Fairlawn and Haseltine Federation

Computing Curriculum 2015-2016This curriculum was produced in collaboration with the London CLC

Contents:Software/hardware progression - Computational thinking and useful websites

2 IT across the curriculum: 32

EYFS 3 Presentation 33Year 1 6 Email 34Year 2 10 Photography, Film-making and Animation 35Year 3 14 Basic Skills 38Year 4 18 Data Collection, Presentation and Analysis 39Year 5 21 Developing Literacy through moving image in

the classroom (the Cs and Ss approach)41

Year 6 26Scratch Progression document 30

1

Software/hardware progression

Computational Thinking

Reception – busy things on LGFL, remote control toys, beebots

Year 1 – bee bots, Year 1 2code, Daisy the dino

Year 2 – probots, Scratch Junior, Year 2 2code

Year 3 – Lego Wedo, Scratch Junior, Year 3 2code, Hopscotch

Year 4 – Year 4, 2code, Scratch

Year 5 – Year 5, 2code, Scratch

Year 6 – Year 6, 2code, Scratch, Python

Useful websites: http://www.computingatschool.org.uk, http://www.bbc.co.uk/education/subjects/zyhbwmn, SWGFL digital citizenship, A safe search engine (Swiggle), www.purplemash.co.uk, http://code-it.co.uk/csplanning

2

EYFSAnything that is highlighted in yellow has been covered in a previous year and is for the purpose of recapping

Computer Science

Aspect Learning Outcomes Programs/apps to useOther helpful resources

Com

puta

tiona

l thi

nkin

g

To follow simple instructions Train your robot

In a safe environment ask children to give instructions to another child to move around a room. The Train Game

To program single instructions Remote control toys, Home corner toys (washing machine, toaster etc)BeebotsJIT on LGFLBusy Things (LGFL – Helicopter activity, Falling Wall, Path Puzzle, Block-a-doodle doo, Tunnel Trouble, Hen Hunt)Apps: Busy Bundel 1, Duck Duck Mosse, More trucks

Write/ sequence a list of instructions for how to prepare for an everyday school activitiy (e.g. "How do we get ready for lunch?" How to make a sandwich, decorate a cake,

To start programming short sequences of instructions

The train game Beebots

Record children explaining how to use Role play area toys, electronic toys and recording devices

To develop an awareness of input and output ie. that computers and devices respond to different commands

Role play area toys :Microwave, washing machine, toaster, Inside / Outside play areas: Electronic toys: Remote control cars/ animals, Walkie-Talkies, Mobile phones.Dev Tech

Digital Literacy3

Onl

ine

safe

ty

To know who to tell and what to do if you see something upsetting on the internet.

At the start of each year, the children will read and sign the online safety agreement.

Please refer to this throughout your teaching and ensure that it is explicitly referred to when learning on the internet.

See the EYFS online safety agreement.

lgfl online safety

SWGFL digital citizenship – This is a clear progression for all year groups with resources and lesson plans.

To ask an adult if they would like to use the computer/iPad

To take care of computers and technology in the classroom

To be able to ask for help if they are not sure what to do, or think they have done something wrong.

To understand why we might use passwords on computers

To begin to understand that your password is private information

Usin

g In

form

ation

To start to recognise the features of web pages such as back buttons etc (teacher modelled)

IT in the world

4

To understand some of the different ways that technology is used in home and school.

Looking at real life examples of technology www.busythings.lgfl.orgWhat are they used for?How do they work? (simple)Why do we need them?What would happen if we didn’t have them?

To know that a range of different devices contain a computer.

5

Year 1Anything that is highlighted in yellow has been covered in a previous year and is for the purpose of recapping

Computer Science

Aspect Learning Outcomes Programs/apps to useOther helpful resources/ideas

Com

puta

tiona

l th

inki

ng

To follow and give a simple set of instructions.

Bee-bots, video recording device, 2GoVerbal instruction giving (one child being a robot while the other child gives them instructions to a goal)

Get children to walk through/ roleplay the program for a beebot.

Using Bee BotsTo understand that computer programs follow precise and unambiguous instructions

LgfL Busy Things : Path Puzzler, iboard player: Cheese sniffer,

To understand that an algorithm is a set of instructions To follow an algorithm

http://barefootcas.org.uk/programme-of-study/understand-algorithms/ks1-crazy-character-algorithms-activity/Lego builder (builder and instructor)http://barefootcas.org.uk/barefoot-primary-computing-resources/concepts/programming/ks1-bee-bots-12-3-programming-activity/

6

To write a program on a digital device

To program a device accurately

Programming Beebots on matsCreating your own mats and writing instructions for others to followhttp://barefootcas.org.uk/barefoot-primary-computing-resources/concepts/programming/ks1-bee-bots-12-3-programming-activity/

Daisy the Dino app - programming the dinosaur to complete simple activities, teaching children the different directional and language included in instructional programming

App: Kodable, Beebot2code – Year 1

To understand that if a program does not do what you want it to, there is a problem with your instructions (debugging)

To debug simple programs

Continuing with Beebots – developing instructions and solving problems - If a beebot is not getting to the right point on a map, how can you adjust it to get it there?

Daisy the Dino – programming the dinosaur to complete simple activities, teaching children the different directional and language included in instructional programming2Code – Year 1 lesson plans

Introduction to Scratch Juniorhttp://barefootcas.org.uk/barefoot-primary-computing-resources/computational-thinking-approaches/tinkering/ks1-activity-scratch-junior-tinkering/

To predict what a simple program will do. 2code – Year 1 lesson plans Daisy the Dino Kodable Beebot app - Ask children to create a list of instructions and guess where the

BeeBot will end up. Scratch Junior

Inte

rnet

, ne

twor

ks To understand that computers are

networked and linked, so if we save learning to the school network, it can be accessed elsewhere in the school.

Skype another classroom (even next door) to tell a story, explain how to make something

7

and

the

web

To understand that the internet is a network, which is why you can access websites in different places and on different devices.

Explaining the internet to a 4 year old

Digital Literacy

Aspect Learning Outcome Programs/apps etc Other helpful resources/ideas

O

nlin

e Sa

fety

To know that the internet is a great way to find information and communicate with people

At the start of each year, the children will read and sign the online safety agreement.

Please refer to this throughout your teaching and ensure that it is explicitly referred to when learning on the internet.

See the KS1 online safety agreement.

Think u know

UK Safer Internet Centre

lgfl online safety

SWGFL digital citizenship – This is a clear progression for all year groups with resources and lesson plans.

To know who to tell and what to do if you see something upsetting on the internet To ask permission before taking photos of peopleUnderstand the importance of passwords when using computers/digital devices.When online:To apply the THINK Netiquette rules.T – is it true?H – is it high quality?I – is it informative?N – is it necessary?K – is it kind?

When online:To apply the SMART safety rules:S – Keep your personal details safe.M – Never meet strangers face to face.A – Do not accept or respond to files, images or emails from strangers.R – Make sure all that you read is reliable.T – tell someone you trust if you feel uncomfortable.

8

Usin

g In

form

ation

Begin to use search engines (Swiggle as an example)

A safe search engine (Swiggle)

To navigate their way around selected websites (appropriate to their reading age)

IT in the worldTo understand some of the different ways that digital technology is used at home, school and the world of work.

What is a computer?Looking at real life examples of technology What are they used for?How do they work? (simple)Why do we need them?What would happen if we didn’t have them?BBC bitesize – computing http://www.bbc.co.uk/education/subjects/zyhbwmn

To know that a range of different devices contain a computer

Inside an iPad

9

Year 2Anything that is highlighted in yellow has been covered in a previous year and is for the purpose of recapping

Computer ScienceAspect Learning Outcomes Programs/apps etc

Other helpful resources/ideas

Com

puta

tiona

l thi

nkin

g

To follow and give instructions in a sequence.

To understand that computer programs follow precise and unambiguous instructions

To improve or change an algorithm

Program your teacher to make a jam sandwich! Recap of verbal instruction givinghttp://www.bbc.co.uk/education/subjects/zyhbwmnRecap of beebotsIntroduction to probots (more complex directional language and instructions)

To understand that computers need more precise instructions than humans do.

Pro bots (we have a set of 4 for each year 2 class)Computing UnpluggedProgramming Probots on matsCreating your own mats and writing complex instructions for others to followiPad apps – Beebot, Kodablewww.barclayscodeplayground.co.uk

10

To understand that an algorithm is a list of instructions written in human language, and a program is a list of instructions written in computer language.

To understand that steps can be repeated

2Create a Superstory2Code – Year 2 lesson plans and activitieshttps://www.j2e.com/j2code/Introduction to HopScotch – following on from ‘mastering’ other coding programs http://educade.org/teaching_tools/hopscotch(sign up for example lesson plans etc.) Scratch Junior, developing into Scratch if children are able (http://community.computingatschool.org.uk/resources/39)

To write a program on a digital device using numbers (i.e. not just 'forward' or 'back', but 'forward3' / 'back5')

Pro bots 2Code – Year 2 lesson plans and activitieshttps://www.j2e.com/j2code/Apps – Hopscotch, Scratch JuniorLaptops - Scratch

To predict what a simple program will do Pro bots 2Code – Year 2 lesson plans and activitieshttps://www.j2e.com/j2code/Apps – Hopscotch, Scratch JuniorLaptops – Scratchhttp://barefootcas.org.uk/programme-of-study/use-logical-reasoning-predict-behaviour-simple-programs/ks1-world-map-logic-activity/

To be able to debug simple programs – find simple errors and correct them.

Pro bots 2Code – Year 2 lesson plans and activitieshttps://www.j2e.com/j2code/Apps – Hopscotch, Scratch JuniorLaptops - Scratch

Inte

rnet

,

To understand that computers are networked and linked, so if we save learning to the school network, it can be accessed elsewhere on the network.

Skype another classroom (even next door) to tell a story, explain how to make something

11

netw

orks

and

th

e

To understand that the internet is a network, which is why you can access websites in different places and on different devices.

Explaining the internet to a 4 year old

Digital Literacy

Aspect Learning Outcomes Programs/apps etc Other helpful resources/ideas

Onl

ine

Safe

ty

To know who to tell and what to do if you see something upsetting on the internet.

At the start of each year, the children will read and sign the online safety agreement.

Please refer to this throughout your teaching and ensure that it is explicitly referred to when learning on the internet.

See the KS1 online safety agreement.

Lee and Kim video

lgfl online safety

SWGFL digital citizenship – This is a clear progression for all year groups with resources and lesson plans.

To know that the internet is a great way to find information and communicate with peopleWhen online:To apply the THINK Netiquette rules.T – is it true?H – is it high quality?I – is it informative?N – is it necessary?K – is it kind?

To write positive, friendly comments on a blog.When onlineTo apply the SMART safety rules:S – Keep your personal details safe.M – Never meet strangers face to face.A – Do not accept or respond to files, images or emails from strangers.R – Make sure all that you read is reliableT – tell someone you trust if you feel uncomfortable.To ask permission before taking photos of someone

12

To understand the importance of passwords when using computers.To only make friends online with people you know and trustTo understand that it can be difficult to know if someone is telling the truth about who they are online

Usin

g In

form

ation

To use search engines, using key words Swiggle (safe search engine)To understand that some things on the internet are not trueTo understand how to navigate a website (back buttons, menus etc)

IT in

the

wor

ld

To understand some of the different ways that digital technology is used at home, school and world of work

Looking at real life examples of technology What are they used for?How do they work? Why do we need them?What would happen if we didn’t have them?BBC bitesize – computing (http://www.bbc.co.uk/education/subjects/zyhbwmn)

To know that a range of different devices contain a computer To know about innovative uses of new technologies inside and outside of school

13

Year 3Anything that is highlighted in yellow has been covered in a previous year and is for the purpose of recapping

Computer ScienceAspect Learning Outcomes Programs/apps etc

Other helpful resources/ideas

Co

mpu

tatio

nal t

hink

ing

To understand that an "algorithm" is a list of instructions (written in a human language).

To understand that a "program" is a list of instructions in a computer 'language'.

To write simple programs with specific goals Scratch - Refer to Scratch progression document (saved in Shared/Computing)http://code-it.co.uk/csplanningYear 3 – 2code (www.purplemash.co.uk) HopScotch - http://educade.org/teaching_tools/hopscotchTo correctly sequence instructions in a program

14

2DIY, Lego WeDo, MSW Logo, Move the Turtle Scratch Smoking CarCode.org websiteThinking myself game Debug it

To be able to write your own simple program and explain in your own words what it does.

To be able to independently spot when a program does not achieve a specific goal (debug)

Inte

rnet

, net

wor

ks a

nd

the

web

To understand that computer networks, including the internet, are made up of computers connected together.

BBC bitesize - http://www.bbc.co.uk/education/subjects/zvnrq6f - breaks down lots of different questions about how computers work.

To understand that the internet can be used to send data around the world.

Where the internet lives

To understand the internet and web can be used for communication such as email, video conferencing, blogs, forums, social networks

Virtual fieldtrips

Set up a Google Hangout with another class or with an expert

Digital Literacy

Aspect Learning Outcome Programs/apps etc Other helpful resources/ideas

Onl

ine

safe

ty

To know that the internet is a great way to find information and communicate with people.

At the start of each year, the children will read and sign the online safety agreement.

Please refer to this throughout your teaching and ensure that it is explicitly referred to when learning on the internet.

See the KS2 online safety agreement.lgfl online safety

To know who to tell and what to do if you see something upsetting on the internet.

To know that some things you say, do, and publish online are public and permanent

15

SWGFL digital citizenship – This is a clear progression for all year groups with resources and lesson plans.

When online:To apply the THINK Netiquette rules.T – is it true?H – is it high quality?I – is it informative?N – is it necessary?K – is it kind?

To write positive, friendly comments on a blog.When online:To apply the SMART safety rules:S – Keep your personal details safe.M – Never meet strangers face to face.A – Do not accept or respond to files, images or emails from strangers.R – Make sure all that you read is reliable.T – tell someone you trust if you feel uncomfortable.To understand that being unkind to someone online is bullying, and is called "cyberbullying"

To ask permission before taking photos of people.

To choose a safe password.

To understand it can be difficult to tell if someone is telling the truth about who really they are online.

To discuss with a trusted adult, which personal information is appropriate to share online, including personal details and images.

Using Information

16

Resp

ectin

g Cr

eativ

e To understand that digital content is owned and you may need to get permission before using content

Google Image search – Usage rights – Labelled for reuse with modificationRe

sear

ch a

nd

eval

uatio

n

To use keywords effectively on search engines. Phil Bagge – Code it website, takes you through different skills and examples http://code-it.co.uk/dlplanning/webresearch/internet-research-skills

To evaluate whether information found is useful, true, and relevant.

To understand the difference between the main results and sponsored results.

To record which websites you have used to collect information from.

I

T in

the

wor

ld

To understand some of the different ways that digital technology is used at home, school and the world of work.

The Virtual Revolution

Looking at real life examples of technology What are they used for?How do they work? Why do we need them?What would happen if we didn’t have them?BBC bitesize – computing (www.bbc.co.uk/bitesize)

Consider the consequences of the spread of digital technology on society and people's lives.

Consider possible future developments of digital technologies, and their potential impact on society.

17

Year 4Anything that is highlighted in yellow has been covered in a previous year and is for the purpose of recapping

Computer ScienceAspect Learning Outcome Programs/apps etc

Other helpful resources/ideas

Com

puta

tiona

l

To understand that an "algorithm" is a list of instructions (written in a human language).

To understand that a "program" is a list of instructions in a computer 'language'.

To add further code to an existing program to modify it.

Scratch - Refer to Scratch progression document (saved in Shared/Computing)http://code-it.co.uk/csplanning

18

thin

king

Year 4 – 2code (www.purplemash.co.uk) To write simple programs which use the repeat function.

To write programs/code that uses a selection function i.e. if...else...

To be able to predict the outcome of a given program.

To be able to explain how a programme works in your own words.

To be able to independently find what is wrong with a program and identify where the problem is, but might need support fixing it.

Inte

rnet

, net

wor

ks

and

the

web

To understand that computer networks, including the internet, are made up of computers connected together.

BBC bitesize - http://www.bbc.co.uk/education/subjects/zvnrq6f - breaks down lots of different questions about how computers work.

Where the internet lives

Virtual fieldtrips

Set up a Google Hangout with another class or with an expert

To understand that the internet can be used to send data around the world.

To understand the internet can be used for communication such as email, video conferencing, blogs, forums, social networks and so on.

Digital Literacy

Aspect Learning Outcome Programs/apps etc Other helpful resources/ideas

19

O

nlin

e Sa

fety

When online:To apply the THINK Netiquette rules.T – is it true?H – is it high quality?I – is it informative?N – is it necessary?K – is it kind?

At the start of each year, the children will read and sign the online safety agreement.

Please refer to this throughout your teaching and ensure that it is explicitly referred to when learning on the internet.

See the KS2 online safety agreement.

Searching online

lgfl online safety

SWGFL digital citizenship – This is a clear progression for all year groups with resources and lesson plans.

When online:To apply the SMART safety rules:S – Keep your personal details safe.M – Never meet strangers face to face.A – Do not accept or respond to files, images or emails from strangers.R – Make sure all that you read is reliable.T – tell someone you trust if you feel uncomfortable.To write positive, friendly comments on a blog.To choose a safe password.

To protect personal information online, being aware of privacy settings on certain websites.

To know that some things you say, do, and publish online are public and permanent

Using Information

Resp

ectin

g Cr

eativ

e

To understand that digital content is owned and you may need to get permission before using content e.g. images or music.

Res

ear To evaluate whether information found is

useful, true, and relevant.http://code-it.co.uk/dlplanning/webresearch/internet-research-skills

20

ch a

nd e

valu

ation

To use keywords effectively on search engines.

To search with key phrases as well as keywords.

To understand the difference between the main results and sponsored results.

To record which websites you have used to collect information from.

IT in

the

wor

ld

To understand some of the different ways that digital technology is used at home, school and the world of work.

Looking at real life examples of technology What are they used for?How do they work? Why do we need them?What would happen if we didn’t have them?BBC bitesize – computing (www.bbc.co.uk/bitesize)

To understand how digital technologies have changed people's lives.

Year 5Anything that is highlighted in yellow has been covered in a previous year and is for the purpose of recapping

Computer ScienceAspect Learning Outcomes Programs/apps etc

Other helpful resources/ideas

Com

puta

tiona

l thi

nkin

g Uses diagrams to help design and explain algorithms and programs.

Scratch - Refer to Scratch progression document (saved in Shared/Computing)http://code-it.co.uk/csplanningYear 5 – 2code (www.purplemash.co.uk)

To create a program that accomplishes a specific goal.

21

To add further code to an existing program to modify it.

To write simple programs which use the repeat function.

To write programs/code that uses a selection function i.e. if...else...

To create code that uses a variable

To revise and improve programs to increase efficiency

To be able to predict the outcome of a given program.

To be able to independently find what is wrong with a program and to fix it.

Inte

rnet

, net

wor

ks a

nd

the

web

To understand that computers pass data around networks using radio or satellite signals, copper wires or fibre-optic cables.

Planning for understanding networks in details - http://code-it.co.uk/netintsearchExtended resources - http://community.computingatschool.org.uk/resources/2528

Google HangoutSkype – Mystery SkypesBlogs

To understand that data is broken down and sent in small 'packets', then stitched back together when it reaches it's destination, travelling at near light speed.

To understand the internet can be used for communication such as email, video conferencing, blogs, forums, social networks and so on.

22

To understand and experience the opportunities for collaboration and real-time collaboration

To have an understanding of how search engines rank results

Digital Literacy

Aspect Learning Outcome Programs/apps etc Other helpful resources/ideas

Onl

ine

Safe

ty

When online:

To apply the THINK Netiquette rules.T – is it true?H – is it high quality?I – is it informative?N – is it necessary?K – is it kind?

To write positive, friendly comments on a blog.

At the start of each year, the children will read and sign the online safety agreement.

Please refer to this throughout your teaching and ensure that it is explicitly referred to when learning on the internet.

See the KS2 online safety agreement.

lgfl online safety

SWGFL digital citizenship – This is a clear progression for all year groups with resources and lesson plans. To understand which kinds of behaviours

constitute "cyberbullying".

Understand how to prevent and respond to cyberbullying.

To understand the impact of online behaviour on your own and others self-image, relationships, and reputation.

To understand how to be constructive and positive when communicating and collaborating with others online.

23

To know that some things you say, do, and publish online are public and permanent

When online:

To apply the SMART safety rules:S – Keep your personal details safe.M – Never meet strangers face to face.A – Do not accept or respond to files, images or emails from strangers.R – Make sure all that you read is reliable.T – tell someone you trust if you feel uncomfortable.

To ask permission before taking photos of people.

To choose a safe password.

Using Information

Resp

ectin

g Cr

eativ

e

To understand that digital content is owned and you may need to get permission before using content e.g. images or music.

To understand what copyright is. Legal music

Rese

arch

and

ev

alua

tion

To evaluate whether information found is useful, true, and relevant.

http://code-it.co.uk/dlplanning/webresearch/internet-research-skills

To search with key phrases as well as keywords.

To use advanced search functions and filters.

24

To understand the difference between the main results and sponsored results.

To build up a knowledge of trustworthy online sources.

To understand that search engines collect information and this informs pop ups and advertisements.

To record which websites you have used to collect information from.

IT in

the

wor

ld

To understand some of the different ways that digital technology is used at home, school and the world of work.

Looking at real life examples of technology What are they used for?How do they work? Why do we need them?What would happen if we didn’t have them?BBC bitesize – computing (www.bbc.co.uk/bitesize)

Consider the consequences of the spread of digital technology on society and people's lives.

Consider possible future developments of digital technologies, and their potential impact on society.

25

Year 6Anything that is highlighted in yellow has been covered in a previous year and is for the purpose of recapping

Computer ScienceAspect Learning Outcome Programs/apps etc

Other helpful resources/ideas

Com

puta

tio

To use diagrams to help design and explain algorithms and programs.

Scratch - Refer to Scratch progression document (saved in Shared/Computing)http://code-it.co.uk/csplanningYear 6 – 2code (www.purplemash.co.uk)

To reuse and adapt existing code to develop new programs.

26

nal t

hink

ing

bubbl2Connect (Purple mash) – children to use as a diagram tool to explain algorithms

To create a program that accomplishes a specific goal.

To write simple programs which use the repeat function.

To write programs/code that uses a selection function i.e. if...else...

To write a program that uses multiple variables that interact with each other.

To be able to predict the outcome of a given program.

To revise and improve programs to increase efficiency

To be able to independently find what is wrong with a program and to fix it.

Inte

rnet

, net

wor

ks a

nd

the

web

To understand that computers pass data around networks using radio or satellite signals, copper wires or fibre-optic cables.

Planning for understanding networks in details - http://code-it.co.uk/netintsearchExtended resources - http://community.computingatschool.org.uk/resources/2528

You get signalHow the internet works Explaining search engines and rankings

To understand that data is broken down and sent in small 'packets', then stitched back together when it reaches it's destination, travelling at near light speed.

To understand the internet and web can be used for communication such as email, video conferencing, blogs, forums, social networks and so on.

27

To understand and experience the opportunities for collaboration and real-time collaboration

To have an understanding of how search engines rank results

Digital LiteracyAspect Learning Outcome Programs/apps etc Other helpful

resources/ideas

Onl

ine

Safe

ty

When online:

To apply the THINK Netiquette rules.T – is it true?H – is it high quality?I – is it informative?N – is it necessary?K – is it kind?

At the start of each year, the children will read and sign the online safety agreement.

Please refer to this throughout your teaching and ensure that it is explicitly referred to when learning on the internet.

See the KS2 online safety agreement.

lgfl online safety

SWGFL digital citizenship – This is a clear progression for all year groups with resources and lesson plans.

Understand how to prevent and respond to cyberbullying.

When online:

To apply the SMART safety rules:S – Keep your personal details safe.M – Never meet strangers face to face.A – Do not accept or respond to files, images or emails from strangers.R – Make sure all that you read is reliable.T – tell someone you trust if you feel uncomfortable.

To understand the impact of online behaviour on your own and others self-image, relationships, and reputation.

28

To understand how to be constructive and positive when communicating and collaborating with others online.

To know that some things you say, do, and publish online are public and permanent

Using Information

Resp

ectin

g Cr

eativ

e

To understand that digital content is owned and you may need to get permission before using content e.g. images or music.

Find pictures online using Google images' Usage Rights option in Search ToolsSet a quiz about file sharing to which the answers can be found on Kidsmart.

To understand copyright and illegality of online file sharing

Rese

arch

and

eva

luati

on

To evaluate whether information found is useful, true, and relevant.

http://code-it.co.uk/dlplanning/webresearch/internet-research-skills

Spoof websitesPicking the right search termsTo search with key phrases as well as keywords.

To use advanced search functions and filters.

To understand the difference between the main results and sponsored results.

To extend their knowledge of trustworthy online sources.

To understand that search engines collect information and this informs pop ups and advertisements.

To record which websites you have used to collect information from.

29

Scratch Progression KS2Year 3:

I can understand what Scratch is I can begin to understand the term ‘algorithm’. I can delete, select and paint a background I can delete, select and paint a sprite I can create simple movement for one sprite I can copy simple blocks of code provided e.g. I can copy simple blocks from code provided and can explain in my own words what it does.

30

Debugging: I can independently spot that there is something wrong with my code but couldn’t tell you where in the code the problem is.

Year 4:

I understand what the term ‘algorithm’ is. I can add simple extra blocks to existing code to modify the blocks effect (Looks and Sounds blocks- costumes) I can use the simple blocks of code I have learnt into my own programme (applying to their own project) I create code that uses simple selection: I can complete code that has a simple variable:

Debugging: I can independently spot that there is something wrong with my code and can identify the block or place where it is wrong but cannot fix it without help.

Year 5 I can understand the three different types of repeat loops: Forever Loops

Repeat x times loops Forever if loops

31

I can create code that uses multiple variables that interact with each other/

Debugging: I can independently spot that there is something wrong with my code and can fix it.

IT Across the CurriculumIT across the curriculum is: Purposeful Topic centred

32

Process driven Underpinned by high quality learning

PRESENTATION

Reception Year 1 Year 2 Year 3 Year 4 Year 5 Year 6

Big cat booksBook creator

Word processing:

2publish

Puppet Pals

Word processing:

2publish

Educreations(also can use Show me and Explain everything)

2 Publish

Word processing:

Word- open word- open new doc- save doc- change font (style, size, colour etc)

Comic life

Powerpoint(to include text, images and sound with a purpose/audience) Review and improve.

Word processing:

Word- open word- open new doc- save doc- change font (style,

Powerpoint (purpose/audience? Including text, images, video and sound). Review and improve.

2create a story

Word processing:

Word- open word- open new doc- save doc- change font (style, size, colour etc)- underline - insert pictures (internet and clip

Prezi (to include embedding images) Heavy focus on content and audience.

Book creator (Yr 5 project across the federation)

Word processing:

Word- open word- open new doc- save doc- change font (style, size, colour etc)- underline - insert pictures (internet and clip

Prezi (to include embedding film and audio)Heavy focus on content and audience and children deciding which is the best presentation tool to use for what they need to do.

Word processing:

Word- open word- open new doc- save doc- change font (style, size, colour etc)- underline - insert pictures

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- underline

size, colour etc)- underline - insert pictures (internet and clip art)

art)- line spacing - bullets- indenting- inserting tables.

art)- line spacing - bullets- indenting- inserting tables.

(internet and clip art)- line spacing- bullets- indenting- inserting tables.

Google Docs as a collaborative writing tool

EMAIL

Reception Year 1 Year 2 Year 3 Year 4 Year 5 Year 6N/A N/A 2Email Gmail

- open an email- compose an email- reply to an email

To know what to do with junk mail and spam.

Context/project ideas

Follow the 2Email sequence of learning.

Netiquette and online safety can be taught through this (protecting your password, sending and opening attachments)

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PHOTOGRAPHY, FILM MAKING AND ANIMATION(See the C’s and S’c approach doc)

Reception Year 1 Year 2 Year 3 Year 4 Year 5 Year 6Photography:

TexturesFramingExploring the camera

Mashcams (Purple mash)Flip camsIpads

Film making:

Filming from different perspectives (eg. film like we are caterpillars)

Animation:

Puppet pals

Photography:

Exploring shot types

Composition of shots

Exploring the flash – why do we use a flash?

Mashcams (Purple mash)Flip camsIpads

Film making:

Think about why we are making a film (purpose?)

Record a film and watch it back.

Animation:

Photography:

Mashcams (Purple mash)Flip camsIpads

Use Pixlr Express (web based and free) to add effects and edit photos.

Film making:

Think about audience of films. What will we do with it? Will we embed it, watch it in assembly etc

To plan and make a short film made of several scenes (story boarding before hand)

Photography:

Mashcams (Purple mash)Flip camsIpads

Use Pixlr Editor (web based and free) to edit and add effects to photos.

Using photos purposefully – what’s the purpose/audience?

Deleting what we don’t need before uploadingFramingLighting

Film making:

Editing films using imovie (across KS2)

Photography:

Mashcams (Purple mash)Flip camsIpads

To make decisions about different shots when taking photographs.

Use Pixlr Editor (web based and free) to edit and add effects to photos.

Film making:

Editing films using imovie (across KS2)

Animation:

I can animate (plan animations first and

Photography:

Mashcams (Purple mash)Flip camsIpads

To consider lighting and quality of photographs when considering audience and purpose.

Photography:

Mashcams (Purple mash)Flip camsIpads

Film making:

Editing films using imovie (across KS2)

Plan, record and edit films thinking about purpose, audience and intended message.

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Puppet pals

2animate

Animation:

Puppet pals

I can animate

Animation:

Puppet pals

I can animate – export into imovies to edit and record sound

edit afterwards)

Puppet pals (record and edit)

Film literacyWhat is the photo saying?Why is the camera showing this angel?What is the picture trying to communicate?

Film making:

Editing films using imovie (across KS2)

Animation:

Puppet pals (plan, record and edit)

Animation:

Puppet pals(plan, record and edit)

Context/project ideas

Photography:

Cut out a hole in a piece of card and get children to really look. Think about texture, framing etc before using the cameras.

Inspiration:

https://www.flickr.com/photos/britishlibrary/

Photography:

Google ‘Shot Types’ Get children to make these different shots.

Take pics with/without the flash. What works best?

Inspiration:

Photography:

Inspiration:

https://www.flickr.com/photos/britishlibrary/Young Children and Their Cameras

Film making:

Lots of inspiration for film making here: London CLC

Photography

Inspiration:

https://www.flickr.com/photos/britishlibrary/Young Children and Their Cameras

Film making

Key Stage 2 online safety competition

Film making:

Lots of inspiration for film making here: London CLC Vimeo Channel

Into Film Resources

BFI reframing literacy

BFI Look Again film guide

Photography and film making:

Look at framing, lighting etc for photos and discuss how they make the audience feel eg. How could you make me look sad and lonely in this room?

Film making:

Film making:

Lots of inspiration for film making here: London CLC Vimeo Channel

Into Film Resources

BFI reframing literacy

BFI Look Again film guide

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Young Children and Their Cameras

Could link to minibeasts/colours/textures/shape (take 3 different photos of something green for example)

Film making:

Lots of inspiration for film making here: London CLC Vimeo Channel

Into Film Resources

BFI reframing literacy

BFI Look Again film guide

Animation:

Lots of inspiration for animation here: School animations

https://www.flickr.com/photos/britishlibrary/Young Children and Their Cameras

Animation

Zeotrobes and flipbooks are a good introduction to this.

Film making:

Lots of inspiration for film making here: London CLC Vimeo Channel

Into Film Resources

BFI reframing literacy

BFI Look Again film guide

Animation

Lots of inspiration for animation here: School animations

Vimeo Channel

Into Film Resources

BFI reframing literacy

BFI Look Again film guide

Ancient Egypt film making idea… Ancient Egypt

Lots of inspiration for animation here: School animations

each year group/class deals with an aspect of online safety (social media, images, passwords, blogging etc) and create a film, news report, rap etc)

Lots of inspiration for film making here: London CLC Vimeo Channel

Into Film Resources

BFI reframing literacy

BFI Look Again film guide

Lots of inspiration for animation here: School animations

Animation:

Lots of inspiration for animation here: School animations

Photography:

Inspiration:

https://www.flickr.com/photos/britishlibrary/Young Children and Their Cameras

Lots of inspiration for film making here: London CLC Vimeo Channel

Into Film Resources

BFI reframing literacy

BFI Look Again film guide

Animation

Lots of inspiration for animation here: School animations

Animation:

Lots of inspiration for animation here: School animations

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BASIC SKILLSPlease see: http://code-it.co.uk/dlplanning/generalictskills/generalictskills

Reception Year 1 Year 2 Year 3 Year 4 Year 5 Year 6Keyboarding:

Type their name and simple passwords and logins.

Close down a program and log off (with support)

To be able to use a mouse (left click) and move a cursor around a screen.

Keyboarding:

Touch typing using 2Type(little and often)

Navigation:

To be able to open a program from a short cut on their desktop.

To be able to use a mouse (left click, right click, double click) and move a cursor around a screen being aware of the space they need for moving the mouse.

Keyboarding

Touch typing using 2Type(little and often)

Entering usernames and passwords

Navigation

Find a program from the Start menu.

Saving into a folder and retrieving (Use putting shopping away as an analogy)

To save learning created on a mobile device to a cloud based storage system.

Keyboarding

Touch typing using 2Type(little and often)

Navigation

To save learning created on a mobile device to a cloud based storage system.

To create folders and organize saved learning.

Touch typing using 2Type(little and often)

Navigation

Shortcuts – ctrl s (save), ctrl c (copy), ctrl v (paste), control x (cut)

To understand the difference between ‘Save as’ and ‘Save’

To be able to explain to someone else how to find and retrieve saved learning.

Touch typing using 2Type(little and often)

Navigation

Short cuts - Ctrl z (undo)

Touch typing using 2Type(little and often)

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To be able to print to a specified Keyboarding printer.

DATA – COLLECTION, PRESENTATION AND ANALYSIS(teach through maths and/or science)

Reception Year 1 Year 2 Year 3 Year 4 Year 5 Year 62 count – whole class modelling

2count – use it independently (collection of data prior to using the tool)

Collect, represent and interpret.

2graph (collection of data prior to using the tool)Children choose the most appropriate graph to use for the data

2calculate – collecting data then creating a spreadsheet – understanding how to lay out their data on the spreadsheet

2calcuate (Decide which graph best displays the info)Very simple formulae using 2calculate (adding cells together etc)

Begin to explore infographics

PlasticMapper LondonWaterSuper Swimmers

Tools to create infographicshttp://piktochart.com/http://vizualize.me/https://infogr.am/

Excel or Google sheets forData entry and analysis

2investigate (perform basic searches in databases)

Use infographics to display data.

PlasticMapper LondonWaterSuper Swimmers

Tools to create infographicshttp://piktochart.com/http://vizualize.me/https://infogr.am/

Choosing the best tool for data entry, analysis and evaluation.

Use infographics to display data.

PlasticMapper LondonWaterSuper Swimmers

Tools to create infographicshttp://piktochart.com/http://vizualize.me/https://infogr.am/

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Context/project ideasLondon Air (app for collecting pollution data)

Sherlock Holmes investigation:

http://primary.naace.co.uk/activities/whodunnit/private/start.htm

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Developing Literacy through Moving Image in the Classroom (from the CLC)

“The processes of viewing and interpreting moving image media projects – films television programmes ,videos –can be seen as similar to the processes involved in making sense of print texts. But because viewing is usually a shared activity, it stimulates speaking and listening often at an enhanced level of articulacy and enthusiasm. Teachers have frequently commented on the power of moving images to generate a rich and sustained classroom discussion. Moving image-based oracy work is a vital stage of developing pupil’s realisation that like other art forms and forms of communication, the moving image media have their own codes, conventions and rules of construction.”

(p14 Look Again: bfi Education with DES 2003)

The reading and discussion of moving image texts fulfils a variety of literacy learning objectives including:

Development of talking and listening skills, reading and understanding narrative, characterisation, story plot and structure, development of vocabulary providing imaginative stimulation, models and structures for writing.

One teacher, quoted in the above publication stated:

“The children learnt to interpret a film in the same way we interpret a text and that’s something new. They took all the bits of the film they could visualise and talk about and used them in their writing about the film, I mean all their writing”

(ibid p16)

Films are often visual representations of narrative and can be discussed using the Key Themes to discuss and understand written texts. The similarities and differences between the representations of story can deepen understanding of both literary and visual texts.

Using Film in the Classroom

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Ideally use short films of complete stories. These are available from the British Film Institute (bfi Education). See Starting Stories 1 and 2, Story Shorts in Resource list; the website www.filmstreet.co.uk and other film websites.

Much valuable learning can also be achieved using extracts. Film Education produces video extracts and Teachers’ Guides for both Key Stage 1 and Key Stage 2

Most films are now produced in DVD format. This enables easy pausing, listening to sound or picture only, freezing frames and selecting and reviewing scenes from the films.

Key Aspects of Film to Explore with the children

Key aspects for reading a media texts have been identified as

Narrative What is the story about? How is it being told?

Genre What sort of text is it? How do we respond?

Audience Who are the texts for? How do we respond?

Constructions How are these texts made?

Representations Who or what is portrayed? How is it done?

Institutions Who is communicating? Why?

(Media Education 5-10 Years: pub. bfi and Scottish Film Council 1993)

These concepts are summarised in Starting Stories and Story Shorts (bfi 2003) as ‘Cs and Ss’

Story Setting Sound Colour Character Camera

These elements can be explored by children after viewing the film and may need to be explored over several viewings of the film, or sections of the film. Other activities which extend and develop the ideas and themes of the film can then be developed.

Viewing the Films

Introduction

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As with introducing a story prepare the children for viewing. With younger children it may be necessary to discuss behaviours they need when viewing the film, eg sitting quietly, paying attention, listening and watching carefully etc.

It is then useful then to focus the children with an introduction to the film

-setting the context,

-giving the purpose for viewing the films

-tell them what they should be looking/listening for.

Watch the Film

Allow the children to watch the film or extract without interruption on first viewing.

Ask children to give an initial personal response. I prefer to use listening partners before asking for contributions to contributing to whole class discussion. Useful questions may include

What do you think is happening in this story? How does it make you feel? What did you like, dislike about the film? Was the ending as you expected? How might it have ended differently?

After Viewing

Discussion can focus on aspects of the Cs and S’s

Story

This is the narrative of the film. Children could be asked to explore aspects of the plot, genre, point of view, and patterns of storytelling in the same way as they explore aspects of story in written texts. Useful questions to explore include:

What are the most important events? What kind of story is this (genre)? What might happen next? What is the theme (message) of the story?

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In film the story is told through the visual and aural elements rather than written text. These are the remaining Cs and Ss

Setting

The setting of the film identifies the mood or situation of the story and helps the viewer identify and understand characters personalities and lives. It may also place the story in time; past present or future and in a period of time – e.g. days or years. Useful questions may include:

Where and when is the story taking place? How can you tell? How does the setting change during the film? Why do you think this particular setting was chosen? How might the story be different if it was happening in a different time or place?

Sound

Sound is used to tell the story in different ways:

Background music or effects create atmosphere and mood and can indicate aspects of character. Sounds, within the story such as sound effects and moments of silence can create tension and contribute to creating the setting or indicate events. Dialogue and voice-overs move the story forward and indicate character.

It can be very effective to introduce the story to children by listening to the sound track without the vision. This is very effective for films without dialogue. Children can then explore what the film is about, the setting, possible events, the kind of characters suggested by the sounds and music. This stimulates interest and encourages them to listen more carefully and develop imaginative and predictive skills. Useful questions include:

What different sounds can you hear? What might they be? How did the music make you feel? What do these sounds tell you about the setting, characters, and events? How might you change the sound? What effect would this have on the story?

Colour

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Colour provides the descriptive element to the story contributing to -Mood and character e.g. through visual contrasts (compare the effects of black and white with primary colours used in cartoons) It can also indicate the passage of time for example as tones change through day into night.

Useful questions include

What colours can you see? Do the colours change? In what ways? What effect does this have? What colours would you have used in this film? Why? If this film were in black and white, what difference would it make?

Characters

As in written texts characters are explored through visual images, their behaviour, interactions with others, and dialogue. However these can be conveyed in addition through sound, such as background music, voice-overs, and use of colour. Questions asked can be similar to the questions we use to explore characters in books. Other useful questions could be

Are any characters represented by particular music or sounds? How can you tell what the character is thinking or feeling? Does the character change during the story? How is this shown in the film e.g. through dialogue, music, change in colours?

Camera

In film the camera is the ‘narrator’ of the story. It shows the point of view of the storyteller, and sometimes of different characters within the story. This is done through the variety of shots eg close up, long shot, zoom. These are explained very clearly in the books and websites on the resource lists. Questions might include:

What different kinds of shots are used? At which points in the story? What does this tell us about the character, mood or action of the story? From whose point of view is this story told? What might your opening or final shot be?

There are many more examples of questions to be found in ‘Starting Stories’ (bfi 2003)

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Other aspects of Film to explore

Film Language

In order to discuss film effectively children need to understand key terminology for example:

film formats and types - short films, feature films, genre e.g. horror, comedy, animation, live action, documentary, commercial

language related to film production - roles: crew, producer, director, animator, camera operators, screenwriter, editor, cast

technical vocabulary - storyboarding, editing, cut, shot, zoom, pan,

(See resources section for books and websites which explain these in detail).

Film Language should be introduced when appropriate. Children love knowing the correct terminology and it enables them to discuss film effectively and with understanding if they are able to use relevant vocabulary as it is needed.

Further Activities

Using Film is highly motivating and stimulates children’s imagination, deepens understanding and language skills. Appropriate, enjoyable and well planned activities are essential to further develop these skills.

Drama and Role play activities: role play, hot seating; interviews of characters, puppet plays (See Active Learning and Teaching Methods for Key Stage1 & 2; CCEA)

Script Writing: story boarding, recreating dialogues, writing short scripts of known or original stories, creating story maps, writing trailers for films

Art and Music – recreating settings using a variety of media, creating sound effects, creating music using instruments or computer software

Writing: Poems, stories and descriptions, writing film scripts, in a variety of genre eg fiction, documentary, cartoon/comic scripts, designing posters, character descriptions

Film Making

Even young children can produce and make their own films using digital video, Digital Blue cameras, and even still camera shots linked together using digital story telling software such as:

PowerPoint,

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Photostory3 www. microsoft .com/ download s/ (Free to download)

2Create a Story http://www.2simple.com/2createastory

2Animate http://www.2simple.com/animate

Kar2ouche http://www.immersiveeducation.com

Microsoft Movie Maker for editing is available on C2K software in all schools and simple enough for Key Stage 2 pupils to learn to use.

For further information on Using Film and Media, Film Making or Digital Storytelling contact

The Nerve Centre, Derry www. nerve - centre .org.uk

Verbal Arts Centre www. verbalartscentre .co.uk

Members of WELB Literacy team or ICT team

References and Useful Resources

Look Again bfi Education and Dfes British Film Institute (2003)

A teaching Guide to using film and television with three to eleven year olds

(Free to download from bfi website)

The following publications include video/DVD resources

Starting Stories: Hilary Pearce British Film Institute (2003)

Story Shorts: Corinna Downing and Hilary Pearce, British Film Institute (2001)

Film at Key Stage 1: Louise Wordworth Film Education 2001

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Film and Literacy Part 1 Julie Roberts Film Education 2001

Film and Literacy Part 2 Julie Roberts Film Education 2001

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