curriculum coverage and overiew: subject: computing key … · topic key content / lesson sequence...

CURRICULUM COVERAGE AND OVERIEW: SUBJECT: COMPUTING

KEY STAGE 1 NATIONAL CURRICULUM:

• 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.

KEY STAGE 2 NATIONAL CURRICULUM:

• design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by

decomposing them into smaller parts

• use sequence, selection, and repetition in programs; work with variables and various forms of input and output

• use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs

• understand computer networks including the internet; how they can provide multiple services, such as the world wide web; and the opportunities they offer for communication and collaboration

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

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

http://www.google.co.uk/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwiNyaiww6zgAhWKERQKHTrsANoQjRx6BAgBEAU&url=/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&ved=&url=https://www.newcastlesupportdirectory.org.uk/kb5/newcastle/fsd/service.page?id=mAhmxhbK5yI&psig=AOvVaw0pnI4mC4H4iQVQorRmvqNh&ust=1549728683149424&psig=AOvVaw0pnI4mC4H4iQVQorRmvqNh&ust=1549728683149424

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

YR GROUP / TERM

TOPIC KEY CONTENT / LESSON SEQUENCE KNOWLEDGE ACQUISITION

SKILLS ACQUISITION

Y1 Au1 Computer Skills

• Switch on and shut down a computer independently.

• Log on and off.

• Double click to make operations work.

• Launch an application by double click.

• Click and drag with a mouse of track pad.

• Manipulate an application to maximise and minimise.

• Save work in a relevant folder. 1. Using a Mouse or Trackpad 2. Switch on and Shutdown 3. Applications and Windows 4. Folders and Save 5. Dragging 6. Using Our Computer Skills

• Introductory basic skills

5 Key things to know:

• how to click and drag with a mouse or track pad

• how to turn on a computer independently

• how to shut down a computer independently

• how to launch an application by double clicking

• with support, how to log on and off a computer

KEY VOCABULARY: log on, shut down, mouse, click, track pad, drag, launch, double click. ENGLISH LINKS: Children to work on alphabet us, letter sounds and letter names and matching capitals and lowercase letters (website for lessons one and two.) MATHS LINKS: Use of maths games – ordering numbers (differentiated for different children.

OPPORTUNITIES FOR RECAP (HOW WE ARE EMBEDDING SKILLS / KNOWLEDGE / VOCAB FROM PREVIOUS TOPICS / YEAR GROUPS:

YR GROUP / TERM


SKILLS ACQUISITION

Y1 Au2 Online Safety

• Create, name and date my digital creative work.

• Safely search for images online.

• Understand how to communicate safely online.

• Understand what personal information I need to keep safe.

• Explore how to use email to safely communicate.

• Apply my online safety knowledge to help others make good choices online.

1. Owning Your Creative Work 2. Self Image Searching 3. Staying SMART Online 4. My Personal Information 5. What is Email? 6. Keeping Zibb Safe Online



• recall some of the SMART rules for safety

• know who to tell if someone online asks for personal information

• understand why email is a good way to communicate

• how to open and close a web browser

• make links with the online and offline world

KEY VOCABULARY: online, safe, digital, images, communicate, personal information, email ENGLISH LINKS OPPORTUNITIES TO WRITE: Writing emails MATHS LINKS: OPPORTUNITIES FOR RECAP (HOW WE ARE EMBEDDING SKILLS / KNOWLEDGE / VOCAB FROM PREVIOUS TOPICS / YEAR GROUPS:

YR GROUP / TERM


SKILLS ACQUISITION

Y1 Sp1 Word Processing

• Type with two hands.

• Add a caption to a picture putting a capital letter at the start using the shift key.

• Improve functional word processing skills.

• Put a new sentence on a new line using the enter key.

• Change text using the arrow keys and the back space and delete keys.

• Highlight words to make them bold, italic and/or underlined.

• Highlight words to change the font, colour and style.

• Use the undo and redo buttons. 1. Typing 2. Symbols and Save 3. Editing 4. Undo and Redo 5. Select and Format 6. Formatting Text

• Use technology purposefully to create, organise, store, manipulate and retrieve digital content.


• how to use the shift, space and enter key accurately

• how to make text bold, italic or underlined

• how to type with two hands

• how to edit using back space, delete or arrow key

• how to format the font

KEY VOCABULARY: type, shift, space, enter, undo, redo, bold, italic, underline, save, edit, delete, format, font type, font colour, highlight, select ENGLISH LINKS OPPORTUNITIES TO WRITE: Linked to literacy texts covered. The children can write parts of the story and illustrate them. MATHS LINKS: OPPORTUNITIES FOR RECAP (HOW WE ARE EMBEDDING SKILLS / KNOWLEDGE / VOCAB FROM PREVIOUS TOPICS / YEAR GROUPS: Early Years using different applications.

YR GROUP / TERM


SKILLS ACQUISITION

Y1 Sp2 Coding – On the Move

• Give instructions to make objects move around a screen

• Learn how to make objects move when they are clicked.

• Use coding to make things move when they are clicked.

• Program something to happen when a program starts.

• Program something to happen when something is clicked. 1. Make things Move

• Understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions.

• Use logical reasoning to predict the behaviour of simple programs.

2. Fairy Stories 3. Click and Go 4. Another Planet 5. Your own App (start) 6. Tour own App (click)


• how to create instructions that have a moving object at the start of the program

• how to create instructions to make an object move

• how to create instructions that make an object disappear when clicked

• how to create instructions to make an object move when clicked

• learn simple debugging to fix an error

KEY VOCABULARY: program, code, instructions, screen, direction, action, object, apply ENGLISH LINKS OPPORTUNITIES TO WRITE: MATHS LINKS: Links to direction. OPPORTUNITIES FOR RECAP (HOW WE ARE EMBEDDING SKILLS / KNOWLEDGE / VOCAB FROM PREVIOUS TOPICS / YEAR GROUPS: Building on previous coding unit. Early Years children choose technology for direction. (Beebots)

YR GROUP / TERM


SKILLS ACQUISITION

Y1 Su 1 Painting

• Paint with different colours.

• Paint with different brushes.

• Create shapes.

• Save paintings in a folder.

• Fill an area with colour.

• Use undo and redo.

• Add text.

• Format text.

• Resize text and images. 1. Colours 2. Brushes 3. Shapes and Fill 4. Undo and Redo

• Introductory basic skills.


5. Text 6. Making a Poster


• how to use different colours to paint

• how to paint using different brushes

• how to create shapes

• how to fill an area with colour

• how to be able to undo and redo

• how to add text

KEY VOCABULARY: paint, image, colour, brush, undo, redo, resize ENGLISH LINKS OPPORTUNITIES TO WRITE: Character profile ‘ Bill’ form the story Man on the Moon poster MATHS LINKS: 2D shapes OPPORTUNITIES FOR RECAP (HOW WE ARE EMBEDDING SKILLS / KNOWLEDGE / VOCAB FROM PREVIOUS TOPICS / YEAR GROUPS:

YR GROUP / TERM


SKILLS ACQUISITION

Y1 Su 2 Coding - Simple Inputs

• Learn how to make objects disappear when clicked.

• Write instructions to make things move when they are clicked.

• Use coding to make things move as the program starts.

• Learn to design a program by planning what will happen when the program starts and a picture is clicked.

• Use what has been learned by devising a program by planning what will happen when the program starts and a picture is clicked.

• Begin to learn simple debugging by fixing errors in code. 1. Burst the Bubbles 2. Catch the Fish 3. Magic Castle 4. Emergency! 5. My own App (click and start) 6. My own App (add events) 7. Debugging Exercises



• Create and debug simple programs.


• how to create instructions that have a moving object at the start of the program

• how to create instructions that stop an object moving

• how to create instructions that move an object when clicked

• how to create instructions that make an object disappear when clicked

• learn simple debugging to fix an error

KEY VOCABULARY: click, code icon, object, action, start, app share ENGLISH LINKS OPPORTUNITIES TO WRITE: instruction writing MATHS LINKS: positional direction OPPORTUNITIES FOR RECAP (HOW WE ARE EMBEDDING SKILLS / KNOWLEDGE / VOCAB FROM PREVIOUS TOPICS / YEAR GROUPS: B

YR GROUP / TERM


SKILLS ACQUISITION

Y2 Au 1 Presentation Skills

• Switch on and shut down a computer independently

• Log on and off independently.

• Independently launch an application selecting icons/programmes.

• Click and drag with a mouse or track pad accurately.

• Type with two hands with a steady pace.

• Edit and format text.

• Manipulate an application to maximise and minimise.

• Save work in a relevant folder.

• Organise ideas for a presentation.

• Create a simple presentation with text.

• Reorder slides and present a presentation. 1. Folders 2. What is a presentation? 3. New slide, Slide Layout 4. Add and Format an Image 5. Reorder Slides and Present 6. Searching and Printing




• Know how to log on/off the computer

• Know how to click with the mouse to select/ drag an item.

• Know how to minimise and maximise a screen.

• Know how to save a document.

• Know how to make a simple Power Point slide using basics of PP.

KEY VOCABULARY: ENGLISH LINKS OPPORTUNITIES TO WRITE: instructional writing to start the laptop MATHS LINKS: OPPORTUNITIES FOR RECAP (HOW WE ARE EMBEDDING SKILLS / KNOWLEDGE / VOCAB FROM PREVIOUS TOPICS / YEAR GROUPS:

YR GROUP / TERM


SKILLS ACQUISITION

Y2 Au 2 Online Safety

• Understand that the information I put online leaves a digital footprint.

• Use keywords in an online search to find out about a topic.

• Recognise whether a website is appropriate for children.

• Rate and review informative websites.

• Identify kind and unkind behaviour online.

• Apply our knowledge of safe and sensible online activities to different situations.

1. Digital Footprints 2. Keywords 3. You Be the Judge 4. Rate and Review 5. Being Kind Online 6. Cyber Snakes and Ladders



• Know not to post any personal information online.

• Know that pictures and videos should only be posted on a safe forum.

• Know to keep all private information about themselves private.

• Know to be cautious about online contact; only contact people who you know.

• Know that If you see something online that makes you feel uncomfortable, unsafe or worried: leave the website, turn off your computer if you want to and tell a trusted adult immediately.

KEY VOCABULARY: ENGLISH LINKS OPPORTUNITIES TO WRITE: MATHS LINKS: OPPORTUNITIES FOR RECAP (HOW WE ARE EMBEDDING SKILLS / KNOWLEDGE / VOCAB FROM PREVIOUS TOPICS / YEAR GROUPS:

YR GROUP / TERM


SKILLS ACQUISITION

Y2 Sp 1 Coding - Different Sorts of Inputs

• Learn how to make an object do simple things when keys are pressed on the keyboard.

• Learn how to code an object to move around the screen when keys are pressed.

• Learn how to move an object on an iPad / tablet screen using 'swipes'.

• Learn how to code an object to change direction when different keys are pressed on a keyboard.

• Learn how to change an object's direction on an iPad / tablet screen using 'swipes'.

• Learn to make your own app or game.

• Add your own pictures, and learn to add your own events too. 1. Using the Keyboard 2. Red Riding Hood 3. Snow White 4. Up in the Air 5. Shark Attack 6. Your own App





• Know what an algorithm is.

• Know how to follow and input simple instructions into Espresso coding.

• Be able to follow and input simple instructions into as bee bot.

• Write a simple program for the bee bot/ Espresso Coding in answer to a problem posed eg Write a list of instructions to get from one destination to another on a map drawn in a Geography lesson.

• Be able to review a list of instructions when they are inputted to bee bot or expresso coding.


Y2 Sp 2 Coding -Buttons & Instructions

• Learn how to program buttons to move another object around.

• Learn how to program buttons to move another object around, so you can create a simple game.

• Learn how to give instructions to make objects on the screen move when the program starts.

• Learn how to program buttons to move a monster around the screen, seeking items of fruit

• Learn to make your own app or game, using click and start events

• Learn to make your own app or game, programming objects logically with clear instructions and debugging code when there is a problem

BEE BOTS

• Write a program for BEE Bots around a route. 1. Fly a Helicopter 2. Find Princess Preetha’s Necklace 3. Find my Cat! 4. Hungry Migbod 5. Your own App 6. Your own App (choose events) 7. Debugging Exercises




•


• Know what an algorithm is.

• Know how to follow and input simple instructions into Espresso coding.

• Be able to follow and input simple instructions into as bee bot.

• Write a simple program for the bee bot/ Espresso Coding in answer to a problem posed eg Write a list of instructions to get from one destination to another on a map drawn in a Geography lesson.

• Be able to review a list of instructions when they are inputted to bee bot or expresso coding.


YR GROUP / TERM


SKILLS ACQUISITION

Y2 Su 1 Computer Art

• Create computer art.

• Use a range of tools in a computer program to reproduce a style of art.

• Make and edit shapes to create a piece of art.

• Change the shade of a colour for effect.

• Retrieve a file to edit in a computer program.

• Use a range of skills to create a piece of art. 1. Pixel Pointillism 2. Mastering Mondrian 3. Producing Picasso 4. Colour Coding 5. PC Pop Art 6. Creating a Masterpiece



• •


• Know how to open, close, use undo and redo and save in paint package. (Too simple)

• Be able to paint with different brushes and use different tools.

• Know how to create shapes, resize them and fill them

• Be able to add text and Format text.

• Be able to add and manipulating photos.

KEY VOCABULARY: ENGLISH LINKS OPPORTUNITIES TO WRITE: MATHS LINKS:

OPPORTUNITIES FOR RECAP (HOW WE ARE EMBEDDING SKILLS / KNOWLEDGE / VOCAB FROM PREVIOUS TOPICS / YEAR GROUPS:

YR GROUP / TERM


SKILLS ACQUISITION

Y2 Su 2 Using the Internet

• Search the Internet using one word.

• Stay safe when using the Internet.

• Search the Internet to find results suitable for children.

• Follow links to another web page.

• Create content for an online blog.

• Use a camera to take safe photos to use online.

• Use an online blog safely and respectfully.

• Post positive comments and responses on a blog. 1. One Word Search 2. For Kids 3. Links 4. Taking Photos for Our Blog 5. Blogging 6. Comments




YR GROUP / TERM


SKILLS ACQUISITION

Y3 Au 1 Internet Research and Communication/ Online Safety

• Identify how word order affects search results.

• Identify the ways, and investigate how, we communicate online.

• Explain how to stay safe when communicating online.

• Explain why I need to be responsible online.

• Know what cyberbullying is and how to address it.

• Understand how websites use advertisements to promote products.

• 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.

• Create strong passwords and understand privacy settings.

• Safely send and receive emails.

• Use knowledge about online safety to plan a party online. 1. Word Order 2. How do we communicate online?/ Online Communication 3. What is Cyberbullying? 4. To Buy or Not to Buy? 5. Keep it to Yourself! 6. Emailing 7. Party Planners

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


• how to log into the laptop.

• what cyberbullying is.

• who to tell if they are concerned about anything on the internet.

• how to open up a Word document.

• how to open up Internet Explorer. KEY VOCABULARY: ENGLISH LINKS OPPORTUNITIES TO WRITE: MATHS LINKS: OPPORTUNITIES FOR RECAP (HOW WE ARE EMBEDDING SKILLS / KNOWLEDGE / VOCAB FROM PREVIOUS TOPICS / YEAR GROUPS:

YR GROUP / TERM


SKILLS ACQUISITION

Y3 Au 2 Word Processing Skills

• Use basic computer skills.

• Change the case of text.

• Align text

• Use bullets and numbering

• Use the control key.

• Insert and format text boxes.

• Further repetition and development of basic skills (see Y1 & Y2)

• 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

1. Screenshots and Passwords 2. Change Case 3. Align Text 4. Bullets and Numbering 5. Advanced Select and Keyboard Shortcuts 6. Using Text Boxes and Text Wrap

given goals, including collecting, analysing, evaluating and presenting data and information.


• how to save a Word document.

• how to copy and paste a picture from Google images into a document.

• how to make proper use of the space bar for presentation (finger spaces).

• understand how to change font size/colour/style.

• understand how to open up a saved Word document. KEY VOCABULARY: ENGLISH LINKS OPPORTUNITIES TO WRITE: MATHS LINKS: OPPORTUNITIES FOR RECAP (HOW WE ARE EMBEDDING SKILLS / KNOWLEDGE / VOCAB FROM PREVIOUS TOPICS / YEAR GROUPS:

YR GROUP / TERM


SKILLS ACQUISITION

Y3 Sp 1 Presentation Skills

• Plan a branching story.

• Create slide templates and organise slides with hyperlinks.

• Add theme, transitions and animation to a presentation.

• Use action settings.

• Insert audio and video.

• Evaluate slide layout and make improvements. 1. Planning a Branching Story 2. Creating Slides 3. Theme, Transitions and Animation 4. Action Settings 5. Audio and Video

• 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.

6. Completing the Story


• how to open up a Powerpoint document.

• how to save a Powerpoint document.

• understand how to add and delete slides in a presentation.

• be able to explain their Powerpoint to their partner.

• be able to copy and paste a picture from Google images into a presentation. KEY VOCABULARY: ENGLISH LINKS OPPORTUNITIES TO WRITE: MATHS LINKS: OPPORTUNITIES FOR RECAP (HOW WE ARE EMBEDDING SKILLS / KNOWLEDGE / VOCAB FROM PREVIOUS TOPICS / YEAR GROUPS:

YR GROUP / TERM


SKILLS ACQUISITION

Y3 Sp 2 Coding - Sequence and Animation

• Program a sequence of actions, making different pieces of code execute at different times.

• Program a sequence of objects to appear and disappear at specific times to simulate a physical system.

• Practise using time to program a sequence of actions and make simple animation.

• Design, write and debug your own app; practise using time in code to create an animation.

• Design, write and debug your own app; add different events to make things happen and program actions in a sequence.

1. Alien Sequences 2. Space Travel 3. Traffic Lights 4. Bugs in the Garden 5. Your Own App 6. Your Own App (advanced)

• 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.


• how to log into Discovery Coding.

• how to follow onscreen instructions carefully to complete a task.

• how to advise and help their partner once they have completed the task.

• how to use knowledge from previous tasks for basic skills when tasks become more advanced.

• be able to evaluate a task they have completed. KEY VOCABULARY: ENGLISH LINKS OPPORTUNITIES TO WRITE: MATHS LINKS: OPPORTUNITIES FOR RECAP (HOW WE ARE EMBEDDING SKILLS / KNOWLEDGE / VOCAB FROM PREVIOUS TOPICS / YEAR GROUPS:

YR GROUP / TERM


SKILLS ACQUISITION

Y3 Su 1 Coding - Conditional Event

• Use conditional 'if' statements to program a maze game.

• Use conditional 'if' statements to program a maze game; learn to use the tip function to move the ball when the tablet/iPad tips.

• Use conditional 'if' statements to program a simple game; use 'if hit' statements to check if objects have collided.

• Practise using conditional 'if' statements to program a simple game on a tablet/iPad; use 'if…hit'. statements to check whether objects have collided.

• Design and make your own app; practise using conditional events in code and debugging code when there is a problem.

• Design and make your own app. Practise using conditional events in code and debugging code when there is a problem.

1. That’s Amazing 2. That’s Amazing (iPad) 3. Hungry Snake 4. Hungry Octopus




5. Your Own App 6. Your Own App (advanced) 7. Debugging Exercises


• how to log into Discovery Coding.

• how to follow onscreen instructions carefully to complete a task.

• how to advise and help their partner once they have completed the task.

• how to use knowledge from previous tasks for basic skills when tasks become more advanced.

• be able to evaluate a task they have completed.


YR GROUP / TERM


SKILLS ACQUISITION

Y3 Su 2 Drawing and Desktop Publishing

• Draw with different shapes and lines.

• Order and group objects.

• Manipulate shapes and lines.

• Recognise effective layout.

• Combine text and images.

• Lay out objects effectively. 1. Objects 2. Ordering and Grouping 3. Manipulating Objects 4. Posters 5. Combining Text and Images 6. Effective Layouts



• how to open up a Publishing document.

• how to save a Publishing document.

• how to add and delete items in a Publishing document.

• be able to explain their Publishing document to their partner.

• how to copy and paste a picture from Google images into a Publishing document. KEY VOCABULARY: ENGLISH LINKS OPPORTUNITIES TO WRITE: MATHS LINKS: OPPORTUNITIES FOR RECAP (HOW WE ARE EMBEDDING SKILLS / KNOWLEDGE / VOCAB FROM PREVIOUS TOPICS / YEAR GROUPS:

YR GROUP / TERM


SKILLS ACQUISITION

Y4 Au 1 Online Safety • Identify how a message can hurt someone’s feelings.

• Say how I should respond to a hurtful message online.

• Use a search engine accurately.

• Understand the term plagiarism and how to avoid it.

• Create a safe online profile.

• Explain how to be a responsible digital citizen.

• Create an online safety superhero character. 1. Cyberbullying 2. Super Searchers 3. Copycats! 4. Too Much Information? 5. The Online Community 6. Cyber Superheroes

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

KEY VOCABULARY: technology, internet, website, blog, smartphones, text, plagiarism, trustworthy, fact, opinion, screen time, online, offline, personal safety, SMART rules, search, search engine ENGLISH LINKS OPPORTUNITIES TO WRITE: Non chronological report about how to stay safe online

MATHS LINKS: OPPORTUNITIES FOR RECAP (HOW WE ARE EMBEDDING SKILLS / KNOWLEDGE / VOCAB FROM PREVIOUS TOPICS / YEAR GROUPS: Y1 – Y3 Online Safety


• ‘Online’ means connected to the internet.

• Childline is a service that can offer advice on Cyberbullying

• You should not share your name, age, address or school in online profiles.

• Kiddle is a child-safe search engine.

• Plagiarism is taking other people’s work and passing it off as your own.

YR GROUP / TERM


SKILLS ACQUISITION

Y4 Au 2 Word Processing

• Format images for a purpose.

• Use formatting tools to create layout.

• Use spellcheck tool.

• Insert and format a table in a processing document

• Change a layout for a purpose.

• Create hyperlinks within a word document. 1. Ingenious Images 2. Learn the Layout 3. Super Spelling 4. Time for Tables 5. Transform a Layout 6. Hyperlinks in e-vouchers

• Further repetition and development of word processing skills.


KEY VOCABULARY: Insert, document, format, select, hyperlink, layout, purpose, crop, expand, manipulate, link, column, row, table ENGLISH LINKS OPPORTUNITIES TO WRITE: Various opportunities to type up, edit and correct sentences in a word document. MATHS LINKS: Creating tables OPPORTUNITIES FOR RECAP (HOW WE ARE EMBEDDING SKILLS / KNOWLEDGE / VOCAB FROM PREVIOUS TOPICS / YEAR GROUPS: Y1 & Y3 – Word Processing

5 key things to know

• MS Word is a piece of software called a Word Processor

• Images can be recoloured and framed in MS Word

• Layouts can be altered in MS Word using text boxes

• Tables can be created in MS Word

• Hyperlinks are links to web addresses

YR GROUP / TERM


SKILLS ACQUISITION

Y4 Sp 1 Coding – Introduction to variables

• Learn how to make variables to keep track of the score in a game.

• Practise using variables to keep track of the score in a game.

• Practise using conditional events in your code.

• Learn how to count and total up objects and prices, simulating a shop till.

• Practise using variables to keep track of the score in a game designed for an iPad/tablet.

• Use what has been learnt so far to make your own app or game that uses variables.

• Learn how to debug by fixing the mistakes in code. 1. Pop Game 2. Catch the Coconuts 3. Shop Till 4. Pirate Gold 5. Healthy Eating 6. Your own App 7. Debugging




KEY VOCABULARY: variable, condition, score, start, click, place, time ENGLISH LINKS OPPORTUNITIES TO WRITE: To orally explain their apps to the class. MATHS LINKS: Position and direction, calculation, time, variables. OPPORTUNITIES FOR RECAP (HOW WE ARE EMBEDDING SKILLS / KNOWLEDGE / VOCAB FROM PREVIOUS TOPICS / YEAR GROUPS: Y1 – Y3 Coding


• Code is made up of algorithms

• A variable is something within code that can be changed

• Variables are contained with different types of block code

• Conditional events are triggered by users

• Conditional events can be used to keep scores

YR GROUP / TERM


SKILLS ACQUISITION

Y4 Sp2 Coding – Repetition and Loops

• Learn why we need loops.

• Make simple loops to count up and down.

• Make a stopwatch app that you can use to time things.

• Make a countdown app that counts down in seconds.

• Make two different space based animations that use loops.

• Learn to use loops to create animations that repeat infinitely.

• Use what has been learnt so far to create own apps and animations. 1. Why use a Loop? 2. Stopwatch 3. Countdown Timer 4. Loops in Space 5. Animation with Loops 6. Your own App




KEY VOCABULARY: variable, stop, timer, multiples, negative, repetition, loops ENGLISH LINKS OPPORTUNITIES TO WRITE: MATHS LINKS: Variable, negative numbers, loops and repetition OPPORTUNITIES FOR RECAP (HOW WE ARE EMBEDDING SKILLS / KNOWLEDGE / VOCAB FROM PREVIOUS TOPICS / YEAR GROUPS: Y1 – Y3 Coding

5 things to know

• Loops in code make coding more efficient

• Variables are things in code that can be altered

• Repetition is when code makes things happen more than once

• Loops can make animations repeat

• Loops, repetitions and variables can be used to drive animations

YR GROUP / TERM


SKILLS ACQUISITION

Y4 Su 1 Animation

• Describe early forms of animation before computers and how computers have made a difference.

• Create a short computer animation one or more moving stick figures.

• Create a recorded animation involving a number of moving characters on a background.

• Structure specific timing of animations using a time slider.

• Use a camera to create stop motion animation film.

• Analyse and evaluate software. 1. History of Animation 2. Stick Figure Animation 3. Recording Movement of Characters 4. Structured Timing 5. Stop-Motion Animation 6. Evaluating Animation Techniques


KEY VOCABULARY: Animation, evaluate, compare, stop-motion, software, ENGLISH LINKS OPPORTUNITIES TO WRITE: Evaluation of the different animation software and techniques. MATHS LINKS: Timing OPPORTUNITIES FOR RECAP (HOW WE ARE EMBEDDING SKILLS / KNOWLEDGE / VOCAB FROM PREVIOUS TOPICS / YEAR GROUPS:

5 things to remember

• Early animation was achieved by photographing drawings.

• Stop motion animation involves photographing solid figures

• Animation is now mainly made digitally.

• Animation software uses loops

• Editing software can be used to structure animation.

YR GROUP / TERM


SKILLS ACQUISITION

Y4 Su 2 Photo Stories • Create a comic strip layout using photos in a desk top publisher.

• Edit and enhance photos and text for presentation.

• Arrange and layer objects, including titles and backgrounds.

• Add and arrange photos to a movie presentation, with animation effects.

• Add an audio soundtrack and text captions to a photo sequence.

• Use beginning and ending enhancements to turn a movie maker project into a finished movie file.

1. Comic Strip Layout 2. Photo and Text Editing 3. Layering Objects 4. Movie Making 5. Soundtrack and Captions 6. Final Presentation


KEY VOCABULARY: layer, format, evaluate, layout, backgrounds, titles, edit, enhance ENGLISH LINKS OPPORTUNITIES TO WRITE: MATHS LINKS: OPPORTUNITIES FOR RECAP (HOW WE ARE EMBEDDING SKILLS / KNOWLEDGE / VOCAB FROM PREVIOUS TOPICS / YEAR GROUPS: Y2 Computer Art, Y4 Animations

5 key things to remember

• MS Publisher is desktop publishing software

• Comic strips can be created in MS Publisher

• Comic strips can be animated using MS Video editor

• Sound can be added to animations in MS video editor

• Captions are text that appears on screen

YR GROUP / TERM


SKILLS ACQUISITION

Y5 Au 1 Online Safety

• Identify spam emails and what to do with them.

• Write citations for the websites I use for research.

• Create strong passwords.

• Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour;

• Recognise when, why and how photographs we see online may have been edited.

• Apply online safety rules to real-life scenarios. 1. Spam! 2. Sites to Cite 3. Powerful Passwords 4. False Photography 5. Online Safety story Planning 6. Online Safety Comics

identify a range of ways to report concerns about content and contact.


• Spam is junk mail sent to email addresses; they are emails someone receives without asking for them.

• Plagiarism is copying or using someone’s work and pretending it is yours.

• We can make sure that people get the credit they deserve for their work by writing a citation to show our sources.

• Passwords are used to keep our information safe; we should not tell anyone our passwords.

• Photo editing software can often be used to create fun, interesting pictures that we wouldn’t be able to see without this amazing technology.

KEY VOCABULARY: technology, internet, website, personal safety, SMART rules, search, search engine, spam, emails, passwords ENGLISH LINKS OPPORTUNITIES TO WRITE: Information text: How to stay safe online MATHS LINKS: N/A OPPORTUNITIES FOR RECAP (HOW WE ARE EMBEDDING SKILLS / KNOWLEDGE / VOCAB FROM PREVIOUS TOPICS / YEAR GROUPS: Y1-Y4 Online Safety

YR GROUP / TERM

TOPIC KEY CONTENT KNOWLEDGE ACQUISITION

SKILLS ACQUISITION

Y5 Au 2 Internet Research and Web Page Design

• Evaluate webpages.

• Select, use and combine a variety of software 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 in the context of creating a Google website.

• Create a webpage layout.

• Add text, images and hyperlinks to a webpage.

• Publish and share my webpage.


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

1. What makes a good Webpage? 2. Page Layout 3. Type the Text- 4. Images 5. Hyperlinks 6. Publishing the Page

opportunities they offer for communication and collaboration.


• A good website has an appropriate colour scheme, engaging images and clear layout.

• HTML is the language that webpages are written in. It allows formatting of text.

• Images can be inserted into a webpage; it is important to ensure you have permission to use the images.

• Hyperlinks are links to another location, activated by clicking on a highlighted word or image.

• When publishing information on the World Wide Web, we should be careful that our webpage includes no personal information, all sources of information are cited and the information is factual.

KEY VOCABULARY: webpage, layout, format, text, images, hyperlink, search, insert, format, bias and authority, publish. ENGLISH LINKS OPPORTUNITIES TO WRITE: Creating a website about a Science/ History/ Geography topic of their choice. MATHS LINKS: It could also be a Maths topic. OPPORTUNITIES FOR RECAP (HOW WE ARE EMBEDDING SKILLS / KNOWLEDGE / VOCAB FROM PREVIOUS TOPICS / YEAR GROUPS: Year 4- Webpage Design.

YR GROUP / TERM


SKILLS ACQUISITION

Y5 Sp 1 Word, Power Point and Publisher

• Create new documents, open and edit existing documents.

• Move, copy, find and replace text.

• Format characters and paragraphs.

• Modify page layout.

• Insert images, sounds, animations and transitions.

• Print and publish documents.

• Correct documents. 1. Microsoft Word 2. Cut & Paste and Bullet Points 3. Page Layout 4. Headers and Footers 5. Publisher (Word Art)

• Further repetition and development of word processing skills.


6. Power Point


• Text can be added to documents using a keyboard and edited using formatting tools.

• Page layout can be modified by creating columns and altering margins.

• Copy and paste can be used to transfer data from one location to another.

• The shift key can be used to capitalise letters.

• Animations can be used to transition between slides on Microsoft PowerPoint.

KEY VOCABULARY: document, font, bold, italics, underline, text, text box, cut and paste, bullet points, type, shift key, page layout, margins, columns, tables, headers, footers, images, shapes and symbols, WordArt, presentation, slides, transitions, animations. ENGLISH LINKS OPPORTUNITIES TO WRITE: Lots of typing up, editing and correcting sentences in a word document. MATHS LINKS: Creating tables. OPPORTUNITIES FOR RECAP (HOW WE ARE EMBEDDING SKILLS / KNOWLEDGE / VOCAB FROM PREVIOUS TOPICS / YEAR GROUPS: Y1 Word Processing, Y2 Painting/Presentation, Y3 Word Processing Skills, Presentation Skills, Drawing and Desktop Publishing, Y4 Word Processing.

YR GROUP / TERM


SKILLS ACQUISITION

Y5 Sp 2 Coding- Speed, Direction and Co-ordinates

• Set values in code to program the speed of an object.

• Change an object's direction and heading.

• Learn to change its co-ordinates to move it around.

• Set friction to affect the speed and movement of a car in a driving game.

• Design and make your own app; practise assigning values in code to control the movement of objects.

• Learn how to debug by fixing the mistakes in code. 1. Faster and Slower 2. Simple Driving Game 3. Around the World 4. Parachuting Cows (IPad/ tablet only) 5. Driving Game 6. Make Your own App





• Code can be used to: o Change an objects speed. o Steer an object left and right. o Add obstacles for an object to encounter. o Make an object respond to movement.

• Code needs to be debugged if mistakes occur.

KEY VOCABULARY: numbers, debug, object, action, speed, acceleration, deceleration, angle, speed, heading, if, assign, decompose, iteratively, co-ordinates, condition, negative numbers, Y axis, X axis, friction, input, rotate ENGLISH LINKS OPPORTUNITIES TO WRITE: N/A MATHS LINKS: Position and direction, measurements, angles OPPORTUNITIES FOR RECAP (HOW WE ARE EMBEDDING SKILLS / KNOWLEDGE / VOCAB FROM PREVIOUS TOPICS / YEAR GROUPS: Coding Y1-Y4

YR GROUP / TERM


SKILLS ACQUISITION

Y5 Su 1 Coding- Random Numbers and Simulations

• Make and use random numbers in apps.

• Code a game that uses random numbers to move objects in random directions.

• Practice writing code which uses random numbers to move objects at random speeds, and then create a game.

• Create a tennis game, using random directions.

• Create a pinball app, using random directions.

• Program your own app, choosing your own objects and events; practice using random numbers to control the movement of objects.

1. Making Random Numbers 2. Caterpillar Catcher 3. Cross the Road 4. Ping Pong 5. Pinball 6. Make Your Own App





• Code can be used to: o Generate random numbers.

o Move objects in random directions. o Move objects at random speeds. o Create games with random moving objects.

• Code needs to be debugged if mistakes occur.

KEY VOCABULARY: variable, generated, random, intervals, time, simulate, random number, generate, angle, coordinates, degrees, value, condition, score, mouse move, event, match, bounce ENGLISH LINKS OPPORTUNITIES TO WRITE: N/A MATHS LINKS: Probability, addition, algebra, co-ordinates, calculation OPPORTUNITIES FOR RECAP (HOW WE ARE EMBEDDING SKILLS / KNOWLEDGE / VOCAB FROM PREVIOUS TOPICS / YEAR GROUPS: Coding Y1 – Y4

YR GROUP / TERM


SKILLS ACQUISITION

Y5 Su 2 3D Modelling – Sketch Up

• Collecting, analysing, evaluating and presenting data and information by drawing and manipulating 3D drawings and models.

• Draw 3D shapes.

• Add detail to 3D drawings.

• Add and manipulate 3D models.

1. 2D to 3D 2. Detail 3. Inside 4. Furniture 5. A Table 6. Your Room



• SketchUp is 3D modelling software. It allows users to draw 3D models and view them from all angles.

• Shape tool draws the shape in 2D.

• Push/Pull tool allows users to create a 3D shape from 2D

• Different axes are displayed on the screen to help guide drawings.

• Move tool can be used to create a roof on the 3D shape.

KEY VOCABULARY: 2D shape, 3D shape, rectangle, push/pull, orbit, pan, zoom, zoom extents, move, inference, eraser, dimension, measurement, guide, group, component

ENGLISH LINKS OPPORTUNITIES TO WRITE: N/A MATHS LINKS: 2D shapes, 3D models OPPORTUNITIES FOR RECAP (HOW WE ARE EMBEDDING SKILLS / KNOWLEDGE / VOCAB FROM PREVIOUS TOPICS / YEAR GROUPS: Y1/2 Painting, Y3 Drawing & Desktop Publishing,

YR GROUP / TERM


SKILLS ACQUISITION

Y6 Au 1 Digital Music Delivered by Musichands

• Use appropriate software.

• Locate digital content.

• Credit sources.

• Import digital music into editing software.

• Use editing software to create digital music. 1. Music Tools 2. Synthesisers 3. Intuitive Touch Technology 4. Musical Structures 5. Contemporary Music Technology


5 keys things to know:

• Modern musicians use a variety of apps such as Garageband and Launchpad.

• Garageband gives access to hundreds of different instruments.

• Launchpad uses beats and baselines to produce DJ style music quickly and easily.

• Electronic music can be changed quickly by cutting or editing.

• Music can be stored and shared very easily online.

KEY VOCABULARY: Garageband, Figure, LaunchPad, Auxy, DM1, rhythm, beats, apps, genre, cut, edited, extended and software. ENGLISH LINKS OPPORTUNITIES TO WRITE: N/A

MATHS LINKS: N/A OPPORTUNITIES FOR RECAP (HOW WE ARE EMBEDDING SKILLS / KNOWLEDGE / VOCAB FROM PREVIOUS TOPICS / YEAR GROUPS: Reference previous music genres in previous year groups and how these apps help them to be re-created.

YR GROUP / TERM


SKILLS ACQUISITION

Y6 Au 2 Coding – Object Properties

• Design a game using swipe and touch screen.

• Adapt and make changes to own game – debug.

• Move an object around the screen by changing parameters.

• Make a game using random numbers and object parameters.

• Learn how to move an object around the screen by changing parameters.

• Use what you have learnt so far to make your own app or game. 1. Sheepdog 2. Football 3. Space Travel 4. Don’t feed the birds 5. Golf Game 6. Your own App

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



• An algorithm is just a set of instructions for a computer to follow.

• Parameters are limits on an instruction i.e the ball can only go along the y axis +6 to -6

• Computers are very good at applying formulae correctly if given the correct information.

• Debugging means to fix problems.

To fix a problem, programmers must check a line of code – an instruction – at a time.

KEY VOCABULARY: parameters, variables. Formulae, code, program, app, convert, debug, loops, functions, simulating, logical, reasoning, Boolean. ENGLISH LINKS OPPORTUNITIES TO WRITE: N/A MATHS LINKS: N/A

OPPORTUNITIES FOR RECAP (HOW WE ARE EMBEDDING SKILLS / KNOWLEDGE / VOCAB FROM PREVIOUS TOPICS / YEAR GROUPS: Coding in Year 2 – 5.

Y6 Au 2 Online Safety/ Website Design

• Find similarities and differences between in-person and cyberbullying.

• Identify good strategies to deal with cyberbullying.

• Identify secure websites by identifying privacy seals of approval.

• Understand the benefits and pitfalls of online relationships.

• Identify information that I should never share.

• Identify how the media play a powerful role in shaping ideas about girls and boys.

• Apply my online safety knowledge to my online activities.

• Use my knowledge of online safety to create a multiple choice quiz.

• Evaluate website.

• Create a website structure.

• Create hyperlinks.

• Add and format content on webpage.

• Search for and attribute images.

• Publish a website.


5 key things to know:

• Bullying online is the same as bullying face:face and can end with serious consequences.

• Things written online stay on the internet forever.

• Telling a responsible adult is essential if ever there is a problem online.

• Information on websites must be checked elsewhere to make sure the facts are correct along with the security of the site.

• Never give any personal information to anyone online.

KEY VOCABULARY: technology, internet, website, personal safety, SMART rules, search, search engine, spam, emails, passwords, cyberbullying, personal information, confiding, secure, fake, propaganda. ENGLISH LINKS OPPORTUNITIES TO WRITE: Design a poster to explain to LWKS2 about the dangers of going online. MATHS LINKS:

OPPORTUNITIES FOR RECAP (HOW WE ARE EMBEDDING SKILLS / KNOWLEDGE / VOCAB FROM PREVIOUS TOPICS / YEAR GROUPS: Web safety Y1 – 5.

YR GROUP / TERM


SKILLS ACQUISITION

Y6 Sp 1 Spreadsheets

• Enter data and formulae into a spreadsheet.

• Order and present data based on calculations.

• Add, edit and calculate data.

• Use spreadsheet to solve problems.

• Plan and calculate a spending budget.

• Design spreadsheet for specific purpose.

1. Number Operations Select 2. Ordering and Presenting Data 3. Add, Edit and Calculate Data 4. Solving Problems 5. Party Plan budget 6. Design your own.



• Identify cells using vocab rows and columns.

• The SUM function adds values.

• Spreadsheets can easily order data and make calculations including averages.

• Spreadsheets need data to be put in the correct cells to work accurately.

• Microsoft Excel is a spreadsheet software along with googlesheets and Lotus symphony.

KEY VOCABULARY: cells, rows, columns, calculate, add, data, spreadsheet, calculate, enter, operation, budget, mean ENGLISH LINKS OPPORTUNITIES TO WRITE: N/A MATHS LINKS: Mathmatical l=language such as columns and rows along with mean etc OPPORTUNITIES FOR RECAP (HOW WE ARE EMBEDDING SKILLS / KNOWLEDGE / VOCAB FROM PREVIOUS TOPICS / YEAR GROUPS: Refer to previous Microsoft software used.

YR GROUP / TERM


SKILLS ACQUISITION

Y6 Sp 2 Coding – More Complex Variables

• Use variables and formulae in code to create an area calculator.

• Code functions which use formulae to convert one measurement into another.

• Use variables in more complex ways to make a unit conversion app, converting miles to km.

• Use variables and loops to solve maths challenges.

• Find the current time and create clock apps.

• Program an app, choosing objects and events; practise using formula in code.

• Learn how to debug by fixing the mistakes in code. 1. Area Calculator 2. Unit Conversion (cm to inches) 3. Unit Conversion (miles to km) 4. Maths Challenges using Variables 5. Clock Apps 6. Your own App 7. Debugging Exercises





• An algorithm is just a set of instructions for a computer to follow.

• Boolean expressions show if something is true or false.

• Computers are very good at applying formulae correctly if given the correct information.

• Debugging means to fix problems.

• To fix a problem, programmers must check a line of code – an instruction – at a time.

KEY VOCABULARY: variables. Formulae, code, program, app, convert, debug, loops, functions, simulating, logical, reasoning, Boolean. ENGLISH LINKS OPPORTUNITIES TO WRITE: N/A

MATHS LINKS: Familiar vocab such as formulae & sequence OPPORTUNITIES FOR RECAP (HOW WE ARE EMBEDDING SKILLS / KNOWLEDGE / VOCAB FROM PREVIOUS TOPICS / YEAR GROUPS: Coding Year 2 – 5 and earlier unit in Year 6.

YR GROUP / TERM


SKILLS ACQUISITION

Y6 Su 1 SATS Prep Use a variety of programmes for SATS • Use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content.


YR GROUP / TERM


SKILLS ACQUISITION

Y6 SU 2 Online Safety/ Website Design

• Find similarities and differences between in-person and cyberbullying.

• Identify good strategies to deal with cyberbullying.

• Identify secure websites by identifying privacy seals of approval.

• Understand the benefits and pitfalls of online relationships.

• Identify information that I should never share.

• Identify how the media play a powerful role in shaping ideas about girls and boys.

• Apply my online safety knowledge to my online activities.

• Use my knowledge of online safety to create a multiple choice quiz.

• Evaluate website.

• Create a website structure.


• Create hyperlinks.

• Add and format content on webpage.

• Search for and attribute images.

• Publish a website.


• Bullying online is the same as bullying face:face and can end with serious consequences.

• Things written online stay on the internet forever.

• Telling a responsible adult is essential if ever there is a problem online.

• Information on websites must be checked elsewhere to make sure the facts are correct along with the security of the site.

• Never give any personal information to anyone online.

KEY VOCABULARY: technology, internet, website, personal safety, SMART rules, search, search engine, spam, emails, passwords, cyberbullying, personal information, confiding, secure, fake, propaganda. ENGLISH LINKS OPPORTUNITIES TO WRITE: Design a poster to explain to LWKS2 about the dangers of going online. MATHS LINKS: OPPORTUNITIES FOR RECAP (HOW WE ARE EMBEDDING SKILLS / KNOWLEDGE / VOCAB FROM PREVIOUS TOPICS / YEAR GROUPS: Web safety Y1 – 5.

curriculum coverage and overiew: subject: computing key … · topic key content / lesson sequence...

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