Computing Knowledge and Skills

Computing Curriculum - Key Knowledge and Skills

Nursery

Computing is not taught discretely. Children are exposed to computing through play and links to other curriculum areas.

EARLY YEARS

EARLY YEARS SUMMER CL CL & UW UW

● Pay attention to more than one thing at a time, which can be difficult.

● Use a wider range of vocabulary

● Understand a question or instruction that has two parts

● Understand ‘why’ questions

● Use longer sentences of four to six words.

● Be able to express a point of view and to debate when they disagree with an adult or a friend, using words as well as actions.

● Use talk to organise themselves and their play

● Pay attention to more than one thing at a time, which can be difficult.

● Use a wider range of vocabulary

● Understand a question or instruction that has two parts

● Understand ‘why’ questions

● Use longer sentences of four to six words.

● Be able to express a point of view and to debate when they disagree with an adult or a friend, using words as well as actions

● Use talk to organise themselves and their play

● Talk about what they see, using a wide vocabulary

● Explore how things work.

Reception

Computing is not taught discretely. Children are exposed to computing through play and links to other curriculum areas

EARLY YEARS AUTUMN

EARLY YEARS SPRING

CL & UW CL & UW

● Understand how to listen carefully and why listening is important

● Learn new vocabulary.

● Use new vocabulary throughout the day.

● Ask questions to find out more and to check they understand what has been said to them

● Articulate their ideas and thoughts in well-formed sentences

● Use talk to help work out problems and organise thinking and activities, and to explain how things work and why they might happen.

● Understand how to listen carefully and why listening is important

● Learn new vocabulary.

● Use new vocabulary throughout the day.

● Ask questions to find out more and to check they understand what has been said to them

● Articulate their ideas and thoughts in well-formed sentences

● Use talk to help work out problems and organise thinking and activities, and to explain how things work and why they might happen.

● Talk about what they see, using a wide vocabulary.

● Explore how things work.

EARLY YEARS SUMMER

● Listen attentively and respond to what they hear with relevant questions, comments and actions when being read to and during whole class discussions and small group interactions.

● Make comments about what they have heard and ask questions to clarify their understanding

● Hold conversation when engaged in back-and-forth exchanges with their teacher and peers

● Offer explanations for why things might happen, making use of recently introduced vocabulary from stories, non-fiction, rhymes and poems when appropriate.

● Know some similarities and differences between things in the past and now, drawing on their experiences and what has been read in class.

● Understand the past through settings, characters and events encountered in books read in class and storytelling

● Describe their immediate environment using knowledge from observation, discussion, stories, non-fiction texts and maps.

● Know some similarities and differences between different religious and cultural communities in this country, drawing on their experiences and what has been read in class.

● Explain some similarities and differences between life in this country and life in other countries, drawing on knowledge from stories, non-fiction texts and (when appropriate) maps.

One: National Curriculum Computing Systems and Networks Programming Creating Media Online Safety

use technology purposefully to create, organise, store, manipulate and retrieve digital content recognise common uses of information technology beyond school

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.

● Draw information from a simple map

● Draw information from a simple map

Year

Vocabulary

account, click, clipart, computer, drag, drag and drop, duplicate, fill, image, laye left-click, log in, log off, mouse, password, predict, redo, resize, right-click, scree (monitor), software, tool, username, undo algorithm, artificial intelligence, bug, chunks, code, computer, debug, decompo device, directions, input, instructions, manageable, order, organise, output, program, problem, solution, specific, tasks, virtual assistant

background, blurred, camera, clear, crop, delete, device, digital camera, downloa drag and drop, edit, editing software, filter, image, import, internet, keyword, online, photograph, resize, save as, screen, search engine, sequence, software, storage space, visual effects

algorithm, Bee-Bot, clear, code, explain, explore, debug, demonstration, filming, instructions, pause, precise, predict, program, review, test, tinker, video app, appropriate, device, digital footprint, feelings, going online, in-person interactions, internet, kindness, offline activity, online activity, online experience online interactions, online safety, personal information, pop-up, posting online, report, responsible digital citizen, screen time, sharing online, stranger, technolo trusted adult, unkind, website

Flashback

Using stories and talk to help them work out problems, draw information from a simple map. Explore different types of technology and how it might be used (old phones, laptops, computers etc).

Initial Assessment- Improving Mouse Skills

1. Skill: To log in to a computer and access a website

Knowledge: To recognise what we mean by a computer (what does a computer do). To understand why we need to log in to a computer

2. Skill: To develop mouse skills- navigating a computer using a mouse.

Key skills and knowledge

Knowledge: To understand what we mean by click and drag. To use the fill and stamp tools in Sketchpad.

3. Skill: To use mouse skills to draw and edit shapes- using click and drag

Knowledge: Knows how to carefully position shapes and move shapes in front and behind each other.

End Assessment- Improving Mouse Skills and final piece from Sketchpad.

Initial Assessment- Algorithms unplugged

1. Skill: To understand what an algorithm is Knowledge: To explain that an algorithm is a set of instructions ).). To understand that these instructions sometimes need to be carried out in a set order. To understand that there is more than one way to solve a problem

2. Skill: To follow instructions precisely to carry out an action.

Knowledge: To explain why an algorithm must be clear and precise. To explain the problems a robot can have following instructions. (The teacher here needs to

Use iPads to take pictures, with good detail and accuracy

Initial Assessment- Digital Imagery

1. Skill: To understand and create a sequence of pictures

Knowledge: To explain what is happening in a pictorial story. To recognise the importance of sequencing. To plan my own pictorial story To know that sequencing is important in computing.

2. Skill: To take clear photographs

Knowledge: To get down to the level of my character. To look at the screen and check what is in frame. To press the button carefully to ensure nothing changes(camera button) To ensure my surroundings are bright enough. To identify that moving can create a blurred image.

3. Skill: To edit photographs

Knowledge: To explain that photos can be changed after they have been taken. To identify ways to improve my photos (crop, resize, add a colour filter). To crop, resize and add a colour filter to my photo.

End Assessment - Digital imagery and edited photographs.

Use Beebots in Reception to follow simple instructions. Use stories to talk about following simple instructions to get from one place to another

Initial Assessment- Virtual Beebots

1. Skill: To explore a new device

Knowledge: To tinker with the buttons of a beebot to see what they can do. To complete a cycle of predict, test and review.

2. Skill: To plan and follow a precise set of instructions

Knowledge: To follow verbal instructions (Left, righ forwards, backwards, turn). To give precise instructions To check that the instructions being given are correct.

3. Skill: To programme a beebot model to follow my planned route.

Knowledge: To personalise my beebot world. To consider how the beebot can move from one place to another.

4. Skill: To create a programme that tells a story.

Knowledge: To give the beebot clear instructions (Left, right, forwards, backwards, turn, go, stop) To debug my instructions if they go wrong by identifying and correcting my mistakes.

ensure they play the role of the Robot and make it clear, that if the instructions are not exact enough, the Robot won’t work. Use the example of making a jam sandwich and ask the children to give you the instructions. They need to ensure they give every instruction explicitly or the robot won’t work.

3. Skill: To understand and be able to explain what decomposition is.

Knowledge: To explain what decomposition is. To understand how decomposition allows you to solve a problem more easily. To explain how we use decomposition in our everyday lives (Show the children an example of organising a book shelf You realise that this is a huge job and you may not know where to start. So, we use decomposition, to break them down into smaller tasks, e.g. make a list, categorise them by genre, make some space on the shelves. By using decomposition, we can make problems easier to tackle!)

4. Skill: To know how to debug an algorithm

Knowledge: To spot bugs in algorithm (Use the Kapow resource to support the children's learning. Create a map/track, with buttons they must use to get a little bug around the map. They will notice that their algorithms do not work, so they must debug- work out the problems and try again.) To fix the error (debug) and explain the problem it caused.

End assessment- Algorithms Unplugged

features of Shanghai and Hambleton.

End Assessment - Virtual Beebots

Initial Assessment- Online Safety

1. Skill: To recognise what the internet is and how to use it safely

Knowledge: To identify when something makes me feel uncomfortable online. To know who to go to when I need help online. To offer advice on how to stay safe online.

2. Skill: To identify how people's feelings and emotions can be affected by online content.

Knowledge: To suggest how a character might be feeling. To identify a trusted adult and how they can help. To share advice on ways to stay happy and safe online.

3. Skill: To recognise how to treat others both online and in person.

Knowledge: To describe how other people may feel in different situations. To recognise how actions on the internet can effect others. To identify that feelings are the same whether online or in the real world.

4. Skills: To recognise the importance of being careful when posting and sharing online.

Knowledge: To understand the meaning of posting and sharing online. To understand what digital footprint means (This is the trail of data created as a result of your online activity). To identify my own digital footprint.

End Assessment- Online Safety

Year Two: National Curriculum Computing Systems and Networks Programming Creating Media Online Safety

use technology purposefully to create, organise, store, manipulate and retrieve digital content recognise common uses of information technology beyond school

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

AUTUMN TERM

YEAR 2 What is a Computer?/Algorithms and Debugging

Computing Systems and Networks

Concepts

Vocabulary

Programming

battery, buttons, camera, computer, desktop, device, digital content, digital rec electricity, input, invention, keyboard, laptop, monitor, mouse, output, photogr robot, scanner, screen, system, tablet, technology, till, video, wire Abstraction, Algorithm, Artificial intelligence,Bug, Clear, Correct, Data, Debug, Decompose, Error, Key features, Loop, Predict, Unnecessary

Flashback

To discuss what a computer is, how it is used and what a mouse/keyboard are used for Looking at the definition of an algorithm, abstraction and debugging in its basic forms. Creating simple algorithms using un-hooked coding methods (not using a computer).

Initial Assessment- What is a computer?

1. Skill: To recognise the parts of a computer (Mouse, Keyboard, Wires, Screen)

Knowledge: To name the key parts of a computer (Keyboard, mouse, screen, interactive whiteboard, visualiser, webcam). To explain the purpose of different parts of a computer. To explain that a keyboard contains lots of buttons.

use technology purposefully to create, organise, store, manipulate and retrieve digital content recognise common uses of information technology beyond school

Key skills and

2. Skill: To recognise how technology is controlled.

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.

SPRING TERM

International Space Station

Data Handling Programming

Online Safety

Algorithm, Astronaut, Data, Digital, Digital content, Experiment, Galaxy, Insulatio Interactive map, International Space Centre, International Space Station, Interpretation, Laboratory Monitor, Planet, Satellite, Sensor, Space, Temperature Thermometer, Water reservoir

SUMMER TERM

ScratchJr/Online Safety

Chn will have created simple tally charts and block graphs in different areas of the curriculum. Handling Data, in regards to Computing, is a new theme.

Initial Assessment- International Space Station

1. Skill: To understand how computers can help humans survive in space.

Knowledge: To consider human survival needs. To retrieve digital content from an interactive map (digi maps). To consider how a computer is used to monitor data relating to human survival needs.

2. Skill: To design a display to show the data that the sensors collect

Knowledge: To read temperature using a thermometer. To understand that sensors monitor

Algorithm, Animation, Blocks, Bug, Button, CGI, Computer code, Code, Debug, Fluid, Icon, Imitate, Instructions, Loop, 'On tap', Programming, Repeat, ScratchJR Sequence, Sound recording accepting, consent, denying permission, fake, giving permission, offline, online, password, permission, personal information, pop-up, pressure, private information, real, reliable, sharing online, source, trusted adult

To discuss that everything we see online is not real. Using Beebot app, to simply code a Sprite to go from a to b; ensuring the sequences are clear.

Knowledge: To understand that people control technology. To understand that technology follows instructions. To predict what technology will do.

3. Skill: To understand the role of computers

Knowledge: To explain where computers are used (Computer console, microwave, washing machine, remote control). To suggest what their job is (Microwave, to control the time and power you cook at, Computer console, to play games on, a washing machine: to control the time, speed and temperature you wash your clothes and a remote control: to send a signal to the TV to turn over the channel/turn down the volume). To understand that computers work together

End Assessment- What is a computer?

Initial Assessment- Algorithms and debugging

1. Skill: To decompose a game to predict the algorithms used

Knowledge: To understand what the terms algorithm and decomposition mean. To decompose a game to predict algorithms. To plan algorithms for more complex games.

2. Skill: To write a clear and precise algorithm. Knowledge: To explain what an algorithm is. To understand that computers can use algorithms to make predictions.

3. Skill: To understand what abstraction is.

Knowledge: To explain what abstraction is. To give an example of when abstraction might be useful (To remove unnecessary detail to solve a problem).

4. Skill: To understand what debugging is

Knowledge: To understand the meaning of the word debugging. To listen to my peers' verbal instructions. To perform a task by following step by step instructions.

End assessment- Algorithms and Debugging

the ISS to make sure the astronauts are safe and healthy. To understand the role of sensors on the ISS.

3. Skill: To interpret data

Knowledge: To know that water is very important for life on Earth. To identify temperatures within a range to decide if they are a Goldilocks planet (A planet that is not too cold or too hot to live on. It’s just right!)

End Assessment -International Space Station

Initial Assessment- ScratchJr

1. Skill: To explore a new application (scratchJr)

Knowledge: To predict what something new will do. To explore something independently To explain what I found using ScratchJr

2. Skill: To create an animation

Knowledge: To use the programming blocks for a purpose. To recognise a loop in programming. To use my programming skills to represent an animal moving.

3. Skill: To follow an algorithm

Knowledge: To use an algorithm to help with my programming. To sequence the blocks appropriately. To explain what each block in the programme does.

4. Skill: To plan and use code to create an algorithm.

Knowledge: To explain what an algorithm is. To choose the code to match my algorithm. To use an algorithm to write a computer programme.

End Assessment - ScratchJr and final piece project from ScratchJr

Initial Assessment- Online Safety

1. Skill: To decide which information is safe to share online.

Knowledge: To explain what online information is. To explain what information is safe to share online. To recognise that information shared online stays there forever To identify who to talk to is something that is shared that makes me feel sad or worried.

2. Skill: To practice keeping information safe and private online.

Knowledge: To identify why passwords are used. To develop a strong password. To classify information as private. To explain how to keep information private online.

3. Skill: To recognise when to deny permission online

Knowledge: To identify what denying permission means. To name ways to get help if I feel pressured online. To explain why I should deny permission.

4. Skills: To recognise that not everything online is

true.

Knowledge: To identify whether information is true or false. To explain why people may post things online that are not true. To check the reliability of online information.

End Assessment- Online Safety

Year Three: National Curriculum Computing Systems and Networks Creating Media Programming Online Safety

understand computer networks, including the internet; how they can provide multiple services, such as the World Wide Web, and the opportunities they offer for communication and collaboration use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content

select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information

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

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

Vocabulary

device, file, internet, network, network switch, packet data, router, server, the cloud, user, WiFi, wired, wireless, wireless access point Algorithm, Assemble, CPU (central processing unit), Data, Decompose, Desktop Disassemble, GPU (graphics processing unit), Hard drive, HDD (hard disk drive), Infinite loop, Input, Keyboard, Laptop, Memory, Microphone, Monitor, Mouse, Output, Photocopier, Program, QR Code, RAM (random access memory), ROM (read only memory), Storage, Tablet device, Technology, Touchscreen, Touchpa

Application, Camera angle, Clip, Cross dissolve, Edit, Fade to black, Fade to white Film, Film editing software, Graphics, Import, Key events, Music, Photo, Plan, Recording, Slide, Sound effects, Storyboard, Time code, Trailer, Transition, Video Voiceover, Wipe

algorithm, animation, application, code, code block, debug, decompose, game, interface, loop, predict, program, remixing code, repetition code, review, Scratch sprite, tinker accurate, age restrictions, autocomplete, belief, charity, content, digital device, fact, fake news, hoax, internet, internet of things, opinion, online emotions, organisation, permission, privacy settings, reliable, search, search engine, share, smart devices, social media platforms

Flashback

Computing systems and networks: What is a computer? Looking at the simple features of a computer Identifying simple pieces of hardware that make a computer work.

Stop motion: using tablets. Creating simple animations, storyboarding creative ideas and decomposing a small story into small parts of action.

Key skills and knowledge

Initial Assessment- Networks

1. Skill: To recognise what a network is

Knowledge: To explain the purpose of a network. To name the key parts of a network ( a group of people things, which are connected together, e.g. printer, laptop, server). To explain the difference between a wired and wireless connection. To identify which components can be connected. (Computers can be connected to printers and servers, wirelessly or through phone lines and using ethernet cables if they are wired).

2. Skill: To demonstrate how a website works.

Knowledge: To recognise that the internet is a network. To list the parts of a network needed for a website to work (user, server, the cloud). To recognise the role of the cloud.

3. Skill: To identify the role of packet data

Knowledge: To recognise that data is transferred across the internet. To explain that routers connect to send information. To demonstrate that data can be too big to send whole.

End Assessment- Networks

Initial Assessment- Journey Inside a Computer

1. Skill: To recognise basic inputs and outputs.

Knowledge: To identify some inputs and outputs. To recall that a computer follows instructions. To explain what the computer is doing.

Initial Assessment- Video Trailers using devices other than iPads

1. Skill: To plan a book trailer

Knowledge: To describe the purpose of a book trailer. To identify the key events in a story (beginning, middle, end).

2. Skill: To take photos or videos that tell a story

Knowledge: To frame shots differently to create the effect I want. To use digital devices to record video or take photos.

3. Skill: To edit a video

Knowledge: To import videos and photos into film editing software (use we video or even Youtube Video Editor). To tinker with film editing software (name software) on a tablet. To include important written information in my video.

4. Skill: To add text and transitions to a video

Knowledge: To add text to my video. To understand what transitions are in film. To incorporate different transitions in my video.

End Assessment -Video Trailers using devices other than iPads and final piece video trailers.

Using Scratch Jr2. An iPad based coding app, which uses simple block code to create algorithms. Children will have looked at what happens when I post online, how to keep things safe online, knowing it’s my choice what I post and looking if something is true.

Initial Assessment- Scratch

1. Skill: To explore a programming application

Knowledge: To identify that scratch is a coding application. To predict what I think different code will do. To explore an application (scratch) independently.

2. Skill: To use a repetition (loop) in a programme

Knowledge: To understand and explain what a loop is. To recognise when a loop is used. To choose an appropriate loop.

3. Skill: To programme and animation

Knowledge: To decompose a project (Decompose the Scratch example, available on Kapow). To remix a project (Scratch: Lost in Space Remix example, available on Kapow). . To select the correct blocks to achieve my goals.

4. Skill: To programme a game

Knowledge: To explain the purpose of an algorithm. To decompose a problem. To use an algorithm to code a programme.

End Assessment - Scratch and final piece Scratch projects.

2. Skill: To identify the components inside a laptop

Knowledge: To recognise a laptop's inputs and outputs. To recall that a laptop is made up of many parts. To explain the purpose of some parts.

3. Skill: To decompose a tablet computer

Knowledge: To recall that a tablet is a computer To compare similarities and differences across different types of computer (Battery, camera, microphone, speaker, touchscreen).. To identify the components within a tablet (CPU, GPU, RAM/ROM, Hard Drive).

End assessment- Journey Inside a Computer

Initial Assessment- Online Safety

1. Skill: To understand how the internet can be used to share beliefs, opinions and facts.

Knowledge: To understand that not all information on the internet is ture. To explain the terms belief, opinion and fact. To use key phrases within a search engine (Google) to produce accurate results.

2. Skill: To explain what should be done before sharing online.

Knowledge: To recognise why I need to ask for permission. To explain who I need to ask for permission from before content online. To identify how others may feel if I share things online without their permission.

3. Skill: To identify the effects that the internet can have on people's feelings.

Knowledge: To identify different ways that I use the internet. To recognise how different online activities can affect my emotions. To identify actions that I can take if something on the internet has upset me.

4. Skills: To understand the ways personal information can be shared on the internet.

5. Knowledge: To understand what privacy settings are. To recognise that devices can communicate with one another to share personal information. To explain what autocomplete is and how to choose the best suggestion.

End Assessment- Online Safety

Year Four: National Curriculum Computing Systems and Networks Programming Data Handling Online Safety

understand computer networks, including the internet; how they can provide multiple services, such as the World Wide Web, and the opportunities they offer for communication and collaboration

use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content

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

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

AUTUMN TERM

YEAR 4 Collaborative Learning/Further Coding with ScratchGoogle

Computing Systems and Networks

Data Handling

SPRING TERM

Investigating Weather-Google

Programming

SUMMER TERM

Computational Thinking/Online Safety Concepts

Programming

Online Safety Vocabulary

Animations, Average, Bar chart, Collaboration, Comment, Contribution, Data, Edited, Email account, Format, Freeze, Icon, Images, Insert, Link, Multiple choic Numerical data, Pie chart, Presentations, Resolved, Reviewing comments, Share Slides. Software, Spreadsheets, Suggestions, Survey, Teamwork, Themes, Transitions

code block, conditional statement, coordinates, decompose, feature, informatio negative number, orientation, position, program, project, script, sprite, stage, tinker, variable

Accurate, Backdrop, Climate zone, Cold, Collaboration, Condensation, Cylinder, Degrees, Evaporation, Extreme weather, Forecast, Heat sensor, Lightning, Measurement, Pinwheel, Presenter, Rain, Satellite, Script, Sensitive, Sensor data Solar panel, Tablet/Digital camera, Temperature, Thermometer, Tornado, Warm, Weather, Weather forecast, Wind

Abstraction, Algorithm, Code, Computational thinking, Decomposition, Input, Logical reasoning, Output, Pattern recognition, Script, Sequence, Variable accuracy, ad, advantage, advertisement, belief, bot, computer, disadvantage, distraction, facts, hashtag, Implications, in-app purchases, influencer, opinion, program, recommendation, reliable, risk, screen time, search results, snippets, sponsored, trustworthy

Flashback Learn how to log in and out of their accounts. This is the first time children will have learnt the functionality and features of email systems. Children learnt the basic functions of the blocks in Scratch, what a loop is, debugging, how to control a sprite and explanations about with algorithms are.

This is the first time children have investigated data handling in Computing. They will have used data handling in Geography and Maths previously, using simple sets of data, including tally charts and recording their information in simple bar charts.

Children learnt the basic functions of the blocks in Scratch, what a loop is, debugging, how to control a sprite and explanations about with algorithms are. Learning how to stay safe online by adjusting privacy settings to protect personal information, identifying fake news and developing ways to deal with upsetting content.

Key skills and knowledge

Initial Assessment- Collaborative Learning

1. Skill: To understand that software can be used to work online collaboratively

Knowledge: To understand I can work with a partner without being in the same room. To contribute to teamwork sensibly and responsibly. To recognise what behaviour is appropriate when collaborating online.

2. Skill: To understand how to create effective presentations.

Knowledge: To understand how to use presentation software (Google Docs). To include images and text in my slides. To use transitions and animations to make my slides more interesting.

3. Skill: To understand how to create and share Google forms.

Knowledge: To understand how to create a Google form. To understand why a survey might be useful. To share a form with my class.

4. Skill: To export data to a spreadsheet.

Knowledge: To explore how to use a shared spreadsheet to explore data. To highlight data using conditional formatting. To use a spreadsheet to calculate averages and sums of numbers.

End Assessment- Collaborative Learning and final piece- Google form.

Initial Assessment- Further coding with Scratch- Google

1. Skill: To understand how a Scratch game works by using a decomposition to identify key features.

Knowledge: To recognise that a sprite may contain more than one script. To identify the parts of a Scratch game (Sprites, Point Scoring System, Code for Movement, Strategy for the Game) To explain the term decomposition.

2. Skill: To create a variable in Scratch to store an answer

Knowledge: To use the ‘ask’ block in Scratch. To understand what a variable means.

3. Skill: To understand how to make a variable in Scratch

Knowledge: To create a variable and use it to store information. To call a variable within my programme. To recognise that variables can be words or numbers.

End assessment- Further coding with Scratch- Google

Initial Assessment- Investigating Weather- Google

1. Skill: To log data taken from online sources in a spreadsheet

Knowledge: To know what the weather is and what can affect it. To understand the importance of data in weather forecasting. I can search the internet for weather information.

2. Skill: To design an automated machine to respond to sensor data.

Knowledge: To know that sensor data can be used to help predict extreme weather To use keywords to effectively search for information on the internet. To write an algorithm for an automated machine which uses selection (Make your own weather station using basic materials).

3. Skill: To understand how weather forecasts are made

Knowledge: To know how weather is predicted. To use search engines to find information. To record data in a spreadsheet

4. Skill: To use tablets to present a weather forecast. Knowledge: To know what information is included in a weather forecast. To write a short script for a weather forecast.

End Assessment -Investigating Weather- Google and final piece weather forecast presentation.

Initial Assessment- Computational Thinking

1. Skill: To understand that computational thinking is made up of four key strands.

Knowledge: To identify the four strands that make up computational thinking. To recall that problems can be made easier if I use computational thinking.

2. Skill: To decompose a problem to figure out which code blocks might have been used.. To use decomposition to figure out what Scratch code does.

Knowledge: To understand what decomposition is and how to apply it to solve problems.

3. Skill: To understand what pattern recognition and abstraction mean.

Knowledge: To know how to recognise a pattern. To use past experiences to know how to solve new problems. To understand how to abstract key information.

5. Skill: To create an algorithm for drawing a square. To use my algorithm to write a script using Scratch. To use pattern recognition to modify my script to draw different shapes.

Knowledge: To understand how to create an algorithm and what it can be used for.

End Assessment - Computational Thinking

Initial Assessment- Online Safety

1. Skill: To describe how to search for information within a wide group of technologies and make a judegment about the probable accuracy

Knowledge: To describe how to search for information on Google, Facebook and Youtube. To make judgments about the accuracy of the information I am presented with.

2. Skill: To describe some of the methods used to encourage people to buy online.

Knowledge: To describe methods used by some companies (in app purchases and pop ups) To recognise some of these when they appear. To think about ways to avoid purchases.

3. Skill: To explain why lots of people sharing the same opinions or beliefs online do not make those opinions or beliefs true.

Knowledge: To explain the difference between facts, opinions and beliefs. To make my own judgments about what I read and see online.

4. Skills: To explain how technology can be a distraction and identify when I need to limit the amount of time spent using technology.

Knowledge: To explain how technology can be both a positive and negative distraction. To recognise the amount of time I spend on technology To suggest strategies to help limit time spent on technology

End Assessment- Online Safety

Computing Systems and Networks Data Handling Creating Media Programming Online Safety

understand computer networks, including the internet; how they can provide multiple services, such as the World Wide Web, and the opportunities they offer for communication and collaboration use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content

select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information

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

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

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

Year Five: National Curriculum

YEAR 5 Search Engines/Mars Rover 1

Computing Systems and Networks

Concepts

Stop Motion Animation

Creating Media Programming

Data Handling Online Safety

Programming Music with Scratch/Online Safety

Vocabulary

Algorithm, Appropriate, Copyright, Correct, Credit, Data leak, Deceive, Fair, Fake Inappropriate, Incorrect, Index, Information, Keywords, Network, Privacy, Rank, Search engine, TASK, Web crawler, Website 8-bit binary, addition, ASCII, binary code, boolean, byte, CPU, data, data transm decimal numbers, discovery, distance, Hexadecimal, input, Mars Rover, the Moo numerical data, output, planet, radio signal. RAM, scientist, sequence, signal, simulation, space, subtraction

Flashback Editing the HTML of a web page to change the layout of a website and the text and images.

Using the theme of a ‘Comparison card game’ to understand what a database is. Learning the meanings of records, fields and data. Further exploration will lead to the development of the ideas of sorting and filtering.

Initial Assessment- Search Engines

1. Skill: To understand what a search engine is and how to use it.

Knowledge: To explain what a search engine is. To use a search engine to navigate the web. To suggest keywords for searching.

Key skills and knowledge

2. Skill: To be aware that not everything online is true. Knowledge: To recognise that not everything online is true To understand anyone can create a website. To suggest ways of checking validity

3. Skill: To search effectively

Knowledge: To understand the importance of keywords. To use the acronym TASK (Title, Author, Summary Kids). To use my search skills to answer

Animation, Animator, Background, Character, Decomposition, Design, Digital device, Edit, Evaluate, Flip book, Fluid movement, Frames, Model, Moving image Onion skinning, Still images, Stop motion, Storyboard, Thaumatrope, Zoetrope

basic commands, bug, code, debug, decompose, loop, mind map, music, output pitch, program language, program, repeat, rhythm, Scratch, soundtrack, tempo, timbre, tinker accurate, advice, app, application, app permissions, biography, bullying, communication, emojis, health, in-app purchases, information. judgement, mem mental health. mindfulness. negative contribution, online, online communicatio opinion. organisation, password, personal information, positive contribution, re world, strong password, summarise, support, trusted adult, well-being

Website design: Developing their research, word processing, and collaborative working skills whilst learning how web pages and web sites are created, exploring how to change layouts, embed images and videos and link between pages.

Initial Assessment- Stop Motion Animation

1. Skill: To understand what animation is.

Knowledge: To understand and explain what animation means. To explain the history of animation. To create my own 19th century animation toy (Zoetrope replica optical toy).

2. Skill: To understand what stop motion animation is.

Knowledge: To understand and explain what stop motion is. To understand how to create a short animation. To understand what onion skinning is. To make small changes to my object to make my animation smoother

3. Skill: To plan my stop motion video, thinking about

learning the basics of programming in Scratch, children will create a simple script, use decomposition and understand what variables are.

Learning how to navigate the internet in an informed, safe and respectful way

Initial Assessment- Programming Music with Scratch

1. Skill: To tinker with music Scratch elements.

Knowledge: To identify that Scratch is a coding element with music elements. To predict what I think different code blocks will do. To explore Scratch

focused questions (Check whether the information reliable, use keywords in your search term).

4. Skill: To create an informative poster.

Knowledge: To include a title and five facts (Do you need to credit anyone from the website? Have you put the permission is use? Have you checked for copyright?) To choose appropriate pictures, colours and designs. To consider fair use. To credit people for information, videos and images I use.

End Assessment- Search Engines and final piece- informative poster.

Initial Assessment- Mars Rover 1

1. Skill: To identify how and why data is collected from space.

Knowledge: To recall the meanings of the words data and transmit. To identify a type of media that the Mars Rover may transmit back to Earth. To identify the challenges of transmitting data over large distances. To explain why data is being collected from the Mars Rover.

2. Skill: To read and calculate numbers using binary code.

Knowledge: To identify binary as the most basic ways that computers communicate. To read binary numbers up to eight characters. To recall that each number (one or zero) is referred to as a bit. To calculate binary numbers knowing each digit is worth double the one that precedes it.

3. Skill: To use simple operations to calculate bit patterns.

Knowledge: To recall how binary is used to represent numbers up to 255. To recall that computers use binary mathematically to calculate data. To carry out binary addition.

End assessment- Mars Rover 1

the characters I want to use.

Knowledge: To work collaboratively with others to plan a storyboard for an animation. To keep my animation idea simple. To design and create a character that can be used in my animation. To decompose my story into smaller parts.

4. Skill: To create a stop motion animation.

Knowledge: To create a simple animation using my storyboard plan. To change my plan to recognise when something is difficult to animate. To understand the importance of keeping the camera still and making small movements between slots.

End Assessment -Stop Motion Animation and final piece animation story

independently. To explain what I found from tinkering.

2. Skill: To create a programme that plays themed music.

Knowledge: To use Scratch’s basic sound commands (list commands). To include a loop in my programme. To debug simple errors in my code.

3. Skill: To plan a soundtrack programme

Knowledge: To decompose a story To plan my programme by tinkering. To explain how my programme will add to the story.

4. Skill: To programme a soundtrack.

Knowledge: To work from a plan. To use a range of programming commands. To explain how my programme enhances the scene.

End Assessment - Programming Music with Scratch and final piece soundtrack programme.

Initial Assessment- Online Safety

1. Skill: To understand how apps can access personal information and how to alter permissions.

Knowledge: To explain the importance of keeping passwords safe. To recognise that passwords are needed for access to apps. To explore how apps require permission to access private information. To identify how to alter the permissions apps require.

2. Skill: To discover ways to overcome bullying.

Knowledge: To recognise and then describe the differences between online and offline bullying. To identify ways to help those being bullied online. To recall organisations and people who can help with bullying online.

3. Skill: To understand how technology can affect health and well being.

Knowledge: To identify the advantages and disadvantages technology has to health both mentally and physically. To research advice and ways to support others with their online health and well being. To find support if my well being is being negatively affected by technology.

End Assessment- Online Safety

understand computer networks, including the internet; how they can provide multiple services, such as the World Wide Web, and the opportunities they offer for communication and collaboration use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content

select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information

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

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

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

Vocabulary

Acrostic Code. Brute force hacking, Caesar cipher, Chip and pin system, Cipher, Code, Combination, Contribute, Convince, Date shift cipher, Discovery, Hero, Invention, Nth Letter Cipher, Password, Pig Latin, Pigpen cipher, Present, Scrambled. Secret, Secure, Technological advancement, Trial and error algorithm, barcode, boolean, brand, chip, commuter, contactless, data, encrypt infrared, proximity, QR code, QR scanner, radio waves, RFID, signal, spreadshee systems analyst, transmission, wireless

background noise, byte, computer, CPU, device, FX, gigabyte, GPU, graphics, har drive, kilobyte, megabyte, memory storage, mouse, operating system, overlay, radio play, RAM, record, ROM, script, Smartphone, sound clip, sound effect, terabyte, touch screen, track

Algorithm, Code, Command, Design, Import, Indentation, Input, Instructions, Lo Output. Patterns, Random, Remix, Repeat, Shape anonymity, antivirus, biometrics, block, consent, digital footprint, digital personality, financial information, hacking, inappropriate, malware, online bully online reputation, password, personal information, phishing, privacy settings, private, reliable source, report, respect, scammers, screen grab, screenshot, secure, selfie, software updates, two-factor authentication, URL, usernames

Flashback

Children will have read binary numbers, and understand binary addition as well as identifying input, processing and output on the Mars Rovers.

Learning about pixels and binary, creating a pixel picture and saving a JPEG as a bitmap to understand the transfer of image data. Children will learn about the ‘fetch, decode, execute’ cycle and its real-world applications while beginning to use 3D design tools.

Stop motion and programming music: Applying programming skills to create sounds and melodies leading to a battle of the bands performance. Storyboarding ideas, taking photographs and editing to create a video animation.

Initial Assessment- Bletchley Park

1. Skill: To understand there are many different types of secret code.

Knowledge: To explain why codes might be valuable. To identify some common secret codes (Morse code). To decipher some secret codes. To write a message using a secret code.

Key skills and knowledge

2. Skill: To understand the importance of having a secure password.

Knowledge: To understand what is meant by brute force hacking. To understand why it is important to have a secure password. To explain why a longer password is more secure than a short one.

3. Skill: To understand the importance of Bletchley Park to the World War 2 effort.

Knowledge: To understand the importance of keywords. To understand that Bletchley Park was important in World War 2. To explain what the first computer was built for To create an information poster about Bletchley Park.

End Assessment- Bletchley Park and final poster of Bletchley Park.

Initial Assessment- Data Handling

Initial Assessment- History of Computers

1. Skill: To understand how computers have changed and the impact this has had on the modern world.

Knowledge: To identify how computers have evolved over time. To understand that computers are everywhere in modern life. To recognise some of the earliest computers and how they impacted the modern world.

2. Skill: To research one of the computers that changed the world and present information about it to the class.

Knowledge: To present information about one device (Macintosh Computer, Microsoft Computer, IBM, Enigma Machine, Apple Tablet). that changed the world. To research information carefully. To recognise whether the information is reliable. To cite and record sources found on the internet.

3. Skill: To design a computer of the future.

Knowledge: To recognise the components of a computer and why they are important. To identify how computers have evolved over time. To use my understanding of historic computers to design a computer of the future.

End Assessment -History of Computers and their version of the computer of the future final piece.

Programming Microbits: Clipping blocks together in a program and predicting what will happen while making connections with previously used programming interfaces. Children create animations, recognise inputs/outputs, choose appropriate blocks, and break programs down into smaller steps. Learning about potential online dangers and safety.

Initial Assessment- Introduction to Python

1. Skill: To tinker with a new piece of software.

Knowledge: To predict what I think something new will do. To explore something independently. To explain what I found.

2. Skill: To understand nested loops. .

Knowledge: To explain what a loop is. To understand why we use loops. To explain how a nested loop works.

3. Skill: To understand basic Python commands.

Knowledge: To decompose a picture. To remix a project by tinkering. To choose Python commands for a purpose.

1. Skill: To identify how QR codes and barcodes work.

Knowledge: To identify and collect data from QR codes. To identify how the data contained within barcodes and QR codes can be used by computers.

2. Skill: To recognise how RFID is used. (Radio, frequency, identification).

Knowledge: To recognise how RFID can be used to transmit data. To recall that encoding keeps data safe. To type formulas into cells using a spreadsheet.

3. Skill: To input and analyse real life data.

Knowledge: To recognise further uses of RFID. To input and present data in a spreadsheet. To make conclusions from a data source.

4. Skill: To analyse and evaluate data.

Knowledge: To recall how RFID is used in data transfer To identify how RFID helps to solve real world data challenges. To sort and compare data within a spreadsheet.

End assessment- Data Handling

4. Skill: To use loops when programming

Knowledge: To explain what a loop is. To suggest an appropriate place to use a loop. To use the syntax for a loop.

End Assessment - Introduction to Python and completed Python projects.

Initial Assessment- Online Safety

1. Skill: To describe online issues that give us negative feelings and know how to get help.

Knowledge: To describe scenarios that could make someone feel sad, worried, uncomfortable or frightened. To give examples of how to get help offline and online. To explain the importance of asking for help.

2. Skill: To explore the impact and consequences of sharing online.

Knowledge: To describe how to be kind and show respect for others online. To identify the risk of sharing things online, even if they are not sent privately.

3. Skill: To describe how to capture bullying content as evidence.

Knowledge: To identify a range of strategies to collect evidence. To describe who to share evidence with to help me.

4. Skill: To be aware of strategies that help to protect people online.

Knowledge: To describe simple ways to increase my privacy settings. To explain why I should keep my software updated. To describe strategies to identify scams.

End Assessment- Online Safety