Teacher

Guide

Key Stage 2
A guide to The Computing Curriculum
 Key Stage 2 Teacher Guide

Contents

1 Introduction 8 National curriculum coverage — lower key stage 2 15 Challenge misconceptions

15 Make concrete
2 Curriculum design 9 Upper key stage 2
15 Structure lessons
2 The approach 10 Teaching order
15 Read and explore code first
2 Coherence and flexibility 10 Mixed year groups
2 Knowledge organisation 16 Assessment
11 Progression
3 Spiral curriculum 16 Formative assessment
11 Progression across year groups
3 Physical computing 16 Summative assessment
12 Progression within a unit — learning graphs
3 Online safety 16 Multiple choice quiz (MCQ)

4 Core principles
14 Pedagogy 16 Rubric
14 Lead with concepts 17 Adapting for your setting
4 Inclusive and ambitious
14 Work together
4 Research-informed 18 Resources
14 Get hands-on
4 Time-saving for teachers 18 Software and hardware
14 Unplug, unpack, repack
5 Structure of the units of work 18 Hardware
14 Model everything
5 The Computing Curriculum overview 18 Software
15 Foster program comprehension
5 Brief overview 19 Software and hardware overview
15 Create projects
6 Unit summaries 21 Raspberry Pi Foundation
15 Add variety
 Key Stage 2 Teacher Guide | 1

Introduction

The Computing Curriculum is our complete bank of free The aims of The Computing Curriculum are as follows:
lesson plans and other resources that offer you everything
you need to teach computing lessons to all school-aged • Reduce teacher workload
learners. It helps you cover the full breadth of computing, • Show the breadth and depth of computing, particularly
including computing systems, programming, creating beyond programming
media, data and information, and societal impacts of • Demonstrate how computing can be taught well, based
digital technology. on research
• Highlight areas for subject knowledge and pedagogy
The 500 hours of free, downloadable resources within enhancement through training
The Computing Curriculum include all the materials you
need in your classroom: from lesson plans and slide decks The Computing Curriculum resources are regularly
to activity sheets, homework, and assessments. To our updated in response to teachers’ feedback. You can share
knowledge, this is the most comprehensive set of free your feedback at http://the-cc.io/feedback or by email to
teaching and learning materials for computing and digital resourcesfeedback@raspberrypi.org.
skills in the world.
 Curriculum design | Key Stage 2 Teacher Guide | 2

Curriculum design

The approach reviewed examples of each of these from England and • Design and development — Understand the activities
beyond. All learning outcomes can be described through involved in planning, creating, and evaluating
Coherence and flexibility our computing taxonomy of eleven strands, ordered computing artefacts
The Computing Curriculum is structured in units. For alphabetically as follows: • Effective use of tools — Use software tools to support
these units to be coherent, the lessons within a unit computing work
must be taught in order. However, across a year group, • Algorithms — Be able to comprehend, design, create, • Impact of technology — Understand how individuals,
the units themselves do not need to be taught in a and evaluate algorithms systems, and society as a whole interact with
particular order, with the exception of units on • Artificial intelligence — Developing computer systems computer systems
programming, where concepts and skills rely on that determine the relationships between inputs and • Programming — Create software to allow computers
students’ prior learning and experiences. output in order to make predictions rather than to solve problems
following programmed instructions • Safety and security — Understand risks when using
Knowledge organisation • Computer networks — Understand how networks can technology, and how to protect individuals and
The Computing Curriculum uses our taxonomy of be used to retrieve and share information, and how systems
computing content to ensure comprehensive coverage of they come with associated risks
the subject. The taxonomy provides a way to look at and • Computer systems — Understand what a computer is, and Our taxonomy provides categories and an organised view
describe the subject of computing as a set of how its constituent parts function together as a whole of content to encapsulate the discipline of computing.
interconnected topics; it doesn’t define standards or • Creating media — Select and create a range of media Whilst all strands are present across all year groups in
curricula. There are, of course, many ways of organising including text, images, sounds, and video The Computing Curriculum materials, they are not always
the subject matter, implemented through exam • Data and information — Understand how data is taught explicitly.
specifications, textbooks, schemes of learning, and various stored, organised, and used to represent real-world
progression guides. For our computing taxonomy, we artefacts and scenarios
 Curriculum design | Key Stage 2 Teacher Guide | 3

Spiral curriculum Physical computing Online safety

The units for key stages 1 and 2 are based on a spiral In The Computing Curriculum, we acknowledge that For each unit, the unit overview document shows the links
curriculum. This means that each of the themes is revisited physical computing plays an important role in modern between the content of the lessons and England’s national
regularly (at least once in each year group), and learners pedagogical approaches in computing, both as a tool to curriculum and the Education for a Connected World
revisit each theme through a new unit that consolidates engage learners and as a strategy to develop learners’ framework (the-cc.io/efacw). These references have been
and builds on prior learning within that theme. understanding in more creative ways. Additionally, physical provided to show where aspects relating to online safety,
computing supports and engages a diverse range of or digital citizenship, are covered within the The
This style of curriculum design reduces the amount of learners 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 covered
yearly. It also ensures that connections are made even if The physical computing units in The Computing in the The Computing Curriculum, as some are better
different teachers are teaching the units within a theme in Curriculum are: suited to other subjects in England’s education system.
consecutive years. However, the coverage required for England’s computing
• Year 5 – Selection in physical computing, which uses
national curriculum is provided.
a Crumble controller
• Year 6 – Sensing movement, which uses a micro:bit
Schools should decide for themselves how they will ensure
that online safety is being managed effectively in their
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

C
kn urri The subject of computing is much younger than many
ow cu
Inclusive and ambitious led lar
ge other subjects, and as such, there is still a lot more to learn
The Computing Curriculum has been written to support all about how to teach it effectively. To ensure that teachers
learners. Each lesson is sequenced so that it builds on the are as prepared as possible, The Computing Curriculum
learning from the previous lesson, and where appropriate, builds on a set of pedagogical principles (see the
activities are scaffolded so that all learners can succeed ‘Pedagogy’ section of this document), which are
Effective
and thrive. Scaffolded activities provide learners with extra Knowledge learning underpinned by the latest computing research, to
of our Pedagogical
resources, such as visual prompts, to reach the same learners Subject experience Teaching knowledge demonstrate effective pedagogical strategies throughout.
matter
content experience
learning goals as the rest of the class. Exploratory tasks
foster a deeper understanding of a concept, encouraging To remain up-to-date as research continues to develop,
learners to apply their learning in different contexts and every aspect of The Computing Curriculum is reviewed
make connections with other learning experiences. each year and changes are made as necessary.

As well as scaffolded activities, embedded within the Time-saving for teachers

lessons are a range of pedagogical strategies (defined in The Computing Curriculum has been designed to reduce
the ‘Pedagogy’ section of this document), which support teacher workload. To ensure this, The Computing
making computing topics more accessible. Curriculum includes all the resources a 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 The 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.

The Computing Curriculum overview

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

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

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

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

Year 6 Communication and Webpage creation Variables in games Introduction to 3D modelling Sensing movement
collaboration (6.1) (6.2) (6.3) spreadsheets (6.4) (6.5) (6.6)

1
Networks are not part of England’s key stage 1 national curriculum for computing, but the title is used as a strand across primary.
*The numbers in the brackets are a ‘quick code’ reference for each unit, e.g. 1.3 refers to the third Year 1 unit in the recommended teaching order.
 Structure of the units of work | Key Stage 2 Teacher Guide | 6

Unit summaries

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

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

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

Unit summaries

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

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

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

National curriculum coverage - Years 3 and 4

4.3 Repetition in shapes

4.6 Repetition in games

3.3 Sequencing sounds

3.5 Desktop publishing

3.6 Events and actions

4.2 Audio production

4.5 Photo editing

4.4 Data logging
in programs

4.1 The internet

3.1 Connecting

3.2 Stop-frame
computers

databases
3.4 Branching
animation
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

5.3 Selection in physical

6.1 Communication and

5.6 Selection in quizzes

6.6 Sensing movement

6.3 Variables in games
5.4 Flat-file databases

6.2 Webpage creation

5.2 Video production

vector graphics
5.5 Introduction to

6.4 Introduction to
spreadsheets

6.5 3D modelling
collaboration
5.1 Systems and

computing
searching
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 | 10

Teaching order
The order in which to teach units within a school year is not
prescribed, other than for the two ‘Programming’ units for
each year group, which build on each other. It is
recommended that the ‘Programming’ and ‘Creating 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 choose the order in
which they teach the units, based on the needs of their

What Why
learners and other topics or events that are happening
throughout the school year, to make use of cross-curricular
links wherever possible.

Mixed year groups

There are many different approaches to organising learners
in school – one of which is mixed year group classes. The
content throughout The Computing Curriculum is based on
a learning progression from Year 1 through to Year 11 (ages
5–16). In order to use this progression with mixed year
groups, , or any other school organisation system, we advise
teachers to use the learning graphs for the age group which
they are teaching to break up the content as they see fit.
 Progression | Key Stage 2 Teacher Guide | 11

Progression

Progression across year groups

Primary Computing systems Programming Data and information Creating media
All learning objectives have been mapped to our computing themes and networks
taxonomy of eleven strands, which ensures that units build
on each other across all year groups. Taxonomy Computer Programming Data and information Creating
strands systems media
Within The Computing Curriculum materials for primary Algorithms
schools, every year group learns through units within the Computer Design and
same four themes, which combine ten strands of the networks Design and development
taxonomy (see table, right). development

This approach allows us to use the spiral curriculum Effective use of tools
approach (see the ‘Spiral curriculum’ section for more
information) to progress skills and concepts from one Impact of technology
year group to the next.
Safety and security
 Progression | Key Stage 2 Teacher Guide | 12

Progression within a unit —

learning graphs
Learning graphs are provided as part of each unit and
demonstrate progression through concepts and skills.
In order to learn some of those concepts and skills,
learners 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 year group, there are two ‘Programming’ units of in the first ‘Programming’ unit so closely that
objectives and success criteria are age-appropriate work, but only one ‘Programming’ learning graph. there is no specific divide where one ends and the
so that they can be understood by learners. In each The second ‘Programming’ unit builds on the content other begins.
 Progression | Key Stage 2 Teacher Guide | 13

KS2 Example learning Learning

graph graph
Year 4 - Data and information
Year 4 – Data - Data
and logging
information – Data logging
Learning graph
Year 4 – Data and information – Data logging

To suggest questions that can

be answered using a table of
To use a digital device to
data
To suggest questions that can collect data automatically
be answered using a table of To explain that a data logger
To use a digital device to captures ‘data points’ from
data To identify that sensors are
collect data automatically sensors over time
input devices To explain that a data logger
To identify that sensors are captures ‘data points’ from
input devices sensors over time
To identify data that can be To choose how often to
logged over time automatically collect data
samples
To identify data that can be To choose how often to
To use a set of logged data to
logged over time automatically collect data
find information
samples
To recognise that a sensor can
To use a set of logged data to
be used as an input device for
find information
data collection To export information in
To recognise that a sensor can
different formats
be used as an input device for
Key: data collection To export information in
different formats
To use a computer program to
Concept
Key: sort data by one attribute
To use a computer program to
Concept
Skill sort data by one attribute

Links:
Skill
Direct prerequisite
Links:
Scaffolding not Resources are updated regularly - the latest version is available at: the-cc.io/curriculum.
Direct
direct prerequisite
prerequisite
This resource is licensed by the Raspberry Pi Foundation under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International licence. To view a
Scaffolding not copy of thisare
Resources license, visit,regularly
updated see creativecommons.org/licenses/by-nc-sa/4.0/
- the latest version is available at: the-cc.io/curriculum.
direct prerequisite
This resource is licensed by the Raspberry Pi Foundation under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International licence. To view a
copy of this license, visit, see creativecommons.org/licenses/by-nc-sa/4.0/
 Pedagogy | Key Stage 2 Teacher Guide | 14

Pedagogy

Computing is a broad discipline, and computing teachers Lead with concepts Get hands-on
require a range of strategies to deliver effective lessons to Support learners in the acquisition of knowledge, through Use physical computing and making activities that offer
their learners. Our pedagogical approach consists of 12 the use of key concepts, terms, and vocabulary, providing tactile and sensory​ experiences to enhance learning.
key principles underpinned by research: each principle has opportunities to build a shared and consistent Combining electronics and programming with arts and
been shown to contribute to effective teaching and understanding. Glossaries, c
​ oncept maps (the-cc.io/qr07)​, crafts (especially through exploratory projects) provides
learning in computing. and displays, along with regular recall and revision, can learners with a creative, engaging context to explore and
support this approach. apply computing concepts.
It is recommended that computing teachers use their
professional judgement to review, select, and apply Work together Unplug, unpack, repack
relevant strategies for their learners. Encourage collaboration, specifically using pair Teach new concepts by first unpacking complex terms
programming (the-cc.io/qr03) and peer instruction and ideas, exploring these ideas in unplugged and
These 12 principles are embodied by The Computing (the-cc.io/qr04), and also structured group tasks. Working familiar contexts, then repacking this new understanding
Curriculum, and you can find examples of their together stimulates classroom dialogue, articulation of into the original concept. This approach, called ‘semantic
application throughout the units of work at every key concepts, and development of shared understanding. waves’ (the-cc.io/qr06), can help learners develop a
stage. Beyond delivering these units, you can learn secure understanding of complex concepts.
more about these principles and related strategies in
The Big Book of Computing Pedagogy we have collated
(the-cc.io/pedagogy).
 Pedagogy | Key Stage 2 Teacher Guide | 15

Model everything Add variety Structure lessons

Model processes or practices — everything from Provide activities with different levels of direction, Use supportive frameworks when planning lessons,
debugging code to binary number conversions — using scaffolding, and support that promote learning, ranging such as ​PRIMM (Predict, Run, Investigate, Modify, Make
techniques such as worked examples (the-cc.io/qr02) and from highly structured to more exploratory tasks. Adapting — the-cc.io/qr11) and UMC (Use-Modify-Create). These
live coding (the-cc.io/qr05). Modelling is particularly your instruction to suit different objectives will help keep frameworks are based on research and ensure that
beneficial to novices, providing scaffolding that can be all learners engaged and encourage greater independence. differentiation can be built in at various stages of
gradually taken away. the lesson.
Challenge misconceptions
Foster program comprehension Use formative questioning to uncover misconceptions Read and explore code first
Use a variety of activities to consolidate knowledge and and​adapt teaching to address them as they occur. When teaching programming, focus first on code ‘reading’
understanding​of the function and structure of program​s Awareness of common misconceptions alongside activities, before code writing. With both block-based and
(the-cc.io/qr12),​ including debugging, tracing, and Parson’s discussion, concept mapping, peer instruction, text-based programming, encourage pupils to review and
Problems. Regular comprehension activities will help secure or simple quizzes can help identify areas of confusion. interpret blocks of code. Research has shown that being
understanding and build connections with new knowledge. able to read, trace, and explain code augments pupils’
Make concrete ability to write code.
Create projects Bring abstract concepts to life with real-world, contextual
Use project-based learning activities to provide learners examples, and a focus on interdependencies with other
with the opportunity to apply and consolidate their curriculum subjects. This can be achieved through the
knowledge and understanding. Design is an important, use of unplugged activities, proposing analogies,
often overlooked aspect of computing. Learners can storytelling around concepts, and finding examples of
consider how to develop an artefact for a particular user or the concepts in pupils’ lives.
function, and evaluate it against a set of criteria.
 Assessment | Key Stage 2 Teacher Guide | 14

Assessment

Formative assessment Summative assessment writing skills. To this end, we have created the MCQs and
rubrics with great care. For the MCQs this involved, for
Every lesson includes formative assessment opportunities Every unit includes an optional summative assessment example, carefully choosing the wording and cultural
for you to use, and they are listed in the lesson plan. The framework in the form of either a multiple choice quiz references. For the rubrics it involved making them
formative assessments may be, for example, observations, (MCQ) or a rubric. The summative assessment materials focused on the purpose of application instead of the
questioning, or marked activities. We include these in can inform your judgement around what a learner has specific lesson context.
every lesson to ensure that you can recognise and understood in each computing unit, and could feed into
address learners’ alternate conceptions if they occur.You your school’s assessment process, to align with its Multiple choice quiz (MCQ)
can use the assessments to decide whether and how to approach to assessment in other foundation subjects.
adapt your teaching to suit the needs of the learners you Each question in the MCQ has been designed to
are working with. All units in The Computing Curriculum are designed to cover represent learning that learners are meant to achieve
both skills and concepts from across England’s computing within the unit. In writing the MCQs, we have followed the
At the beginning of every lesson, the learning objective and national curriculum. Units that focus more on conceptual diagnostic assessment approach to ensure that the
success criteria are introduced in the slides. At the end of development include MCQs as the optional summative assessment of the unit is useful for you to determine
every lesson, learners are invited to assess how well they assessment framework. Units that focus more on skills both how well your learners have understood the content,
feel they have met the learning objective using thumbs up, development end with a project and include a rubric. Within and what learners have misunderstood, if they have not
thumbs sideways, or thumbs down. This gives learners a the ‘Programming’ units, we have selected the assessment achieved as expected.
reminder of the content that they have covered, as well as framework (MCQs or rubric) on a best-fit basis.
a chance to reflect. It is also a chance for you to see how Each MCQ includes an answer sheet that highlights the
confident your class is feeling so that you can make The summative assessments are meant to give you alternate conceptions that learners may have if they have
changes to subsequent lessons accordingly. insight into your learners’ understanding of computing chosen a wrong answer. This ensures that you know
concepts and skills, as opposed to their reading and which areas to return to in later units.
 Assessment | Key Stage 2 Teacher Guide | 17

Rubric

The rubric is a tool to help you assess project-based work.

Each rubric covers the application of skills that have been
directly taught across a unit, and highlights to you whether
the learner is approaching (emerging), achieving
(expected), or exceeding the expectations for their age
group. The rubric allows you to assess projects that
learners have created, focussing on the appropriate
application of computing skills and concepts.

Adapting for your setting

As there are no universally agreed levels of assessment,
the assessment materials in The Computing Curriculum
are designed to be used and adapted by schools in a way
that best suits their needs. As mentioned above, the
summative assessment materials could feed into your
school’s assessment process, to align with its approach
to assessment in other foundation subjects.
 Resources | Key Stage 2 Teacher Guide | 18

Resources

Software and hardware Hardware

Computing is intrinsically linked to technology and Learners should experience using a range of digital choose an alterative, as screenshots and demonstration
therefore requires that learners experience and use a devices, which may include desktop, laptop, and tablet videos reflect the software referenced in the materials.
range of digital tools and devices. As we wrote The computers. Learners should also experience using
Computing Curriculum, we carefully considered the hardware designed for specific purposes, e.g. data The units of work include the use of free software that
hardware and software selected for the units. Our loggers, floor robots, and microcontrollers. would need to be installed on local computers, and
primary consideration was how we felt a tool would best software that is available as an online tool. Where
allow learners to meet learning objectives; the learning Several of The Computing Curriculum units require the software needs to be installed locally, schools will need
always came first and the tool second. The learning use of physical computing devices. This is in recognition to plan software installation in advance.
objectives are not designed to be tool-specific. of the growing importance of physical computing and
digital making and was part of our curriculum design Several of the units that use online tools require schools
To make the units of work more accessible to learners from the beginning. to sign up to free services in order to access the tools.
and teachers, the materials include screenshots, videos, This also allows learners the opportunity to save the
and instructions, and these are based on the tools listed Software projects that they are working on, and gives them the
in the table below. The list should not be seen as an skills that they need to manage their own usernames and
explicit requirement for schools. Schools may choose to If you do not wish to use the software recommended in the passwords as digital citizens. However, you need to
use alternative tools that offer the same features as units, you could use an alternative piece of software that ensure that you are comfortable using the software and
described in the units. All of the learning objectives can provides the same function. All learning objectives should managing accounts, and that the software is in line with
be met with alternative hardware and software, as the be achievable using alternative software, however, The your school’s policies about using online tools and how
learning objectives are not designed to be tool-specific. Computing Curriculum will contain a lot less support if you teachers will manage accounts.
 Resources | Key Stage 2 Teacher Guide | 19

Software and hardware overview

Requirements for learners — below 

Desktop or laptop Chromebook Tablet Software or hardware

3.1 Connecting computers ✓ ● ● Painting program (any)

3.2 Stop-frame animation ● ● ✓ iMotion (app for iOS)

3.3 Sequencing sounds ✓ ✓ ● Scratch

3.4 Branching databases ✓ ✓ ● j2data Branch and Pictogram

3.5 Desktop publishing ✓ ● ● Canva.com

3.6 Events and actions in programs ✓ ✓ ● Scratch

4.1 The internet ✓ ✓ ✓ Various websites

4.2 Audio production ✓ Audacity

4.3 Repetition in shapes ✓ ● ● FMSLogo

4.4 Data logging ✓ + + Data logger and associated software

4.5 Photo editing ✓ ● Paint.NET (for Microsoft Windows)

4.6 Repetition in games ✓ ✓ ● Scratch

✓ Used for the unit — reflected in screenshots ● Could be used as an alternative + Data loggers that work with Chromebooks or tablets are available. Check with suppliers.
 Resources | Key Stage 2 Teacher Guide | 20

Software and hardware overview, cont.

Requirements for learners — below 

Desktop or laptop Chromebook Tablet Software or hardware

5.1 Systems and Searching ✓ ✓ Google Slides

5.2 Video production ✓ ● ● Microsoft Photos (for Microsoft Windows 10)

5.3 Selection in physical computing ✓ ✓ Crumble controller + starter kit + motor

5.4 Flat-file databases ✓ ✓ ● j2data Database

5.5 Introduction to vector graphics ✓ ● Google Drawings

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

✓ Used for the unit — reflected in screenshots ● Could be used as an alternative

 Key Stage 2 Teacher Guide | 21

Raspberry Pi Foundation

The Raspberry Pi Foundation is a UK-based charity with • The mindsets that enable them to confidently engage • Research: To deepen our understanding of how young
the mission to enable young people to realise their full with technological change and to continue learning people learn about computing and how to create with
potential through the power of computing and digital about new and emerging technologies digital technologies, and to use that knowledge to
technologies. increase the impact of our work and advance the field
Our long-term goals of computing education
Our vision is that every young person develops:
• Education: To enable any school to teach students about For more free support for teachers, including online
• The knowledge, skills, and confidence to use computers computing and how to create with digital technologies, courses to enhance your understanding of computing
and digital technologies effectively in their work, through providing the best possible curriculum, content and pedagogy, visit: raspberrypi.org/teach
community, and personal life; to solve problems and to resources, and training for teachers
express themselves creatively • Non-formal learning: To engage millions of young
• Sufficient understanding of societal and ethical issues people in learning about computing and how to create
to be able to critically evaluate digital technologies with digital technologies outside of school, through
and their application, and to design and use online resources and apps, clubs, competitions, and
technology for good partnerships with youth organisations

Resources are updated regularly - the latest version is available at: the-cc.io/curriculum.

This resource is licensed by the Raspberry Pi Foundation under a Creative Commons Attribution-NonCommercial-
ShareAlike 4.0 International licence. To view a copy of this license, visit, see creativecommons.org/licenses/by-nc-sa/4.0/.