Light Oaks Junior School Year 6 Computing Curriculum The computing curriculum across all year groups will be made up of six units; - Algorithms and Programs - Data Retrieving and Organising - Communicating - Using the internet - Databases - Presentation A seventh element Digital Literacy (E-Safety) is integrated across the curriculum, focusing on teaching children how to become discerning and safe users of digital technologies. Year 3 has a shorter Presentation unit due to the need for an introductory focus on basic keyboard skills and Digital Literacy. Learning Outcomes Learning outcomes are given for each unit in each year group, along with some lesson, resource and program suggestions. Algorithms and Programs Glossary : Sequence – the step-by-step nature of computer programs, mirroring the sequence of steps the algorithm would list. Input – data provided to a computer system, such as via a keyboard, mouse, microphone, camera or physical sensors Output - the information produced by a computer system for its user, typically on a screen, through speakers or on a printer, but possibly though the control of motors in physical systems. Algorithm - an unambiguous procedure or precise step-by-step guide to solve a problem or achieve a particular objective.

© Focus Education National Curriculum Requirements of Computing at Key Stage 2 Pupils should be taught to: 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

Algorithms and Programs Units

Knowledge, Skills and Understanding breakdown for Computing: Year 6 Algorithms and ProgramsData Retrieving and OrganisingCommunicating Can they comment on what makes a learning game effective? Can they use variables and inputs? Can they use repetition and variables to create a scoring system? Can they design a game using variables, selection and repetition? Can they program their game using decomposition and debug it? Can they explore the menu options and experiment with images (colour effects, options, snap to grid, grid settings etc.)? Can they add special effects to alter the appearance of a graphic? Can they ‘save as’ gif or i peg. wherever possible to make the file size smaller (for ing or downloading)? Can they make an information poster using their graphics skills to good effect? Can they conduct a video chat with people in another country or organisation? Using the InternetDatabasesPresentation Can they contribute to discussions online? Can they use a search engine using keyword searches? Can they use complex searches using such as ‘+’ ‘OR’ ”Find the phrase in inverted commas”? Can they collect live data using data logging equipment? Can they identify data error, patterns and sequences? Can they use the formulae bar to explore mathematical scenarios? Can they create their own database and present information from it? Can they present a film for a specific audience and then adapt same film for a different audience? Can they create a sophisticated multimedia presentation? Can they confidently choose the correct page set up option when creating a document? Can they confidently use text formatting tools, including heading and body text? Can they use the ‘hanging indent’ tool to help format work where appropriate (e.g. a play script)? Year 6 (Challenging) Can they incorporate graphics where appropriate, using the most effective text wrapping formats? Can they conduct a video chat with more than one person at a time? Can they compare the information provided on two tabbed websites looking for bias and perspective? 4© Focus Education 2014

5 E-safety in Years 5 and 6 Knowledge & understandingSkills Can they discuss the positive and negative impact of the use of ICT in their own lives and those of their peers and family? Do they understand the potential risk of providing personal information online? Do they recognise why people may publish content that is not accurate and understand the need to be critical evaluators of content? Do they understand that some websites and/or pop-ups have commercial interests that may affect the way the information is presented? Do they recognise the potential risks of using internet communication tools and understand how to minimise those risks (including scams and phishing)? Do they understand that some material on the internet is copyrighted and may not be copied or downloaded? Do they understand that some messages may be malicious and know how to deal with this? Do they understand that online environments have security settings, which can be altered, to protect the user? Do they understand the benefits of developing a ‘nickname’ for online use? Do they understand that some malicious adults may use various techniques to make contact and elicit personal information? Do they know that it is unsafe to arrange to meet unknown people online? Do they know how to report any suspicions? Do they understand they should not publish other people’s pictures or tag them on the internet without permission? Do they know that content put online is extremely difficult to remove? Do they know what to do if they discover something malicious or inappropriate? Do they follow the school’s safer internet rules? Can they make safe choices about use of technology? Do they use technology in ways which minimises risk, e.g. responsible use of online discussions, etc? Can they create strong passwords and manage them so that they remain strong? Can they independently, and with regard for e-safety, select and use appropriate communication tools to solve problems by collaborating and communicating with others within and beyond school? Can they competently use the internet as a search tool? Can they reference information sources? Can they use appropriate strategies for finding, critically evaluating, validating and verifying information, e.g. using different keywords, skim reading to check relevance of information, cross checking with different websites or other non ICT resources? Can they use knowledge of the meaning of different domain names and common website extensions (e.g..co.uk;.com;.ac;.sch;.org;.gov;.net) to support validation of information? © Focus Education 2014 Schools will need to review and amend their approaches to e-safety in order to take on board and address changes to technology.

LessonObjectivesLesson ideaExternals & Software UsedAssessment 1 -4 I can create a sophisticated multimedia presentation. Children need to create a powerpoint with embedded clips, hyperlinks, podcasts, sound effects and transitions between slides. PowerpointChildren will be able to create a sophisticated multimedia presentation. 5 I can confidently choose the correct page set up option when creating a document. I can confidently use text formatting tools, including heading and body text. I can they use the ‘hanging indent’ tool to help format work where appropriate (e.g. a play script) Children create a playscript linked to an English theme. Or a script for their news film. Children will be able to select the correct template and use text formatting tools confidently, including hanging indent. 6-7 I can present a film for a specific audience and then adapt same film for a different audience. Children plan, film and report a news programme for adults. They then adapt their film reel to suit children (i.e. Newsround). Task can be linked to scripting above. Children will be able to present a film for a given audience and then adapt it for a different audience. Year 6: PRESENTATION

LessonObjectiveLesson ideaExternals & Software Used Assessment 1 I can collect live data using data logging equipment. Children collect data for current Science investigation either as a class or in small groups. Link to Science Topic Use the resources from the resource file or this link to introduce data loggers to the class. Demonstrate how to use the data logger (Get 2 children trained in the use of it to then train others, if recording data over a longer period) Children plan an investigation to record how the level of light in the classroom changes across the duration of the day, how much light a plant needs to survive, or how many pieces of paper it would take to block the light from a torch. Set up data logger and collect data. Demonstrate how to create a graph using the datalogger software. Data loggerChildren will be able to explain what is a data logger and its uses. Children will be able to use a data logger to collect data about light. 2 I can identify data error, patterns and sequences. Phil writing lesson ExcelChildren will be able to identify data error, patterns and sequences. 3 I can they use the formulae bar to explore mathematical scenarios. Phil writing lesson ExcelChildren will be able to use the formulae bar to explore mathematical scenarios. 4 I can create my own database and present information from it. Phil writing lesson Excel or 2investigate Children will be able to create a database and present information from it. Year 6: DATABASES

LessonObjectiveLesson ideaExternals & Software Used Assessment 1 I can contribute to discussions online. SEEKING SAFE SITES FOR ONLINE DISCUSSION Children will be able to contribute to online discussions. 2 Can they use a search engine using keyword searches. SEEKING SAFE SEARCH ENGINES Children will be able to use key word searches to use a search engine. 3 I can they use complex searches using such as ‘+’ ‘OR’ ”Find the phrase in inverted commas” SEEKING SAFE SEARCH ENGINES Children will be able to use complex searches. Year 6: USING THE INTERNET

LessonObjectiveLesson ideaExternals & Software Used Assessment 1 I can conduct a video chat with people in another country or organisation. I can recognise the potential risks of using internet communication tools and understand how to minimise those risks (including scams and phishing). I can discuss the positive and negative impact of the use of ICT in their own lives and those of their peers and family. SEEKING SAFE SOFTWARE FOR A VIDEO CHAT Children will be able to conduct a video chat with people in another country or organisation I can understand that I should not publish other people’s pictures or tag them on the internet without permission. I know that content put online is extremely difficult to remove. I know what to do if they discover something malicious or inappropriate. NEED TO CHECK HOW APPROPRIATE THIS IS TO AGE GROUP WITH ZANDRA. Following Summer’s Choice planning in Year 6 file.. Could link to Presentation unit lessons 6-7 if short on time. Discuss with children how to report You Tube or like images that are of themselves and are unwanted. Look at You Tube tutorial. Children will understand that they should not publish pictures of others online without permission. Children will understand that once posted content is difficult to remove. Children will know what to do if they find malicious content. Year 6: COMMUNICATING

LessonObjectiveLesson ideaExternals & Software Used Assessment 1 I can explore the menu options and experiment with images (colour effects, options, snap to grid, grid settings etc.). GRAPHICS AND IMAGES SOFTWARE? Children will be able to experiment with image effects. 2 I can add special effects to alter the appearance of a graphic. GRAPHICS AND IMAGES SOFTWARE? Children will be able to add special effects to alter the appearance of a graphic I can ‘save as’ gif or i peg. wherever possible to make the file size smaller (for ing or downloading). I can make an information poster using their graphics skills to good effect. Children make an information poster on a given topic. Perhaps this could be linked to PSHCE aims or digital literacy Cyber bullying. Children will be able to save images in different formats. Children will be able to design an information poster using their graphics skills to good effect. Year 6: DATA RETRIEVING AND ORGANISING

LessonObjectiveLesson ideaExternals & Software Used Assessment 1-5 I can comment on what makes a learning game effective. I can use variables and inputs. I can use repetition and variables to create a scoring system. I can design a game using variables, selection and repetition. I can program a game using decomposition and debug it. Individual lessons and plans with screen grabs for each of the 7 week algorithms and programs component can be found in the Primary Computing file under Year 6. ScratchChildren will be able to comment on what makes a learning game effective. Children will be able to use variables and inputs. Children will be able to use repetition and variables to create a scoring system. Children will be able to design a game using variables, selection and repetition. Children will be able to program a game using decomposition and debug it. Year 6: ALGORITHMS AND PROGRAMS

Digital Literacy Resources Digi Duck (PDF in Year 3 Resource File) Summer’s Choice (Year 6 Resource File) Resources Resources (Year 5 or 6 quiz on being a good digital citizen)