Teacher Guide

Key Stage 2
A guide to the Teach Computing Curriculum
 Key Stage 2 Teacher Guide

Contents
1 Introduction 5 Structure of the units of work 16 Assessment
5 Teach Computing Curriculum overview 16 Formative assessment
2 Curriculum design 5 Brief overview 16 Summative assessment
2 The approach 16 Multiple choice quizzes
6 Unit summaries
16 Rubrics
2 Coherence and flexibility 8 National curriculum coverage – lower key
17 Adapting for your setting
2 Knowledge organisation stage 2
3 Spiral curriculum 9 Upper key stage 2
3 Physical computing
18 Resources
3 Online safety 18 Software and hardware
4 Core principles 10 Progression
18 Software
4 Inclusive and ambitious 11 Progression across strands
18 Hardware
4 Research informed 13 Progression within a unit — learning graphs
19 Software and hardware overview
4 Time saving for teachers
14 Pedagogy 21 Adapting the TCC for pupils with SEND

23 National Centre for Computing Education

 Key Stage 2 Teacher Guide | 1

Introduction
The Teach Computing Curriculum (ncce.io/tcc) is a The aims of the Teach Computing Curriculum are
comprehensive collection of materials produced to support as follows:
500 hours of teaching, facilitating the delivery of the entire
English computing curriculum from key stage 1 to 4 (5- to ■ Reduce teacher workload
16-year-olds). The Teach Computing Curriculum was created ■ Show the breadth and depth of the computing
by the Raspberry Pi Foundation on behalf of the National Centre curriculum, particularly beyond programming
for Computing Education (NCCE). All content is free, and editable
■ Demonstrate how computing ca be taught well,
under the Open Government Licence (OGL —ncce.io/ogl),
based on research
ensuring that the resources can be tailored to each individual
■ Highlight areas for subject knowledge and
teacher and school setting. The materials are suitable for all
pedagogy enhancement through training
pupils, irrespective of their skills, background and additional
needs.
The Teach Computing Curriculum resources are
regularly updated in response to feedback. Feedback
can be submitted at ncce.io/tc-feedback or by email
to info@teachcomputing.org.
 Curriculum design | Key Stage 2 Teacher Guide | 2

The approach ■ Algorithms —Be able to comprehend, design, ■ Impact of technology —Understand how
createand evaluate algorithms individuals, systems, and society as a whole
Coherence and flexibility ■ Computer networks —Understand how networks
interact with computer systems
The Teach Computing Curriculum is structured in units. For can be used to retrieve and share information, and ■ Programming — Create software to allow
these units to be coherent, the lessons within a unit must be how they come with associated risks computers to solve problems
taught in order. However, across a year group, the units ■ Safety and security —Understand risks when
■ Computer systems — Understand what a computer
themselves do not need to be taught in order, with the using technology, and how to protect
is, and how its constituent parts function together as a
exception of ‘Programming’ units, where concepts and skills individuals and systems
whole
rely on prior learning and experiences.
■ Creating media — Select and create a range of media
The taxonomy provides categories and an organised
Knowledge organisation including text, images, sounds and video
view of content to encapsulate the discipline of
The Teach Computing Curriculum uses the National Centre
■ Data and information —Understand how data is computing. Whilst all strands are present at all phases,
for Computing Education’s computing taxonomy to ensure
stored, organised, and used to represent real- they are not always taught explicitly.
comprehensive coverage of the subject. This has been
world artefacts and scenarios
developed through a thorough review of the KS1-4
■ Design and development —Understand the For these units to be coherent, the lessons within a unit
computing programme of study, and the GCSE and A level
activities involved in planning, creating, and must be taught in order. However, across a year group,
computer science specifications across all awarding
evaluating computing artefacts the units themselves do not need to be taught in order,
bodies. All learning outcomes can be described through a
with the exception of ‘Programming’ units, where
high-level taxonomy of ten strands, ordered alphabetically as ■ Effective use of tools —Use software tools to
concepts and skills rely on prior learning and experience.
follows: support computing work
 Curriculum design | Key Stage 2 Teacher Guide | 3

Spiral curriculum Physical computing Online safety

The Teach Computing Curriculum acknowledges that The unit overviews for each unit show the links between
The units for key stages 1 and 2 are based on a spiral
physical computing plays an important role in modern the content of the lessons and the national curriculum
curriculum. This means that each of the themes is revisited
pedagogical approaches to computing, both as a tool to and Education for a Connected World framework (
regularly (at least once in each year group), and pupils
engage pupils and as a strategy to develop pupils ncce.io/ efacw). These references have been provided
revisit each theme through a new unit that consolidates and
understanding inmore creative ways. Additionally, to show where aspects relating to online safety, or
builds on prior learning within that theme.
physical computing supports and engages a diverse digital citizenship, are covered within the Teach
This style of curriculum design reduces the amount of range of pupils in tangible and challenging tasks. Computing curriculum. Not all of the objectives in the
knowledge lost through forgetting, as topics are revisited Education for a Connected World framework are
yearly. It also ensures that connections are made even if The physical computing units in key stage 2 are: covered in the Teach Computing curriculum as some
different teachers are teaching the units are better suited to personal, social, health, and
within a theme in consecutive years. economic (PSHE) education; spiritual, moral, social, and
■ Year 5 – Programming A – Selection in physical
computing cultural (SMSC) development; and citizenship. However,
the coverage required for the computing national
■ Year 6 – Programming B – Sensing movement curriculum is provided.

Your local Computing Hub may be able loan you the kit Schools should decide for themselves how they will ensure
you need to teach the physical computing units from our that online safety is being managed effectively in their
curriculum (ncce.io/hubs). setting, as the scope of this is much wider than just
curriculum content.
 Curriculum design | Key Stage 2 Teacher Guide | 4

Core principles Research-informed

The subject of computing is much younger than many
Inclusive and ambitious
other subjects, and as such, there is still a lot more to
The Teach Computing Curriculum has been written to
learn about how to teach it effectively. To ensure that
support all pupils. Each lesson is sequenced so that
teachers are as prepared as possible, the Teach
it builds on the learning from the previous lesson, and
Computing Curriculum builds on a set of pedagogical
where appropriate, activities are scaffolded so that
principles (see the 'Pedagogy' section of this
all pupils can succeed and thrive. Scaffolded
Effective document), which are underpinned by the latest
activities provide pupils with extra resources, such as Knowledge learning
of our computing research. to demonstrate effective
visual prompts, to reach the same learning goals as learners Subject experience Teaching
matter
content
experience pedagogical strategies throughout. To remain up-to-
the rest of the class. Exploratory tasks foster a
date as research continues to develop, every aspect
deeper understanding of a concept, encouraging
of the Teach Computing Curriculum is reviewed each
pupils to apply their learning in different contexts and
year and changes are made as necessary.
make connections with other learning experiences.
Time-saving for teachers
As well as scaffolded activities, embedded within
the lessons are a range of pedagogical strategies The Teach Computing Curriculum has been designed
(defined in the 'Pedagogy' section of this to reduce teacher workload. To ensure this, the Teach
document), which support making computing Computing Curriculum includes all the resources a
topics more accessible. teacher needs, covering every aspect from planning,
to progression mapping, to supporting materials.
 Structure of the units of work | Key Stage 2 Teacher Guide | 5

Structure of the units of work

Every unit of work in the Teach Computing Curriculum contains: a unit overview; a learning graph, to show the progression of skills and concepts in a unit; lesson
content — including a detailed lesson plan, slides for learners, and all the resources you will need; and formative and summative assessment opportunities.

Computing Systems
Creating Media Programming A Data and Information Creating Media Programming B
and Networks

Events and actions

Connecting computers Stop-frame animation Sequencing sounds Branching databases Desktop publishing
Year 3 in programs
(3.1)* (3.2) (3.3) (3.4) (3.5)
(3.6)

Photo editing
The Internet Audio production Repetition in shapes Data logging Repetition in games
Year 4 (4.5)
(4.1) (4.2) (4.3) (4.4) (4.6)

Selection Introduction to vector

Systems and searching Video production Flat-file databases Selection in quizzes
Year 5 in physical computing graphics
(5.1) (5.2) (5.4) (5.6)
(5.3) (5.5)

Communication and
Web page creation Variables in games Spreadsheets 3D modelling Sensing movement
Year 6 collaboration
(6.2) (6.3) (6.4) (6.5) (6.6)
(6.1)

*The numbers in brackets are a ‘quick code’ reference for each unit, e.g. 1.3 refers the to the third year one unit in the recommended teaching order.
 Structure of the units of work | Key Stage 2 Teacher Guide | 6

Unit summaries

Computing systems
and networks Creating media Programming A Data and information Creating media Programming B

Year 3 Connecting
Stop-frame Events and actions
computers Branching
animation Sequencing sounds Desktop publishing in programs
Identifying that databases
Capturing and Creating sequences Creating documents Writing algorithms
digital devices have Building and using
editing digital still in a block-based and modifying text, and programs that
inputs, processes, branching
images to produce a programming images and page use a range of
and outputs, and databases to group
stop frame language to make layouts for a events to trigger
how devices can be objects using
animation that tells music. specific purpose. sequences of
connected to make yes/no questions.
a story actions.
networks

Year 4
The internet Repetition in Photo editing
Audio production Data logging Repetition in games
Recognising that the shapes Manipulating digital
Capturing and Recognising how Using a block-based
internet is a network Using a text-based images, and
editing audio to and why data is programming
of networks programming reflecting on the
produce a podcast, collected over time, language to explore
including the WWW, language to explore impact of the
ensuring that before using data count-controlled and
and why we should count-controlled changes and
copyright is loggers to carry out infinite loops when
evaluate online loops when drawing whether the required
considered. an investigation, creating a game.
content. shapes. purpose is fulfilled,
 Structure of the units of work | Key Stage 2 Teacher Guide | 7

Unit summaries

Computing systems
and networks Creating media Programming A Data and information Creating media Programming B

Year 5
Systems and
searching Selection in Introduction to
Video production Flat-file databases Selection in quizzes
Recognising IT physical computing vector graphics
Planning, capturing, Using a database to Exploring selection
systems in the Exploring conditions Creating images in a
and editing video to order data and in programming to
world and how and selection using drawing program by
produce a short create charts to design and code an
some can enable a programmable using layers and
film. answer questions. interactive quiz.
searching on the microcontroller. groups of objects.
internet.

Year 6
Communication and Webpage creation Introduction to
3D modelling Sensing movement
collaboration Designing and spreadsheets
Variables in games Planning, Designing and
Exploring how data creating webpages, Answering
Exploring variables developing, and coding a project that
is transferred by giving consideration questions by using
when designing and evaluation 3D captures inputs
working to copyright, spreadsheets to
coding a game. computer models of from physical
collaboratively aesthetics and organise and
physical objects. devices.
online. navigation. calculate data.
 Structure of the units of work | Key Stage 2 Teacher Guide | 8

National Curriculum Coverage – Years 3 and 4

3.6 Events and actions

4.2 Audio production

4.5 Photo editing

4.4 Data logging
4.3 Repetition in

4.6 Repetition in
4.1 The internet
3.3 Sequencing
3.1 Connecting

3.2 Stop-frame

3.4 Branching

in programs
3.5 Desktop
computers

databases

publishing
animation

sounds

shapes

games
design, write and debug programs that accomplish specific goals, including controlling or
simulating physical systems; solve problems by decomposing them into smaller parts

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

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

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

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

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

use technology safely, respectfully and responsibly; recognise acceptable/unacceptable

behaviour; identify a range of ways to report concerns about content and contact.
 Structure of the units of work | Key Stage 2 Teacher Guide | 9

National Curriculum Coverage – Years 5 and 6

6.2 Webpage creation

5.4 Flat-file database
5.2 Video production

6.1 Communication
physical computing

5.5 Introduction to

6.4 Introduction to
and collaboration

6.5 3D modelling
5.1 systems and

6.3 Variables in
vector graphics
5.3 Selection in

5,6 Selection in

spreadsheets

6.6 Sensing
movement
searching

quizzes

games
design, write and debug programs that accomplish specific goals, including controlling or
simulating physical systems; solve problems by decomposing them into smaller parts

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

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

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

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

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

use technology safely, respectfully and responsibly; recognise acceptable/unacceptable

behaviour; identify a range of ways to report concerns about content and contact.
 Progression | Key Stage 2 Teacher Guide | 10

Progression
Progression through the taxonomy
Within theTeach Computing Curriculum, every year group
learns through units within the same four themes, which Computing systems
Primary themes Programming Data and information Creating media
combine the ten strands of the National Centre for and networks
Computing Education's taxonomy (see table, right). All
learning objectives have been mapped to the strands,
Programming
which ensures that units build on each other from one key Creating media
Computer systems
stage to the next. Algorithms
Data and information
Design and
Computer networks
Design and development
Teaching order development
The order in which to teach units within a school year is Taxonomy strands
not prescribed, other than for the two 'Programming' units
Effective use of tools
for each year group, which build on each other. It is
recommended that the 'Programming' and 'Creating
Impact of technology
media' units be revisited in two different terms within the
school year, so that the concepts and skills can be
revisited and consolidated. Otherwise, schools can Safety and security
choose the order in which they teach the units, based on
the needs of their pupils and other topics or events that
are happening throughout the school year, to make use of
cross-curricular links wherever possible.
 Progression | Key Stage 2 Teacher Guide | 11

Mixed year groups Progression throughout the four themes

Primary
The Teach Computing Curriculum is based on a learning With the curriculum organised into four key themes, a spiral approach can be adopted (see ‘Spiral curriculum’ section
progression from Year 1 through to Year 6 that fits into an for more information). This ensures skills and concepts progress from one year group to the next.
overall progression including secondary school. In order to
use this progression with mixed year groups, it is Computer Systems and Networks Data and Information
advisable for teachers to break up the content as they see The Data and Information strand is again taught once a
The Computer Systems and Networks strand is taught
fit, based on the learning graphs for the year groups that year, progressing in both skills and software. Key Stage
once a year, building progressively from one year group
they are teaching. To support this, it is useful to know how 1 uses simplified age-appropriate software platforms,
to the next, with subject specific knowledge introduced
the four key themes progress. progressing to more industry focused software in upper
at age-appropriate points.
Key Stage 2.
Digital Literacy
All of the Teach Computing content is mapped to the ten- Computer Systems and Networks Data and Information
strand taxonomy, which covers the breadth of computing
1 Technology around us 1 Grouping data
(see progression through the taxonomy). Within these
strands, key elements of digital literacy have been 2 IT around us 2 Pictograms
identified, such as effective use of tools, impact of
3 Connecting Computers 3 Branching databases
technology and safety and security. These strands are
woven throughout the four key themes, with skills and 4 The Internet 4 Data logging
knowledge applied across the teach computing
5 Systems and Searching 5 Flat file databases
curriculum.
6 Communication and Collaboration 6 Introduction to spreadsheets
 Progression | Key Stage 2 Teacher Guide | 12

Programming Creating
Primary Media
The Programming stand is taught twice a year, with the The Creating Media strand hosts a wide range of different media types, and therefore different skills. To support
same concept revisited and covered in more depth. The progression, this can be best categorised into four different key areas: text, graphics (the use of pictures and text),
following year incorporates the previous skills, whilst photo and video, and audio. The spiral curriculum covers each of these four areas over a phase (KS1, LKS2 and
progressing onto a new concept. UKS2), rather than in every year group, with links across these areas made where possible.

Programming Creating Media

Programming
1 Moving a Robot Text Graphics Photo and Video Audio
animations

2 Robot algorithms Programming quizzes 1 Digital writing Digital painting

Digital
Events and actions in 2 Digital music
3 Sequencing sounds photography
programs
Desktop
3 Stop frame animation
4 Repetition in shapes Repetition in games publishing

Selection in physical 4 Photo editing Audio production

5 Selection in quizzes
computing
Introduction to
5 Video production
vector graphics
6 Variables in games Sensing movement
Web page
6 3D modelling
creation
 Progression | Key Stage 2 Teacher Guide | 13

Progression within a unit —

learning graphs
KS2 example learning graph
Learning graphs are provided as part of each unit
Year 4 - Data and Information – Data logging
and demonstrate progression through concepts and
skills. In order to learn some of those concepts and
skills, pupils need prior knowledge of others, so the
learning graphs show which concepts and skills need
to be taught first and which could be taught at a different
time.

The learning graphs often show more statements

than there are learning objectives. All of the skills and
concepts learnt are included in the learning graphs.
Some of these skills and concepts are milestones,
which form learning objectives, while others are
smaller steps towards these milestones, which form
success criteria. Please note that the wording of the
statements may be different in the learning graphs
than in the lessons, as the learning graphs are
designed for teachers, whereas the learning In each year group, there are two 'Programming' units that was taught in the first 'Programming' unit so
objectives and success criteria are age-appropriate of work, but only one 'Programming' learning graph. closely that there is no specific divide where one ends
The second 'Programming' unit builds on the content and the other begins.
so that they can be understood by pupils.
 Pedagogy | Key Stage 2 Teacher Guide | 14

Pedagogy
Computing is a broad discipline, and computing Lead with concepts Unplug, unpack, repack
teachers require a range of strategies to deliver Support pupils in the acquisition of knowledge, through
Teach new concepts by first unpacking complex
effective lessons to their pupils. The National Centre the use of key concepts, terms. and vocabulary,
terms and ideas, exploring these ideas in unplugged
for Computing Education's pedagogical approach providing opportunities to build a shared and
and familiar contexts, then repacking this new
consists of 12 key principles underpinned by consistent understanding. Glossaries, concept maps
understanding into the original concept. This
research: each principle has been shown to and displays, along with regular recall and revision,
approach. called 'semantic waves', can help pupils
contribute to effective teaching and learning in can support this approach.
develop a secure understanding of complex concepts.
computing.
Work together Model everything
It is recommended that computing teachers use their programming and peer instruction, and also structured Model processes or practices — everything from
professional judgement to review, select, and apply group tasks. Working together stimulates classroom debugging code to binary number conversions — using
relevant strategies for their pupils. dialogue, articulation of concepts, and development techniques such as worked examples and live coding.
of shared understanding. Modelling is particularly beneficial to novices, providing
These 12 principles are embodied by the Teach scaffolding that can be gradually taken away.
Computing Curriculum, and examples Of their Get hands-on
application can be found throughout the units of work Use physical computing and making activities that
at every key stage. Beyond delivering these units, you offer tactile and sensory experiences to enhance
can learn more about these principles and related learning. Combining electronics and programming
strategies in the National Centre for Computing with arts and crafts (especially through
Education pedagogy toolkit (ncce.io/pedagogy) exploratory projects) provides pupils with a
creative, engaging context to explore and apply
computing concepts.
 Pedagogy | Key Stage 2 Teacher Guide | 15

Foster program comprehension Challenge misconceptions Read and explore code first
Use a variety of activities to consolidate knowledge and Use formative questioning to uncover misconceptions
When teaching programming. focus first on code
understandingof the function and structure of programs, and adapt teaching to address them as they occur.
'reading' activities, before code writing. With both block-
including debugging, tracing, and Parson’s problems. Awareness of common misconceptions alongside
based and text-based programming, encourage pupils to
Regular comprehension activities will help secure discussion, concept mapping, peer instruction,
review and interpret blocks of code Research has shown
understanding and build connections wth new knowledge. or simple quizzes can help identify areas of confusion.
that being able to read. trace, and explain code augments
pupils' ability to write code.
Create projects Make concrete
Use project-based learning activities to provide pupils with Bring abstract concepts to life with real-world,
the opportunity to apply and consolidate their knowledge and contextual examples, and a focus on
understanding. Design is an important, often overlooked interdependencies with other curriculum subjects.
aspect of computing. Pupils can consider how to develop an This can be achieved through the use of unplugged
artefact for a particular user or function, and evaluate it activities, proposing analogies.
against a set of criteria.

Add variety Structure lessons

Provide activities with different levels of direction, Use supportive frameworks when planning lessons,
scaffolding, and support that promote learning, ranging such as PRIMM (Predict, Run, Investigate, Modify, Make)
from highly structured to move exploratory tasks. and Use-Modify-Create. These frameworks are based on
Adapting your instructions to suit different objectives will research and ensure that differentiation can be built in at
help keep all pupils engaged and encourage greater various stages of the lesson.
independence.
 Assessment | Key Stage 2 Teacher Guide | 16

Multiple choice quiz (MCQ)

Formative assessment a reminder of the content that has been covered, as well as a Each of the MCQ questions has been carefully chosen to
chance to reflect. It is also a chance for teachers to see how represent the learning that should have been achieved
Every lesson includes formative assessment opportunities confident the class is feeling so that they can make changes within the unit. In writing the MCQs, we have followed the
for teachers to use. These opportunities are listed in the to subsequent lessons accordingly. diagnostic assessment approach to ensure that the
lesson plan and are included to ensure that misconceptions assessment of the unit is useful to determine both how
are recognised and addressed if they occur. They vary from well pupils have understood the content, and what pupils
teacher observation or questioning, to marked activities. Summative assessment have misunderstood, if they have not achieved as
Every unit includes an optional summative assessment expected.
These assessments are vital to ensure that teachers are framework in the form of either a multiple choice quiz
adapting their teaching to suit the needs of the pupils that (MCQ) or a rubric. All units are designed to cover both Each MCQ includes an answer sheet that highlights the
they are working with, and you are encouraged to change skills and concepts from across the computing national misconceptions that pupils may have if they have chosen
parts of the lesson, such as how much time you curriculum. Units that focus more on conceptual a wrong answer. This ensures teachers know which areas
Spend on a specific activity, in response to these development include a MCQ. Units that focus more on to return to in later units.
assessments. skills development end with a project and include a rubric.
However, within the ‘Programming’ units, the assessment
The learning objectives and success criteria are introduced framework (MCQ or rubric) has been selected on a best fit
Rubric
in the slides at the beginning of every lesson. At the end of basis. The rubric is a tool to help teachers assess project-based
every lesson, pupils are invited to assess how well they feel work. Each rubric covers the application of skills that have
they have met the learning objectives using thumbs up, been taught directly across the unit, and highlights to
thumbs down, or thumbs sideways. This gives pupils a teachers whether the pupil is approaching (emerging),
achieving (expected), or exceeding the expectations for
 Assessment | Key Stage 2 Teacher Guide | 17

Their age group. It allows teachers to assess projects that

pupils have created, focussing on the appropriate application
of computing skills and concepts.

Pedagogically, we want to ensure that we are assessing pupils’

understanding of computing concepts and skills, as opposed
to their reading and writing skills. This has been carefully
considered both in how the MCQs have been written
(considerations such as the language used, the cultural
experiences referenced, etc) and in the skills expected to be
demonstrated in the rubric.

Adapting for your setting

As there are no nationally agreed levels of assessment, the

assessment materials provided are designed to be used and
adapted by schools in a way that the best suits their needs. The
summative assessment materials will inform teacher
judgements around what a pupil has understood in each
computing unit, and could feed into a school’s assessment
process to align with their approach to assessment in other
foundation subjects.
 Resources | Key Stage 2 Teacher Guide | 18

Resources
Software and hardware Software
Computing is intrinsically linked to technology and If you do not wish to use the software recommended in the to ensure that they are comfortable using the software. and
therefore requires that pupils experience and use a range units, you could use an alternative piece of software that that it is in line with their policies about using online tools
of digital tools and devices. As the Teach Computing provides the same function. All learning objectives should and how teachers will manage accounts.
Curriculum was being written. careful consideration was be achievable using alternative software, however, there
given to the hardware and software selected for the will be a lot less support for teachers, as screenshots and
Hardware
demonstration videos reflect the software referenced in Pupils should experience a range of digital devices, which
units. The primary consideration was how we felt a tool
the materials. may include desktop, laptop, and tablet computers. Pupils
would best allow pupils to meet learning objectives; the
should also experience hardware designed for specific
learning always came first and the tool second.
The units of work include the use of free software that purposes, e.g. data loggers. floor robots. and
To make the units of work more accessible to pupils and would need to be installed on local machines, and microcontrollers.
teachers, the materials include screenshots, videos. and software that is available as an online tool. Where .
instructions, and these are based on the tools listed in software needs to be installed locally, schools will need Several of the Teach Computing Curriculum units require the
the table below. The list below should not be seen as an to plan software installation in advance. use of physical computing devices. This is in recognition of
explicit requirement for schools. Schools may choose to the growing importance of physical computing and digital
Several of the units that use online tools require schools to making and was part of our curriculum design from the
use alternative tools that offer the same features as
sign up to free services in order to access the tools. This beginning. As we are aware that not all schools will invested
described in the units. All of the learning objectives can
also allows pupils the opportunity to save tip projects that in this equipment NCCE Computing Hubs (ncce.io/hubs)
be met with alternative hardware and software. as the
they are working on, and gives them the skills that they have a number of class sets of equipment, which will be
learning objectives are not designed to be tool-specific.
need to manage their own usernames and passwords as loaned to schools In rotation, with some set aside for CPD
digital citizens. However, the school needs sessions.
 Resources | Key Stage 2 Teacher Guide | 19

Software and hardware overview

Requirements for pupils - below Reflected in the unit screenshots Alternative software available

Desktop or laptop Chromebook Tablet Software or hardware

3.1 Connecting computers Painting program (any)

3.2 Stop-frame animation iMotion

3.3 Sequencing sounds Scratch

3.4 Branching databases J2data Branch and Pictogram

3.5 Desktop publishing Canva

3.6 Events and actions in programs Scratch

4.1 The internet Various websites

4.2 Audio production Audacity

4.3 Repetition in shapes FMS Logo

4.4 Data logging Data logger and associated software

4.5 Photo editing Paint.NET

4.6 Repetition in games Scratch

 Resources | Key Stage 2 Teacher Guide | 20

Software and hardware overview

Requirements for pupils - below Reflected in the unit screenshots Alternative software available

Desktop or laptop Chromebook Tablet Software or hardware

5.1 Systems and searching Google slides

5.2 Video production Any video editing software e.g iMovie or Canva

5.3 Selection in physical computing Crumble controller starter kit + motors

5.4 Flat-file databases J2data Database

5.5 Introduction to vector graphics Google drawings or Microsoft PowerPoint

5.6 Selection in quizzes Scratch

6.1 Communication and collaboration Google Slides

6.2 Webpage creation Google Sites

6.3 Variables in games Scratch

6.4 Introduction to spreadsheets Google Sheets or Microsoft Excel

6.5 3D modelling TinkerCAD

6.6 Sensing movement Micro:bit and Microsoft MakeCode

 Adapting the curriculum for pupils with SEND | Key Stage 2 Teacher Guide | 20

Adapting the curriculum for pupils with SEND

The Teach Computing Curriculum has been written to 2. Pre-teach key vocabulary: Pre-teach the essential 5. Consider non-computing barriers: Consider if
support all pupils, with units containing a number of vocabulary for each unit, provide learners with a word list difficulties in other areas, such as writing or maths, present
scaffolding activities and utilising effective pedagogies to supported by images and use the vocabulary regularly barriers to completing a task and if so, modify the task to
ensure high quality teaching. However, you may still need to throughout the unit with a consistent definition. help mitigate these. For example, in the year 6
adapt resources to enable some of your pupils, for example Concentrate on a small number of terms and consider Communication and Collaboration unit, during lesson 3
those with special educational needs and disabilities using a graphic organiser to highlight relationships where pupils work collaboratively to create slides, they
(SEND), to access lessons fully. between concepts, e.g. the Frayer model. could dictate content into the document rather than type it.
The following principles will help you make adaptations
3. Create step-by-step instructions: Break down complex
that benefit all learners, and these will be more effective if 6. Use the PRIMM framework or Parson’s problems: In
tasks and routine skills for using software and hardware
you identify clearly what it is your individual pupils need programming units, add extra scaffolding using PRIMM
into smaller steps and create pictorial instructions for
help with - do they have poor working memory that means and Parson’s problems. Some pupils may not be able to
children to follow. For example, in year 4 Audio Editing, you
that following instructions is more difficult, or do they need create a program, but they can practise reading and
could create a handout with a sequence of instructions for
help to stay focussed when completing projects? exploring code in a working program, then modify it to
trimming audio clips in Audacity based on the video guide.
make it more personalised. For example, in the year 4
1. Identify essential learning and misconceptions:
4. Provide templates: In Creating Media or Data & Repetition in Games unit, for the final task learners can
Determine the key learning in each unit that every child
Information unts, support task completion by providing a modify the bat catching game by changing the backdrop,
should know. Provide repeated opportunities for pupils to
template for pupils to modify – removing the fear of the adding a new costume to the sprites to change their
revisit this content in different ways. Identify any likely
blank page and helping to build confidence. For example, in appearance, and adding a different sound. The aim is to
misconceptions and address these explicitly in lessons.
the year 6 Web Page Creation unit, you could set up a remove these scaffolds as children develop their skills, but
For example, in the year 3 Animation unit, pupils tend to
simple site with pages and navigation for pupils to fill in the some learners may not become fully independent.
move characters too far between frames, so ensure this is
content.
highlighted and modelled well.
 Adapting the curriculum for pupils with SEND | Key Stage 2 Teacher Guide | 20

7. Harness pupils’ special interests: Increase 9. Support planning: Break down the planning It is important that your adaptations are informed by
engagement and make learning more relevant by process into smaller parts which can be ticked off as effective formative assessment to identify any gaps
incorporating pupils' special interests. This is also each one is completed, and provide a planning in learning and the approach which may support with
important in terms of culturally relevant pedagogy. scaffold for learners where required. For example, these.
For example, in the year 5 Vector Drawing unit, pupils when planning out algorithms for Scratch, provide
could use what they have learnt to create a logo for printed versions of the blocks to manipulate and A further resource which can support you is the
their favourite sports team. order, to help pupils to focus on only the code Universal Design for Learning Framework from CAST
required which outlines a number of approaches to include all
8. Use unplugged activities and the semantic wave: learners in lessons by providing multiple means of
We can use unplugged activities to help make 10. Reinforce digital skills: A significant barrier to engagement, representation, action and expression.
computing concepts more relevant and accessing the whole computing curriculum is a lack
understandable for learners. However, it is very of key digital skills, for example being able to log on For support from fellow teachers with individual units,
important to ‘repack’ the knowledge of the abstract to a computer and use the keyboard effectively. Time head over to the STEM community and join the
concept so that learners understand what it means in spent revisiting digital skills across all units is discussions about adapting units for pupils with
a wider context and they can use the technical important to develop fluency. Some pupils may also SEND.
language. For example, in the year 5 Selection in benefit from extra time to practise these skills in
Physical Computing unit pupils consider examples of small groups, or may need image-supported help Finally, there is CPD available to support you further.
selection in everyday life. Children then need to see sheets to support specific repeated tasks, such as Complete this online course to improve your
the link between these examples and how this is used saving work. knowledge: Creating an Inclusive Classroom:
in a program and have the opportunity to use the key Approaches to Supporting Learners with SEND in
language in context. Pupils with SEND may need Computing or attend the face-to-face course:
repeated examples and smaller steps to repack the Inclusive Computing in Primary Schools.
knowledge, e.g. you could provide learners with some
printed selection blocks from the Crumble software
to add everyday examples to.
 Key Stage 2 Teacher Guide | 23

National Centre for Computing Education

The National Centre for Computing Education is the We provide high-quality support for the teaching of
leading provider of support for computing education in computing in schools and colleges, from key stage 1
England. through to A level. Our extensive range of training,
resources, and support covers elements of the curriculum
Funded by the Department for Education and operated by at every key stage, catering for all levels of subject
STEM Learning, our vision is to achieve a world-leading knowledge and experience.
education for every child in England.
For further information, visit: teachcomputing.org

This resource is available online at ncce.io/tcc.

This resource is licensed under the Open Government Licence, version 3. For more information on this licence, see ncce.io/ogl.

Contributions: We would like to thank the many people who helped create the Teach Computing Curriculum: Our content writers,
advisors, reviewers, pilot schools and every teacher who has taken the time to send us feedback.