EYFS

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Autumn 1

Introduction, recap and review to programming

Autumn 2

E Safety

Spring 1

Word Processing/Data/Using ICT to Collect Information

Spring 2

Coding

Summer 1

Communication

Summer 2

Application

EYFS

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Control

Information

Internet

Program

Control

Information

Internet

Program

Algorithm

Data

Debug

Search

Selection

Sequence

Control

Information

Internet

Program

Algorithm

Data

Debug

Search

Selection

Sequence

Computer networks Execute

Input

Output

Software

World Wide Web

Algorithm

Computer networks

Control

Data

Debug

Digital content

Information

Input

Internet

Logical reasoning

Output

Program

Repetition

Search

Selection

Sequence

Services

Simulation

Software

Variables

World Wide Web

ICT Skill linked to ELG

Suggested Learning Activities

Resources

Autumn 1 (Introduction, recap and review to programming)

ELG 13 People and communities: children talk about past and present events in their own lives and in the lives of family members. They know that other children don’t always enjoy the same things, and are sensitive to this. They know about similarities and differences between themselves and others, and among families, communities and traditions.

ELG 15 Technology: children recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular purposes.

Children’s experiences in this area should include exploring:

• the technology they encounter at home and school (e.g. role play toys, photocopiers, automatic doors, dismantling old phones and laptops etc.)
• how technology has changed over time and how it differs across cultures by sharing artefacts, photos and videos, and asking others.

Examples of appropriate resources include:

• Role play toys (e.g. hoovers, microwaves, tills, old mobile phones, washing machines etc.)

• ‘Real’ technology in their home and school (e.g. photocopiers, automatic doors, mobile technology – tablets and phones, hand dryer)

Primary and secondary sources of information about technology in different cultures and in the past (e.g. BBC Bitesize: How Computers have changed, or What are the parts of a computer?

Autumn 2 (E Safety)

ELG 06 Self-confidence and self-awareness: children are confident to try new activities, and say why they like some activities more than others. They are confident to speak in a familiar group, will talk about their ideas, and will choose the resources they need for their chosen activities. They say when they do or don’t need help.

ELG 07 Managing feelings and behaviour: children talk about how they and others show feelings, talk about their own and others’ behaviour, and its consequences, and know that some behaviour is unacceptable. They work as part of a group or class, and understand and follow the rules. They adjust their behaviour to different situations, and take changes of routine in their stride.

With the very youngest children, many of the key e-safety messages will be conveyed through guided use, continuous provision and adult modelling in the school or setting. Additionally, and importantly, this will be alongside and with the involvement of parents and carers at home. Listen to young children talking about their online world and use this overheard talk to engage with them and find out more about their practice and behaviour.

Examples of appropriate resources include:

• An age appropriate Learning Platform to model and practise safe use of communication tools
• age appropriate resources such as Hector’s World
• stories such as Digiduck (a story of friendship and responsibility online) and Smartie the Penguin
• using child friendly search engines such as Kidrex

Visit www.ccc-computing.org.uk for more links to useful e-safety resources.

Spring 1 (Word Processing/Data/Using ICT to Collect Information)

ELG 16 Exploring and using media and materials: children sing songs, make music and dance, and experiment with ways of changing them. They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.

ELG 17 Being imaginative: children use what they have learnt about media and materials in original ways, thinking about uses and purposes. They represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role-play and stories.

NB: Aspects of almost all of the other ELGs could be enhanced or evidenced though the use of technology e.g. ELGs 01, 02, 09 and 10 would all benefit from the use of eBooks and recording devices.

REPRESENTING EVENTS

They will Interact with adults and their peers and explore their environment using multimedia equipment, including digital and video cameras, microscopes, webcams and visualisers to capture still and moving images. With help, they will play back their captured recordings, demonstrating confidence and increasingly in control. They will be encouraged to explore ways of making and listening to sounds using simple programs, apps and devices, e.g., karaoke machines, music mats and age appropriate apps.

USING IWB TO CREATE PICTURES

Examples of appropriate resources include:

• Online, interactive stories and rhymes
• Screens, IWBs or tablets with mark making software and apps.
• Equipment or apps for recording voice
• Digital cameras or tablets to record still and moving images
• Programs / apps such as Sock Puppets, Puppet Pals and Drawing Pad on tablets or as Photostory, Smart Notebook gallery or a selection of age appropriate software such as that produced by 2Simple.

Websites which encourage early exploration such as free content on Poisson Rouge or from suppliers such as Yellow Door.

Spring 2 (Coding)

ELG 02 Understanding: children follow instructions involving several ideas or actions. They answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events.

ELG 04 Moving and handling: children show good control and co-ordination in large and small movements. They move confidently in a range of ways, safely negotiating space.

Children in Early Years are already immersed in a programmed world. They experience it every day of their lives when:

• the doors at the supermarket open automatically when they approach,
• the hand drier starts when they place their hands underneath
• the price of an item shows as you scan
• the streetlights come on automatically when it gets dark.  

In the EYFS, continuous provision draws on these common uses of control technology for children to experience first-hand and to explore their uses through play. Additional experiences might also include:

• ‘programming’ friends by telling them how to move around like a robot or make a pretend sandwich

use of control toys like remote control cars, Beebots or Early Years Roamer.

Examples of appropriate resources include:

• Simple control toys: Beebot, Infant Roamer, remote control vehicles…

• On screen simulations such as Beebot, Trucks from Duck Duck Moose or Toca Boca (digital toys and games for kids) and simple problem solving games such as Jumbo the Elephant.

Summer 1 (Communication)

ELG 16 Exploring and using media and materials: children sing songs, make music and dance, and experiment with ways of changing them. They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.

ELG 17 Being imaginative: children use what they have learnt about media and materials in original ways, thinking about uses and purposes. They represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role-play and stories.

NB: Aspects of almost all of the other ELGs could be enhanced or evidenced though the use of technology e.g. ELGs 01, 02, 09 and 10 would all benefit from the use of eBooks and recording devices.

They will Interact with adults and their peers and explore their environment using multimedia equipment, including digital and video cameras, microscopes, webcams and visualisers to capture still and moving images. With help, they will play back their captured recordings, demonstrating confidence and increasingly in control. They will be encouraged to explore ways of making and listening to sounds using simple programs, apps and devices, e.g., karaoke machines, music mats and age appropriate apps.

Summer 2 (Application)

ELG 02 Understanding: children follow instructions involving several ideas or actions. They answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events.

ELG 04 Moving and handling: children show good control and co-ordination in large and small movements. They move confidently in a range of ways, safely negotiating space.

Children in Early Years are already immersed in a programmed world. They experience it every day of their lives when:

• the doors at the supermarket open automatically when they approach,
• the hand drier starts when they place their hands underneath
• the price of an item shows as you scan
• the streetlights come on automatically when it gets dark.  

In the EYFS, continuous provision draws on these common uses of control technology for children to experience first-hand and to explore their uses through play. Additional experiences might also include:

• ‘programming’ friends by telling them how to move around like a robot or make a pretend sandwich

use of control toys like remote control cars, Beebots or Early Years Roamer.

KPIs

Suggested Learning Activities

Resources

Autumn 1 (Introduction, recap and review to programming)

KPI 9 - Say how different technologies that contain a computer are commonly used in school and at home.

KPI 1, 2, 5 –

Follow and give clear instructions (an algorithm) for a human to perform a task.

Give examples of algorithms in everyday life.

Say how algorithms are helpful for solving problems

Language of instruction.

What an algorithm is.

Children to follow and give clear instructions (an algorithm) for a human to perform a task.

Using Bee-Bot on floor mat to ensure can enter commands to follow route, plan and follow own route – Bee Bot challenges

Reinforce with software and apps – use more than one piece of software / app

Describe how non-digital algorithms be used, e.g. a set of instructions in maths or literacy for a specific purpose

Knowledge of algorithm and terminology: An algorithm is a set of instructions to achieve a goal; Algorithms can be carried out by humans and computers; There may be more than one algorithm for a task, but efficient algorithms are best

Hardware: Bee-Bot

Software: Focus on Bee-Bot, 2simple 2go,

Online: Espresso Coding,

Apps: Bee-Bot, On line tools - Scratch, Daisy the dinosaur, Scratch Jr, Light

Autumn 2 (E Safety)

10 - Explain what personal information is and why it is kept private.

11 - Say how to get help and support from adults about digital content that concerns them.

See E Safety Whole School Planning

Spring 1 (Word Processing/Data/Using ICT to Collect Information)

7 - Use technology purposefully to create digital content, including text, graphics, sound, and video.

8 - Use technology to store and retrieve digital content.

Basic word processing skills on Word.

Saving work effectively to a Shared Point.

Using text and pictures in Word and on iPads (Pic Collage).

Sort objects / items into groups by given and own criteria

Collect a set of data – as class / group / individual and present as a simple graph

Talk about the graph and what it shows

Create pictures linked to other topic exploring different tools. Start to use tools with more expertise and precision

Take photographs for a purpose e.g. of their model or practical maths work to share with others. Become more skilled at framing and taking photographs

Combine photographs / images in an online book

Make sound recordings for a purpose e.g. poems to be saved for class anthology; weather report to accompany weather map; interview with famous person

Hardware: digital camera, web-cam (on PC or mobile device),

Software: Colour Magic, Clicker 5, My World

Apps: inbuilt camera and sound recorder, Morfo Booth, My Story

Spring 2 (Coding)

3 – Debug algorithms for a floor robot/turtle/programmable toy so that the defined outcome is achieved.

4 – Predict the behaviour of simple programs, identifying where a floor robot/turtle/programmable toy will finish after a series of commands.

5 – Say how algorithms are helpful for solving problems.

6 - Control the movement of a floor robot/turtle/programmable toy using algorithms.

Building on Autumn Term 1.1

Using Floor Turtles/Bee Bots

Summer 1 (Communication)

7 - Use technology purposefully to create digital content, including text, graphics, sound, and video.

8 - Use technology to store and retrieve digital content.

Looking at different graphical representations

Pupils use word processing software to write letters, stories, poems

Be able to edit work, not just start again

Save work and retrieve

Navigate and explore given websites – access via shortcut or favourite

Navigate with purpose, e.g. to find information

Talk about information they can find on website

Be aware of the e-safety implications of accessing websites – what to do if they see something inappropriate

Pupils should not be searching on the internet at this stage unless under supervision and the adult has previously performed the search

Software: 2Publish, 2Publish+, 2create a story, Clicker 5

Online: Espresso, iBoard, age appropriate websites linked to topic / interest

Summer 2 (Application)

3 – Debug algorithms for a floor robot/turtle/programmable toy so that the defined outcome is achieved.

4 – Predict the behaviour of simple programs, identifying where a floor robot/turtle/programmable toy will finish after a series of commands.

5 – Say how algorithms are helpful for solving problems

9 - Say how different technologies that contain a computer are commonly used in school and at home

Building on Autumn Term 1.1 and Spring Term 2.2

3 and 4 and 5 applied to screen turtle through iPad

9 – end of year review

KPIs

Suggested Learning Activities

Resources

Autumn 1 (Introduction, recap and review to programming)

7 – Can say why a wide range of technologies are used at school, home and beyond.

1 - Debug algorithms for a screen robot/turtle so that the defined outcome is achieved

2 - Predict the behaviour of simple programs, identifying where a screen robot/turtle will finish after a series of commands.

3 - Control the movement of a screen turtle/robot using algorithms and can explain similarities and differences to programming toys/floor turtles/robots.

Learning why computers are used.

Review knowledge of algorithms.

Apply knowledge of algorithms using Bee Bots and on screen programmes

Pupils make predictions of how to move a robot from x to y and check if they were correct

Pupils problem solve and correct errors to achieve the outcome correctly

Test and correct a set of give instructions

Explore simulations and see how they might be similar / different to real life.

Discuss when simulations might be useful

Hardware: ProBot, Roamer,

Software: Textease Turtle Apps: Kodable, Move the turtle, Daisy the dinosaur, Scratch Jr

Online: Espresso Coding, 2code (Chimp mode), Sherston

Autumn 2 (E Safety)

10 - Communicate respectfully online.

11 - Explain how to alert adults to concerns about digital content or contact.

Progressive E Safety units in folder.

Spring 1 (Word Processing/Data/Using ICT to Collect Information)

4 - Use technology purposefully to manipulate and combine different types of digital content.

5 - Use technology to store and retrieve digital content across a range of devices

Word processing

Saving to a shared area

Combine different digital content e.g. PPT

Understand that a database is a set of information organised by fields of information

Navigate an online database to find answers to questions (e.g. Animal Facts)

Navigate a simple database to find information and answer questions, e.g. how many clowns have red noses

Use record card to add information to a database

Collect data on a chosen topic e.g. linked to favourite food, transport survey. Present as a bar chart and show understanding through answering and asking questions.

Be aware that each website has a specific address and that the address needs to be entered correctly – navigate to websites by entering address, and use to find information for topic work

Discuss how there might be adverts on web pages – and these can mainly be ignored

Discuss how some information may be inaccurate e.g. tomato spider

Use key words related to topics to search for information within a safe environment e.g. within BBC site or set up Google custom search for pupils to safely search the internet (will only return searches from websites you have specified)

Software: Textease Database, Starting Graph, 2graph

Online: Espresso, Big Bus Animal Facts book http://ngfl.bdcs.org.uk/bigbus/index.html, One Key search engine, BBC schools, BBC nature, Google custom search, Tomato spider site (http://webfronter.com/rbkc/tomatospider/), kidrex.org

Spring 2 (Coding)

1 - Debug algorithms for a screen robot/turtle so that the defined outcome is achieved

2 - Predict the behaviour of simple programs, identifying where a screen robot/turtle will finish after a series of commands.

3 - Control the movement of a screen turtle/robot using algorithms and can explain similarities and differences to programming toys/floor turtles/robots.

Building on Autumn Term 1.1

Applied in a different format – still looking at concrete

and online

Summer 1 (Communication)

6 - Can identify some ways that technology helps us to communicate with others.

Using technology to communicate with others

Class blog

Video

Use and improve word processing skills in a range of situations.

Use wider range of punctuation, editing and formatting skills to improve their work

Be able to discuss how they have changed their work and how it can be improved

Take photographs and review quality, deleting those that are blurred etc. – be selective and consider how their photos could be improved

Use photos within document / online book – take photos for a purpose

Take set of photos to share e.g. photos on a trip, stages of cooking to then sequence and share with others

Take it in turns to be the class photographer, documenting key events and sharing via blog or website

Take video clips with purpose e.g. recording weather report presented by another pupil, interview a famous person / linked to a news story

Start to be more discerning when taking video – framing image and zooming in before filming as appropriate

Software: 2publish, 2publish+, Clicker 5, Word, 2create a story, 2create, 2paint a picture, 2photo simple, PowerPoint

Apps: Book Creator, 2create a story, MashCAM, Do Ink Green Screen

Online: Espresso

Hardware: mobile device in built camera / video camera, digital camera, digital video camera, web cam

Summer 2 (Application)

8 - Can identify key parts of a computer or a technology containing a 'computer' as input, output, memory, and processor.

9 - Explain that information can be stored in different ways by computers

Building on Autumn Term 1.1 and Spring Term 2.2

Inputs and outputs

Build on coding and algorithms

Storing – locally, cloud

KPIs

Suggested Learning Activities

Resources

Autumn 1 (Introduction, recap and review to programming)

1 - Write algorithms using a visual programming tool that achieve specific goals

2 – Debug a program created by a visual programming tool to achieve a given aim.

3 - Solve simple problems by decomposing them into smaller parts.

Writing simple programs

Introduce scratch

Debugging

Solve a problem by decomposing

Write programs in Logo and other software to draw different regular shapes – refine using the repeat command

Use programming software / apps to create procedures and use within a longer program

Plan out program and break into smaller steps when tackling the structure, incorporating procedures

Explore online simulations, explaining rules behind the simulations and how they can be realistic / represent reality.

Discuss how simulations can be used

Software: Scratch (online), CoCo,

Apps: Move the turtle, Hopscotch, Kodable, Cato’s Hike

Online: Espresso Coding, Scratch2, simulations (e.g. science clips), Google Earth

Autumn 2 (E Safety)

10 - Recognise acceptable/ unacceptable online behaviour.

11 - Talk about a range of ways to report concerns about content and contact.

Progressive E Safety units in folder.

Spring 1 (Word Processing/Data/Using ICT to Collect Information)

5 - Use a range of digital tools to gather information/data

6 - Recognise when digital content or data is inaccurate or misleading.

7 - Present data and information to a wider audience using a range of digital tools.

Data project

Collecting and inputting

Graphs

Purple mash

Recognising when data is inaccurate

Explore branching database to see how it works and is structured

Sort a set of items in different ways to consider different sorting options

Create a branching database to sort a set of items · Explore a database by asking questions to find relevant information

Find information for graph on given topic by considering questions to ask participants, and design questionnaire to find the information

Navigate the internet with increasing confidence to find information and images safely

Know that a web address is also called a URL – unique resource locator, i.e. a unique address to find a website

Know that not all information found on the internet is accurate, and why this might be so

Use information found on internet for a purpose, and share with others – do not just copy and paste information found, but use it to write their own text

Software: Textease Branch, Information magic, Textease Database

Apps: Wild Key (key needs purchasing)

Online: Purple Mash

Spring 2 (Coding)

1 - Write algorithms using a visual programming tool that achieve specific goals

2 – Debug a program created by a visual programming tool to achieve a given aim.

3 - Solve simple problems by decomposing them into smaller parts.

Building on Autumn 1.1

Revisiting and applying in a different more complex format

Summer 1 (Communication)

4 - Use search engines effectively to find specific information

8 - Use a range of technologies to communicate with others

9 - Identify the features of a computer that enable communication with others.

Produce documents with increasing confidence using text and images, formatting and editing tools

Create presentations incorporating text and images. Start to add effects but consider audience and appropriateness of different effects

Know how to email, add and open attachments

Know how to remain safe when using email and when it is appropriate not to open emails or attachments

Send and receive emails purposefully e.g. to share information with link school

Write emails with an appropriate and respectful tone, and understand the difference between online and face-to-face – through written activities but not an email account

Software: Word, 2publish+, Publisher, PowerPoint, 2create

Apps: Pages, Prezi, Keynote, MS Office, Explain Everything, Book Creator, Comic Life

Online: Prezi, Purple Mash, Email, Skooville, ThinkUKnow, ChildNe

Summer 2 (Application)

5 - Use a range of digital tools to gather information/data

6 - Recognise when digital content or data is inaccurate or misleading.

7 - Present data and information to a wider audience using a range of digital tools.

Building on all prior units and introducing media

Looking at information not data

Producing a guide for computing in Year 3 or a newsletter – incorporate different digital content

Use print screen to capture an image that has been created or website navigated to

Paste image into paint software so a part of the image can be selected and used for different purpose, e.g. instructions to use a piece of software, how to play a game

Plan a 30 second TV advert for given product

Shoot video clips and combine to create advert

Perform simple editing of clips and add title and credits

Record radio advert for given product, re-recording excerpts if needed

Record poems for class anthology

Hardware: digital camera, digital video camera, sound recorder, microphone, mobile device inbuilt camera and microphone

Software: Colour Magic, Paint, Paint.net, 2paint a picture, 2photo simple

Apps: iMovie

KPIs

Suggested Learning Activities

Resources

Autumn 1 (Introduction, recap and review to programming)

1 - Use sequence, selection and repetition to design and write a simple program using a visual programming language

2 - Use logical reasoning to predict the outcome of a program and changes to it.

Sequence, selection and repetition

Logical reasoning

Using logo/scratch – drawing given shapes, moving onto repeating shape

Investigate existing programs, evaluating them and consider how they could be improved

Design and write a program / game / animation for a given purpose including specific programming features

Software: Scratch, Coco

Apps: Hopscotch

Online: Espresso Coding, Sherston, Scratch2, Snap

Autumn 2 (E Safety)

10 - Identify a range of online risks.

Progressive E Safety units in folder.

Spring 1 (Word Processing/Data/Using ICT to Collect Information)

5 - Use advance internet search features to compare and evaluate search engine results.

6 – Collect and sort information from a range of data sources.

7 - Compare, analyse and evaluate digital content from two different sources.

Collect the information

Evaluating content

And use advance search features

Data sources

Present sets of data in different graphical forms, discussing and evaluating which layout is best

Discuss appropriate use of layouts for discrete and continuous data

Ask and answer questions relating to graphs – discuss the purpose of graphs

Share graphs via document, sharing findings from graph to show understanding

Start to explore spreadsheets by using existing ones to see how they can be changed and used

Add text and numbers and insert simple formulae

Test formulae by changing numbers in cells – does the result change too?

Format text within a spreadsheet – link to formatting text in other software

Research information linked to topic work

Be aware that the more accurate the search term, the more relevant the results

Check information found on one website against another to verify results

Summarise information found and present in own words – not just copy and paste from website

Software: Starting graph, Excel, LogIT Lab

Apps: Numbers

Spring 2 (Coding)

3 – Explain that computers can be connected using networks.

4 - Draw a simple network map.

Building on Autumn 1.1 and focussing on:

Network maps

People talking about networking

Practical activities (CS Unplugged)

Summer 1 (Communication)

8 - Use a range of technology to share digital resources including charts, articles and audio/visual presentations, with a selected audience.

9 - Collaborate with others using digital tools.

Collaboration topic – combined content working together at the same time

Audio visual

Produce documents and presentations with increasing competence, incorporating different layouts and effects as appropriate, showing an awareness of audience

Produce newspaper / leaflet

Create documents and presentations to share information with others – for a purpose

Share information with link class in another school to find out about a different locality

Contribute to a class / school blog

Be aware of safety issues relating to online collaboration

Explain why using avatar and online name is advisable

Software: Word, 2publish+, Publisher, 2create, PowerPoint, Comic Life

Online: www.prezi.com, www.wordle.net (use with caution as some inappropriate content), Skooville, ThinkUKnow, ChildNet

Apps: Pages, Keynote, Prezi, Comic Life

Summer 2 (Application)

8 - Use a range of technology to share digital resources including charts, articles and audio/visual presentations, with a selected audience.

9 - Collaborate with others using digital tools.

Collaboration in a different context – iPad EBooks

Using vector based software create a design or logo by grouping and copying sections of an image

Design a garden plan by grouping and repeating sections of an image or design, ordering shapes as needed

Take photos for product design e.g. to accompany the game they have programmed. Adjust the colours to given different effects and edit the photos

Plan out and create an animation to retell a story / for an advert. Edit and improve the animation by adding sounds and titles

Hardware: digital camera or web cam, in-built camera on tablet

Software: Aspex Draw, Textease Draw, 2draw, 2photo simple, Paint.net, 2animate, I can animate

Apps: LEGO movie maker, iMotion, I can animate

KPIs

Suggested Learning Activities

Resources

Autumn 1 (Introduction, recap and review to programming)

1 – Control physical systems or simulations of these through a digital device.

2 – Use various forms of input and output in programs.

3 - Use logical reasoning to debug programs containing sequence, selection, repetition and variables.

Programming virtually – revisiting skills from earlier years

Design and create a game incorporating variables, testing and correcting errors as they go

Design and write a program linked to physical systems and sensors e.g. the light goes on when the light level drops, or the alarm goes off when a burglar opens the door

Hardware: control box and sensors

Software: CoCo, Scratch, Lego Mindstorms, LogIT

Apps: ALEX Online: Espresso Coding, 2code, Scratch2, Snap

Autumn 2 (E Safety)

10 - Explain the importance of content ownership and copyright issues.

Progressive E Safety units in folder.

Spring 1 (Word Processing/Data/Using ICT to Collect Information)

6 – Refine internet searches to improve relevance of materials.

7 – Can justify their selection of an appropriate digital device and application to accomplish a specific outcome.

8 – Summarise and present information/data using a range of media.

9 - Collaborate through online systems to work on shared documents

Research

One Drive

Word Processing

Excel

Research

Justify Collaborate and present

Solve problems by interrogating database to find answers e.g. solve crimes for Sherlock Holmes

Investigate online databases e.g. iTunes, IMDB.com, estate agents databases

Design and create own database e.g. favourite actors and films, TV programmes and actors, football teams and players / managers, countries and key features / things of interest

Create graphs from databases

Create more complex spreadsheets to model mathematical problems and to solve real life problems e.g. budgeting or funding a class trip

Solve given problems by creating spreadsheets, including creating graphs from data

Software: Information Magic, Textease database, Excel

Online: rightmove.co.uk, imdb.com

Spring 2 (Coding)

1 – Control physical systems or simulations of these through a digital device.

2 – Use various forms of input and output in programs.

3 - Use logical reasoning to debug programs containing sequence, selection, repetition and variables.

Application of Autumn Term 1.1

Coding – applying learnt skills to programme physical device

Build a Mars rover on the Lego we do

Lego We Do

Summer 1 (Communication)

9 - Collaborate through online systems to work on shared documents

Email and using ICT as a communication tool

Collaboration through one drive

Produce documents and presentations with a common theme, to provide consistency of font and style

Show an awareness of audience

Be able to produce presentations with multimedia elements, and with slides in a non-linear design e.g. buttons to give options within the presentation

Produce a presentation that acts as a branching database to classify a set of items

Send and receive emails, being wary of spam and how to deal with it

Know that information posted online leaves a digital footprint and be aware of potential consequences of this – conduct themselves appropriately online

Software: Word, PowerPoint, Publisher, Prezi

Apps: Pages, Keynote Online: class / school blog, school VLE

Summer 2 (Application)

4 – Explain what the world wide web and the internet are, and the difference.

5 - Outline how data is transported in packets on the internet to different addresses.

Understanding data, csunplugged stuff

Transporting data, difference between WWW and the internet

Make a 3D model of product

Design and make a poster to advertise product

Manipulate photos and consider creative aspects as well as the power to distort our perceptions of beauty and health, e.g. air-brushing photos in magazines (Dove Evolution video http://www.youtube.com/watch?v=iYhCn0jf46U)

Create video for an advert – linked to persuasive writing (and websites) and photo alteration / advert product

Create a weather report / ‘outside broadcast’ report from different location using green screen

Create a backing track for news report / video

Hardware: digital camera or web cam, inbuilt camera on tablet Software: Sketchup (http://www.sketchup.com/products/sketchup-make), Aspex Draw, Photo Simple, Paint.net, pixlr.com, www.befunky.com, Movie Maker, Audacity, Podium Apps: iMovie, Do Ink green screen, Garage Band Other resources: Magazines / videos with altered

KPIs

Suggested Learning Activities

Resources

Autumn 1 (Introduction, recap and review to programming)

1 - Solve complex problems  by decomposing into smaller parts

2 – Use sequencing, selection, loops and repetition in programs that involve multiple variables

3 - Debug programs containing selection, loops, repetition and variables.

Decomposition, loops and debugging, variables

Produce a simple game that can be evaluated to apply these new learnt skills e.g. a maze

Using laptops (scratch base game) and ipads (hopscotch)

Design, plan & create a more complex game / app with purpose and linked to topic / other subject

Software: Scratch, Kodu, App builder, Hopscotch

Online: Espresso Coding, Sherston

Autumn 2 (E Safety)

10 - Communicate and collaborate through online systems using a variety of tools.

11 - Explain the importance of keeping their own data and that of others safe.

Progressive E Safety units in folder.

Spring 1 (Word Processing/Data/Using ICT to Collect Information)

8 - Design a data collection project and analyses the results.

Designing questionnaire using Forms

Data project

Design a more complex spreadsheet model for a purpose, link to problem-solving skills

Software: Excel, 2calculate Apps: Numbers

Spring 2 (Coding)

1 - Solve complex problems  by decomposing into smaller parts

2 – Use sequencing, selection, loops and repetition in programs that involve multiple variables

3 - Debug programs containing selection, loops, repetition and variables.

Decomposition, loops and debugging, variables

Applying to a proper game/app (on ipads hopscotch or laptops – the choice)

Then comparing from term autumn 1

App creator software

Summer 1 (Communication)

5 – Explain how search results are selected and ranked.

6 – Be discerning when evaluating information and digital content found online.

7 – Justify their selection of content from different digital devices and applications to accomplish a specific goal.

9 - Create and share mixed media presentations online for a specific audience.

Understand search engines

Collect the data

Creating an online presentation e.g. Sway

Create documents and presentations for a variety of audiences and purposes, considering the appropriateness of text and formatting choices

Present their documents and presentations to others and consider improvements

Use a variety of online tools safely and with respect for others

Software: Word, PowerPoint, 2create

Apps: Pages, Keynote, Explain everything

Online: Prezi

Summer 2 (Application)

 All KPI’s covered

Review!

Pupil led project applying all skills

Links with Secondary

Research how networks and the internet etc. work

Create a presentation explaining how networks and the internet work

Software: PowerPoint, Prezi

Online: search engines