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 Algorithm Children use Children learn a Children will Citizenship &
computer? learn to give The importance different drawing popular tale and send their first Technology (DL)
Children will sequences of of sequencing by apps/find images then re-tell by email. (An email Level 1
make their own instructions to breaking down using the web producing their to Santa)
computer using control Bee- popular stories own animation (eSafety)
Bots

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 how the web Level 1
and able to use images/Picture concepts of control, internet works. The
a simple app on books – Learn games design. directional develop basic children will
an iPad functions of a Inc sequencing, language and web skills. The produce a simple
digital camera computational programming, by children will use eBook or
thinking, programming a Thinglink to presentation
produce and
directional Bee-Bot
publish an
language and
interactive
problem solving image
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 We built this city
Children to Children will Future Children to Hollywood Designer
create their own create their own Children will create their first Children create Children will Back to the
3D world using sports news create their own computer game characters, plot build a basic web future
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 & Digital
Children use Shares language Children design a Experiment with Villains Citizenship &
Book Creator Children analyse Introduce the piece of the basics of -Graphics Technology (DL)
and Brushes to data, make children to the wearable programming Children create Level 3
create an eBook informed world of technology that and app their own Heroes
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 4

eSafety
WILMA Main Teaching Success criteria Assessment Opportunities
Understanding Discuss with the class what they do online and how they think they can stay Children develop awareness of What do you use the internet
online safety safe online. online protocols in order to for?
stay safe on the web.
The poster below gives guidance on some of the areas you may want to Who do you talk to online?
discuss with the children and also gives them some ‘SMART’ tips for staying Children learn how to use the
safe online: internet safely and responsibly What setting do you have your
 http://www.childnet.com/ufiles/Young-people-and-social-networking-A.pdf online profiles set to? (Personal
or Private)
Discuss what information children share on the internet and the importance
of protecting our personal information online, use the video below to inform
this discussion:
http://www.bbc.co.uk/learningzone/clips/keeping-your-personal-
information-safe-online/5594.html
Understanding Discuss with children how they communicate online, for example: Children develop awareness of What is a social network?
online  Do you chat via online games online protocols, in order to
communication  Do you have your own profile on social networking sites? stay safe on the internet
tools  Who are you talking to online?
Children begin to use a range
Ask them to tell you what they are accessing online so you can stay current of online communication
and up-to-date with what the children are using. tools, such as forums, email
Ask the children to access Safety Land to find out what the children have and polls in order to
learnt so far. Once they have completed all of the questions they will formulate, develop and
receive a certificate: exchange ideas.
http://www.att.com/Common/images/safety/game.html -
Watch this cartoon to raise their awareness of the privacy:
http://www.friendlyscreens.com/2011/02/22/do-you-have-a-true-private-
life-in-social-networks/

Understanding Ask the children what they use the internet for? Consider and promote the Children are able to What is cyberbullying?
cyber bullying benefits and advantages of the internet and how we can use it for demonstrates they are able to
and how to enjoyment. report unacceptable content Why is it wrong?
report abuse During this discussion, focus specifically on social networking, what is the and contact when online
purpose of Social Networks (connecting people)? What other ways can What would you do if you
social networks be used – news reporting, by businesses to promote received a nasty message?
products/ services or schools to keep in touch with parents/ carers.
Now demonstrate how social networks can be misused by watching this 15
min video from Newsround:
 http://www.bbc.co.uk/newsround/26136189
Ask children to discuss who they can talk to if they have any online concerns
i.e. a trusted adult or via the ‘Report Abuse’ CEOP button
Copy Right and Discuss and explain copyright and plagiarism. Discuss the importance of Children understand that good What do we mean by copyright?
what it is understanding online research rather than just copying it. online research involves
Ask children to imagine how they would feel if they put their work online processing the information How can you search for
and someone came along, stole all their ideas and claimed that they had (rather than copying) and something that is copyright
made it. Explain that this is particularly important for images/photos and interpreting it for others. free?
that if they publish their own websites/blogs/use images on social
networking sites that are owned by someone else they are breaking the law Children recognise issues of
and could be charged for it. copyright and the importance
Show children websites where they can get copyright photos, such as: of acknowledging sources
www.compfight.com
http://www.morguefile.com/archive
Also, consider from their own perspective how many sites, such as
Facebook, can use any of the photos they post for their own marketing and
advertising purposes.
Understanding Why do we have passwords? Why do we need to keep our information Children know the purpose of Questions used in main
the importance safe? Who should we tell our passwords to? passwords teaching.
of passwords and
security

Curriculum Links

Activity Eng Math Sci PE Art & D&T Geo His Music PSHE RE MFL
s Design g
We built this city X X X X X
Final score X
 Activity Eng Math Sci PE Art & D&T Geo His Music PSHE RE MFL
s Design g
Back to the Future X X X X

Making Games X

Hurray for Hollywood X X

Interface Designer X

We Built This City

WILMA Main Teaching Success Criteria Assessment Opportunities
Lesson 1 Show examples of simulations e.g.: Introduce the concept of What do we mean by 3D?
 SimCity /SecondLife/Minecraft = gaming and learning applications simulations and what they are
Understanding  Flight Sim = Pilot training, astronaut training used for. What are the advantages to using
simulations  Health Sim = helps train doctors and nurses computers software to produce 3D
Identify the uses of simulators simulations?
Introduce some of the language used in this sector e.g. serious gaming is, 2D and the advantages and
and 3D. disadvantages of using one.

Activity (15 minutes) Children build something

Ask the children to draw a 3D house, they get a point for every real artefact using a basic build program.
they draw e.g. windows, doors a roof etc.
 (This activity should illustrate how hard it is to draw a 3d house with detail.
Minecraft would be better for purpose.)
Discuss what the advantages / disadvantages for using simulators are.
Especially for health and education.
Ask the children to use a simple build program like Toca Builder app (iPad) so
childrencan learn how to build in a 3D environment. Give them 10 minutes to
build something.
Alternative to Toca Builder app – Chrome Builder (would need to download the
free web browser Chrome first)
Lesson 2 Using Lego pieces, groups of children must build a Lego creature. Children will be able to build a What would happen if we change
Lego creature. the order of this algorithm?
Understanding the Introduce how to write an algorithm using flowchart methods. (See Ref 25.1 Children canproduce an
concept of for flowchart examples.) algorithm to program their How do the artefacts know their own
algorithms Groups must design a flow chart to program their creature to walk in the shape Lego creature. value?
of a square (or other shape) e.g. creature must move forward 10 paces, Identify how materials behave
creature must turn 90 degrees. in a 3D world (Minecraft).
(Week2-6 )Alternative to Minecraft – Chrome Builder (would need to download
the free web browser Chrome first)
Lesson 3 If you are unfamiliar with Minecraft, we have included a short video Discuss what children already Why have you chosen to build....?
introduction to Minecraft for teachers (Ref 25.2) and you may want read this understand about the game
Planning how to article: http://minecraftedu.com/wiki/index.php?title=What_is_Minecraft%3F play in Minecraft. For what would you use 3D
build a city in modelling in future?
“The game is considered a "sandbox" game. Minecraft is an open world game
Minecraft Introduce design brief and
that has no specific goals for the player to accomplish while in default settings”
discuss ideas. What are your rules?
http://minecraftedu.com/wiki/index.php?title=What_is_Minecraft%3F
Discuss what the point of the game is. How do people know what to do when
Class create ground rules for
they enter the game? Are there predefined rules agreed by participants before
in game behaviour.
hand, if so what are they?
Group Minecraft activity: tell each group that they will use Minecraft and their
objective is to build a new city that they would like to live in.
l
Discuss what would make a good city? What amenities would you need? What
would we call our city?
Ask each group to create a crib sheet of jobs to be completed.
 As a class, they must decide on some rules to help them achieve their
objectives e.g. don’t knock each other’s buildings down. Decide what happens
if somebody breaks the rules.
Lesson 4 Decide who will be building what in the new city using the crib sheet from last Children are given jobs to
week. Assign jobs to each child. complete.
Building our own At the end of the session, complete a progress report by ticking off jobs to be Children start completing their
city done. tasks
Lesson 5 Carry on work from last week. Children complete their tasks. What do you like about your work.

Lesson continued
Lesson 6 Children finish the city and present what they have designed in a city tour Children present their finished What would you do differently next
format by creating a screen recording. work time?
Lesson continued Discussion and evaluation. What would they do differently next time and How did you navigate through your
maybe what they would like to improve about Minecraft. What materials would Children evaluate each other’s city?
they have liked to have used that did not exist with-in the program. work What materials did you make use of?

Final Score
WILMA Main Teaching Success Criteria Assessment Opportunities
Lesson 1 Introduce how the media reports on sporting events. Show the children Identify types of media How is technology used to report on
examples of how reporting is used e.g. live commentary of a football match on reports. sporting activities?
Analysing sport the radio or clip of “Match of the day.”
reports Determine what factors would What are the different ways of
Discuss how the language used differs from live to post match commentary. influence commentary communicating sport?
Also what would contribute to how commentators describe what they are including bias.
seeing or have seen? What is bias?
Introduce bias and how this can be used to communicate opinions.
In groups find 2 examples of sports reporting on the internet and decide if the
language has bias, then feedback to the class.
Lesson 2 Working in teams of 4/5 they must decide on a sporting event they would like Identify sporting events. How is technology used to report on
Identifying to write about (something in the near future). sporting events?
style/tone through Research other similar reports and look at how on-line newspapers evaluate Research how a sports event is What are the different ways you are
research the match as opposed to a football club or fans website. Deconstruct the text reported and how it is written. able to follow sport via the internet?
 and find out the elements e.g. opinion or fact and do they interview others and What are the differences between
find out their views. From this analysis decide on a style/tone of reporting. Decide upon division of tasks. the various platforms for reporting
The group needs to divide up the work equally. Maybe write a review of 20 on sporting events?
minutes each from the match.
Lesson 3 Again in their groups they must finalise a list of questions they will use. To give Create some notes and share What questions are you going to
Setting up an their report depth they should use descriptions e.g. about the weather, the on-line with group. ask?
online ground and the mood of the fans, for example “it’s a miserable day here at
collaborative Anfield. The ground is soaked through, let’s hope the excited fans can lift the Why have you chosen those
working space player’s spirit”. questions?
Key questions: Who scored? Where there any red cards or any bad tackles etc.
Groups need to create a shared space online so they can all share notes and any What else could you use dropbox
written work. To do this they can use Dropbox. Groups will write up the match for?
using the questions they agree at this stage.

Lesson 4 This lesson should happen after the match or sports event. Groups must access Access their on-line Are you using appropriate language,
their notes from the website and start to pull it together into one report. documents. using past tense for example?
Producing a
‘match’ report As they are going to be working on the same document, it is advisable they all Work as a group on the What descriptive words are you
take a turn each to work on it. In Drop-box you have to download and upload report. using?
the finished document.
Where are you getting your
information from?
Lesson 5 Make any amendments to grammar and spelling and format the document in Children are able to ‘proof’ Why have you used that font?
Improving a ‘mach’ line with a newspaper format. Children can use a template in Microsoft Word their own documents.
report or Pages. Why have you presented your report
in that style?
Ask children to think about the Fonts they are using – use different fonts for
headlines etc.
Lesson 6 Children present extracts from their report to the class. Followed by an Groups present their work Why did you pick this sporting
evaluation of how the groups found the process. event?
Presenting our
work Questions for consideration. What would you do differently next
 time?

Back to the Future

WILMA Main Teaching Success Criteria Assessment Opportunities
Lesson 1 Children to watch a short film illustrating the timeline of technological Children understand that How has technology changed over
milestones. Examples: https://www.youtube.com/watch?v=1aiIeBcKBi8 or technology is evolving and time?
Understanding the https://www.youtube.com/watch?v=UFwWWsz_X9s becoming more advanced.
changes in Show examples of old technology to see if the children can guess what they are What is a blog?
technology e.g.old mobile phones, VHS tapes or floppy discs. Children are familiar with
Discuss how technology is becoming smaller and more advanced over time. For Moore’s law as a concept.
example, introduce the concept of Moore’s law (the number of transistors on a
microchip doubles every 18 months to two years, which is why technology is
getting smaller). The transistors on Intel's chips are so tiny that they are not
visible to the naked eye.
Tell the children that they will be creating a blogusing Edmodo to publish
research that they will be gathering over the next 5 sessions.
Lesson 2 You as the teacher will need to set up an Edmodo (https://www.edmodo.com) Children research a particular Why do we use online blogs and
Inventors of key account which is a free, online learning space designed especially for schools. invention and document wikis?
technologies This can be accessed on iPads or desktops via the web. findings their wiki.
Whilst it may look like Facebook, it is much more child-friendly. Children can
What is a blog?
only access and send messages to their whole year group - they can't send
private messages to each other and no strangers can 'friend' them.
 Messages may also contain attachments - uploaded files, pictures or website What is the advantage of using
links. This enables them to learn the benefits of digital communication in a safe blogs?
environment.

Watch the video tutorial (Ref 27.1) on how to set up and add/invite your class.
Don’t worry it’s quite easy.
Ask the children to log on to Edmodo using the class code and then ask them to
set up a user name and password. This might be easier if it was completed in
small groups.

Next, tell the children that they will be looking more closely at key inventions
(the telephone, photographic camera, television and computer) that have led to
the technology we know today.
 Inventors name and other useful facts e.g. date of invention.
 Photos/illustrations of the invention
 How the technology was initially used, for example the computer was
invented to crunch numbers and crack codes not to play games or use
Facebook.
Children are to work in small groups to research one of the above inventions.
There research should include the following information.
Children are then to start creating a blogusing Edmodo from the information
they have gathered.
More information about collaborative writing can be found here -
http://en.wikipedia.org/wiki/Collaborative_writing
Lesson 3 Children will learn about the inside of a computer, what it looks like and what Children gain an What are the main components of a
key elements do. Show the two videos below, the first will introduce the understanding of the main computer?
Identify some children to the components of the computer and the second how it all works components of a computer.
components of a 1- https://www.youtube.com/watch?v=4eNTlwnnhss  What does the ____ component do?
computer 2 - https://www.youtube.com/watch?v=AkFi90lZmXA Create a tour of the main
Next demonstrate the app, Thinglink to the class. If you have not used computer components, using
Thinglink before then this short tutorial may be useful: appropriate technology.
http://www.youtube.com/watch?v=jA8TIVSSSWY
Ask children to work in groups to create their own Thinglink image to explain in Children are able to upload
their own words the key parts of a computer. They could add links to external their video to their Edmodo
 videos, record audio or add additional images to annotate their image of a profile.
computer. Once completed, the children can upload the file to their Edmodo
profile. Instead of using the Thinglink app – MS Word and ask children to find a
picture of the inside of a computer and then annotate the various parts of it.
Lesson 4 Lead a class discussion about technology and communications today for Children are able to What is Google?
Introduce the link example, how search engines work, how programmers need to write the participate in a discussion
between hard and software to make the hardware work, introduce what programming language is about modern technology and What is a search engine?
software inc for and how data and databases work. communication.
programming. One example would be to explain that Facebook is a massive database which How does a search engine work?
stores all of the user’s information. This information can then be used to tailor Children understand how
what adverts appear on an individual’s profile. Google works and are able to
Show the children this video to show how search engines work: post their findings to their
http://www.bbc.co.uk/webwise/0/22562913 blog.

In groups, ask the children to research on the internet and find out how Google
works. Ask the children to post their findings to their Edmodo profile.
Lesson 5 Demonstrate to the children examples of newer technology: Children have a greater What do we mean by the term.....?
understanding of new
Future Technology Augmented reality: http://www.howstuffworks.com/augmented-reality.htm technologies. What is.......used for?
and Trending http://en.wikipedia.org/wiki/Augmented_reality
technology 3D printing: Children are able to search How can this technology help us?
http://mashable.com/2013/03/28/3d-printing- online as well as able to post
explained/http://www.telegraph.co.uk/science/10158886/Scientists-print-3D- their findings to their blog.
bionic-ear.html
Code clubs:
https://www.codeclub.org.uk
Make clubs:
http://www.youngmakers.org
http://en.wikipedia.org/wiki/Maker_culture
Nano technology / medical technology:
http://science.howstuffworks.com/nanotechnology.htm
http://en.wikipedia.org/wiki/Nanotechnology
 Ask children to research on the internet and find out more about new and
trending technology. Ask the children to post their findings on their blog.
Lesson 6 In the first half of this session, ask the children to think about what they would Children to reflect on what What would you have liked to invent
most like to have invented and any changes they would make. Children to they have learned and present most?
Presenting our feedback their ideas to the class. to the class.
findings Round up and evaluate work completed.

Making Games
WILMA Main Teaching Success Criteria Assessment Opportunities
Lesson 1 Scratch and Sprites Children can explain what a What is a sprite?
sprite is.
Understanding Open the resource “Making Games – Lesson Guide” (Ref 28.1).
what a sprite is Explain the Scratch user interface to the children and how to create your own
sprite in Scratch.
and creating our
As the children to complete Activity 1 from the guide where they are asked to
own sprites in create their own sprite.
Scratch
Lesson 2 The Stage Children can explain what a What is the stage?
stage is.
Creating our own Open the resource “Making Games – Lesson Guide” (Ref 28.1). Explain the
background image Stage in Scratch and how to create your own background image for the stage.
Ask the children to complete Activity 2 from the guide where they are asked to
for the stage
create their image for the stage.
Lesson 3 Animation Children can explain how What is animation?
variables are used in games.
Understand what Open the resource “Making Games – Lesson Guide” (Ref 28.1). Explain the use What types of animation are used in
computer of animation in computer games. the games that you play?
animation is and Discuss and ask the children to identify different types of animation in popular
where it is used in computer games or computer games that children play. What is a variable?
games that they Guide the children through Activity 3 from the guide where they are asked to
play. create a variable for the game.

Lesson 4 Artificial Intelligence Children can explain what What is artificial intelligence?
 artificial intelligence is.
Understanding and Open the resource “Making Games – Lesson Guide” (Ref 28.1). Explain the use Why do games use artificial
building Artificial of Artificial intelligence within computer games. intelligence?
Intelligence and Discuss and ask the children to identify the different types of artificial
learn why it is used intelligence built into popular computer games or computer games that the
in computer children might play. Where is artificial intelligence used in
games. Guide the students through Activity 4 from the guide where they build artificial the games, which you play?
intelligence into their computer game.
Why is player interaction important
Player Interaction in computer games?
Using the “Making Games – Lesson Guide” (Ref 28.1) explain Player Interaction
within computer games. What interactions do you make with
the computer games that you play?
Discuss and ask the children to identify the different types of player interaction
used in popular computer games or computer games that the children might
play.

Guide the children through Activity 5 from the guide where they begin to build
player interaction into their game.

Lesson 5 Scores and Timer Children can explain how to Why are scores and timers important
create a scoring system and in a computer game?
Understanding why Open the resource “Making Games – Lesson Guide” (Ref 28.1). Explain why timer into a game.
scores and timers scores and timers are used in games. Do any of the computer games you
are important to play use scores and timers and how
computer games. Discuss and ask the children to identify where scores and timers are used in do they use them?
computer games that they are familiar with.

Guide the children through Activity 6 from the guide where they begin to build
score systems and timers into their game.
Lesson 6 Extras Children can improve their How can you improve a computer
own game they’ve game?
Identifying how Open the resource “Making Games – Lesson Guide” (Ref 28.1). Ask the children
games can be if they can identify how they could improve the game they have created.
improved. Guide them through the Extras 1 and Extras 2 activities to make improvements
 to the game that they have already created in previous sessions.

Hurray for Hollywood

WILMA Main Teaching Success Criteria Assessment Opportunities
Lesson 1 Show a sample of film clips and discuss how the clips were filmed e.g. discuss Children are able to record How could you improve that clip?
lighting, location, framing and shot sizes. Identify how formal programmes, video footage.
Identifying what such as the news differ from those designed to entertain, like a soap opera. Why did you choose to record from
makes good Children are able to evaluate that angle?
footage Demonstrate how to use a camera to film a sequence using a flipcam or iPad. the footage they have
captured. What would you do differently next
Ask the children to film a set of short clips –divide the class into pairs or small time?
groups to gather some footage by filming short clips. Use a series of interview
questions or ask them to describe their favourite holiday or event.
Ask the children to evaluate their footage, identifying positive and negative
aspects of the clips and identify how this can be rectified. Their analysis should
consider lighting, sound quality, movement, location and the use of open and
closed questions etc.
Lesson 2 Ask the children to decide on a theme (fact or fiction) and the main characters Children are able to plan their What happens in this scene?
for their movie. This could be a topic-based film to support an ongoing project, production.
Devising for instance a documentary charting the history of a special event (WWII), a TV Who are the main characters?
characters, plot advert for a product, a promotional video of school aimed at prospective
and create a families or each group could dramatise a chapter from a book they are What is the story and is this reflected
storyboard currently reading. in your storyboard?

In pairs/small groups, ask them to create a storyboard to an agreed brief. A

storyboard is a loose plan of what will happen, by whom and where. It should
be a sequence of drawings along with some direction and dialogue/text. This
can be amended as necessary but should be used to keep the film within the
 agreed parameters.

This can be a paper-based activity or completed using an app/ software such as

Comic Life, Popplet, Pages or Publisher.
Lesson 3 Class Discussion : Discuss the footage from week 1 and remind them of their Children can identify the most How are you going to record your
critique of their footage. What where the positive and negative aspects of the appropriate way to record film?
Writing a script for footage. Explain that they will need to apply what they have learnt when their movie.
the movie making their films. What camera angles are you going to
Make children aware that when they are filming they should always consider Children can produce a movie use?
the environment they are filming in before they start, for example, noisy roads, script.
people and wind will all affect sound quality. Make sure the camera is
positioned close to the action and is as free from unwanted noise as much as
possible.
Recording the film – Ask the children to produce a script that follows the
storyboard they produced in session 2 and then record their movie using either
a video camera, flipcam or an iPad/Tablet device.
Lesson 4 Over the next few sessions, children will be using iMovie. If you have not used Children are able to import Why have you chosen that clip?
iMovie before, you may wish to refer to the iMovie Tutorial guide (Ref 29.1), footage they have recorded
Importing and Editing video with iMovie (Ref 29.2) or this online tutorial video - into video editing software.
organising film http://www.youtube.com/watch?v=8vbzDXk4vKk
clips The groups should import their previous footage into iMovie (create a new Children can review their
event) either by removing the memory card from the camera (often SD, XD etc) footage and select relevant
and placing it into a card reader port, or by attaching the camera cable to a clips.
laptop or computer or by releasing the USB on a flipcam and inserting into a
USB port.
Individual clips can be selected or the ‘select all’ option can be used. Often it is
easier to review the footage on a laptop rather than on the device.
Groups must organise their footage. Listen for sound quality; check lighting
levels are correct, that framing conventions have been applied accurately and
shot types are appropriate. Delete all unnecessary footage. The group should
also add any additional information to their storyboard.
NB iMovie accepts file types: 3GP, MOV and MP4, M4V. Use ‘Any Video
 Converter’, ‘Handbrake’ or other file conversion applications if necessary.
Alternative to iMovie – Windows Movie Maker

Lesson 5 Each group must now create a new project within iMovie and select an Children are able to timeline How did you edit your footage?
appropriate theme - iMovie will then automatically add transitions between clips from the gallery.
Editing and clips when the children add their footage into the project.Any footage in the Why have you put the clips in that
enhancing footage event library can then be added to the project timeline, in full or in part, as Children are able to edit clips order?
onto a project many times as necessary. Groups should refer to their storyboard to order their on the timeline.
timeline using clips correctly. How did you split those clips?
iMovie.
Demonstrate to the children how to edit their footage. Each group must Why did you choose that theme?
determine any enhancements they need to make to tidy up each clip e.g.
remove any unwanted footage by splitting the clip and deleting any footage
that is no longer required.
Lesson 6 Children must now add the finishing touches to their footage – sound effects, Children are able to add titles, What sound effects have you added?
text, music and make any alterations to the audio. They should do the music and sound effects Why?
Improving and following:
presenting a movie Why have you chosen that particular
Text – This should be added at the start to introduce the movie and at the end piece of music?
to let the audience know who starred in the film. Children may also want to
add text during the movie for example if they are producing a news report then What would you do differently next
they may want to add the news reporter’s name. time?

Music and Sound Effects –Ask the children to include introductory music to
their film, they can then add some throughout the film if appropriate. Similarly
if they need any sound effects adding they can do this.

The final project should be exported as a movie. This will compress all the
various elements into a file for viewing either on a mobile device or on a laptop.

Host a show and tell giving each group an agreed time limit to introduce and
show their movie.
NB movies can be uploaded onto a video sharing website (such as Vimeo)
Interface Designer
WILMA Main Teaching Success Criteria Assessment Opportunities
Lesson 1 Open the resource HTML Interface Design – Lesson Guide (Ref 30.1). Children understand how a What is HTML?
HTML file must be structured.
Understanding Give an explanation of what HTML is and how to create a HTML file. What does HTML stand for?
what HTML is and
what it stands for Look at the structure of a HTML file and ask the children to complete Activity 1 What happens if HTML files are not
where they build the structure of their first HTML file. structured correctly?
Lesson 2 Open the resource HTML Interface Design – Lesson Guide (Ref 30.1). Children are able to add a What is a HTML tag?
heading to their page.
Understanding the Explain how the title tag works within a HTML file and demonstrate how you What is a HTML element?
difference add a title for the web page.
What is the difference between the
between the
Demonstrate the use of heading elements and the different heading elements heading elements?
different heading
available. Allow the children to experiment with the different heading elements.
elements and
adding a heading Ask the children to complete Activity 2 where they give the web page a title
to a HTML page (My Film Review Web Page) and add a heading to the page (Harry Potter and
The Deathly Hallows) using a heading element.
Lesson 3 Open the resource HTML Interface Design – Lesson Guide (Ref 30.1). Children are able to change What element would we use to
the background of a web page change the background colour?
Changing the Explain how the background colour of pages is changed using the background and change font styles.
background colour element and then allow them to experiment with changing the background What element would we use to
colour of their page using different hexadecimal codes. change the font to bold?
of a HTML web
Show the examples of how text can be changed using the different text
page and set font elements and ask them to then complete Activity 3 where they will change the
styles within it background colour of their page and set the font style for their web page.
Lesson 4 Open the resource HTML Interface Design – Lesson Guide (Ref 30.1). Children are able to search the What element would we use to add
Ask the children to search the internet to find a suitable image to represent internet. an image to the web page?
Adding an image their film or book review. Demonstrate how you then add that image to your
web page using the image element. Children are able to add a What is the correct format for
and paragraph of
photograph to their web page. inserting an image?
text to a web page
Ask the children to then complete Activity 4 where they add an image to the
web page and then begin to write their review using the paragraph element.
Lesson 5 Open the resource HTML Interface Design – Lesson Guide (Ref 30.1). Children are able to add a list Which element will create a list?
to their web page.
Understanding Show examples or lists and how they are used in HTML web pages. What is the correct way to use the
web links and how Demonstrate how to create a list on their web page and allow them to link element?
to embed them experiment with creating lists.
into a HTML web
Discuss links in web pages, how they are used and what they are used for.
page
Demonstrate how to createa link on a HTML web page and then ask the
children to complete Activity 5 where they add a list of characters from the
film/book and a link to other web pages which relate to the review they are
writing.

Lesson 6 Open the resource HTML Interface Design – Lesson Guide (Ref 30.1). Children are able to create a How do you add a column to a table
table on their web page. in a HTML page?
Presenting Show how information can be presented in tables and how they are created
information inside within HTML web pages. Allow the children time to experiment with tables and How do you add a row in a HTML
their structure. page?
a table in a HTML
web page
Guide them through Activity 6 which asks them to embed a table into their What information can we present in
review web page to present information. They will then be asked to fill the table a table?
with various different types of information based on their book or film review.
Resource List
Activity Lesson Resource(s) Needed Resource Reference
YEAR 4
We built this city 2 Flowchart Symbol Reference Card 25.1
3–6 A video introduction to Minecraft 25.2
Back to the Future 2 Edmodo Video Tutorial 27.1
Making Games 1-6 Making Games Lesson Guide 28.1
Activities 1 – 6 Ref 28 folder
Hurray for Hollywood 4-6 iMovie Tutorial guide 29.1
Editing video with iMovie 29.2
Interface Designer 1-6 HTML Interface Design – Lesson Guide 30.1
Activities 1 - 6 Ref 30 folder