Computing Scheme of Work and Planning

All Saints Upton Primary School Computing Curriculum

The Computing Curriculum - Computing can be divided into 3 areas: Computer Science, Information Technology and Digital Literacy (Inc eSafety)
Area Key Stage 1 Aims Key Stage 2 Aims

Computer 1. Understand what algorithms are; how they are implemented as 4. Design, write and debug programs that accomplish specific goals,
Science (CS) programs on digital devices; and that programs execute by following including controlling or simulating physical systems; solve problems by
precise and unambiguous instructions decomposing them into smaller parts

2. Create and debug simple programs 5. Use sequence, selection, and repetition in programs; work with
variables and various forms of input and output
3. Use logical reasoning to predict the behaviour of simple programs
6. Use logical reasoning to explain how some simple algorithms work
and to detect and correct errors in algorithms and programs

7. Understand computer networks including the internet; how they can

provide multiple services, such as the World Wide Web

8. Appreciate how [search] results are selected and ranked

Information 1. Use technology purposefully to create, organise, store, manipulate 2. Use search technologies effectively
Technology (IT) and retrieve digital content
3. 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

Digital Literacy 1. Recognise common uses of information technology beyond school 3. Understand the opportunities [networks] offer for communication
(DL) and collaboration
2. Use technology safely and respectfully, keeping personal information
private; identify where to go for help and support when they have 4. Be discerning in evaluating digital content
concerns about content or contact on the internet or other online
technologies 5. Use technology safely, respectfully and responsibly; recognise
acceptable/unacceptable behaviour; identify a range of ways to report
All Saints Upton Primary School Computing Curriculum concerns about content and contact
eSafety

It is important that we educate our children to be safe and responsible whilst using the internet and technology. As part of their education, we need to teach them how to
remain safe whilst online and how to use technology both appropriately and effectively. This module will concentrate on creating a society that is well informed about how
to protect themselves online whilst promoting the use of technology.
Children are learning that appropriate, respectful ways to communicate are important and this should include digital communications, whether online or offline.

Digital Citizenship & Technology (DL) eSafety Level 1 Digital Citizenship & Technology (DL) eSafety Level 2 Digital Citizenship & Technology (DL) eSafety Level 3
(Reception, Year 1 & 2) (Year 3 & 4) (Year 5 & 6)

eSafety Awareness Raising (Video & Class Discussion) eSafety Awareness Raising (Video & Class eSafety Awareness Raising (Video & Class
Discussion) Discussion)
Sending emails and messages (Maily) Communicating On-line and images, Social Communicating On-line and images, Social
Networking Networking, Sexting, images and grooming (What
are you sharing)
Introducing on-line life and what it is? Including Gaming and collaboration Gaming and collaboration
gaming e.g. Minecraft
What is Cyber Bullying? Cyber Bullying & Report Abuse Cyber Bullying & Report Abuse
Stranger Danger Friend or Foe Friend or Foe
Copy Right, what is it? Copy Right, what is it?
Passwords & Security (Virus, downloads, pop ups Passwords & Security (Virus, downloads, pop ups
and scams) and scams)
In App Purchases & Mobiles (iPads, Phones etc)

Key Stage 1
Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 eSafety

All Saints Upton Primary School Computing Curriculum

Rec Little Computers Junior Explorers A is for Art Attack Fantastic Tales Let’s Celebrate Digital
What is a Children will learn Algorithm Children use Children learn a Children will Citizenship &
computer? to give sequences The importance different drawing popular tale and send their first Technology (DL)
Children will of instructions to of sequencing by apps/find images then re-tell by email. (An email Level 1
make their own control Bee-Bots breaking down using the web producing their to Santa)
computer using popular stories own animation (eSafety)

Year 1 Walking with Pictures Tell a App Attack - Crazy Creatures Young We are all Digital
Dinosaurs Thousand Words Games Design Further develop Investigators Connected Citizenship &
Understand the Understand the Introduce their Learn how to Show children Technology (DL)
term algorithm importance of children to the understanding of search the internet how the web Level 1
and able to use images/Picture concepts of control, develop basic web works. The
a simple app on books – Learn games design. directional skills. The children children will
will use Thinglink
an iPad functions of a Inc sequencing, language and produce a simple
to produce and
digital camera computational programming, by publish an eBook or
thinking, programming a interactive image presentation
directional Bee-Bot
language and
problem solving
Year 2 You’ve got mail Super Sci-Fi Whatever the Code-tastic Young Authors Let's Fix IT Digital
children explore Children create a Weather Introduction to Technological Using scratch - Citizenship &
how they can simple space Presenting and the language of journey and children to Technology (DL)
use email to invader game interpreting data code. How show them how analyse simple Level 1
communicate and interactive computer technology has computer;
with real people quiz programs advanced over identify any
within their actually run the years. Create errors within the
schools, families, their own eBook code, they can
and communities find a solution

All Saints Upton Primary School Computing Curriculum

KEY STAGE 2
Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 eSafety
Year 3 Get Blogging We are Class We love Games Big Robots My First Digital
Children will Publishers Democracy Children will use Children will Program Citizenship &
develop an Children will Children will be gaming apps to write their own Children will Technology (DL)
understanding of create an eBook introduced to develop algorithm create their very Level 2
how wikis work retelling a the concept of computational first computer
and will create famous book democracy and thinking skills game in Scratch
their own wiki create their own and a simple
and blog bill program
Year 4 We built this city Final score Back to the Making Games Hurray for Interface Digital
Children to Children will Future Children to Hollywood Designer Citizenship &
create their own create their own Children will create their first Children create Children will Technology (DL)
3D world using sports news create their own computer game characters, plot build a basic web Level 2
Minecraft report then blog about in Scratch and storyboard page
share online different before filming a
using iWork or technologies/ short movie
Google Docs inventors
Year 5 Cars Website News Room Interactive Art Code Breakers Let's change the Digital
Create a detailed Designers Children create a Exhibition Children look at world Inventors Citizenship &
2 player game Children creating news report Introduce binary codes and creating their Technology (DL)
that includes own website Children to how they can be own animation Level 3
racing cars using free Superimposed deciphered using I Can
around a track WordPress images Animate
Year 6 Young Authors Stocks and Let's learn a Appy Times Pt 1 Appy Times Pt 2 Heroes & Young Authors
Children use Shares language Children design a Experiment with Villains
Book Creator Children analyse Introduce the piece of the basics of -Graphics Appy Pt1/2
and Brushes to data, make children to the wearable programming Children create
create an eBook informed world of technology that and app their own Heroes Heroes & Villains
inc text, choices, present programming links in with a development and Villains style
illustrations and and critique their languages smart phone app using a variety of game using the
audio decisions development program Scratch
platforms and
styles of code
 Year 6

eSafety
WILMA Main Teaching Success Criteria Assessment Opportunities
Risks of using the Show the ‘Caught in a Web’ video (produced by the BBC): Children recognise what is What did you learn from the
internet http://www.bbc.co.uk/newsround/13908828 or acceptable and unacceptable video?
http://www.youtube.com/watch?v=kgCNGvL0g1g behaviour when using
technologies and online Which setting should you have
The video is about 15 minutes long and goes through several different services your online profiles set to?
themes including: (Private not Public)
 Bullying
 Games addiction Who do you play online games
 Under 13’s pretending to be older against?
 Over 16’s pretending to be younger (grooming)
What would you do if you
Once the children have watched the video, ask them questions such as:
received a nasty message?
 Have you ever heard of this sort of thing happening? To your friends?
Younger brothers/sisters?
How can you protect yourself
 What do your parents tell you about being safe? Is it sensible or old-
fashioned? online?
 Do they understand the technologies they use? Examples?
If you could re-write the advice so that it made sense for your friends what
would you say?
Communicating Discuss with the children what social networks are used within school and Children understand what is Evaluate their use of
online, social what are they used for e.g. communicating with children and parents and for meant by a ‘Digital Footprint’ technology including the use
networking, disseminating information. of email, social networking,
sexting, Images online gaming and mobile
and grooming Watch the video short video below which asks do you act correctly when phones and consider how they
using social networks and will give the children valuable safety tips: present themselves online
http://www.dailymotion.com/video/x11drdh_dos-and-don-ts-when-using-
social-networks_tech -

Cyber bullying Cyberbullying effects all of us including adults, the video below is an Children can demonstrate What is cyberbullying?
and how to interview with musician Cher Lloyd who talks about the effect cyberbullying responsible use of
report abuse had on her – 1 minute long technologies and online What effect on a child’s life
http://www.bbc.co.uk/learningzone/clips/singer-cher-lloyd-talks-about- services, and know a range of can cyberbullying have?
 cyberbullying/14129.html ways to report concerns
Discuss the options for children who are victims of Cyber Bullying who can Children understand what
they talk to? cyberbullying is.
http://www.digizen.org/resources/cyberbullying/films/uk/lfit-film.aspx - Children know how to report
Let’s Fight it Together Video any concerns they may have.
Copy right and Discuss issues of copyright and downloading materials e.g. mp3, images, Children can explain what is What do we mean by
what it is videos etc and reference sources used in their work. meant by copyright copyright?

Understand the uses of copyright and how they apply to their own work Why do we have copyright?

Explore - Do you believe everything you

http://www.museumofhoaxes.com/hoax/photo_database/image/tourist_gu read online?
y/
How do you know if someone
is telling the truth online?
Identifying the Class Discussion: Who plays online games? Children know risks of playing What advice would you give
risks to playing online games other children when playing
online games and Ask the children what games they play and who they play against– their online games?
know how to answers will fall into one of four categories – the computer, their family,
protect yours their friends or strangers. Remind the children of Stranger Danger, just Do you know who you are
self because it is on a computer doesn’t make any difference. playing against?

Activity: share the guidance in the link below with the children and now ask
them to produce their 10 top tips for children when playing online gaming
http://www.staysafeonline.org/download/document/316/stc_gaming_tips_
for_kids.pdf
Curriculum Links
 Activity Eng Math Sci PE Art & D&T Geog His Music PSHE RE MFL
s Design
Young Authors X X

Stocks and shares X

Let's learn a language

Appy Times Pt 1 X X X X

Appy Times Pt 2 X

Heroes & Villains -Graphics X

Young Authors
WILMA Main Teaching Success Criteria Assessment Opportunities
Lesson 1 Children will create a children’s book aimed at the KS1 age group. Children can identify What is an illustration?
illustrations and their
Understanding of Show examples of children’s books and in particular how illustration is used to importance. How have you been able to recreate
the use of help tell the story. Examples could include: that illustration?
illustration in Quentin Blake – Roald Dahl
children’s books Axel Scheffler – The Gruffalo What is a layer?
Eric Carle - The Very Hungry Caterpillar
How do you change your brush
 http://flavorwire.com/306958/the-20-most-beautiful-childrens-books- stroke/ colour/ texture?
of-all-time

 http://www.inspiremonkey.com/2011/03/10-inspiring-and-amazingly-
talented-children’s-book-illustrators/

 http://www.imagesofdelight.com/illustrators_artwork.php

Discuss how the use of images can add a new level of storytelling.

Demonstrate how to use Brushes including trace and image, brush styles etc. If
you are unsure how to use Brushes see –

http://www.youtube.com/watch?v=GwkJF2rkzPo

Ask children to research illustrators that they like using the websites above.
They must choose one illustrator and save a picture of their work to their iPad.
Ask the children to use Brushes and trace this image using layers. Ask the
children to use the most appropriate brush to suit their illustrator’s style.
Ask the children to save their work.
Lesson 2 Tell the children they are going to create a book aimed at younger (year 3 or 4 Children have a plan for their Why have you used a storyboard?
for example) children and tell them their book must include a building, a story and have produced a
Producing a story mysterious animal and a secret. storyboard to refer back to.
board
To help the children with making sure they fit their book to their audience
discuss how language is important, look at the language used in books such as
‘The Gruffalo’. Children can help pick out the describing words and maybe think
of some alternative words to use.
Ask the children to create a mind map to help generate ideas using Popplet.
 Introduce the idea of storyboards and how they help plan what needs to be
done. Ask all children to create a storyboard with a complete narrative. This
storyboard will illustrate how sequencing works as the story must be in a
certain order to make any sense.

Alternatives to Popplet – Flowol (MS Windows) or MS Word/ PowerPoint

Lesson 3/4 Ask all children to finish their storyboard. Children should have a clear Book Creator – What Font are you
Demonstrate how to use the app ‘Book Creator’ to create an eBook. There is a idea of the story they are using? Why that font?
Using ‘Book demonstration here if you are unsure how to use it - going to publish.
Creator’ http://www.youtube.com/watch?v=_wy2fXLBdvo What style have you chosen for your
Show the children how to create a new eBook and show them how to change front cover? Will that make it
the font, size and colour. In addition, show the children what a finished book standout?
(including audio) looks like when published to iBooks. Here is an example of an
eBook published as part of Knowsley CLCs Young Author competition: Brushes – What’s a layer?
https://itunes.apple.com/us/book/young-authors/id796401843?ls=1&mt=11
Explain to the children that they will also need to use the ‘Brushes’ app to add Why would you use layers?
illustrations to their books. Using this app children can download pictures from
the internet and trace drawings - avoid allowing them to just copy and paste
pictures straight into their book - make sure they are their own work.
Alternatives to Book Creator - MS Publisher or Comic Life
Alternatives to Brushes – Paint
Lesson 5 Give children a final opportunity to make any amendments, check spelling and Books are published. How do you add audio?
punctuation as advised by teacher.
Adding audio and Why are we adding a recording?
publishing our Demonstrate how to record audio in Book Creator.
books
Children to record their audio (preferably in a quiet area) using the record
feature. By asking the children to record their stories it means younger children
will be able to listen to them and develop their own reading skills.

Ask each child to publish and save their finished eBook.

Lesson 6 Ask the children how their books compare to their storyboard? Does it follow Children present their eBooks
 the storyboard or have they changed their story once they started writing? and evaluate their
Presenting our performance.
work Show children a story mountain. Can they identify each of the components
within the book?

Children present their finished eBooks to the class and provide a brief
evaluation of any issues they encountered and any top tips they discovered.
Stocks and Shares
WILMA Main Teaching Success Criteria Assessment Opportunities
Lesson 1 Class discussion: What is the stock market? What are stocks and shares? Children can explain what is Do children have an understanding
meant by stocks and shares of stocks & shares?
Interpreting data Open the ‘Stocks and Shares’ presentation (Ref 38.1) and run through this with
the whole class as a carpet time discussion. The presentation outlines the basic
workings of the stock market.

Once you have completed this presentation ask children to complete the
worksheet ‘Reading the market’ within the Stocks and Shares Worksheet (Ref
38.2)
Lesson 2 Class discussion: Recap on what the stock market is and what a stock is. Children can invest money, Why would somebody buy shares?
giving reasons for their
Developing an Open the ‘Stocks and Shares’ presentation (Ref 38.1) and find lesson 2 within choices How would you find a company’s
understanding of the presentation. share price?
how stocks are Explain to the children that when buying shares you can only buy whole shares.
bought and sold Ask the children how many shares they could buy for the companies shown in
the presentation.
Explain to the children that they are going to be split into groups and given
money to invest into companies and that they will monitor the company’s
performance over the next 4 weeks.
Discuss with the children what companies they know, where do they shop/
what are their favourite brands etc. Write their answers on the board and then
limit the companies they are able to invest in to those. Alternatively, you could
provide them with a ‘list of stock companies’ (ref 38.3) and let them choose
from them.
Ask the children to research the companies and the value of the shares
(simplest way is to Google the name of the company and share price and they’ll
find their way to relevant information)

Lesson 3 Class discussion: Recap on what the stock market is and what a stock is. Children will develop Why have you chosen to invest in
 presentation skills that company?
Investing money Open Presentation ‘Stocks and Shares’ (Ref 38.1) and find lesson 3.

Explain to the children that they are going to need to prepare a ‘pitch’ to
present to the whole class including what companies they are investing their
money in and why. This pitch should include a PowerPoint presentation to help
share the information they find.
Lesson 4 Each group to deliver the pitch for where they would like to invest their money. Children can choose where to What are you looking for in your
invest their money investments?
Presenting our Next, the groups must complete the stock market portfolio transaction sheet
investment within the Stocks and Shares Worksheet (Ref 38.2) and submit to the class
strategy teacher.

The class teacher will need to register with Halifax Fantasy Trader (link below)
and then purchase the shares for each of the groups. This could be done as a
carpet activity so the children can see their investments being made.
http://www.halifaxfantasytrader.co.uk/fantasytrader
Within these worksheets there is also a monitoring pro-forma which can be
used to record daily/weekly share prices of their investments which will help
with their final report.
Lesson 5 Class Discussion: Pick one of the investments made by the children and look at Children will learn to analyse Why have you chosen to sell/ stick
the performance of the investment. Ask the children questions such as what is data to make informed with your shares?
Reviewing our the share price now, has it increased or decreased, should they sell their shares decisions.
investment and and invest elsewhere or leave their money in the investment? Has the price increased or
respond Open Presentation ‘Stocks and Shares’ (Ref 38.1) and find lesson 5. Groups decreased?
accordingly must now consider whether to sell or stick with their investments. For each
investment, ask the children to document why they are selling or sticking as What was the price last week and
they will include this information in their final report. what is it this week?
If any of the children want to sell their shares they need to complete the Selling
Shares form within the Stocks and Shares Worksheet (Ref 38.2).
Lesson 6 Open Presentation ‘Stocks and Shares’ (Ref 38.1) and find lesson 6. Children will produce a report What is the total value of your
summarising their investment. investment?
Evaluating the For this final week children are to sell all of their shares at the current selling
performance of price and see what the total value of their share is. Which stocks did you make money/
our investment lose money on?
Using Microsoft Word & Microsoft Excel ask each group to produce a report
evaluating this investment.

Ask the children to include graphs mapping the value of their shares across the
period of the investment.

Let’s Learn A Language

WILMA Main Teaching Success Criteria Assessment Opportunities
Lesson 1 As we are going to be learning coding and a little of a programming language Understand that coding is the Can you summarise what coding is
we will need to start with firstly explaining not just what coding is, but all the use of programming languages in one clear sentence?
 amazing things it can do. to make games, programs and
Coding and the job computers things. What sort of people do we think
of a coder We will also need to shake off some of the misconceptions so that people see code?
that coding is accessible, fun and exciting. Understand that there are many
different types of possibilities.
Let’s start by watching this video, which will lead to a class discussion.

“Is coding the most important language in the world.”

https://www.youtube.com/watch?v=Vxv0-sggnqA

Class Discussion:

Ask the children the following questions:

 What things did they say and show to change people’s understanding of
coders and coding?
 Can you list as many cool places you can work or cool jobs you can have that
use coding?

For example, if you are a coder you could help build the newest playstation
game, you could write code to improve a music sharing site like Spotify or you
could write code that helps doctors diagnose illnesses.

Additional/optional activity:

Ask the children to record their responses to the questions:

 What is code?
 What can you do with it?
 Why is it so important?
These videos can be uploaded to the class blog if you have one or perhaps the
school website.
Lesson 2 Learn.Code.org is a fantastic website that allows children to learn Javascript by Children will explore different What did we learn?
using lots of familiar faces like Angry Birds and Plants Vs. Zombie characters. coding apps and websites.
What Javascript is There are also lots of videos between stages presented by famous coders
including Mark Zuckerburg and Bill Gates.
Choose an appropriate challenge for the children and ask them to complete it:
http://learn.code.org
Lesson 3 Tell the children they are going to use Javascript, which is another object- Children are able to sample and What is Javascript and how can it
oriented computer programming language commonly used to create interactive complete Javascript challenges. be used?
Adapting effects within web browsers/sites.
If you are using PCs/Macs - ask the children to open the following website and Which one do you prefer Python or
programmes using
begin the challenges: Javascript and why?
Javascript Code Monster:http://www.crunchzilla.com/code-monster

Some children could use the iPads - Hakitzu Elite - it is a great app that gets
students to use javascript to help battle their friends. The app is available on
iPad.The children can follow the tutorials to learn how to use the app and learn
simple elements of Javascript.
Lesson 4 Teacher reference: Children can open and save What is Python?
Use the website below tofind introduction videos, and lesson plans to teaching Python files.
Writing and the Python programming language. A different section from this site will be What in a simple sentence does the
used each week. Children understand ‘Print’ ‘Print’ command do?
adapting
http://www.pythoncode.co.uk/home command
programmes using With the children: What does ‘Debug’ mean?
Python Introduce Python to the children, “we are going to be learning about a Children understand that the
programming language called Python. It can be used to make all manner of term ‘Debug’ means to fix code What is a variable?
games and applications.” or solve a problem with code.
If possible each child will need a PC/Mac/iPad with Python installed - either use
the iPad app or download the software from Children understand the ‘Run’
http://www.python.org/download/. button plays the code.
The Poem Challenge 1-3:
Ask the children to complete challenges 1 – 3 at the following website:
http://www.pythoncode.co.uk/poem-overview

The children learn to open and save python files, how to use the print
command, the run function and about a simple variable.
Lesson 5 The Poem Challenge 4-6: Children understand the input What is an input?
command.
Writing and Ask the children to complete challenges 4 – 6 at the following website: How does the random command
Children can use the random work?
adapting
http://www.pythoncode.co.uk/poem-overview command and understand its
programmes using function.
Python.
Lesson 6 The Poem Challenge Extra: Children are able to work What did you find most
 independently to solve coding challenging?
Writing and Ask the children to complete the independent challenges located here: problems.
adapting
http://www.pythoncode.co.uk/poem-challenge-extra
programmes using
Python

Appy Times Part 1

WILMA Main Teaching Success Criteria Assessment Opportunities
Lesson 1 Tell the children they are going to develop the next big thing. Currently apps Children understand the What is wearable technology in
are the big thing. For example, Flappy Bird (mobile-phone game) was making as concept of wearable one simple sentence?
Wearable much as $50,000 (£30,000) a day for its developer before he removed it from technology.
online stores. It took him just two or three days to write:
technology
http://www.bbc.co.uk/news/business-26224428 Children develop an initial idea
The next big thing will be technology that you wear which links to apps. Get the for wearable technology.
children to watch this video on Wearable technology to start a classroom
 discussion:
https://www.youtube.com/watch?v=dYzlWWa8dCU
Here is one example that is already out there and used a lot.
Nike + iPod/iPhone app:
http://www.apple.com/uk/ipod/nike/
Ask: Can you think of any other examples? What do you think?
Divide the children into groups and ask them to think of a name for their group
(like they do in BBC 1’s The Apprentice).
Ask each group to brainstorm ideas for wearable technology. It must be
something that can be used in school to help learning and it must have an app
to collect the data or control the clothing.They can use pen and paper for this
exercise. Set 30 minutes for this task. Tell the children they must choose one
idea by the end to develop further by the end of the session.
Lesson 2 Prior to this task, ask the children to bring in any reclaimed materials such as Children understand the Why is prototyping important?
Designing yogurt pots, cereal and other food boxes, plastic cartons, plastic bottles and concept of prototyping and how
wearable milk top lids to use to model their idea. this is done.
Ask the children to work on the design of their wearable technology (decided in
technology using
the previous session). This is called prototyping - designers make prototypes to
‘junk’ test their creations or apps to find faults and improve their ideas.

Children can design their idea using Junkmodeling - the children use various
pieces of ‘Junk’ to create something exciting and original using their
imaginations. As an alternative they can do life size drawings of clothes using
flip board paper.

Ask the children to take photographs of their finished product.

Lesson 3 Users will need to interact with the wearable technology in order to control or Children understand that the What is HCI and why are they
access the information from the clothes. For this you need an app! HCI - Home-Computer- important?
Understanding Interfaces are the means by
Remember the example of Nike +. which you control and interact
Home Computer
http://www.apple.com/uk/ipod/nike/ with apps.
Interfaces
Ask the children to create a storyboard which details the app’s interface (also Children produce an interface
known as a HCI - Home-Computer-Interfaces). The interface will be made up of design that sets out the function
buttons, sliders, voice control etc that a user would use to control the built in of their app.
app. In their storyboard, they will need to detail how the app works, what
happens when you press certain buttons, how information is sent and
 displayed.

Show the children examples of Interface Designs such as:

 https://econsultancy.com/blog/64170-20-stunning-examples-of-minimal-
mobile-ui-design#i.z0psj47znfjntg
 http://www.hongkiat.com/blog/mobile-app-ui/

To complete this task, the children could use software such as:
PC - PowerPoint, Paint, Photoshop
iPad: Popplet, iDraw, iMockups, Adobe Ideas
Lesson 4 Start with a class discussion: What makes a good advert for a product? Children will develop skills in What makes a good advert of a
managing and manipulating product?
Developing skills in During this task, children will need to produce an advert to demonstrate the images, audio and video.
functionality of their design so that the audience or user can easily grasp its How could you make your advert
managing and
purpose. better next time?
manipulating
images, audio and As the school is used as a context for the use of the wearable technology, then
video the children might wish to role-play situations as to where/how it will be used
to form the basis of their advert.
Now ask the children to create a script for their advert. In their advert, they can
use photographs of their prototype from session two and use their storyboard
from session three to make sure they include everything about what their
wearable technology can do.
Next, each group must record their video.

Once they have filmed their advert, each group must import their video in to
either Windows Movie Maker or the iMovies appto edit their final advert and
add some music.

If you have not used this software before, here are two useful tutorials:
http://windows.microsoft.com/en-gb/windows-vista/getting-started-with-
windows-movie-maker
iPad iMovies
http://www.unf.edu/uploadedFiles/aa/cirt/events/materials/imovietutorialfina
l.pdf
Lesson 5 Children may need additional time to finish their videos from the previous As above
session.
Lesson continued
For those that have finished, they can start to create and rehearse their pitch
for the next session.
Lesson 6 This is the session where all the hard work and creativity of the children can be Children are able to present Why did you vote for that
showcased. their ideas. particular app/wearable
Presenting our technology?
Each group to deliver a short sales pitch ‘selling’ their app and clothing to the
work
class. Then play their video to the class.

The class can then vote on the best app/wearable technology.

Additional options:
Videos can be uploaded to the school website as a further showcase.

Invite parents to the showcase and include them in the vote. You could also
invite a guest to present a small prize for the winning app/wearable technology.

Appy Times Part 2

WILMA Main Teaching Success Criteria Assessment Opportunities
Lesson 1 Start by showing the children this video “What Most Schools Don't Teach” – Children understand the Would you like to learn to code
This is a video that promotes the use of code by some very successful coders importance of code and the your own apps?
The fundamentals (who the children will be familiar with): opportunities that exist.
What did you think about visual
of visual coding
https://www.youtube.com/watch?v=nKIu9yen5nc Children have experimented coding in Light-Bot?
and problem with visual coding using Light-
solving Ask: “What do you think are the most important reasons why we should learn Bot.
coding?”

Next show the video “Learning to Code, Coding to Learn : Jonathan Buchanan at
TEDxToledo” – Jonathon is a 10year old coder
https://www.youtube.com/watch?v=8vXgjfBmzFs
 Ask: “what do you think are the most valuable skills you can gain from learning
to code? Which of these skills can you use, even if you never choose to code
again?”
Introducing Light-Bot:
This is an app that teaches the fundamentals of visual coding and problem
solving. See how many levels the children can complete. Follow this link to play
online:
http://light-bot.com/hoc.html
Lesson 2 Code your own ‘Flappy’ Game Children can follow a coding How does this style of visual coding
Watch this video with the class: tutorial to achieve complex (with blocks) differ from Light-Bot?
Creating a Flappy https://www.youtube.com/watch?v=VQ4lo6Huylc outcomes using visual
Ask the children to open the following website in their browser: programming. How did you learn that task?
game
http://learn.code.org/flappy/1
The website demonstrates a method of visual coding with drag and drop blocks.
It is part of the Hour of Code scheme backed by the DfE.
Demonstrate the first few stages and then let the children try it for themselves.
Remind the children: “Don’t forget that with coding you often learn by making
mistakes. If you get stuck, ask a friend. There’s also a ‘Need help?’ button with
videos and hints.”
Lesson 3 Visit Touch Develop’s Hour of Code site. On this site you can build a series of Children able to follow a coding How does this style of visual coding
different games: tutorial to achieve complex differ from making the flappy bird
Creating a game www.touchdevelop.com/hourofcode2 outcome using visual game?
Touch Develop is an online site that can be used to develop apps for iPads, programming.
guided by an
Android and Windows devices. You can choose to register if you wish but this is
online tutorial not necessary.
using Touch Ask the children to try one of the following tutorials:
Develop  Monster Slicer
 Bubble Popper
 Falling
Additional activities (Ref 41.1 folder):
This folder includes worksheets to extend the children’s knowledge of this
platform and will help them in building their own app.
Lesson 4 In this session, the children will attempt to use some basic Xcode (this is the Children are able to follow the How does this style of written
programming language used to create iPad/iPhone apps).Ask the children to go coding tutorial to achieve coding differ from using Touch
Using Xcode to to this link: complex outcomes using an Develop?
make a simple https://www.makegameswith.us/build-an-ios-game-in-your-browser/ advanced programming
game Ask the children to type in their first name when prompted. The site will then language.
guide the children through a short guide to the site and how to use it before
introducing the coding tutorial. In the tutorial, the children will use simple
Xcode to make a game which they will preview in a simulator.
Lesson 5 Using one of the tutorials from the site below, children will learn the basics Children are able to follow the How does this style of coding differ
of programming apps for Android: coding tutorial to achieve from using Xcode?
Creating a simple http://appinventor.mit.edu/explore/ai2/beginner-videos.html complex outcomes using an
advanced programming
app
Ask the children to try one (or more if you have time) of the following tutorials: language.
 TalkToMe Text-to-Speech App
 Extended TalkToMe App: Shake!
 BallBounce Game App
 DigitalDoodle Drawing App

Additional activities (Ref 41.2 folder):

This folder includes worksheets to extend the children’s knowledge of this
platform and will help them in building their own app.
Lesson 6 Ask the children to compare the different sites/programming languages that
they have used over the previous sessions. Ask them:
Comparing
 What did you think of coding?
programs
 Was it easier or harder than you thought it would be?
Would you like to learn more about coding?
Graphics
WILMA Success Criteria Main Teaching Assessment Opportunities
Lesson 1 Open the resource “Guide to Scratch” (Ref 42.1). Understand what Scratch is and What is Scratch?
Explain “What Scratch is?” and how it is used and how the class is going to be the user interface.
What Scratch is? using it. How are blocks of code built?
Explain and demonstrate the Scratch User Interface and show how blocks of Can build blocks of code.
code are built to control a sprite.
Give the children the opportunity to explore the user interface and to start Can edit code to meet a new
building blocks of code that will affect the sprite in some way. requirement.
Demonstrate First Scratch Program from the “Guide to Scratch” and allow the
children to recreate that program.
Ask them to complete Challenge 1 from the “Guide to Scratch”
Lesson 2 Open the resource “Guide to Scratch” (Ref 42.1). Understand what sprites are. What is a Sprite?

Understanding Explain to the children what Sprites are? Can design their own What is a Stage?
Sprites Guide the children through Challenge 2 from the “Guide to Scratch.” sprites/graphics.
Demonstrate to the children how to draw your own character in scratch and How do you change the
then ask them to draw their own sprite this way. Can import sprites/graphics background in Scratch?
Demonstrate to the children how to import sprites from the Scratch library and from a library into a program.
 ask them to then import another sprite this way.
Demonstrate that sprites are independent objects that can move on their own Can add background images on
and have their own separate code blocks. Ask the children to experiment with the stage.
code blocks and add different blocks of code for each sprite.

Explain The Stage to the children and show them how to change the
background of the stage to a different image and allow them to change their
background image.

Using the “Game Tutorial” go through the Introduction which will set out the
game they are about to create and Step 1. Then allow them to do this for
themselves. Adding in 4 sprites, 1 Hero, 1 Villain, 1 Collectable Item and 1
Superhero Power. Depending on time they could create their own or use the
graphics supplied with the tutorial. Save the project to continue with next time.

Lesson 3 Open the resource “Guide to Scratch” (Ref 42.1). Can write code that will accept What is an input?
user input.
Inputting and Explain why we have user input and the different examples of user input What are loops?
Animating available. Can write code that uses a loop
and understand how a loop How do you use Random
Demonstrate an example of Basic User Input using Scratch. works. Numbers?

Guide the children through Challenge 2 from the “Guide to Scratch” Can make sprites move in a
variety of ways.
Demonstrate an example of Loops using Scratch.
Can make sprites disappear and
Guide the children through Challenge 3 from the “Guide to Scratch” reappear randomly.

Demonstrate an example of using Random Numbers in Scratch. Can generate random numbers.

Guide the children through Challenge 4 from the “Guide to Scratch”

Ask the children to open their save project from last week and using the “Game
Tutorial” go through Step 2 allowing them to go through it themselves. Save the
project for next time.
Lesson 4 Open the resource “Guide to Scratch” (Ref 42.1). Can create a variable. What is a variable?

What variables are Explain to children What a variable is? Demonstrate how to create variables in Can understand that a variable
Scratch. is used to store information.

User the What are Variables? Document in the resources folder.

Guide the children through Challenge 5from the “Guide to Scratch”

Ask the children to open their save project from last week and using the “Game
Tutorial” go through Step 3 allowing them to go through it themselves. Save the
project for next time.

Lesson 5 Open the resource “Guide to Scratch” (Ref 42.1). Can use sensors to detect How do you use sounds?
interaction.
What sensors are Explain and demonstrate what Sensors are and how they are used in Scratch.
Can import and manipulate
Guide the children through Challenge 6 from the “Guide to Scratch.” sounds into a game

Explain and demonstrate Sounds and how they are used in Scratch. Can manipulate variables

Guide the children through Challenge 7 from the “Guide to Scratch”

Ask the children to open their save project from last week and using the “Game
Tutorial” go through Step 4 allowing them to go through it themselves. Save the
project for next time.
Lesson 6 Open the resource “Guide to Scratch” (Ref 42.1). Can use conditional statements What are conditional statements?
to determine an outcome.
Conditional Explain and demonstrate what Conditional Statements are and how they are
Statements and used in Scratch. Can use operators to determine
Operators an outcome of a conditional
Guide the children through Challenge 8 from the “Guide to Scratch” statement.

Ask the children to open their save project from last week and using the “Game Can broadcast a message to the
 Tutorial” go through Step 5 allowing them to go through it themselves. Save the user.
project and play the game.

Activity Lesson Resource(s) Needed Resource Reference

YEAR 6
Stock and Shares 1-6 Stocks and Shares Presentation 38.1

1-5 Stocks and Shares Worksheet 38.2

2 List of companies 38.3
Appy Time part 2 3 Additional Activities folder 41.1

5 Additional Activities folder 41.2

Heroes and 1-6 Guide to Scratch 42.1
Villains

Resource List