to be done in stages, in groups or using the different parts of the kit/as an extension *

*Microbits hardware using microbit online software*

*Purple Mash Unit 5.6 3D Modelling – Use 2Desin and Make to desegn, create and print products for a purpose*



Tested working


http://www.teach.ict.com/software_skills/movie_maker/resources/MovieMaker_guide.doc

http://www.teach.ict.com/software_skills/movie_maker/resources/MovieMaker_guide.doc

http://code-it.co.uk/scratch/crabmaze

http://scratch.mit.edu/projects/22804830/

http://www.thedogisland.com/

http://allaboutexplorers.com/explorers/drake/

http://allaboutexplorers.com/explorers/cabot/


Year 6Computing






Y6 Autumn 1 Purple Mash 2Code activitiesCoding Principles and/or Gorilla Level

*Purple Mash Unit 6.6 Networks – to understand LAN and WAN, future of technology*


Talking Safely Online – SWGforL & Common Sense Media Lesson 1

*Purple Mash Unit 6.2 Online Safety – benefits and risks of mobile devices screen time, digital footprint.*

Y6 Autumn 2 Spreadsheets 2QCA 6B Spreadsheet Modelling More complex formulae and ‘what if’ statements

Super Digital Citizen – SWGforL & Common Sense Media Lesson 2

Y6 Spring 1 Scratch 4 – Nicola Wilkin series of lessons. Either as whole class or children to work through independently.

Datalogging – Light in Science Internet Safety Day – Whole School Assembly and/or look at website activities together as a class.

Y6 Spring 2 Word-processing 4 - task connected to curriculum topic.Develop touch typing skills; use copy and paste; use find and replace; use spell checker and the synonym feature; use word count; etc. Insert tables from excel and photos or graphics from another program.

Connecting to the world using computers.How could their word-processed task be shared with other schools/people? Blogs, forums, message groups, etc. Skype, FaceTime and similar. Link with another school? Future technologies.

Privacy Rules – SWGforL & Common Sense Media Lesson 3

Y6 Summer 1 From CAS: KODU Games Master Part 2: Learn how to create 3d games using the Kodu Games LabTask: Full lesson plans, PowerPoints and guides available at website below. https://community.computingatschool.org.uk/

Use online maps in Geography What is Cyberbulling? – SWGforL & Common Sense Media Lesson 4



St Paul’s C.E. (C) Primary Computing Scheme of Workresources/1020/single

12 lessons (6 double lesson) – first 6 in Y5, next 6 in Y6.

Y6 Summer 2 Presentation 2Photostory 3/PowerPoint

QCA 6A Multimedia Presentation Create multimedia presentation using text, images, sound and hyperlinks

Recap hyperlinks Selling Sterotypes – SWGforL & Common Sense Media Lesson 5

Additional Lesson Ideas for Year 6From SOC: We are Game Designers – creating and advertising a computer game.Programming, game design, testing and refining and advertising. Using Kodu and Word.

From CAS: Digital Architects: My perfect house on google sketchup.Task: Work through the self-paced tutorials on google sketch-up to learn the foundations of how to use this 3d design software. Need to download Google Sketch-up and have an account. Need to download the resources below too.

QCA 6D Using the internet to search large databases and to interpret informationChildren learn to use large sources of information, such as those found on the internet. They will use, skim read and take in information to be able to own it for themselves and interpret it with others. At times they will be critical of content and may be able to check for different viewpoints.Doesn’t work well with current search engines.

From CAS: My Safety On-Line: My site (e-safety) and working with simple databaseTask: Part 1Students to create a website about themselves in a simple package and then asked to consider which elements they should or should not make available online. Ask students to think about what they present to people outside school.Students work through the exercises at website below to introduce how simple databases can be used.

QCA 6C Control and monitoring – What happens when...?Children learn how to use input devices or switches to control a process. They learn that it is possible to attach devices such as pressure pads, light sensors, magnetic switches, on/off switches or other devices to a control box. The computer can then be programmed to carry out a process when it detects some sort of change, eg switch on the light when it gets dark. They learn the new control language necessary to program the control box to make such decisions, eg ‘if... then...’Flowol

*Purple Mash Unit 6.3 Spreadsheets or Spreadsheet catch up*

*SAM Labs STEAM Kit – chn to use SAM labs hardware and SAM labs app to control modular



We have SAM labs kit and microbits. Class set (30) of microbits, but only one SAM labs set. Chn could either use this in groups, as an extension or small groups using app to control different parts and then bring together.


Do we have these


St Paul’s C.E. (C) Primary Computing Scheme of Workkit. Only one set so would need to be done in

stages, in groups or using the different parts of the kit/as an extension*

*Microbits hardware using microbit online software**Additional,optional unit – Purple Mash Unit 6.8 Understanding Binary*



Class set of 30.


Do we have these

stpaulsprimaryschool.org.uk€¦ · web viewdigital photography, photo editing and presentation....

Documents