Computing Scheme of Work and Planning

All Saints Upton Primary School Computing Curriculum

The Computing Curriculum - Computing can be divided into 3 areas: Computer Science, Information Technology and Digital Literacy (Inc eSafety)
Area Key Stage 1 Aims Key Stage 2 Aims

Computer 1. Understand what algorithms are; how they are implemented as 4. Design, write and debug programs that accomplish specific goals,
Science (CS) programs on digital devices; and that programs execute by following including controlling or simulating physical systems; solve problems by
precise and unambiguous instructions decomposing them into smaller parts

2. Create and debug simple programs 5. Use sequence, selection, and repetition in programs; work with
variables and various forms of input and output
3. Use logical reasoning to predict the behaviour of simple programs
6. Use logical reasoning to explain how some simple algorithms work
and to detect and correct errors in algorithms and programs

7. Understand computer networks including the internet; how they can

provide multiple services, such as the World Wide Web

8. Appreciate how [search] results are selected and ranked

Information 1. Use technology purposefully to create, organise, store, manipulate 2. Use search technologies effectively
Technology (IT) and retrieve digital content
3. 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

Digital Literacy 1. Recognise common uses of information technology beyond school 3. Understand the opportunities [networks] offer for communication
(DL) and collaboration
2. Use technology safely and respectfully, keeping personal information
private; identify where to go for help and support when they have 4. Be discerning in evaluating digital content
concerns about content or contact on the internet or other online
technologies 5. Use technology safely, respectfully and responsibly; recognise
acceptable/unacceptable behaviour; identify a range of ways to report
concerns about content and contact

All Saints Upton Primary School Computing Curriculum

eSafety

It is important that we educate our children to be safe and responsible whilst using the internet and technology. As part of their education, we need to teach them how to
remain safe whilst online and how to use technology both appropriately and effectively. This module will concentrate on creating a society that is well informed about how
to protect themselves online whilst promoting the use of technology.
Children are learning that appropriate, respectful ways to communicate are important and this should include digital communications, whether online or offline.

Digital Citizenship & Technology (DL) eSafety Level 1 Digital Citizenship & Technology (DL) eSafety Level 2 Digital Citizenship & Technology (DL) eSafety Level 3
(Reception, Year 1 & 2) (Year 3 & 4) (Year 5 & 6)

eSafety Awareness Raising (Video & Class Discussion) eSafety Awareness Raising (Video & Class eSafety Awareness Raising (Video & Class
Discussion) Discussion)
Sending emails and messages (Maily) Communicating On-line and images, Social Communicating On-line and images, Social
Networking Networking, Sexting, images and grooming (What
are you sharing)
Introducing on-line life and what it is? Including Gaming and collaboration Gaming and collaboration
gaming e.g. Minecraft
What is Cyber Bullying? Cyber Bullying & Report Abuse Cyber Bullying & Report Abuse
Stranger Danger Friend or Foe Friend or Foe
Copy Right, what is it? Copy Right, what is it?
Passwords & Security (Virus, downloads, pop ups Passwords & Security (Virus, downloads, pop ups
and scams) and scams)
In App Purchases & Mobiles (iPads, Phones etc)

Key Stage 1
Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 eSafety

All Saints Upton Primary School Computing Curriculum

Rec Little Computers Junior Explorers A is for Art Attack Fantastic Tales Let’s Celebrate Digital
What is a Children will Algorithm Children use Children learn a Children will Citizenship &
computer? learn to give The importance different drawing popular tale and send their first Technology (DL)
Children will sequences of of sequencing by apps/find images then re-tell by email. (An email Level 1
make their own instructions to breaking down using the web producing their to Santa)
computer using control Bee- popular stories own animation (eSafety)
Bots

Year 1 Walking with Pictures Tell a App Attack - Crazy Creatures Young We are all Digital
Dinosaurs Thousand Words Games Design Further develop Investigators Connected Citizenship &
Understand the Understand the Introduce their Learn how to Show children Technology (DL)
term algorithm importance of children to the understanding of search the how the web Level 1
and able to use images/Picture concepts of control, internet works. The
a simple app on books – Learn games design. directional develop basic children will
an iPad functions of a Inc sequencing, language and web skills. The produce a simple
digital camera computational programming, by children will use eBook or
thinking, programming a Thinglink to presentation
produce and
directional Bee-Bot
publish an
language and
interactive
problem solving image
Year 2 You’ve got mail Super Sci-Fi Whatever the Code-tastic Young Authors Let's Fix IT You’ve got mail
children explore Children create a Weather Introduction to Technological Using scratch -
how they can simple space Presenting and the language of journey and children to Young Authors
use email to invader game interpreting data code. How show them how analyse simple
communicate and interactive computer technology has computer;
with real people quiz programs advanced over identify any
within their actually run the years. Create errors within the
schools, families, their own eBook code, they can
and communities find a solution

All Saints Upton Primary School Computing Curriculum

KEY STAGE 2
Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 eSafety
Year 3 Get Blogging We are Class We love Games Big Robots My First Digital
Children will Publishers Democracy Children will use Children will Program Citizenship &
develop an Children will Children will be gaming apps to write their own Children will Technology (DL)
understanding of create an eBook introduced to develop algorithm create their very Level 2
how wikis work retelling a the concept of computational first computer
and will create famous book democracy and thinking skills game in Scratch
their own wiki create their own and a simple
and blog bill program
Year 4 We built this city Final score Back to the Making Games Hurray for Interface Digital
Children to Children will Future Children to Hollywood Designer Citizenship &
create their own create their own Children will create their first Children create Children will Technology (DL)
3D world using sports news create their own computer game characters, plot build a basic web Level 2
Minecraft report then blog about in Scratch and storyboard page
share online different before filming a
using iWork or technologies/ short movie
Google Docs inventors
Year 5 Cars Website News Room Interactive Art Code Breakers Let's change the Digital
Create a detailed Designers Children create a Exhibition Children look at world Inventors Citizenship &
2 player game Children creating news report Introduce binary codes and Create own Technology (DL)
that includes own website Children to how they can be animation using I Level 3
racing cars using WordPress Superimposed deciphered Can Animate
around a track images
Year 6 Young Authors Stocks and Let's learn a Appy Times Pt 1 Appy Times Pt 2 Heroes & Digital
Children use Shares language Children design a Experiment with Villains Citizenship &
Book Creator Children analyse introduce the piece of the basics of -Graphics Technology (DL)
and Brushes to data, make children to the wearable programming Children create Level 3
create an eBook informed world of technology that and app their own Heroes
inc text, choices, present programming links in with a development and Villains style
illustrations and and critique their languages smart phone app using a variety of game using the
audio decisions development program Scratch
platforms and
styles of code
 Year 2

eSafety
 WILMA Main Teaching Success Criteria Assessment Opportunities

Understanding Discuss with children what they do on the internet, lead the discussion towards Children know what is meant What do we mean by personal
the importance of social networking and online gaming and then discuss who they are talking to or by personal information and information?
personal playing against? Do they know about the privacy settings on their online profiles develop awareness of why it
information and (private (sometimes called personal) and public)? Link into stranger danger. is special. Why should we keep personal
keeping it private Show the following 5 CEOP videos, which focus on keeping personal information Children understand the information safe?
private. At the end of each video, spend five minutes discussing the videos with need for keeping personal
the children. CEOP ‘Thinkuknow’ resources, based on Hector’s World. information private –
http://www.thinkuknow.co.uk/5_7/hectorsworld whether online or offline.
Lesson 1 – personal information is special Children know what to do
lesson 2 – not everyone is trustworthy when concerned about
lesson 3 – assessing trustworthiness content or being contacted
lesson 4 – being alert to unsafe situations online.
lesson 5 – check with an adult
Introducing on- Consider what we use the internet for and ask children to identify what they use Children know they can use What is a social network?
line life and what it for. Emphasise the positive ways in which children can use the internet, to the Internet to communicate
it is help the children grow up using the internet appropriately. with family and friends. What is an email?
Task: Children to produce a poster promoting the use of the internet and what
they like to do while they are on the web. What is the difference between
Discuss with children the fact that when we are online we cannot see if what we private and public for our online
are doing or saying is making the other person, happy or sad – be nice to people profiles?
as you would in the real world.
What is Cyber- Introduce the children to online bulling – use the following Garfield video to aid Children can understand the What do we mean by cyberbullying?
bullying? discussion: https://learninglab.org/ importance of
Task: Children to produce their own set of rules for how they should behave communicating safely and What would you do if you received a
while they are online (think about ‘classroom rules’ and links between offline respectfully online. nasty message online?
and online behaviour)
Eg poster: http://www.kidsmart.org.uk/downloads/cn_A2posterPRIMARY.pdf
Curriculum Links
 Activity Eng Math Sci PE Art & D&T Geog His Music PSHE RE MFL
s Design
You’ve got mail X X

Super Sci-Fi X X X X

Whatever the Weather X

Code-tastic X

Young Authors X X X X

Let's Fix IT X

You’ve Got Mail

WILMA Main Teaching Success Criteria Assessment Opportunities
Lesson 1 Class discussion: Essential Question Understand that emails are What is an email?
How do you connect with others through email? messages that are “sent” and
Understanding ASK: “received” through the What does “sent” and “received”
what an email is Have you heard of email? Internet. mean?
Do you have an email account?
Do other members of your family have an email account?
 Have you ever sent or received an email?
How do you think email works?

DEFINE the Key Vocabulary term email and encourage the children to discuss
the idea that email is a way to send and receive messages.
You may wish to reinforce children’s understanding of the terms “send” and
“receive” by writing a short message on a piece of paper and having them pass
it around the classroom. They can practice saying the words “send” and
“receive” as they pass the message on.
Lesson 2 Class Discussion: Send simple email and obey How are emails sent?
Review the following HTML 5 animation from Google that shows what happens rules of good communication.
Understanding how when you click SEND on an email message using Gmail. How do you log on to Toco Mail?
emails are sent http://www.google.com/green/storyofsend/desktop/#/it-starts-with-send
The video will probably introduce a lot of new terminology as you explore the
journey of an email. Ask the children questions to check that they understand.

Activity idea: What’s Brilliant about me!

With a camera or using an iPad camera, ask the children to take a selfie (this is
an up close photograph of themselves). Then ask the children to write 5 things Send a letter home to Parents
that are brilliant about themselves e.g. I’m brilliant at football, I’m brilliant at – inform the parents that the
art etc. children will be given an
Next, open the resource ‘How to set up class emails’ (Ref 13.1) which will show email address for this activity
you how to use https://tocomail.com. This is a free email service for children. and also request a parent
You will need to set up a master account and then you can add individual email email address so the child can
addresses for each child within this account. Also add parent contact email email them as part of this
addresses and/or add contacts for the other classes or schools you are in exercise.
contact with.
Demonstrate to the children how to send an email with Toco Mail. The
presentation ‘Let’s get mailing’ (Ref 13.2) will help.
Give the children a slip of paper each with their email address and password on.
Ask them to go to https://tocomail.comin the browser or open the Toco Mail
app on the iPad and enter their details.Once logged in the children can
compose their first email and attach their selfie along with their 5 brilliant
things. Ask them to send their email to the relevant contact.
Lesson 3 Very young children may be quick to volunteer information about themselves Children understand that What is personal information?
both on and offline and to people who appear to be an authority figure. This some information about
The importance of lesson aims to teach children that some information is ‘precious’ or ‘special’ themselves is special because What is acceptable information to
keeping personal because it applies just to them. This personal information is as valuable online it makes them unique. share?
information private as it is offline and should therefore not be shared without a parent or teacher’s
permission. Follow this lesson plan for class activity on personal information Children know that they Why shouldn’t you share too much?
and sharing information. should never give out their
http://www.cybersmart.gov.au/Schools/Teacher%20resources/Lower personal details online
%20primary/~/media/Cybersmart/Schools/Documents/Hector_Lesson without a parent or teacher’s
_Plans_Set_1_Your_personal_information_online/Lesson_plan_Lower permission.
_primary_Hector_Episode_1_Details_Details.pdf
Show the class the animation “Hector’s World”
http://www.hectorsworld.com/island/main/episode_theatre_interior_
01/
Extension:
If you wish to spend more time on safety then these following websites
provide many useful resources:
 Sharing Personal Information -
http://www.cybersmart.gov.au/Schools/Teacher
%20resources/Lower%20primary/Lower%20primary%20teacher
%20resources.aspx
 Roar Educate poster – Strong Passwords -
http://www.roareducate.com/wp-
content/uploads/pdf/mo_cooking.pdf
 Roar Educate Poster – Online Identity -
http://www.roareducate.com/wp-
content/uploads/pdf/mo_jungleclub.pdf
Guy Fawkes shares personal information over the internet and gets into trouble
- http://www.bbc.co.uk/cbbc/clips/p01g2pt6
Lesson 4 Teacher to set up the Edmodo (https://www.edmodo.com) account which is a Able to log onto Edmodo. When posting, what etiquette rules
free, online learning space designed especially for schools. This can be accessed should you follow?
How to log onto on iPads or desktops via the web. Able to post on Edmodo.
Edmodo and post Did you have any problems?
on the class wall Whilst it may look like Facebook, it is much more child-friendly. Children can
only access and send messages to their whole year group - they can't send
private messages to each other and no strangers can 'friend' them.
Messages may also contain attachments - uploaded files, pictures or website
links. This enables them to learn the benefits of digital communication in a safe
environment.
 Watch the video tutorial (Ref 13.3) on how to set up and add/invite your class.
Don’t worry it’s quite easy.

Ask the children to log on to Edmodo using the class code and then ask them to
set up a user name and password. This might be easier if it was completed in
small groups.

Ask the children to make their first post on the class wall.

Make sure the children make a note of their user name and password as they
will need this for later sessions.
Lesson 5 Teacher - log on to Edmodo and create a poll - something that will get the Add picture to Edmodo What do you think of Edmodo?
children talking. Maybe relate it to something that is going on in school.
How to add a Add comments and answer
profile picture and Ask the children to log in to Edmodo using their user name and password. questions in Edmodo
participate in a
class poll Ask them to:
 Add a profile picture.
 Answer the poll question and leave a comment.
 They can also reply to other children’s post if they wish.

Encourage children to work out how to do the above tasks themselves and also
help others.

Lesson 6 Open the tutorial “Adding an Assignment” (Ref 13.4). Add picture to Edmodo. How else could we use Edmodo?

Posting a review Ask the children to log on to Edmodo and to upload a photo of a book they are Add comments and answer
reading with a simple review. questions in Edmodo.

Again, let the children comment on other posts.

Super Sci-Fi
r Sci-fiWILMA Main Teaching Success Criteria Assessment Opportunities
Lesson 1 Open the resource “Teacher Guide to Sketch Nation Shooter” (Ref 14.1) Childrenare able to create What did you think of Sketch Nation
Sketch Nation Shooter (produces space invader style games) is a simple app their own ‘space invader’ style Shooter?
Creating a simple thatmakes game development easy and accessible built on user-created game.
space invader game. content, meaning every game is unique and individual to the learner. Ask Was it easy or hard to use?
thechildren to open Sketch Nation Shooter in simple mode and using the in-app
art galleries, create their own game by adding a player and an enemy. Children understand the Extension:
Once the children have created and played their game, discuss game play – elements that make up a Children create their own graphics
what additional aspects are included? Talk about points scored, percentage computer game. for their game.
hits and the power-up options of varied shooting styles, as well as having a
player and enemy.
Extension activity:
Open the resource “Teacher Guide to Sketch Nation Shooter” (Ref 14.1) Page 3.
Extend this lesson by asking children to create their own ‘player’ and ‘enemy’
 on paper and then import them in to the app as part of a new game.
Play and discuss.
Lesson 2 Show the children how to use Create a Martian. Create alien characters to be How did you make your alien look
Ask the children to create 2 or 3 alien characters. Ask the children to used as enemies in gameplay. scary?
Creating and experiment with styles to create scary and friendly aliens. Discuss what
exporting digital features help to change the appearance. Ask the children to take a screen shot How did you make your alien look
graphics to use in of each alien created. Explain that a screen shot will save to the photo gallery friendly?
gameplay. and will then be available to use in other apps on the iPad. If you do not have
access to this app, then the children could find suitable images here: What did you think of using Brushes?
(http://printablecolouringpages.co.uk/?s=+anime+rocket+ship or
http://www.clipartbest.com/pictures-of-space-rockets-for-kids)
Demonstrate Brushes to the class explaining how layers work. Children can use a drawing app to
Ask the children to import their alien image into Brushes to trace over and create characters and graphics for a
colour in their images in order to create characters to use in a game in the next game.
session. The children could also find further images on the internet and then
import these images in to Brushes to trace and colour in and use in their game: Children are able to search on the
(http://printablecolouringpages.co.uk/?s=+anime+rocket+ship or internet.
http://www.clipartbest.com/pictures-of-space-rockets-for-kids)
Children are able to share their
drawings.
Lesson3 Ask the children to create a storyboard that tells the story of their game i.e. Determine parameters for What did you think of Sketch Nation
detail the plot, characters (including a player, 5 enemies and a ‘boss’ to be game play. Studio?
Applying advanced defeated at the end), its purpose, how points are accrued, how to revive a
design concepts to player and the use of power-ups etc. Use advanced features to Was it easy or hard to use?
create a complex Open the resource “Teacher Guide to Sketch Nation Studio” (Ref 14.2) create levels and more
game Once the children have created their storyboard, ask them to open the Sketch complex settings. Extension:
Nation Studio app and create their own game in Advanced mode. The children Children are able to record and
can import their images created in Brushes in the last session to use as part of analyse data.
their game.
Extension activity:
Create a leader board to record individual high scores and use this information
to demonstrate data logging and ask the children to create charts/ graphs, find
averages and trends etc.
Lesson 4 Introduce the concept of mnemonics to the children and provide examples of Create a mnemonic to help Did you like using the Tiny Tap app?
existing mnemonics that help recall the solar system, such as ‘My Very recall the 8 planets of the
Creating an Educational Mother Just Served Up Nine Pizzas’ or ‘My Very Easy Method Just Solar System. Did your mnemonic help you
interactive quiz. Shows Us Nine Planets.’ Ask the class to create their own mnemonic – remember the order of the planets
 individually or in pairs. However now that we disregard Pluto as part of our Children search on the in our solar system?
solar system and new one needs to be made. internet using an advanced
Now tell the class they are going to make their own solar system game using search to find a large image. What other mnemonics could we
the Tiny Tap App. If you have not used Tiny Tap before, you may find this make?
tutorial useful: http://www.youtube.com/watch?v=4DsIu8LkATo Children create their own quiz
First, ask the children to find a suitable image on the internet. They will need to game
find a large image of the solar system that includes all of the planets. The
children will need to use an advanced image search so they can filter the search
to only find large images.
Demonstrate Tiny Tap on the board. Ask the children to tap on ‘create’ and
then import their large image as a background.
The child must then tap on ‘add activity’, and select ‘ask a question.’ The child
must then record themselves asking a question like ‘Tap on Saturn,’ then the
child will need to trace around this planet on their background image. Repeat
for all 8 planets.
Ask the children to then play their game, using their mnemonic to help them
complete it.

Lesson 5 Watch a video of the 1969 moonlanding (example: Script a ‘moonlanding’ What did you like about using
http://www.bbc.co.uk/learningzone/clips/apollo-11-one-small-step-for- message. PhotoSpeak?
Recall and recreate man/7365.html). Then discuss with the class the importance of this event,
famous events. what it meant, the emotion of the astronauts, possible risks, timeframes etc. Record a moonlanding video How could you improve your video?
Ask the children to script a message from Neil Armstrong to either retell the message.
famous speech or give a personal account of their experience of being the first
person to step foot on the moon.
PhotoSpeak allows children to bring history to life by animating a still image of a
famous person or character. Firstly, ask the children to search on the internet
and find a photo of Neil Armstrong, save into the photo gallery and then import
it into PhotoSpeak.
Ask the children to use the record button to add their audio to the image. The
final result will be a talking, nodding and blinking Neil Armstrong clip that can
be exported as a video file.
Tips for using PhotoSpeak:
 Use a photo that is face on, without glasses and with the mouth closed. The
app will open the mouth as part of the animation and add teeth when
‘speaking’.
Record in a quiet space to produce higher quality audio as the app will pick up
 background noise.
Lesson 6 Introduce the concept of podcasts to the children and tell them they are going Children create a script or a Can you explain what a podcast is?
to write a script to later record as a podcast. The script could be about their series of diary entries for their
Creating a Podcast thoughts and feelings about life on Mars or reporting on maintenance they are podcast. How could you make your podcast
doing on a remote space station or even about experiencing being the first better?
civilian shuttle into space. Set the scene using real accounts and footage then Children record their own
set the parameters for the task, discussing the elements that make up a podcast.
podcast and the type of information that would be included in a diary entry:
date, time, location, emotions, events, feelings, hopes and fears, family etc. Children are able to enhance
Demonstrate GarageBand to the class. Now ask the children to open their podcast with photos,
GarageBand to record their script. music and sound effects.
A podcast can be broken down into chapters using markers and photos can be
added to reflect the content. Once the audio is completed, the children could Children are able to export
add music and sound effects. their podcast.
When all elements are complete, ask the children to export their podcast so it
can be later viewed as part of a class viewing.
Whatever the Weather
WILMA Main Teaching Success Criteria Assessment Opportunities
Lesson 1 Discuss with children the different ways that information can be presented; ask Children can interpret Why do we use graphs to display
them the different ways that they know. information information?
Interpreting data
Explain to children that sometimes when we have large amounts of statistical What is data?
data we may need to present it in a way that people can easily understand it.
Ask the children to work through the worksheet (Ref 15.1), this will demonstrate
to children how information can be presented (in graphical format) and requires
the children to interpret the information that they are seeing.
Lesson 2 Ask children about the different ways of collecting information, how do we find Children can create a tally What is a tally chart?
things out? Discuss surveys and statistical data with them. chart and record data
Identify different Ask children a ‘favourite question’ and demonstrate how to complete a tally Why do we use a tally chart?
ways of collating chart, for example:
data What is your favourite Colour? Blue, Green, Yellow or Orange and complete the How can we use the information
tally chart for the class. collected in a tally chart?
Give children ‘Ice Cream resource worksheet’ (Ref 15.2) and then play the ice
cream game(Ref 15.3). Ask the children to complete a tally chart for each of the
 ice creams. Keep the completed worksheets for the next lesson.
Lesson 3 Using the completed ice cream tally charts and using MS excel, input the data Children begin to use MS excel What does this graph show us?
they have collected and create a pie chart – if you are unsure how to do this to input data
Presenting and please refer to ice cream guide (Ref 15.4). Why have you used a graph to
interpreting data Once the children have completed this ask the children to copy their chart into display this information?
Microsoft word and ask them to answer the questions on the worksheet (Ref
15.5) in Word.
In completing this, the children will have a report showing the number of ice
creams sold and will demonstrate the way in which information can be
presented.

Lesson 4 Recap the way in which data can be captured and presented. Introduce the Children use knowledge of What is this graph showing you?
children to the site below: interpreting data in the
Interpreting data context of graphs Why do you think....?
from graphs http://www.topmarks.co.uk/maths-games/5-7-years/data-handling
Why do you think that?
Ask the children to complete the ‘Alien Snail Race,’ Fruit Fall & Data Analysis
Explorer.
Lesson 5 Recap the ways in which information can be displayed. Tell the children they are Children are able to input data From the data which day was the
now going to look at using graphs to display comparative data. accurately using excel hottest in Liverpool?
Accurately inputting
data and presenting One example of this can be to compare the weather for when we are considering Which city had the fewest rainy
information in where to go on holiday. days?
graphical format
Ask the children to find out the daily temperatures for Liverpool and London for How many rainy days did London
the past 5 days. have last week?

Ask them to input this data into Excel and produce a bar chart which compares
the average daily temperatures. Ask the children to compare the data, which
city had the most hot days/ rainy days etc.
Lesson 6 Carrying on from the previous lesson ask the children to find out the daily Children are beginning to use What is the difference between a
 temperatures for the past five days for a further 3 cities and ask them to add this a range of data to compare bar chart and line chart?
Comparing data to the data they have already input. what they show
What would happen if you change
Now ask the children to produce a line graph to show the temperatures for each the data in your spreadsheet?
of the 3 cities. Again ask the children to copy and paste this graph into a word
document and ask the children to compare the data. What is a spreadsheet?

Code-tastic
WILMA Main Teaching Success Criteria Assessment Opportunities
Lesson 1 Explain what code is and what it is used for. To illustrate code, play the following Play “Simon says” game to Why do we need to follow
game. understand how delivering a instructions?
Understanding what Explain the rules of “Simon Says.” set of instructions can
is meant by code and Using the basic rules of this game, groups of children must navigate from one successfully achieve a goal.
what is does corner of the room to the other corner using one member of the group to follow
the instructions. Each group starts with 100 points. 1 point is deducted for:
i. Not following an instruction
ii. Bumping into an object
iii. Not giving clear instructions.

The group that completes the task with the most points wins.
Highlight how providing clear instructions is the basic premise of code.
Lesson 2 Demonstrate how to program ALEX the robot. Understand that algorithms What instructions are you giving
are precise instructions that ALEX?
Changing and Discuss how this program is slightly different to ‘Simon Says’ as ALEX has to be are followed.
improving a game pointed in the direction you want to go in before you move. Why do you have to turn him
Think about how we could improve this program to make it easier or how we before moving him?
could make it more difficult.
Alternative to A.L.E.X app –Robot Maze Game (free online game) -
http://www.mazegame.us/robot_maze_game.htm
Lesson 3 Using Daisy the Dino, introduce how programming works to control Daisy’s Follow a simple algorithm. What happens if....?
movements. Use challenge mode so a new command is introduced after each
Understanding the challenge. Why has Daisy done that?
commands used in Discuss which commands are better to use and then look at other commands like
Daisy the Dino and roll and shrink.
creating your own In free play mode, children must get Daisy to dance using all the commands.
code. Show the best examples on screen.
Alternative to Daisy the Dino app–Scratch Junior or http://learn.code.org/hoc/1

Lesson 4 Demonstrate ‘Move the turtle’ app. Devise a simple algorithm. Why do we put the instructions in
order?
Create code to draw Challenge the children to make the turtle draw a square.
shapes using “Move What happens when we change
the turtle” Challenge the children to draw another shape. the order?

Show and tell: children demonstrate how they completed the task.

Alternative to Move the Turtle app – http://www.iboard.co.uk/iwb/Mole-Maze-

663
Lesson 5 Demonstrate “Hopscotch” commands. Children are familiar with What happens when you
variables and ‘debugging’ change....?
Create code using Show how changing variables of some commands can create many different programs.
Hopscotch shapes.

Ask the children to make shapes using Hopscotch. They can use more than one
character.

Alternative to Hopscotch app – MS Logo

Lesson 6 Children go to navigate to community area of Hopscotch and browse other Children are familiar with What do we mean by ‘debug’?
games that have been designed. variables and ‘debugging’
Create code using programs. Why have you chosen this game?
Hopscotch part 2 Children can download their favourites and see how the game was designed.
They can design their own game based on this new coding knowledge.
Ask the children to reflect on what they have learned and then discuss with the
class.
 Young Author
WILMA Main Teaching Success Criteria Assessment Opportunities
Lesson 1 Show the children the video below to show the development of the internet: Explore the origins of the What is the difference between
http://www.bbc.co.uk/learningzone/clips/development-of-the- World Wide Web. Web 1.0 and Web 2.0?
Exploring the World internet/3760.html
Wide Web Illustrate the differences What app did you use to create
Open up presentation ‘Web 1.0 and 2.0’ (Ref 17.1) and explain the differences to between Web 1.0 and Web your mindmap?
the children. 2.0.

Research the impact of the World Wide Web and draw conclusions using Skitch, Share work.
Popplet or other mind mapping/ annotation apps.
Lesson 2 Divide the children into groups and allocate a decade (from 1939) for research. Identify major developments What is an infograph?
through the decades (from
The key Use http://www.akita.co.uk/computing-history/ as a starting point to give an 1939 to present day). What did you use to make it?
advancements in example of an infographic, but also as a stimulus to discuss technological
computer advancements. Timeline key events.
development The sites below may also be useful:
 http://visual.ly/history-media-storage - change in computing storage Share work.
 http://articles.bplans.com/an-infographic-history-of-computer-programming/
- the codes used and the people behind it
 https://leveragenewagemedia.com/blog/wp-
content/uploads/2013/12/Social-infographic_2014.png. – The development
of social media
 http://www.computerhistory.org/timeline/ - Various info covering 1939 -
1994
Children to produce an infographic in MS Word to illustrate the key modifications
from their decade in computing history. The children should identify changes in
hardware, software, storage, hand-held devices (inc mobile/ smart phones),
connectivity (dial-up, broadband, wifi, 3G, 4G) and programming. Ask the
children to use both text and graphics.
Children to save their infograph as they will use this in their eBooks in lesson 4
Lesson 3 Ask each group to produce a presentation using PowerPoint or Keynote showing Prepare to share findings with What did you use to create your
what information they have found out about their decade and the technological other groups. presentation?
Using presentation developments within it by identifying the key pieces of technology that were
programs created in this decade and what they were used for. Present findings. Where did you find the
information?
Have a running order and introduce each group to set the tone for a formal
presentation. What makes a good presentation?
Lesson 4/5 Children to create their own eBook showing the development of technology. Script the content for their What Font did you use? Why?
Don’t forget to tell the children to include their infographic from lesson 2. eBook
Creating an eBook What style have you chosen for
Discuss the process for creating a book. Text is the most important aspect so your front cover? Will that make it
should account for a large proportion of the allocated time in their book creation. standout?
Images, audio and video are not essential but do act to support the text in a
visual way. All images should be relevant, focused and of good quality. Use this
as an opportunity to discuss thumbnails and picture size.

Demonstrate the Book Creator app to the children, which they will use to create
their eBook.

Word can be used instead of Book Creator

Lesson 6 Book Creator also allows you to add audio and video content. Audio is great if Consider additional content to How do you add audio? Why are
using a glossary of terms as the word can be recorded and used to aid improve the look and we adding a recording?
Improving our e- understanding for the reader. readability of the eBook.
book with images,
audio and video Ask the children to consider adding audio to their books – they could record Share eBook
themselves reading individual pages. Ask them to consider adding videos to help
tell the story or link to web pages that are relevant to their book and that the
reader can go to for more information.
Ask the children to export their eBook to iBooks.

Let’s Fix IT
WILMA Main Teaching Success Criteria Assessment Opportunities
Lesson 1 Open the resource “Lets Fix It – Lesson Guide” (Ref 18.1) Understand that computer What is meant by ‘debugging’?
 programs are made up of
Identify the key Using the Lets Fix It – Lesson Guide in the resource folder give an explanation of blocks of code and that
components of a what code is and how debugging is part of coding. sometimes the blocks of code
are wrong and need to be
computer program
Introduce the children to the Scratch program and explain the main parts of the fixed, this process is called
user interface. debugging.
Have a basic understanding of
Demonstrate the code blocks in Scratch, how they snap together and how they scratch and how to build code
work to make the sprites do things. blocks.
Can build basic code blocks to
Give the children time to explore the Scratch program and build different types of create a small program.
code blocks and programs. Understand the difference
between the stage and a
sprite.
Guide the children through Activity 1 (within Ref 18.1).
Lesson 2 Open the resource “Lets Fix It – Lesson Guide” (Ref 18.1) Understand how to draw in What is a sprite?
Scratch.
Creating a sprite and Guide the children through Activity 2 (within Ref 18.1) Can create their own How did you create a background?
background images on the
stage
stage.
Can create their own sprites.
Lesson 3 Open the resource “Lets Fix It – Lesson Guide” (Ref 18.1) Can order code blocks to make How do you make your sprite
basic sprite movements. move?
Programming a Guide the children through Activity 3 (within Ref 18.1). Understanding of how to build
code blocks that will affect the How did you identify the problem?
sprite
Ask the children to solve Problem 1 and Problem 2 in the Lets Fix It section. motion of a sprite.
Can debug simple motion
code block problems so that
they work in the correct way.

Lesson 4 Open the resource “Let’s Fix It – Lesson Guide” (Ref 18.1) Can build code blocks to use What was wrong with the code?
sound and talking.
Debugging lines of a Guide the children through Activity 4 (within Ref 18.1).
code Understanding of how to build
Ask the children to solve Problem 3 and Problem 4in the Lets Fix It section. code blocks that will
 incorporate sound and make a
sprite talk.
Can debug simple looks &
sound code block problems so
that they work in the correct
way.
Lesson 5 Open the resource “Lets Fix It – Lesson Guide” (Ref 18.1) Can build code blocks that use What is a sensor?
sensors to detect sprite
Using ‘sensors’ and Guide the children through Activity 5 (within Ref 18.1). movement. What are conditions?
Understanding of how to build
‘conditions’ within a
Ask the children to solve Problem 5 and Problem 6 in the Lets Fix It section. code blocks that use
code. conditions and sensors.
Can debug simple code blocks
with condition and sensor
problems so that they work in
the correct way.
Lesson 6 Open the resource “Let’s Fix It – Lesson Guide” (Ref 18.1) Can understand the difference What is a repeating loop?
between repeating loops and
Identify and use Guide the children through Activity 6 (within Ref 18.1). forever loops. What is a forever loop?
Ask the children to solve Problem 7 and Problem 8 in the Lets Fix It section. Understanding of how to build
‘loops’.
code blocks that will
incorporate loops.
Can debug code blocks that
have problems with loops so
that they work in the correct
way.

Resource List
Activity Lesson Resource(s) Needed Resource Reference
YEAR 2
You’ve got mail 2 How to set up class emails 13.1
Let’s get mailing 13.2
4–6 Edmodo Video Tutorial 13.3
 6 Adding an Assignment 13.4
Super Sci-Fi 1 Teacher Guide to Sketch Nation Shooter 14.1
3 Teacher Guide to Sketch Nation Studio 14.2
Whatever the weather 1 Weather Pictogram worksheet 15.1
2 Ice Cream worksheet 15.2
2 Ice Cream flash movie 15.3
3 Ice cream guide 15.4
3 Worksheet 15.5
Young Authors 1 Web 1.0 and 2.0 Presentation 17.1
Let’s Fix it 1-5 Lets Fix It – Lesson Guide 18.1
3–6 Problems 1 – 8 Ref 18 folder
2–5 Activity Videos Ref 18 folder

Glossary

Abstraction Reducing complexity by focusing on the essential features of an algorithm or data representation and omitting unnecessary detail.

Algorithm An algorithm is a sequence of instructions and/or set of rules.

Animation Animation is a way of creating a continuous motion and shape change of your graphic or sprite.
Artificial Intelligence Artificial Intelligence (AI) is the behaviour of a computer independently of a human. Computer games have artificial intelligence built into them in
order to make the game much more interesting.

Application A self-contained program that performs a specific function for end users.

Augmented Reality A technology that superimposes a computer-generated image on a user's view of the real world, thus providing a composite view.

Binary Code A computer language to express the digital information they process. It is called binary because it consists of two symbols – 0s and 1s.

Blogging A personal website/webpage which an individual records opinions, links to other sites, etc. on a regular basis.

Boolean logic / digital logic A system of reasoning with truth values, true and false, using logical operations such as and, or, and not. Named after British mathematician
George Boole.

Browser A piece of software that enables a user to locate, retrieve and display information on the world wide web.

Central Processing Unit (CPU) This is the part of the computer that turns your commands in actions.

Code These are the instructions used to write a computer program. Different pieces of code can be arranged in different ways to give the computer a set of instructions.

Complexity The way that a solution to a problem scales as the size of the input increases, considering both the number of computational steps and the memory space
required.

Computation Performing a calculation by executing the instructions of a program on a computational device.

Computational device / digital device A computer or other programmable device that performs computation.

Computational thinking The ability to analyse ways to solve problems using appropriate algorithms and data representations, taking account of the complexity of possible
solutions.

Computer Program A computer program is a sequence of instructions written to perform certain tasks by the computer. It’s a way of talking to the computer to ask it to do
things for you.
Computer science The scientific study of computation, applied to both hardware and software, covering both theoretical and practical concerns.

Computational thinking It is a way of thinking that uses concepts and theories from computer science to solve problems. 

Conditional Language Can also be described as a Conditional Expression, they are features of coding that perform different computations or actions depending on a
specified condition being either True or False. For example using the if then else construct, If the following Condition is True Then do the following instructions Else do these
different instructions.

Conditional Statements Can also be described as a Conditional Expression, they are features of coding that perform different computations or actions depending on a
specified condition being either True or False. For example using the if then else construct, If the following Condition is True Then do the following instructions Else do these
different instructions.

Control In ICT Terms, this means the commands placed in a sequence to perform a desired task.

CPU This is the part of the computer that turns your commands in actions

Data Information which can be stored, retrieved and manipulated in digital form using digital devices.

Data representation The various ways data can be represented as words, numbers and pictures in the memory of a computational device.

Debug This is the process of finding errors or problems with your code and trying to fix it. Sometimes code will be in the wrong order or there could be bits of code missing,
the process of fixing the code is called debugging.

Decipher Convert (a text written in code, or a coded signal) into normal language

Decomposition Also known as factoring, refers to the process by which a complex problem or system is broken down into parts that are easier to conceive, understand,
program, and maintain.

Digital artifacts / digital content Images, videos, text or data, or a combination of these, which are made on a digital device.

Directional language Forwards, backwards, left and right.

Digital literacy The ability to access and manipulate digital content and understand the implications of its creation and distribution.

eBook An electronic version of a printed book which can be read on a computer or a specifically designed handheld device.

Elements: Elements are like tags but they contain the information about the web page. A element will sit inside a tag.

eMail: This is a digital letter Messages distributed by electronic means from one computer user to one or more recipients via a network.

E-safety Understanding and applying rules to mitigate against the risks to personal safety and privacy of personal information in using digital devices of all kinds.

Flipcam A HD camcorder

Flowchart A diagram of the sequence of movements or actions

Function A small section of computational code that performs a specific operation. In particular, a function takes inputs, or arguments, and returns outputs, or results.

Garageband Software application that allows users to create music or podcasts

Green screen (in film and video) A subject is filmed in front of a green background which allows a separately filmed background/image to be added to the final video in the
editing phase.

Hardware Physical items of computing kit such as desktop hard drives, printers and scanners

HTML Web pages are files that are viewed using an internet browser. The pages are written in a language called HTML. HTML is made up of elements, or tags, that are used
as instructions to tell the browser what should appear on a web page and how it should be structured. HTML stands for HyperText Markup Language.

Infographic Visual representation of information, that can be very complex, displayed in a way that can be interpreted quickly and easily.

Input: Inputs are devices or code that send instructions to the computer and allows us to interact with technology. These are the means of communicating with computers
e.g. keyboard and mouse.

Internet An electronic system that connects billions of people using computers, phones, or other devices, and allows them to communicate with one another
Jingles A short slogan, verse, or tune designed to be easily remembered used in advertising.

Logic A systematic approach to reasoning. The rules that underlie an algorithm used for an application. Can also refer to digital components in computer hardware.

Looping A loop is a sequence of instructions that will be continually repeated until a Conditional Statement is reached or becomes true. Using loops is a way of asking a
question until something (conditional statement) becomes true.

Memory This is the name for the electronic holding place for instructions and data that a computer's microprocessor can reach quickly.

Message Something you want to tell or ask another person

Mind map A mind map is a diagram used to visually outline information. A mind map is often created around a single word or text, placed in the centre, to which associated
ideas, words and concepts are added.

Mnemonic A system such as a pattern of letters, ideas, or associations which assists in remembering something.

Musical Loops A repeating section of sound material

Network A number of computational devices connected together, allowing sharing of resources and cooperation between devices in the solution of a problem. Also the
hardware used to establish connections between devices on a network.

Operating system The program that enables the computer to start and access different sorts of software on the computer, examples include Microsoft Windows and iOS for
Mac.

Output These are the means by which the computer relays information e.g. printer or monitor

Peripherals These are the external accessories to computers such as printers.

Player Interaction Player interaction is the main point of all the computer games. If the player cannot interact with the game or control something within a game they
simply won’t play the game.

Podcast Podcasts are shows, similar to radio or TV shows that are produced and posted to the Internet for download and listening or viewing.
Procedure A small section of computational code that performs a specific operation. Unlike a function, a procedure does not return a result but may be to change the data
stored in objects in computer memory.

Program / code (verb) To create or modify a program.

Program / code (noun) A sequence of instructions to perform a task.

Programming language A formal language for representing statements, or commands, and data values used in a program. A programming language has a precise syntax
that defines the valid ways for combining the symbols used to denote variables and data values. Examples used on schools include Scratch, Python and SmallBASIC.

Python Is an object-oriented coding language, meaning everything in the program is treated as an object.

QR Code A machine-readable code consisting of an array of black and white squares, typically used for storing URLs or other information for reading by the camera on a
smartphone.

Search technologies Algorithms used by applications known as search engines to trawl the internet for digital content matching search terms given by a user. Results are
normally presented in the form of links to relevant content.

Selection It means ‘to choose something’.

Sequence A set of actions or events that must be carried out in the same order every time.

Simple Program A sequence of instructions to perform a task.

Simulation The technique of representing the real world by a computer program

Software The programs that enable computers to undertake specific functions.

Storyboard A sequence of drawings, representing the shots planned for a film.

Structure HTML files need to have a structure or order to them in order for them to be understood by the internet browser to display the web page. If the structure is
wrong then the web page won’t display correctly.

Sprite A sprite is a 2D image that is integrated into a computer game in a layered effect.

Tags Tags are what the HTML language uses as instructions to tell in the internet browser what should appear on the web page. Tags look like this <head> </head>. They
will always have an opening tag and closing tag.

Variables Variables are used to store information within computer code, each Variable will have a unique name and it will hold a known or unknown quantity or value. For
example the number of points scored by each player would be stored in a variable.

Visual programming Any programming language that lets users create programs by manipulating program elements graphically rather than by specifying them textually.

Wiki A website developed collaboratively by a community of users, allowing any user to add and edit content.