1. Light Oaks Junior School Year 4 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.

2. © Focus Education 20142 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

3. Algorithms and Programs Units

4. Knowledge, Skills and Understanding breakdown for Computing: Year 4 Algorithms and ProgramsData Retrieving and OrganisingCommunicating Can they create a 3D world? Can they identify selection? Can they identify the use of selection and use it? Can they use selection to create the end of a game? Can they use selection to adapt a game? Can they capture images using webcams, screen capture, scanning, visualiser and internet? Can they choose images and download into a file? Can they download images from the camera into files on the computer? Can they copy graphics from a range of sources and paste into a desktop publishing program? Do they appreciate the benefits of ICT to send messages and to communicate? Can they use the automatic spell checker to edit spellings? Using the InternetDatabasesPresentation Can they use a search engine to find a specific website? Can they use note-taking skills to decide which text to copy and paste into a document? Can they use tabbed browsing to open two or more web pages at the same time? Can they open a link to a new window? Can they open a document (PDF) and view it? Can they input data into a prepared database? Can they sort and search a database to answer simple questions? Do they recognise what a spread sheet is? Can they use the terms ‘cells’, ‘rows’ and ‘columns’? Can they enter data, highlight it and make bar charts? Can they create a lengthy presentation that moves from slide to slide and is aimed at a specific audience? Can they insert sound recordings into a multi media presentation? Do they know how to manipulate text, underline text, centre text, change font and size and save text to a folder? Year 4 (Challenging) Can they use photo editing software to crop photographs and add effects? Can they copy and paste the graph/bar chart and use it in a WP document? Can they use animation in their presentation?

5. 5 E-safety in Years 3 and 4 Knowledge & understandingSkills Do they understand the need for rules to keep them safe when exchanging learning and ideas online? Can they recognise that information on the internet may not be accurate or reliable and may be used for bias, manipulation or persuasion? Do they understand that the internet contains fact, fiction and opinion and begin to distinguish between them? Can they use strategies to verify information, e.g. cross- checking? Dot hey understand the need for caution when using an internet search for images and what to do if they find an unsuitable image? Do they understand that copyright exists on most digital images, video and recorded music? Do they understand the need to keep personal information and passwords private? Do they understand that if they make personal information available online it may be seen and used by others? Do they know how to respond if asked for personal information or feel unsafe about content of a message? Can they recognise that cyber bullying is unacceptable and will be sanctioned in line with the school’s policy? Do they know how to report an incident of cyber bullying? Do they know the difference between online communication tools used in school and those used at home? Do they understand the need to develop an alias for some public online use? Do they understand that the outcome of internet searches at home may be different than at school? Do they follow the school’s safer internet rules? Do they recognise the difference between the work of others which has been copied (plagiarism) and re- structuring and re-presenting materials in ways which are unique and new? Can they begin to identify when emails should not be opened and when an attachment may not be safe? Can they explain how to use email safely? Can they use different search engines? © 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.

6. LessonObjectivesLesson ideaExternals & Software UsedAssessment 1 I can manipulate text, underline text, centre text, change font and size and save text to a folder. Children create a montage of different words that express their personality, using different fonts, sizes and changing the direction of the text. Word or powerpointChildren will be able to manipulate, underline text, centre text, change font and size. 2 I can create a presentation that moves from slide to slide and is aimed at a specific audience. I can combine text, images and sounds and show awareness of audience. I understand that the outcome of internet searches at home may be different than at school. I understand the need for caution when using an internet search for images and what to do if they find an unsuitable image. Children create a Powerpoint presentation about their current topic (e.g. contrasting localities). DL - Always make sure that any searches for images are safe. PowerpointChildren will be able to create a presentation with sound, text and image. 3 I can create a presentation that moves from slide to slide and is aimed at a specific audience. I can combine text, images and sounds and show awareness of audience. As aboveChildren will be able to create a presentation with sound, text and image. Year 4: PRESENTATION

7. LessonObjectivesLesson ideaExternals & Software UsedAssessment 4 I can evaluate my work and the work of my peers and suggest improvements. Children showcase their work and feedback 2 stars and a wish. Children will be able to evaluate their work and make suggestions for improvements. 5 I can understand that if they make personal information available online it may be seen and used by others. I know how to respond if asked for personal information or feel unsafe about content of a message. Get children to thought shower social media sites and instances where you share information in a public domain. Get children to design a paper profile page – what information would they share on it? Discuss ideas e.g. If photos, how would they make sure that no one else accessed them? Would it be o.k. to put pictures of yourself in your school uniform? Have class discussion around what children could do if information was requested from them, or if they received a text from someone they didn’t know etc. Show logos for report it buttons (thinkuknow website can be used). Children will be able to decide what it is safe to share in a public domain online. Children will know what to do if they feel uncomfortable with communications that they receive. 6 I can recognise that cyber bullying is unacceptable and will be dealt with in line with the school’s policy. I know how to report an incident of cyber bullying. Discuss definition of bullying (link to PSHCE). Extend to online and in terms of technology communications. Do children know what to do if they are targeted by cyber bullies? Who are cyber bullies? What constitutes cyber bullying? Perhaps give children different scenarios to discuss in their groups. Make sure that they know the difference between an isolated incident and cyber bullying. Show children CEOP sign and report it buttons. Discuss how the police deal with make links that it is a criminal offence. Children will recognise that cyber bullying is unacceptable and will be dealt with in line with the school’s policy. Children will know how to report an incident of cyber bullying. Year 4: PRESENTATION

8. LessonObjectiveLesson ideaExternals & Software Used Assessment 1 I can input data into a prepared database. Recap what is a database? Children complete a nature walk around the school grounds (included gardening club section at the front of school) and take note of which plants and trees they can see. Children get descriptors e.g. type of leaves, feel, smell for these and then, using 2investigate, children input their data into a database that is prepared with the necessary fields e.g. Name of Plant, plant family (Flowering plants- grasses Non flowering plants- ferns and mosses) 2investigate Links to all living things unit Children will be able to input data onto a prepared database. 2 I can sort and search a database to answer simple questions. Children come up with 3 questions that can be answered using their database then swap with a partner, who will answer them. Teacher might want to give some pre-prepared questions as well after reviewing database. Include sort and search features in answering questions. 2investigateChildren will be able to use the sort and search features to help them to answer questions on a database. 3 I can recognise what a spread sheet is. I can use the terms ‘cells’, ‘rows’ and ‘columns’ Follow scheme of work on Gods of Olympus – Resource to be found in the ICT resource folder in the ICT cupboard. Project should take at least 2 lessons. Excel or spreadsheet equivalent software. Children will be able to investigate data presenting in a spread sheet and draw conclusions from it. 4 I can enter data, highlight it and make bar charts. Excel or spreadsheet equivalent software. Children will be able to input data and present it digitally in a graph Year 4: DATABASES

9. LessonObjectiveLesson ideaExternals & Software Used Assessment 1 - 5 I can use a search engine to find a specific website. I can use note-taking skills to decide which text to copy and paste into a document. I can use tabbed browsing to open two or more web pages at the same time. I can they open a link to a new window. I can they open a document (PDF) and view it. Across 5 lessons, children produce an oral presentation on an aspect of Roman life. Children can work in small groups or pairs. Lesson 1: Children research information from given list of weblinks and website names in a PDF document. Recap being discerning about content and how to cut and paste. Children create an initial word doc. Demonstrate tabbed browsing and opening a link to a new window. Lesson 2-4: Children work on presentation. Type a script, find and create visual stimulus in a software programme of their choice. Sourcing pictures and information from a range of places on the school intranet/VLP and/or safe internet sites. Lesson 5: Children present their findings and record/film these using digi mics or digi cams. Children’s presentations are then imported into Windows Movie Maker to create an informative film on their topic. 2 stars and a wish on each child’s work. Windows Movie Maker. Pre- prepared list of weblinks. Children will be able to use a search engine to find a specific website. Children will be able to take notes from websites efficiently and be discerning about the content that they choose. Children will be able to use tabbed browsing, open a link to a new window and view a PDF. Year 4: USING THE INTERNET

10. LessonObjectiveLesson ideaExternals & Software Used Assessment 1 I can appreciate the benefits of ICT to send messages and to communicate I can use the automatic spell checker to edit spellings. I know the difference between online communication tools used in school and those used at home. SEEKING APPROPRIATE SOFTWARE FOR EMAILING AND INSTANT MESSAGING. Children will be able to use ICT to communicate and send messages. Children will consider the environment and controls on computers in different contexts. 2 - 6 I can understand the need for rules to keep me safe when exchanging learning and ideas online. I can understand the need to keep personal information and passwords private. I understand that if I make personal information available online it may be seen and used by others. I know how to respond if asked for personal information or feel unsafe about content of a message. Also revisiting cyber bullying objectives from earlier in the year in Presentation section. http://www.childnet.com/resources/the-adventures-of-kara-winston-and-the- smart-crew/chapter1 Watch videos on above link site and complete follow up KNOW IT ALL activities. http://www.childnet.com/resources/know-it-all-for-primary Know it all videos and lesson plans. Children will understand the basic rules for exchanging information online and why they exist. Children will know how to report inappropriate behaviour they encounter on technology. Children will know what constitutes cyber bullying and how to report it. Year 4: COMMUNICATING

11. LessonObjectiveLesson ideaExternals & Software Used Assessment 1 & 2 I can capture images using webcams, screen capture, scanning, visualiser and internet. Children create a very short animation of a Greek myth of their choice. Children use a shoe box to create a scene and create characters on card. Using photographs children then create an animation in I can animate ( a stop motion animation programme) or in 2animate advanced mode to import pictures. Digi camChildren will be able to capture images, using a range of different methods. 2 I can choose images and download into a file. I can download images from the camera into files on the computer. Children choose a sequence of the best images that tell their story and download them onto the computer then import them in Windows Movie Maker or I can animate on ipads. Children can add a sound track or audio narrative recorded on digi mics. Also, add transitions effects and title/credit pages. Windows Movie Maker I can Animate. Digi Mics Children will be able to choose images and download them from a camera. 3 & 4 I can copy graphics from a range of sources and paste into a desktop publishing program. Children create a montage of words associated with an aspect of grammar, copying and pasting from files on the network that are pre-prepared, photographs and webpages. Microsoft Publisher/Word Children will be able to copy graphics form a range of sources and paste them into a desktop publishing program. Year 4: DATA RETRIEVING AND ORGANISING

12. LessonObjectiveLesson ideaExternals & Software Used Assessment 1-6 I can they create a 3D world. I can identify selection. I can identify the use of selection and use it? I can use selection to create the end of a game. I can use selection to adapt a game. 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 4. KoduChildren will be able to create a 3D game which uses selection. Year 4: ALGORITHMS AND PROGRAMS

13. Digital Literacy Resources Digi Duck (PDF in Year 3 Resource File) http://www.thinkuknow.co.uk/ http://www.childnet.com/resources/kia Summer’s Choice (Year 6 Resource File) http://www.kidsmart.org.uk/ http://www.swgfl.org.uk/products-services/Online-Safety-Services/E-Safety- Resources http://www.swgfl.org.uk/products-services/Online-Safety-Services/E-Safety- Resources http://www.lgfl.net/esafety/Pages/education.aspx http://old.digizen.org/cyberbullying/interactive/default.aspx (Year 5 or 6 quiz on being a good digital citizen) http://old.digizen.org/cyberbullying/interactive/default.aspx