CAMBRIDGE PRIMARY COMPUTING 1: TEACHER’S RESOURCE

2 Managing data
Unit plan
Topic Approximate Learning content Resources
number of
learning hours
2.1 Using data 2 hours Find out about the ways we Learner’s Book Topic 2.1
20 minutes – can use computers to answer
2 hours different questions. Resource sheets 2.1–2.2
50 minutes Worksheets 2.1A, B and C
Learn about data and tables.
Understand that computers can help to Source file
sort and organise data. 2.1_favourites_table

2.2 Collecting 1 hour Use a form to collect data. Learner’s Book Topic 2.2
data 30 minutes –
1 hour Enter data into a computer. Resource sheet 2.3
50 minutes Select questions that you can ask to Worksheet 2.2
collect data.
Source files
Select which questions you can answer 2.3_stories_form,
from your data. 2.4_project_table,
2.5_transport_form, 2.6_
favourites_form

BACKGROUND KNOWLEDGE

In this unit, learners work with simple data and • Throughout the unit, data are presented in
enter categorical data into a computer. They use simple tables. Learners may have worked
existing data and collect their own data using with tables in other subjects such as maths
a form. and science, but some learners may be
Prior knowledge unfamiliar with seeing data in this format.
They may need support understanding how
• Learners may have seen an adult entering a table works, for example how data in a
data using a computer, for example when row read from left to right. You may initially
they completed a form. Learners may have need to spend time interpreting data during
also previously sorted objects based on teaching activities.
different criteria.
Supporting learners without prior knowledge
• The experiences of learners at this stage are
likely to vary and you shouldn’t assume that
they will have prior knowledge.

1 Cambridge Primary Computing 1 – Rickus © Cambridge University Press & Assessment 2023
 CAMBRIDGE PRIMARY COMPUTING 1: TEACHER’S RESOURCE

CONTINUED

Content beyond Stage 1 • Learners will use computers to present data

• Although you should encourage learners to in different ways, such as through pictograms
recognise that a computer can be used to and block graphs, at Stage 2.
easily collect and quickly organise data, the • Stage 1 focuses on categorical data.
benefits of using a computer for collecting Do not introduce statistical data until Stage 2.
and organising data are not covered
until Stage 2.

TEACHING SKILLS FOCUS

Area of focus: Skills for life entering data, while the other learner checks
Specific focus: Collaboration that it has been entered correctly. Learners
should make sure they know who is completing
Benefits: Collaboration involves working with each part of the task before starting it, including
others to complete a task, such as solving a any changes to responsibilities as they progress.
problem or producing a creative outcome. Also consider how learners are grouped.
By working together effectively, learners can For example, it may be beneficial to pair a
achieve more than when working alone. learner who is less confident in the topic with a
Collaborating on a task means that the process learner who is more confident.
of completing it can be shared among learners, Reflect: Learners may be used to discussing
while also enabling learners to support each their ideas with others, although collaborating
other by sharing information and thinking on a task can be new for learners and they
together about how the task can be successfully may find not having sole responsibility for
accomplished. Working together enables a task challenging. Learners may also have
a group to include learners with a range of difficulty deciding on the approach to take when
experiences and interests, and it can lead to completing a task and who should do each part,
improved creativity and outcomes. so you may need to give them support to make
Your practice: During lessons, provide sure they collaborate effectively. At the end of a
opportunities for learners to work together task, ask learners how well they worked together,
on tasks. You can do this by putting learners for example if it was easy to agree how to work
in pairs, for example when completing a together, or if there were any disagreements.
task on the computer, or in small groups, for To help your reflection, consider these questions:
example during a discussion activity. When
working together, it is important that learners • How did learners benefit from collaborating?
listen carefully and respectfully to each other. For example, did they produce a higher-
You could give them guidance on appropriate quality or more creative outcome?
questions to ask others in their group, such • How well did learners work together? For
as What do you think we should do here?, or, example, were they able to agree on the
Do you think my idea will work?, along with approach to a task and share responsibility
suitable ways to respond, such as, I think…, Yes for its completion?
it will, because…, or, That’s a good idea, but I • How did you group learners? For example, did
don’t think it will work, because…. you choose learners with similar or different
When collaborating, it is also important for confidence levels in the computing topic?
learners to take responsibility for their part of • How might you use collaboration in the
the task. For example, when entering data into future? For example, are there certain tasks
a computer, such as when completing the unit that appear more suitable for learners to
project, one learner might be responsible for work on together?

2 Cambridge Primary Computing 1 – Rickus © Cambridge University Press & Assessment 2023
 CAMBRIDGE PRIMARY COMPUTING 1: TEACHER’S RESOURCE

LANGUAGE SUPPORT

Learners may have heard the word ‘data’ in Spend time supporting learners in learning the
maths or science lessons. If so, they might think new vocabulary. You could display an image
that data are only numbers, rather than there alongside each word to support learners.
being other data types, such as text. Try to Key words
use examples of words, numbers and pictures
when explaining what data are (although please During the unit, ensure learners are familiar with
note that statistical data are only introduced in the following key words. Definitions are provided
specific tasks in Stage 2). in the glossary at the back of the Learner’s Book.
Learners may be unfamiliar with some of the collect list table
vocabulary used in the data collection topics, data personal data
such as transport, vegetables, sports or colours.
form sort

CROSS-CURRICULAR LINKS
English: Learners develop their ability to Digital literacy: In this unit, learners interact
recognise letters and the spelling of words by with onscreen items by clicking, tapping and
using the keyboard. dragging. They enter familiar words using a
Maths: You could use any data collected as a keyboard, which could be physical or onscreen.
basis for calculations. For example, you could They understand what to do if they feel unsafe or
ask learners to add the number of adventure uncomfortable when they are using a computer.
stories to the number of space stories. All: You could alter the data that you collect
Geography: Learners could answer questions and analyse to reinforce learning in a different
about the weather based on an area subject. For example, you could collect data
being studied. relating to animals being studied in science or a
period in history.

More resources for this unit

Links to digital resources
• Sorting objects activity: A whole-class activity to sort objects and answer questions based on how they
are sorted.
• Sorting by size activity: Learners sort and order objects based on different criteria.
• Printable sorting activity: Cut out sheets for learners to sort different objects based on colour.

3 Cambridge Primary Computing 1 – Rickus © Cambridge University Press & Assessment 2023
 CAMBRIDGE PRIMARY COMPUTING 1: TEACHER’S RESOURCE

Topic 2.1 Using data

LEARNING PLAN

Learning objectives Learning intentions Success criteria

1MD.01 Know that computing • Find out about the ways • Learners can use different
devices can be used in we can use computers to methods to answer a
different ways to answer many answer different questions. question using a computer.
different types of question.

1MD.02 Know that computing • Learn about data • Learners can identify data in
devices can help to sort and and tables. a table.
organise data.
• Understand that computers • Learners can use data in a
can help to sort and table to answer a question.
organise data.
• Learners can sort and
organise data.
• Learners know that
computers can help to sort
and organise data.

Common misconceptions
Misconception How to identify How to overcome
A large variety of data needs Learners suggest several Ask learners to justify why data
to be collected to answer a unnecessary data items to need to be collected, or explain
specific question. collect or examine. why data are unnecessary.

Starter ideas
1 What can I learn from these questions? (10 minutes)
Resources: none
Learning intention: The purpose of this task is to develop learners’ understanding of how questions can help
us learn something new.
Description: Learners should have completed the Getting started activity. Ask learners to share what
question they asked their partner, such as: What is your favourite toy?, along with the answer such as a red
car. Write some answers on the board.
Ask learners to think about what they would like to know about another member of the class. Ask a learner
to share the question they could ask, such as: What is your favourite food ? Ask learners to ask their partner
a question, to find out the answer, then to share the answer with the class. Write the answers on the board
and explain to learners that we now have facts written down about the people in the class. Explain to
learners that these are also known as data and can be used to answer questions.
What to do next: This activity leads well into Unplugged activity 1 and Activity 2 in the Learner’s Book,
which focus on finding the answers to questions using computing devices.
• Support: If learners need further practice, they could ask their partner more questions.
• Challenge: You could ask learners questions based on the class data. For example, What is the most
popular food?

4 Cambridge Primary Computing 1 – Rickus © Cambridge University Press & Assessment 2023
 CAMBRIDGE PRIMARY COMPUTING 1: TEACHER’S RESOURCE

2 What are the answers to these questions? (10 minutes)

Resources: whiteboard, Resource sheet 2.1, mini whiteboards and pens or pencils and paper
Learning intention: The purpose of this task is to develop learners’ understanding that there are a range of
questions that can be answered using data tables.
Description: Display Resource sheet 2.1 on the board and explain to learners that a teacher has asked eight
children what their favourite vegetable is. The teacher has put the results into a table so that they are easier
to see. If necessary, explain to learners how the table works – for example, by pointing out the headings and
that the children’s favourite vegetable is on the same row as their name.
Tell learners that you are going to read out some questions about the table (see below and the bottom of
Resource sheet 2.1).
• Is Carolina’s favourite vegetable peas?
• Is Zina’s favourite vegetable carrots?
• Who has chosen sweetcorn as their favourite vegetable?
• How many people have peas as their favourite vegetable?
• What is the most popular favourite vegetable?
As a class, discuss what the answer to each question is. For each answer, ask learners to explain the process
they went through to find the answer.
Emphasise to learners that it is important we think carefully about the data we need to collect to answer
a question. For example, if we collected the wrong data here, such as about a person’s favourite sport, we
would not be able to answer our questions about vegetables.
What to do next: This activity leads well into Unplugged activity 3 and Main teaching idea 3, which focus on
answering questions about the data in a table.
• Support: You could repeat this activity after Main teaching idea 3 to reinforce learners’ understanding
that there are a range of questions that can be answered using data.
• Challenge: Learners could think of additional questions to ask about the data and then give them to a
partner to answer.

Answers:
• no
• yes
• Nasrat
• two
• carrots

Main teaching ideas

1 Using a computer to find out about the weather (25–30 minutes)
Resources: a desktop computer, laptop or tablet for each pair of learners with internet access, and to
Weather report for kids, mini whiteboards and pens or pencils and paper
Learning intention: The purpose of this task is for learners to use a computer to answer a question.
Description: This activity supports Activity 2 in the Learner’s Book. The first part of the task involves the
whole class. Learners work in pairs in the second part of the activity.
Remind learners that they can use computers to answer questions. Ask them to share questions they know
can be answered using a computer, such as those from Unplugged activity 1 in the Learner’s Book.
Explain to learners that in this activity they are going to use a computer to find the answer to the following
question: What will the weather be like tomorrow?

5 Cambridge Primary Computing 1 – Rickus © Cambridge University Press & Assessment 2023
 CAMBRIDGE PRIMARY COMPUTING 1: TEACHER’S RESOURCE

Show learners how to access Weather report for kids. Then enter a location, such as your country’s capital
city, into the ‘Where are you?’ box and select ‘Get Weather’. First, only show learners the weather details in
the ‘Today’ section; explain that the pictures on the screen can also help them find out the answer.
Remind learners that you are trying to find the answer to What will the weather be like tomorrow? and ask
them if you have the answer yet. Make sure learners know that you don’t yet have the required answer, then
show them the ‘Tomorrow’ section and look at the weather details together. Check that learners know that
you now have the answer to What will the weather be like tomorrow? Ask them to write or draw the answer
to the question.
Now explain to learners that they are going to work in pairs to find out the answer to the question: What
will the weather be like tomorrow? for where they live. Remind them how to access Weather report for kids
and enter a location. Write your location, such as the nearest town or city, on the board for learners to copy.
Before you start the activity, make sure learners are familiar with your school’s online safety guidance for
using the internet. Learners then do the activity in pairs and write or draw the weather for tomorrow.
Differentiation:
• Support: You could access Weather report for kids and enter the location for learners.
• Challenge: Ask learners to write or draw tomorrow’s weather for other locations.

2 Answering questions about data (20–25 minutes)

Resources: Worksheets 2.1A, 2.1B, 2.1C; Worksheet answers
Learning intention: The purpose of this task is for learners to answer different types of questions about data.
Description: Use Unplugged activity 3 in the Learner’s Book to help you decide which worksheet to
assign to learners. Learners who needed additional support to complete Unplugged activity 3 should try
Worksheet 2.1A. Learners who want an additional challenge should attempt Worksheet 2.1C. All other
learners should complete Worksheet 2.1B.
Before you give learners the worksheets, you may want to recap Starter idea 2.
When learners have completed the worksheets, discuss incorrect answers. Work through any common
misunderstandings as a class.
Differentiation:
• Support: Worksheet 2.1A lets learners choose between two options in each question. Worksheet 2.1B
also has two options for learners to choose from; however, there is data from additional people in the
table and one extra question to answer.
• Challenge: In Worksheet 2.1C there is an extra column of data in the table and one additional question
to answer.

3 Let’s organise our own data (25–35 minutes)

Resources: a desktop computer or laptop with a word-processing application for each pair of learners, mini
whiteboards and pens or pencils and paper, source file 2.1_favourites_table
Learning intention: The purpose of this task is for learners to know that computing devices can help to
organise data.
Description: Learners should have completed Unplugged activity 3. This activity supports Practical
task 1. The first part of the activity involves the whole class. Learners work in pairs for the second part of
the activity.
Display source file 2.1_favourites_table on the whiteboard. Explain to learners that we read across a table
to find the data we need. Recap that Marcus’s favourite colour is green and his favourite animal is a duck.
Sofia’s favourite colour is blue and her favourite animal is a horse.
Next, explain that you are going to enter your favourite colour and favourite animal into the table.
While you are entering the data, show learners how to use the mouse or the arrow keys to move to the
required place in the table.

6 Cambridge Primary Computing 1 – Rickus © Cambridge University Press & Assessment 2023
 CAMBRIDGE PRIMARY COMPUTING 1: TEACHER’S RESOURCE

Explain to learners that they are now going to take it in turns with a partner to enter their favourite colour
and favourite animal data into a table. Show learners how to access source file 2.1. Circulate and support
learners as they complete the activity.
When their tables are complete, ask learners to share anything they notice about the data, such as
whether their partner liked the same colour as them, or whether they have the same favourite colour or
animal as Marcus or Sofia. Invite learners to work with a partner to answer the self-assessment question.
Discuss responses as a class.
Differentiation:
• Support: Learners could focus on typing one piece of data in the table, for example their
favourite colour.
• Challenge: Add another column and an appropriate heading to the table; learners could then insert the
data about something else, for example their favourite sport.

4 Grouping different objects (30–40 minutes)

Resources: 8–10 small objects for each pair/small group – the objects should have similar properties in terms
of size, colour, etc., small pieces of paper/labels for labelling objects, pencils/colouring pencils, tablet with a
camera/digital camera (one for each pair or small group)
Learning intention: The purpose of this task is to develop learners’ understanding that there are different
ways to sort data.
Description: Learners should complete this activity at the end of Topic 2.1. The first part of this activity
involves the whole class. Learners work in pairs/small groups in the second part of the activity.
Remind learners that computers can quickly sort data in lots of different ways, for example by looking at
how many children are in each class when taking the register.
Explain that learners are going to work like a computer and sort objects in different ways. Show learners
three to four of the small objects and explain that they need to be sorted into two different groups. Ask:
How can the objects be sorted? Learners can discuss and share; for example, a learner might say that they
could be sorted by colour, size or how they are used.
Sort the objects based on a learner’s suggestion and add a label by each group of objects. For example, if
objects are being sorted by colour, you could add labels that say ‘green’ and ‘not green’. Take a photograph
of the objects, including the labels, so that there is a record of how the objects have been sorted. Show
learners how to use the tablet or digital camera as they will be taking the photographs in the second part of
the activity. Repeat this process for other suggestions.
Explain to learners that they are now going to sort data in different ways, just like a computer. Put learners
into pairs or small groups and give them a selection of small objects that they can sort into different groups.
Explain that once they have sorted the objects, they should write or draw a label for each group and take a
photograph of it. Emphasise the importance of each learner in the pair or group having an opportunity to
sort the objects and take photographs. Check for understanding, then give each pair or small group their
objects and tablet/digital camera.
During the activity, ask pairs/groups to share their photographs with other pairs/groups in order to explain
how their objects have been sorted. Once the activity has been completed, ask a number of pairs/groups to
share their favourite photograph with the class and to explain how they sorted the objects.
Differentiation:
• Support: Give learners a reduced number of small objects to sort.
• Challenge: Learners could suggest other objects that would fit into the groups they have chosen.

7 Cambridge Primary Computing 1 – Rickus © Cambridge University Press & Assessment 2023
 CAMBRIDGE PRIMARY COMPUTING 1: TEACHER’S RESOURCE

Plenary ideas
1 Answering questions (10 minutes)
Resources: whiteboard, Resource sheet 2.2
Learning intention: The purpose of this task is to reinforce learners’ understanding that there are a range of
questions that can be answered using data tables.
Description: Display Resource sheet 2.2 on the whiteboard. Look at the table as a class and tell learners that
they are going to answer some questions about the table.
Read each of the questions below to learners and ask them to discuss the answer with a partner.
For each question, ask learners to explain how they found out the answer, such as by counting the number
of times the word is in the table, or reading across the table to find the answer.
• What is Bruno’s favourite food?
• Who has rice as their favourite food?
• How many people have sun as their favourite weather?
• What is Florian’s favourite weather?
• Does anyone have potatoes as their favourite food?

Answers:
• pasta
• Florian
• one
• wind
• no

2 How are these sorted? (10 minutes)

Resources: three sets of 8–10 small objects with similar properties (for example red toys and blue toys,
vehicles with four wheels and vehicles with two wheels, animals that fly and animals that do not fly), small
pieces of paper/labels for labelling objects, pencils/colouring pencils
Learning intention: The purpose of this task is to reinforce learners’ understanding that objects can be
sorted in different ways.
Description: Before the lesson, put three sets of sorted objects in different parts of the classroom. Explain
to learners what you have done. Ask them to visit each part of the classroom in pairs and discuss with
their partner how the objects have been sorted. Emphasise to learners that they should look for differences
between the two groups of objects, which will help them decide how they have been sorted.
Once learners have visited each location, stand in each area and ask them to share with the class how they
have been sorted, such as by colour. Then ask learners to discuss how each group could be labelled, such as
‘four wheels’ and ‘two wheels’ for the vehicles, and to draw or write a label for each group.

Homework ideas
1 Learners could ask someone they live with to help them answer a question using a computing device.
For example, learners could find out the opening times of a local shop or the distance between two
locations. This task consolidates learners’ knowledge that computing devices can be used in different ways to
answer different types of questions.
2 
Learners could organise objects around the home into different categories. For example, they could sort
toys or clothing into different colours. Learners could then produce a drawing of how the objects have been
sorted, or take a photograph of them. This task helps develop learners’ understanding of how to sort data.

8 Cambridge Primary Computing 1 – Rickus © Cambridge University Press & Assessment 2023
 CAMBRIDGE PRIMARY COMPUTING 1: TEACHER’S RESOURCE

Topic 2.2 Collecting data

LEARNING PLAN

Learning objectives Learning intentions Success criteria

1MD.03 Know how to use • Use a form to collect data. • Learners can use a form
computing devices to manually to collect data.
record data, including using • Enter data into a computer.
a form. • Learners can enter data
into a computer.

1MD.04 Identify questions • Select questions that you can • Learners can identify
that can be answered using ask to collect data. questions that you can
data tables, limited to ask to collect data.
categorical data. • Select which questions you
can answer from your data. • Learners can identify
questions that they
can answer from data
they collect.

Common misconceptions
Misconception How to identify How to overcome
A form has to be paper- based. Learners don’t realise that Make sure you use the term
you can enter data into an ‘form’ during activities, including
onscreen form. when entering data.
Data that you collect can be Learners provide answers to Highlight that the only
used to answer any questions questions based on data that information we can use is in
about a person. has not been collected. the data we collect and we
should not guess details about
something or someone.

Starter ideas
1 We can’t answer that! (5 minutes)
Resources: Learner’s Book Getting started activity
Learning intention: The purpose of this task is for learners to understand that we can only answer questions
based on the data available.
Description: Learners should have completed the Getting started activity.
As a class, look again at the table in the Now try this! section. Explain to learners that the data in the table
can be used to answer the question ‘Do these animals have patterned skin/fur?’ Check learners understand
the answers for the different animals.
Then ask: Can this data be used to answer other questions? Read the following questions to learners and ask
them to discuss why they cannot be answered using the data table.
• Do giraffes eat meat?
• Can zebras run faster than rhinos?
• Do elephants jump?

9 Cambridge Primary Computing 1 – Rickus © Cambridge University Press & Assessment 2023
 CAMBRIDGE PRIMARY COMPUTING 1: TEACHER’S RESOURCE

Elicit that further data would need to be collected to answer these questions, such as information related to
the food the animals eat and how they move.
What to do next: This activity leads well into Unplugged activity 2, which focuses on questions that can and
cannot be answered using data in a table.
• Support: Give learners further questions to demonstrate those that can and cannot be answered.
You could repeat the activity after Unplugged activity 2 if learners found the task challenging.

2 Who has used a form? (10 minutes)

Resources: whiteboard, example sign-up form for an online service, such as for the Scratch
programming environment
Learning intention: The purpose of this task is to make learners aware of the basic layout of an online form
and the importance of asking an adult before they enter information into one.
Description: Explain to learners that we can collect data using a form, either on paper or by using a
computer. If we use a computer, there are boxes on a screen where we type answers to questions, or we
choose options from a drop-down list. Show learners the example form and highlight where data can be
entered, along with the ‘Next’ or ‘Submit’ button, which are used to store the data.
Ask learners to share if they have ever used a form or seen another person using a form, and discuss what
data is being entered. For example, learners may have seen an adult signing up for a service or entering
details when shopping online. Explain to learners that they should only enter data in a form if they are
with an adult, and that it is important to tell a trusted adult straight away if a form asks for personal
information, such as their full name, address, telephone number or email address.
What to do next: This activity supports the ‘Collecting data’ section in the Learner’s Book and leads well
into Activity 1, which focuses on learners filling out a form.
• Support: You could share other examples of forms with learners.

Main teaching ideas

1 Entering data (20–25 minutes)
Resources: desktop computers, laptops or tablets with internet access, online form 2.3_stories_form (or
alternative)
Learning intention: The purpose of this task is for learners to enter data into a form.
Description: This activity supports Activity 1 in the Learner’s Book. The first part of the activity involves
the whole class. In the second part of the activity, learners work on their own, in pairs or small groups,
depending on the number of computers/tablets available.
Look at the ‘Answering questions using a form’ section of the Learner’s Book together. Remind learners that a
form is one way to collect data and that it can be used to help us answer questions. Talk about how Arun has
created a form to find out what stories his classmates like to read. Explain to learners that the form collects and
stores the data that is entered into it, which means we can then use the data to answer questions.
Show learners the first question in the Learner’s Book (Which question should Arun put on his form?).
Ask learners to share their ideas and to explain why ‘Which type of story do you prefer?’ is correct.
For example, a learner might say that it is the only question to mention stories.
Then look at Question 2 (Which list should Arun use to answer his question?). Ask learners to share
their ideas and to explain why ‘adventure stories, animal stories, space stories, funny stories’ is correct.
For example, a learner might say that the other two lists are not about different types of books.
The next part of the activity uses an online form. We have provided a template on Google Forms
(2.3_stories_form) or you can create your own using your preferred form software. The form questions
are as follows:
• Question 1 (dropdown list): What is your name?
• Answer options: Marcus, Sofia, Zara
• Question 2 (dropdown list): What type of story do you prefer?
• Answer options: adventure stories, animal stories, space stories, funny stories

10 Cambridge Primary Computing 1 – Rickus © Cambridge University Press & Assessment 2023
 CAMBRIDGE PRIMARY COMPUTING 1: TEACHER’S RESOURCE

If you choose to use the Google Form template (Google account required), this link will allow you to take
a copy of the form and save it to your Google Drive. It will open in the edit view of the form. You can then
click ‘Send’ in the top-right corner and share it with your learners via your preferred method (or complete
the form together as a class).
Explain to learners that they are now going to enter data in a form. Sofia was not in school when Arun
collected the data, so the learners need to enter her data. Show learners the form and demonstrate how
to select her name. Explain that Sofia prefers space stories, so they need to select this option from the list.
Demonstrate selecting the correct option, then explain that learners need to click on the ‘Submit’ button to
make sure the data are stored. Learners open the form on the computer and enter the data for Sofia.
Differentiation:
• Support: Learners could work in small groups and take it in turns to select the correct option, with
teacher support.
• Challenge: Ask learners to enter data for Marcus and Zara into the form.

2 Our class transport data (25–35 minutes)

Resources: whiteboard, desktop computers, laptops or tablets with internet access, source file
2.5_transport_form (or alternative)
Learning intention: The purpose of this task is for learners to enter their own data into a form and look at
data collected by the class.
Description: Learners should have completed Activity 1 in the Learner’s Book. In the first part of the
activity, learners work on their own, in pairs or small groups, depending on the number of computers
available. The second part of the activity involves paired work.
The first part of the activity uses an online form. You can use source file 2.5_transport_form which is a
template on Google Forms or you can create your own using your preferred form software. The form questions
are as follows:
• Question 1 (short answer text): What is your name?
• Question 2 (choice): How do you travel to school?
• Answer options: bus, car, walk, cycle, scooter, other
Note: you may want to amend the answer options to match the most common choices at your school.
If you choose to use the Google Form template (Google account required), this link will allow you to take
a copy of the form and save it to your Google Drive. It will open in the edit view of the form. You can then
click ‘Send’ in the top-right corner and share it with your learners via your preferred method.
Remind learners what they did in Activity 1. Explain that they are now going to enter their own data into a
form, which will allow them to see how people in their class travel to school.
Show learners the form and explain that they are going to enter their name and how they travel to school.
Demonstrate how to enter the data in each part of the form. Check understanding, then invite learners to
open the form on their computer and enter their name and how they get to school.
Once all the learners have entered the data, display the collected data using a spreadsheet. If using Google
Forms, return to the edit view on your Google Drive and click on the ‘Responses’ tab in the middle of the
top menu, followed by the icon ‘View responses in Sheets’. Remind learners that the data is more useful if it
is organised. Sort the data based on type of transport by right-clicking on the column heading and selecting
‘Sort sheet A to Z’. Then display the data on the board.
Read out the following questions one by one and ask learners to discuss the answer in pairs. For each
question, ask a pair to explain how they worked out the answer and the data they used to answer it. For
example, for How many people take the bus to school ? learners might explain how they found the word
‘bus’ and counted how many times it appeared next to someone’s name. Note, you may need to update the
questions if you have amended the transport options in the form for your specific class.

11 Cambridge Primary Computing 1 – Rickus © Cambridge University Press & Assessment 2023
 CAMBRIDGE PRIMARY COMPUTING 1: TEACHER’S RESOURCE

• How many people take the bus to school?

• How many people walk to school?
• How many people use either a bicycle or scooter to get to school?
• Do more people walk to school or use a car to get to school?
• What is the most popular way to get to school?
• What is the least popular way to get to school?

Differentiation:
• Support: Learners could answer questions using data from a smaller number of classmates.
• Challenge: Learners could add data for additional people using the form, such as those from another
class, and discuss whether this alters any of the answers to the questions.

3 Planning for a party (15–20 minutes)

Resources: whiteboard, Worksheet 2.2 (one per pair of learners) and Worksheet answers
Learning intention: The purpose of this task is for learners to identify questions that can and cannot be
answered using a table.
Description: This is an alternative activity to Unplugged activity 2 in the Learner’s Book. The first part of
the activity involves the whole class. Learners work in pairs in the second part of the activity.
Look at Worksheet 2.2 as a class. Explain to learners that Zara is planning a party for her friends. She has
collected data and recorded it in a table.
Look at the table together. Ask learners to discuss what data has been collected about each person (their
favourite drink, snack, ice-cream flavour and party-hat colour). Make sure learners can interpret the
data in the table by asking questions such as: What is Arun’s favourite drink? and What is Zara’s favourite
ice-cream flavour?
Explain to learners that Zara is going to the shops to buy party supplies and she wants to answer the
following questions to make sure she buys everything she needs. Read each question and ask learners to
work in pairs to put a tick or cross in the appropriate column in Worksheet 2.2.
1 How many people chose orange juice as their favourite drink?
2 What tablecloth colour was the most popular?
3 Did Sofia choose fruit as her favourite snack?
4 How many people chose a red party hat?
5 What is Arun’s favourite party music?
6 Does Marcus know any dance moves?
7 Did anyone choose cheese as their favourite snack?
Once you have read out all the questions, go through the answers as a class. If the question can be answered,
ask learners to tell you the answer. If the question cannot be answered, ask learners to explain why not.
For example, a learner might say that the data was not in the table.
Differentiation:
• Support: Give learners additional guidance on how to answer the questions, such as identifying the part
of the table to look at.
• Challenge: Give learners more challenging questions to answer, such as who chose a blue party hat and
vanilla as their favourite ice-cream flavour.

12 Cambridge Primary Computing 1 – Rickus © Cambridge University Press & Assessment 2023
 CAMBRIDGE PRIMARY COMPUTING 1: TEACHER’S RESOURCE

Plenary ideas
1 What’s the answer? (10 minutes)
Resources: whiteboard, Resource sheet 2.3, container for questions, scissors
Learning intention: The purpose of this task is for learners to develop their ability to answer questions using
data in a table.
Description: Explain to learners that they are going to challenge each other to answer questions based on
data that have been collected using a form. Look at the table on Resource sheet 2.3 as a class. Read out the
column headings and the data collected.
Cut up each of the seven questions from Resource sheet 2.3 and put them into a container, then ask a
learner to pick a question. Read the question to the class and invite learners to put their hand up if they can
answer the question. The learner that chose the question should select someone to answer it.
Repeat the process with the other questions in the container.

Answers:
• Who has yellow as their favourite colour? Ans: Zara
• Who has giraffe as their favourite animal? Ans: Marcus
• What is Sofia’s favourite colour? Ans: green
• How many people have green as their favourite colour? Ans: two
• Who has black as their favourite colour? Ans: Bianca
• How many people have red as their favourite colour? Ans: none
• What is Arun’s favourite animal? Ans: elephant

2 Is it safe to fill out the form? (5 minutes)

Resources: whiteboard
Learning intention: The purpose of this task is for learners to understand when it is safe to enter information
into a form using a computer.
Description: Explain to learners that in this topic they have been using forms on a computer to answer
questions. However, it is not always appropriate to enter information in forms they see when using
a computer.
Read out the following scenarios to learners and ask them if they should enter the requested information.
• Your teacher asks you to fill in a form about your favourite type of food.
• You are watching a video on a tablet and a form suddenly appears on your screen. It asks for your
name, birth date and address.
• A trusted adult asks you to fill in a form about your favourite sport.
• You are playing a video game and a form pops up that asks for your full name and telephone number.
Explain to learners that entering personal information, such as their name, date of birth, address
or password, could cause problems with their computer or get them into trouble in the real world.
Emphasise that learners must always tell an adult they trust if they feel unsafe or uncomfortable when
using a computer.

13 Cambridge Primary Computing 1 – Rickus © Cambridge University Press & Assessment 2023
 CAMBRIDGE PRIMARY COMPUTING 1: TEACHER’S RESOURCE

Homework ideas
1 Learners could ask someone at home about forms they have filled in on a computer. For example, a parent
or carer may provide their personal information on a form when signing up for a new service, or an older
sibling might enter their login details to play an online game. Learners could draw a picture of the person
entering their information or draw the form the adult used. This task develops learners’ understanding of
how forms are used to collect data in a range of contexts.
2 Learners could ask an adult to help them collect data about the people they live with, or other family members,
using an online form. You could provide an example form (like source file 2.6_favourites_form) which asks
What is your favourite colour? What is your favourite sport? and What is your favourite food? Learners should
enter the data on the form with the help of a family member. This task develops learners’ familiarity with
forms used on computers.

PROJECT: COLLECT YOUR OWN DATA!

Resources: Unit 2 project in the Learner’s Book; • Challenge: Give learners additional questions
desktop computers, laptops or tablets with to answer using the data, or ask them to
internet access, source file 2.4_project_table think of additional questions they could ask.
Learning intention: The purpose of this project Evaluation:
is to reinforce learners’ ability to manually record Learners should be able to:
data using a computer and to identify questions
that can be answered using data tables. • suggest a possible question and appropriate
answer options
Description: Learners should have completed
both Topic 2.1 and Topic 2.2 before they start • successfully collect the data within the table
the project. As a class, discuss the data the • answer the two questions related to the
learners could collect and questions they could data collected.
ask. Put learners in pairs or small groups so
Learners could demonstrate one or more of the
they can make their final decisions. Circulate
following during the project:
and make sure the topic and question are
appropriate before learners start the project. • suggesting appropriate topic and question to
collect data
Learners then create a list of answers to choose
from, with between four and six answers. • suggesting appropriate answers for
They ask ten classmates the question and then the questions
enter the collected data in the file you provide. • collecting data using a table
Learners use the data in their table to answer • answering questions based on the
the questions in the Learner’s Book. Circulate data collected.
and give learners support as they complete
Higher-quality posters will include all the
the project.
items above.
Differentiation:
• Support: Give learners a topic and question
to ask their classmates, or give them three
topics and questions to choose from.

14 Cambridge Primary Computing 1 – Rickus © Cambridge University Press & Assessment 2023