Computing Scheme of Work and Planning

All Saints Upton Primary School Computing Curriculum

 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 and
(DL) 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
concerns about content and contact

The Computing Curriculum - Computing can be divided into 3 areas: Computer Science, Information Technology and Digital Literacy (Inc eSafety)
All Saints Upton Primary School Computing Curriculum
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 (Year Digital Citizenship & Technology (DL) eSafety Level 3 (Year
(Reception, Year 1 & 2) 3 & 4) 5 & 6)

eSafety Awareness Raising (Video & Class Discussion) eSafety Awareness Raising (Video & Class Discussion) eSafety Awareness Raising (Video & Class 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

All Saints Upton Primary School Computing Curriculum

 Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 eSafety
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-Bots popular stories own animation (eSafety)

Year 1 Walking with Pictures Tell a App Attack - Crazy Creatures Young We are all Pictures Tell a
Dinosaurs Thousand Words Games Design Further develop Investigators Connected Thousand words
Understand the Understand the Introduce their Learn how to Show children
term algorithm importance of children to the understanding of search the how the web We are all
and able to use images/Picture concepts of control, internet develop works. The Connected
a simple app on books – Learn games design. directional basic web skills. children will
an iPad functions of a Inc sequencing, language and The children will produce a simple
digital camera computational programming, by use Thinglink to eBook or
thinking, programming a produce and presentation
directional Bee-Bot publish an
language and interactive image
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 Create own Technology (DL)
that includes own website Children to how they can be animation using I Level 3
racing cars using WordPress Superimposed deciphered Can Animate
around a track images
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

All Saints Upton Primary School Computing Curriculum

 Year 1

All Saints Upton Primary School Computing Curriculum

 WILMA Main Teaching Success Criteria Assessment Opportunities

Identifying what Discuss with the class what they do on the internet. Discuss what some of the To understand what is meant What is personal information?
personal dangers are when they are doing these things online – for example who are they by personal information.
information is talking to when playing online games? Can you give me an example of some
Use the CEOP ‘Thinkuknow’ resources, based on Hector’s World: To know that when they personal information about you?
http://www.thinkuknow.co.uk/5_7/hectorsworld/ need help online children
would speak to a trusted
Lesson 1 – personal information is special. adult.
Discuss this video with the children and include the following questions:
 Why did Ranjeet want to share all of his information?
 Why did Hector & Tama stop him from sharing all of his information?
 What can the children do to protect themselves?
Ask the children who they can talk to if they have any concerns when using the
internet? Show the following video – Child Focus ‘E-Safety’:
http://www.youtube.com/watch?v=d5kW4pI_VQw

Ask the children who can help them to use the internet safely.
Identifying adults Recap what is meant by personal information and ask the children to tell you Who is an adult you trust?
they can trust. different types of personal information (e.g. name, address, phone number,
email Address, clubs they attend). Who could you speak to if you need
Using flashcards (Ref R1), see if children can identify who it would be safe and help on the computer?
unsafe to share their personal information with. For example: Post man,
Lollypop man, Doctor, Dentist, Teacher etc.
Understanding Using the app ‘Maily’ children can communicate online with each other and the Who would you send emails to?
that technology class teacher.
can be used for Alternative to Maily app - Contribute ideas to a class email and respond to
communicating. messages together – you could use real life or ‘fictitious’ characters.
eSafety
Curriculum Links
All Saints Upton Primary School Computing Curriculum
 Activity Eng Maths Sci PE Art & D&T Geog His Music PSHE RE MFL
Design

Walking with Dinosaurs X X

Pictures Tell a Thousand Words X X X

App Attack - Games Design X X X

Crazy Creatures X X

Young Investigators X X

We are all Connected X X X X X

Walking with Dinosaurs

WILMA Main Teaching Success Criteria Assessment Opportunities
Lesson 1 Start the lesson by explaining to the children that an algorithm is simply a Children able to understand Why do we do things in an order?
sequence of instructions. Humans and computers follow algorithms to and explain algorithms and
Algorithms and complete simple tasks i.e. an algorithm is a list of instructions defining how the importance of order and Why is it important that tasks are
what they are tocomplete a task and includes orders and decisions. accuracy. completed in an order?

Ask children to talk through simple routines that they do before school, for Children able to identify What happens if we buttered the
example - having breakfast. What is the process of making their breakfast? algorithms in everyday life. bread first?
All Saints Upton Primary School Computing Curriculum
 Start by putting bread in the toaster, wait a few minutes for it to heat up and
start turning golden brown, check to see if the toast is brown enough, if so, pop
the toast, decide whether you would like butter or jam, cut in half or quarters
on a chopping board, put on a plate and eat.

Give other examples of algorithms such as in cookbooks, which include step-by-

step recipes.
Lesson 2 Ask children to draw or write down instructions for simple tasks such as making Children are able to break What do we mean by a sequence?
a sandwich. This needs to be step-by-step including any decisions that are down tasks into a sequence of
Instructional made in the process. steps and understand the What is a decision?
writing order of sequence.
Ask children to highlight decisions and show the options that are available for
each decision.

Lesson 3 Demonstrate the use of an iPad to play a simple game such as Toca Boca Hair Children are able to use a Why did you do it in that order?
Salon. Show the children how to take a screen shot of each step in the process simple app on an iPad to
Creating a word of getting ready. This may consist of wetting the hair, using shampoo to wash create a word algorithm. What would happen if you changed
algorithm the hair, washing the shampoo off, towel drying the hair and then blow drying the order so you dried the hair and
the hair etc. These screen shots could then be printed or even put into another then washed it?
program (such as pic collage) which the children could annotate with further
instructions.

The same activity could be repeated with Toca Boca kitchen.

Alternative game can be used:

http://www.bbc.co.uk/cbeebies/i-can-cook/games/i-can-cook-game/
Lesson 4 Reiterate to the class that an algorithm is simply a sequence of instructions. Children are able to follow and What would happen if we change
Humans and computers follow algorithms to complete simple tasks i.e. an deliver word algorithms. the instructions?
Reinforcing our algorithm is a list of instructions defining how to complete a task and includes
understanding of orders and decisions. Is there a better way of doing that,
word algorithms could you use an instruction such as
Either inside the school hall or outside in a large open space, instruct the ‘repeat’?
children to perform various commands such as taking one step forward,
backwards, turning left or right. Add in commands such as jump, spin and roll. Why do we follow instructions?
See if children are able to grow by putting their arms in the air or shrink by

All Saints Upton Primary School Computing Curriculum

 crouching down small.

Pair children up and see if they can give each other simple word algorithms to
follow. Explain that these word algorithms can be shortened by using
commands such as repeat. Introduce them to conditional language such as
when and if.
5 Demonstrate how to use Daisy the Dino on the iPads. Explain to the children Children understand the term Why did Daisy Move?
that it uses the same principles as explained in the earlier activity. Start the algorithm and are able to use
class on the ‘free-play’ mode and then ask them to switch to ‘challenge’ mode a simple app on the iPad, What did the ‘repeat’ instruction do?
once they feel confident. unaided, to reinforce this
Alternatives: http://learn.code.org/hoc/1 learning. What happens if we change ‘move’
Or scratch junior to spin?

Pictures Tell a Thousand Words

WILMA Main Teaching Success Criteria Assessment Opportunities
Lesson 1 Demonstrate the use of a digital camera – show children the main buttons such Children understand the What did we use a camera?
as power button, the capture button, how to zoom in/out etc. Show children function of the main buttons
The main functions how to wrap the strap around their wrist when using the camera to avoid any on a digital camera What else would you use a camera
and buttons of a damages. for?
digital camera.
Explain to children that the camera needs to be still, steady and level before What happens if we change.....?
All Saints Upton Primary School Computing Curriculum
 they push the capture button. Also that their finger must not cover the lens or
the flash.
Lesson 2 In order to achieve a good photograph, the object that they are trying to Children will have an What is the subject of the
capture needs to be inside the frame. Explain to children that they must try not understanding of different photograph?
The different shots to chop off any part of the subject/object they are trying to capture i.e. the camera shots.
that a camera can whole subject/object must be inside the viewer on the digital camera. What type of photograph are you
capture taking?
Show examples of different styles of photographs such as close ups, medium,
long and wide angle shots. Explain the meaning of each style.
Lesson 3 Provide each child with a camera so they can experiment with taking different Children able to take a Why do we take pictures?
style of photographs. photograph unaided and
Analysing analyse the difference What is wrong with this picture?
photographs Display photographs on the board and discuss the various pictures. Point out between good and bad
any faults such as blurred pictures and ask the children what they think they pictures. How could we improve on this
could do to make it better. picture?

What is the object in this picture?

Lesson 4 Demonstrate to children how to take a photograph using an iPad. Explain that Children able to use an iPad What do we mean by editing a
there is a camera on the front and back of an iPad and that they need to ensure unaided to take a photograph?
Using the camera they don’t accidently cover either lens – just like when they had to keep their photograph and use editing
app on the iPad; finger away from the lens of a digital camera. options. What are you doing to that
viewing and editing photograph?
unwanted pictures. Explain to the children that any photographs they take will be saved into the
‘camera roll’ on the iPad so the photo can be used in other apps. Show children Why are you changing that picture?
how to view their photographs and how to delete any unwanted photographs.
Using the Photobooth app apply a filter to the pictures to show you can change
the appearance of a picture.
Lesson 5 Explain to children that pictures can tell a thousand words as they capture Children can recognise the What is happening in this picture?
events that can be put in order to tell a story. different style of shots in a
Recognising the Use a picture story such as ‘The Snowman’ by Raymond Briggs as an example of story and can explain their Who is in this picture?
effect that different a story that can be told simply through pictures rather than the use of words. purpose or effect.
shots can have Where is this picture?
Analyse the pictures in the story and see if the children can recognise the
different shots, for example a wide angle shot takes a picture of the scenery or How can you tell what is happening in
setting and is also known as the ‘establishing shot’ – close ups are used to show this picture?

All Saints Upton Primary School Computing Curriculum

 character emotions etc.

App Attack - Games Design

WILMA Main Teaching Success Criteria Assessment Opportunities
Lesson 1 Introduce to the children the idea of games design. Ask the children what That an algorithm is a set of What is an algorithm?
games they like? Tell them that over the next few sessions they will design their accurate instructions.
What are algorithms own Robot game. What is meant by directional
Understand the use of language?
Open “Robot Game Introduction” (Ref 9.1) directional language to

All Saints Upton Primary School Computing Curriculum

 produce oral algorithm.
Explain to the children that all games are made with Algorithms…

An algorithm is a sequence of instructions that humans and computers follow

to complete tasks.

Emphasise that algorithms need to be accurate as computers aren’t very

intelligent i.e. they just do exactly what they are told!

Ask pupils to shout out examples of words used for directions. Write these on a
piece of flip chart paper and discuss/clarify the meanings of any words they are
unsure of e.g.right, left, forward, backward, go and stop. (These words will
form the basis of the next lesson.)

Ask for a volunteer to pretend to be a robot in a game. Explain we will be

creating (orally) algorithms using directional language as we give the robot
instructions to move.

Now, ask the children to move the ‘robot’ to somewhere within the classroom
by giving directional language.

Note – If their understanding of directional language is not great then time

needs to be spent reinforcing this before moving on to the next session.
Directional flash cards (Ref 9.2) are also available if required.

Lesson 2 Note - You will need to have access to a large space. For example, this lesson Give and follow instructions, What algorithm are you using?
could be done outside with chalk or in the hall with toilet roll. including turning
Developing our movements, one at a time. How have you made your Robot
understanding of Preparation– Open the Robot Mask (Ref 9.3) and print out enough copies for follow the maze?
algorithms by giving half the class. Ask the children to work in pairs and cut out and attach string so
instructions using the mask can be tied on. Remember do not cut out the eyes. Which part of the maze was the most
directional language. difficult for your robot to follow?

All Saints Upton Primary School Computing Curriculum

 This is a practical lesson whereby children work in pairs, one child plays the role
of a robot and the other has to give a series of instructions (an algorithm), using Why?
directional language to guide their robot (who cannot see through their robot
mask) around a maze. How could you improve your
instructions?
Move to the hall/outside and set the maze up (use Ref 9.4 for ideas). A cheap
way to construct the maze is out of a couple of rolls of toilet paper or use chalk
to map out a maze on the floor. The toilet roll/chalk lines represent the walls.
The children have to guide their partners to stay within the walls (see Simple
Maze Diagram provided Ref 9.4) (Make all turns 90 degrees). The children can
then swap roles.

Note - Construct the maze with the children (as opposed to setting up before
the lesson) as this offers the opportunity to reinforce the language of direction.

Video or take photos to record the children’s work.

Lesson 3 Explain to the children that in this session they are going to draw a robot Understand that digital If drawing app used:
character in a scene that they will use as part of their game idea in a later games are made up of
Creating a robot and session. different elements Use simple drawing tool to express
thinking about what ideas.
the different Introduce and demonstrate a few games on the board as part of a class
elements of a game discussion or use worksheet ref 9.5. Ask the following questions: What makes a good game?
are.  What do you think makes a good game?
 What sort of things should we include in our game?
 What would be a good title for your game?
 What does your robot look like?
 How do the robots behave?
 What do they do?
You are looking for answers like: Platforms, places (where is it set: jungle, outer
space, under water), obstacles, rewards, enemies? Make a list on a flip
chart/board of key elements for the children to think about including when
designing their own game.

Ask them to draw their robot character in a maximum of three different scenes
i.e. 3 different pictures. One picture could show the robot finding treasure, the

All Saints Upton Primary School Computing Curriculum

 next picture could show the robot fighting a baddy. This can either be done
using colour pencils/felt tips and A3 paper or on an iPad/PC using a simple
drawing application.
Lesson 4/5 Tell the children they are now going to create a video promotion of their game. Able to discuss the elements How did you find making your videos?
of a game, the order of
Creating a short video Ask the children to take pictures of their drawings from the previous session events (sequence). Why would we use “if” and “when” in
promo. and import them into one of the apps suggested below. Then ask the children our videos?
to add some audio (simply record themselves within the app talking about their Begin to use conditional
game) so that they create a photo story. This can be done with numerous apps language like “if” and
and software but here are 3 options: “when.”

 PC - Photostory 3 (Free) - adding photos and audio tutorial:

https://www.youtube.com/watch?v=fA9qZf7BwGs
Encourage the children to include things like the following in their audio:
 What order do things happen?
 What is the aim of the game?
 How does the robot move around?
Try to get them to use terms like “if” and “when” which are conditional
statements used in programming e.g. “when” the robot falls he hurts himself or
“if” the robot gets hit by a baddy then he dies! Save their videos.

Continue work from session 4. Once completed, save their videos. You can
share these with parents by uploading them to the school website.

Lesson 6 Invite the children to stand up in front of the class and play their video. Able to present and What did you most enjoy?
Encourage the class to ask questions about the game. communicate complex ideas.
Present our own What would you do differently next
videos. time?
Crazy Creatures
WILMA Main Teaching Success Criteria Assessment Opportunities
Lesson 1 Explain to the class that we are going to learn about directions and will explore Children able to recognise What is the difference between
the words we use to describe them. and use directional language. forwards and up?
Using directional
language Play a game with the children to establish their understanding of the directions What is the difference between
forwards, backwards, left and right. Show flash cards or point in different backwards and down?
All Saints Upton Primary School Computing Curriculum
 directions and get the children to shout out the correct terminology. Explain
how forwards and backwards is different to up and down.

In pairs and using prompt cards (ref 10.1), match the direction the child is
standing in, with the arrow and images on the prompt cards.

Can children match the words to the images?

Lesson 2 Explain that the process of giving directions is similar to providing instructions Children able to recognise, How are you making the Bee-Bot
and that instructions need to be given in a certain order (sequencing). use and understand move?
Using directional directional language and
language including In pairs, ask the children to direct each other using only the terms forwards, begin to sequence If you were to change the
sequencing backwards, left and right. Flash cards (ref 10.1) can be placed on walls (with the instructions. instructions you have given the Bee-
word and symbol). It must be emphasised when giving instructions that Bot, what would happen?
children must turn left or right and then move forwards again i.e. rotate their Can provide a sequence of
whole body first. instructions for a floor robot.

Introduce children to the Bee-Bots (floor robot). Explain how the Bee-Bot will Can move a floor robot
not move unless we give it certain instructions or commands. We have to tell forwards/backwards/specify
the Bee-Bot which way to go on the mats. Children will learn to complete a units.
programme of single instructions. Children will also learn the importance of
‘clearing’ previous programs before starting a new one.

Extension - Children could make their own pictures to be placed together to

create a map. Then direct each other to different areas on their own maps.

Lesson 3 Recap on prior knowledge of directional language. Play a quick game to Children able to recognise Why does the Bee-Bot move in that
reinforce the use of directional language, encourage terminology and highlight that a string of instructions direction?
Creating a program by the need for sequential ordering. Ask the children to predict what will happen or commands placed
using step by step next to ensure they have understood the previous lessons. together can create a simple What would happen if you didn’t
instructions program. Without this clear its memory?
In pairs, ask the children to program the Bee-Bots mirroring the sequence you programme then the robot
have created using the prompt cards. would not move. What does the Bee-Bot do?

All Saints Upton Primary School Computing Curriculum

 Extend learning of sequencing by giving multiple instructional demands as Can program a floor robot What direction is.....?
opposed to single, using the Bee-Bots. without the help of an adult

Lesson 4 Children should now have a sound knowledge and understanding of using the Children should have a basic Can you think of any other computer
floor robots. knowledge of how to move characters you can control?
Using bee-bot the robot using the software.
software Demonstrate how to use the Bee-Bot software. What are you programming the Bee-
Alternative to Bee-Bot software - MS Logo (free download) Bot to do?

Using the Bee-Bot software, children will transfer prior knowledge from the
hands on experience, using the same principles of sequential instruction.
Level 5 Demonstrate how to use the iPad apps Bee-Bots and also Bee-Bot Pyramid. Children should have a basic What happens if you change the
knowledge of how to move order of your instructions?
Understanding the Ask the children to play both apps. the Bee-Bot using the How do you make the Bee-Bot go
principles of application. forwards?
sequential
instructions

Young Investigators
WILMA Main Teaching Success Criteria Assessment Opportunities
Lesson 1 Start by demonstrating how to open a web browser and tell the children that all Demonstrate basic web How do you search for a site?
websites have their own address just like where you live has an address. skills.
Web navigation skills Skills to cover: How do you launch the internet?
 How to use a mouse to navigate around a web page.
 Show the children how the mouse changes from an arrow to a pointed hand What does the mouse icon change
All Saints Upton Primary School Computing Curriculum
 indicates a link to something else. to when you hover over a link?
 Clicking on links and getting back to where you started.
 How do you find what you want on a website. How do you find what you are
 Look at the navigation bar also look at a few different sites. looking for on a website?
 Look at Google and show children how to search for different websites.
Discuss with the children, different websites that they use and how they find
what they are looking for. Recap - ask the children to tell you how you look for
a website or how they can find what they are looking for?
Lead children through a tour of the Horrible histories website: http://horrible-
histories.co.uk
Ask the children to work in pairs and visit the Horrible histories website. Ask
them to:
1. Find and play one of the games.
2. Find out who “The villain of the week is”?
Lesson 2 Demonstrate the different kinds of content you can find in a website i.e. words, Childrencan identify What type of content can you find
pictures, films, animations, games and quizzes. different kinds of content. in websites?
Content and the Ask the children to explore this website and look at the different content:
internet http://www.bbc.co.uk/cbbc/shows/horrible-histories Children can demonstrate
Children can demonstrate that they can identify different kinds of content what they have learnt.
through teacher Q and A.
Ask the children to watch a Horrible Histories clip. Choose from a selection
here:
http://www.bbc.co.uk/cbbc/watch/by/show/horrible-histories
Ask the children to talk about the key characters and where they found their
information out from. How would they search for more information about
these characters?

Lesson 3 Using the internet skills acquired so far, ask the children to choose a famous Children can search for What internet search engine did
historical character (or you can allocate a character based on your current class information on the internet. you use?
Researching using the topic) to research. For example, Queen Victoria, Christopher Columbus, Neil
internet Armstrong, Tim Berners-Lee, LS Lowry, Rosa Parks or Florence Nightingale. Children help each other find What information have you found?
information on internet.
Ask the children to work in pairs and using an internet search engine, find out
some facts about the person e.g. date of birth, what country they were born in

All Saints Upton Primary School Computing Curriculum

 and what did they do? Ask them to write down as many facts as they can find

The site below will be useful for this information:

http://www.bbc.co.uk/schools/primaryhistory/famouspeople/
Lesson 4 Ask the children to write a short script using some of their research from the Children can write a script. How did you find that site?
previous session. They must write the script in their own words. They will be
Writing a script and recorded saying their script in the next session. Children can create How did you create your
creating appropriate Ask the children to introduce the character, explain who they are/ why they are appropriate costumes. headware?
costumes famous and then any other interesting facts they have found.
Next, ask the children to find the ‘Things to do’ section on this page and create How did you print your headware?
some headwear that they can wear in the filming next session.
http://www.bbc.co.uk/cbbc/shows/horrible-histories
Give the children the opportunity to print there headware and then cut it out so
that they can use it in the next session
Lesson 5 Children practice and record their script to camera. Children can use camera What did you learn about being
If they didn’t have chance to finish either their script or headware give the ipad to record their scripts recorded?
Recording using children the opportunity to finish both of these off.
appropriate device Once they have finished ask the children to put their headware on and record What do we mean by record?
their scripts.
You could ask the children to do the recorder or do it yourself.
Use either a flip-cam, video recorder or an iPad record each of the children
reading their facts.
NB – You could use a green screen for this and if you are we’d recommend
using the ‘Green Screen’ app on an iPad as this allows you to record and edit
within the app.
Lesson 6 Show the class there videos, asking them to introduce themselves. Show tell – and discussion What have you learnt?
Ask the children to write down all of the facts about the famous people they
Evaluating our work have learned. How can you improve next time?
We are all Connected
WILMA Main Teaching Success Criteria Assessment Opportunities
Lesson 1/2 Explain to the class what the internet is by watching ‘Watch My Children can demonstrate What is a hyper link?
Neighbourhood’ video (Ref 12.1). Ask the children how they use the internet. basic understanding of using
Navigation of the web Next, as part of a carpet time discussion, work through the website below asking the the web What colour are links normally?
and understanding children the questions as they appear. The site will demonstrate some basic web skills.
terminology http://www.teachingideas.co.uk/welcome/start.htm What is a browser?

All Saints Upton Primary School Computing Curriculum

 Ask the children to complete the tasks and challenge (where appropriate)from
this website. What does it mean to be safe on-
These tasks may take longer than the assigned period depending on children’s line?
ability. The site does involve quite a bit of reading but does offer audio support
to help. What is a web address?
As above Use this session to complete the tasks and challenge from the previous session Children developing basic Cover any misconception from
if appropriate. understanding of using the previous lesson
Additional idea: Take the class on a short technology safari around the school web
or local area identifying street technology: network boxes, traffic lights, street
lighting controls, alarms, phone lines etc emphasising that everything is
connected.
Alternatively, use this spare session complete more of the ideas outlined in
sessions 3 and 4.
Lesson 3 Search engines bring order and help us find things on the web. Choose one of How does a search engine work?
the options below (unless you have time to complete them all):
How search engines Option 1:Open the presentation ‘Modelling the WWW’ (Ref 12.2) and show the What is a database?
work and identifying that children how to play the ‘Search Engine Game’ which demonstrates how they
databases are the means work.
of arranging things to Option 2:One way of searching is using ABC…
make them easier to Use the CBeebies website (http://www.bbc.co.uk/cbeebies/shows/) to show the
find. children how information (games) can be stored in a database and displayed in
alphabetical order. Explain how databases store information and should make things
easier to find.
Option 3: Websites will often order databases of resources using the alphabet,
as shown in the example above. You could ask the children to order objects in
the classroom in alphabetical order in order to create a role play area called‘
Alphabetical toy shop’.

Lesson 4 Demonstrate to the children how to search and explain what keywords are (the Children show a What is a search engine?
words we type in to find images, people or places). understanding of using a
Searching for what is There are safe search engines to use with young children if you have issues with search engine for a specific What can you find using search
around us. using Google such as: purpose engines?
 Swiggle - http://www.swiggle.org.uk/
Education search engine and resource site for children from UK South West What makes a good search? (very
Grid for Learning descriptive keywords)
 Safe Search - http://primaryschoolict.com/
All Saints Upton Primary School Computing Curriculum
 This is a filtered search engine based on Google How do you find images?
 KidSmarthttp://www.kidsmart.org.uk/safesearching/
A website full of advice and resources about safe surfing
Ask the children to search online for local places and local people.
Create with the children a list of places and famous people they know from the
local area. Then ask the children to find pictures of the places/people identified.
Lesson 5 Explain to the children we can go to exciting places online. Ask the children to Children can use Google What is Google Earth?
talk about their holidays and where they have been, places they would like to Earth to virtually travel to
Going places safely: go or places they have heard of that are far away. Create a list of destinations faraway places and explore. How to you find places in Google
Using Google Earth to and ask the children to virtually visit each one using Google Earth. Earth?
travel around the World. Use Google Earth either on desktop PC or iPad to search for faraway places.
Google Earth is a separate app/application that will have to be installed and is
very easy to use.Tips and tutorials:
http://sitescontent.google.com/google-earth-for-educators/
Re-enforce to the children that they must follow certain rules to remain safe
online. Additional stay safe on-line activities:
Childnet resources :
http://www.bbc.co.uk/cbeebies/shows/
Smartie the Penguin:
http://www.kidsmart.org.uk/teachers/ks1/readsmartie.aspx
Digiduck e-book:
http://www.kidsmart.org.uk/teachers/ks1/digiduck.aspx
Netsmartz:
http://www.netsmartzkids.org/NetSmartzKids/controls/RBS-
Play/pdfs/educators_guide.pdf

Lesson 6 Open the presentation “Connected eBook” (ref 12.3) which explains the next Children can use sequencing Why do you think the statement go
task to the children. The presentation includes the statements they will need to to create an ebook in that order?
Making an eBook. create their eBook or presentation.

Ask the children to produce an eBook/presentation sequencing the statements

outlined in the presentation and inserting their own images.

The children will use the following apps/software depending on which

technology you choose. You will need to model the use of the chosen app or

All Saints Upton Primary School Computing Curriculum

 software first:

iPad apps:
Story Buddy(https://www.youtube.com/watch?v=epmfaCiXxqo)
Book Creator (https://www.youtube.com/watch?v=znrlTHDzr6s)
PC:
PowerPoint

Resources
Activity Lesson Resource(s) Needed Resource Reference
YEAR 1
App Attach Games Design 1-6 Robot Game Introduction with appendices 9.1
1 Directional Flash cards 9.2
2 Robot Mask 9.3
2 Maze Diagram 9.4
3 Robot Worksheet 9.5

All Saints Upton Primary School Computing Curriculum

 Crazy Creatures 1&2 Flash Cards 10.1
We are all connected 1 Watch My Neighbourhood 12.1
3 Modelling the WWW 12.2
6 Connected eBook presentation 12.3

Glossary

Abstraction Reducing complexity by focusing on the essential features of an algorithm or data representation and omitting unnecessary detail.

Algorithm An algorithm is a sequence of instructions and/or set of rules.

Animation Animation is a way of creating a continuous motion and shape change of your graphic or sprite.

All Saints Upton Primary School Computing Curriculum

Artificial Intelligence Artificial Intelligence (AI) is the behaviour of a computer independently of a human. Computer games have artificial intelligence built into them in
order to make the game much more interesting.

Application A self-contained program that performs a specific function for end users.

Augmented Reality A technology that superimposes a computer-generated image on a user's view of the real world, thus providing a composite view.

Binary Code A computer language to express the digital information they process. It is called binary because it consists of two symbols – 0s and 1s.

Blogging A personal website/webpage which an individual records opinions, links to other sites, etc. on a regular basis.

Boolean logic / digital logic A system of reasoning with truth values, true and false, using logical operations such as and, or, and not. Named after British mathematician
George Boole.

Browser A piece of software that enables a user to locate, retrieve and display information on the world wide web.

Central Processing Unit (CPU) This is the part of the computer that turns your commands in actions.

Code These are the instructions used to write a computer program. Different pieces of code can be arranged in different ways to give the computer a set of instructions.

Complexity The way that a solution to a problem scales as the size of the input increases, considering both the number of computational steps and the memory space
required.

Computation Performing a calculation by executing the instructions of a program on a computational device.

Computational device / digital device A computer or other programmable device that performs computation.

Computational thinking The ability to analyse ways to solve problems using appropriate algorithms and data representations, taking account of the complexity of possible
solutions.

All Saints Upton Primary School Computing Curriculum

Computer Program A computer program is a sequence of instructions written to perform certain tasks by the computer. It’s a way of talking to the computer to ask it to do
things for you.

Computer science The scientific study of computation, applied to both hardware and software, covering both theoretical and practical concerns.

Computational thinking It is a way of thinking that uses concepts and theories from computer science to solve problems. 

Conditional Language Can also be described as a Conditional Expression, they are features of coding that perform different computations or actions depending on a
specified condition being either True or False. For example using the if then else construct, If the following Condition is True Then do the following instructions Else do
these different instructions.

Conditional Statements Can also be described as a Conditional Expression, they are features of coding that perform different computations or actions depending on a
specified condition being either True or False. For example using the if then else construct, If the following Condition is True Then do the following instructions Else do
these different instructions.

Control In ICT Terms, this means the commands placed in a sequence to perform a desired task.

CPU This is the part of the computer that turns your commands in actions

Data Information which can be stored, retrieved and manipulated in digital form using digital devices.

Data representation The various ways data can be represented as words, numbers and pictures in the memory of a computational device.

Debug This is the process of finding errors or problems with your code and trying to fix it. Sometimes code will be in the wrong order or there could be bits of code missing,
the process of fixing the code is called debugging.

Decipher Convert (a text written in code, or a coded signal) into normal language

Decomposition Also known as factoring, refers to the process by which a complex problem or system is broken down into parts that are easier to conceive, understand,
program, and maintain.

All Saints Upton Primary School Computing Curriculum

Digital artifacts / digital content Images, videos, text or data, or a combination of these, which are made on a digital device.

Directional language Forwards, backwards, left and right.

Digital literacy The ability to access and manipulate digital content and understand the implications of its creation and distribution.

eBook An electronic version of a printed book which can be read on a computer or a specifically designed handheld device.

Elements: Elements are like tags but they contain the information about the web page. A element will sit inside a tag.

eMail: This is a digital letter Messages distributed by electronic means from one computer user to one or more recipients via a network.

E-safety Understanding and applying rules to mitigate against the risks to personal safety and privacy of personal information in using digital devices of all kinds.

Flipcam A HD camcorder

Flowchart A diagram of the sequence of movements or actions

Function A small section of computational code that performs a specific operation. In particular, a function takes inputs, or arguments, and returns outputs, or results.

Garageband Software application that allows users to create music or podcasts

Green screen (in film and video) A subject is filmed in front of a green background which allows a separately filmed background/image to be added to the final video in the
editing phase.

Hardware Physical items of computing kit such as desktop hard drives, printers and scanners

HTML Web pages are files that are viewed using an internet browser. The pages are written in a language called HTML. HTML is made up of elements, or tags, that are used
as instructions to tell the browser what should appear on a web page and how it should be structured. HTML stands for HyperText Markup Language.

Infographic Visual representation of information, that can be very complex, displayed in a way that can be interpreted quickly and easily.

All Saints Upton Primary School Computing Curriculum

Input: Inputs are devices or code that send instructions to the computer and allows us to interact with technology. These are the means of communicating with computers
e.g. keyboard and mouse.

Internet An electronic system that connects billions of people using computers, phones, or other devices, and allows them to communicate with one another

Jingles A short slogan, verse, or tune designed to be easily remembered used in advertising.

Logic A systematic approach to reasoning. The rules that underlie an algorithm used for an application. Can also refer to digital components in computer hardware.

Looping A loop is a sequence of instructions that will be continually repeated until a Conditional Statement is reached or becomes true. Using loops is a way of asking a
question until something (conditional statement) becomes true.

Memory This is the name for the electronic holding place for instructions and data that a computer's microprocessor can reach quickly.

Message Something you want to tell or ask another person

Mind map A mind map is a diagram used to visually outline information. A mind map is often created around a single word or text, placed in the centre, to which associated
ideas, words and concepts are added.

Mnemonic A system such as a pattern of letters, ideas, or associations which assists in remembering something.

Musical Loops A repeating section of sound material

Network A number of computational devices connected together, allowing sharing of resources and cooperation between devices in the solution of a problem. Also the
hardware used to establish connections between devices on a network.

Operating system The program that enables the computer to start and access different sorts of software on the computer, examples include Microsoft Windows and iOS for
Mac.

Output These are the means by which the computer relays information e.g. printer or monitor

Peripherals These are the external accessories to computers such as printers.

Player Interaction Player interaction is the main point of all the computer games. If the player cannot interact with the game or control something within a game they

All Saints Upton Primary School Computing Curriculum

simply won’t play the game.

Podcast Podcasts are shows, similar to radio or TV shows that are produced and posted to the Internet for download and listening or viewing.

Procedure A small section of computational code that performs a specific operation. Unlike a function, a procedure does not return a result but may be to change the data
stored in objects in computer memory.

Program / code (verb) To create or modify a program.

Program / code (noun) A sequence of instructions to perform a task.

Programming language A formal language for representing statements, or commands, and data values used in a program. A programming language has a precise syntax
that defines the valid ways for combining the symbols used to denote variables and data values. Examples used on schools include Scratch, Python and SmallBASIC.

Python Is an object-oriented coding language, meaning everything in the program is treated as an object.

QR Code A machine-readable code consisting of an array of black and white squares, typically used for storing URLs or other information for reading by the camera on a
smartphone.

Search technologies Algorithms used by applications known as search engines to trawl the internet for digital content matching search terms given by a user. Results are
normally presented in the form of links to relevant content.

Selection It means ‘to choose something’.

Sequence A set of actions or events that must be carried out in the same order every time.

Simple Program A sequence of instructions to perform a task.

Simulation The technique of representing the real world by a computer program

Software The programs that enable computers to undertake specific functions.

Storyboard A sequence of drawings, representing the shots planned for a film.

All Saints Upton Primary School Computing Curriculum

Structure HTML files need to have a structure or order to them in order for them to be understood by the internet browser to display the web page. If the structure is
wrong then the web page won’t display correctly.

Sprite A sprite is a 2D image that is integrated into a computer game in a layered effect.

Tags Tags are what the HTML language uses as instructions to tell in the internet browser what should appear on the web page. Tags look like this <head> </head>. They
will always have an opening tag and closing tag.

Variables Variables are used to store information within computer code, each Variable will have a unique name and it will hold a known or unknown quantity or value. For
example the number of points scored by each player would be stored in a variable.

Visual programming Any programming language that lets users create programs by manipulating program elements graphically rather than by specifying them textually.

Wiki A website developed collaboratively by a community of users, allowing any user to add and edit content.

All Saints Upton Primary School Computing Curriculum