Welcome to the Computing Curriculum map for Year 3

Curriculum Overview

Digital Media Communication

Text & Digital Data Programming
YEAR 3 (Graphics & &
Multimedia Research Handling & Control
Sound) Collaboration

Please see below for specific computing modules.

 Year 3 Computing– Autumn 1
‘Text & Multimedia’

COMPUTING
TERM LEARNING OBJECTIVES/SKILLS SOFTWARE TOOLS CROSS-CURRICULAR LINKS/NOTES
ELEMENT
AUTUMN 1 Multimedia &  I can evaluate a range of printed and electronic Multimedia Packages: E-SAFETY
Word Processing texts, appropriate to task e.g newspaper, poster,
webpage, Photostory, and recognise key features J2e5 (accessible via my.uso.im)
of layout and design. Ks2 ‘Creative Toolkit’ J2e5
 I can select and import graphics from digital - Create slides and add pictures, text,
cameras, graphics packages and the Internet. WordArt, Video.
 I can select suitable sounds (including recording
with a microphone) and visual effects. Word processing Packages:
 I can organise and present information for a - Microsoft Word
specific audience.
 Through peer assessment and self evaluation, I Microsoft Photostory (as whole class)
can evaluate design and make changes. - Combines photos into a slideshow and
 I can recognise the difference and the advantages allows sound, voice commentary and
and disadvantages between electronic media and titles to be added.
printed media and select key features when
designing publications. Touch Typing Course:
When word processing children should: - BBC Dance Mat Typing
 use font sizes and effects appropriately to fit (www.bbc.co.uk/schools/typing)
purpose of text - 2type.
 recognise key features of layout and design such
as text boxes, columns, borders, WordArt Differentiation
 develop further basic drafting and editing skills (slightly easier to manipulate)
2Create A Super Story
 cut, copy and paste between applications
A simple story editor that allows
 use spell checker Combine text, graphics and possibly
children to add pages and draw pictures
 delete, insert and replace text using mouse or other features to create both printed
to go with their story.
arrow keys.
Simple animations can then be chosen documents and multimedia
 I can begin to use more than two fingers to enter
for the pictures. presentations.
text.
 Year 3 Computing– Autumn 2
‘Digital Research’

COMPUTING
TERM LEARNING OBJECTIVES/SKILLS HARDWARE/SOFTWARE CROSS-CURRICULAR LINKS/NOTES
ELEMENT
AUTUMN 2  I know that ICT enables access to a wider range of Espresso E-SAFETY
information and tools to help find specific Can access information through the
E-Safety information quickly. main menu or search feature.

 I know that a website has a unique address. Internet Explorer/Chrome

 I can identify some features of web pages e.g. Save addresses in ‘favourites’ for the
graphics, hyperlinks, text. children to use. (Has to be done on
 I can navigate a web page to locate specific individual computers).
information. By the end of the unit, the children
should be saving in ‘favourites’
 I can begin to understand how search engines themselves.
work and know that there are different search
engines; some to search within sites, and some to Child-friendly Search Engines
search the wider Internet. www.swiggle.org.uk
 I can use a range of child friendly search engines www.kidrex.org
to locate different media, e.g., text, images, www.safesearchkids.com (google-based)
sounds or videos.
 I can develop key questions and key words to Google may be used but only under
search for specific information to answer a strict adult supervision and once the
problem, e.g., a question such as ‘Where could we children have been taught about reliable
go on holiday?’ would become a search for sources of information.
‘holiday destinations’.
 I understand that some information found www.searchypants.com
through searching is more relevant than others (Teacher can create a search list)

 I can save and retrieve accessed information my.uso.im

through the use of Favourites, History, and Save Teacher can save links here for children
As. to access.
 I can the information I find purposefully to
Use text/images found on the internet
complete specific tasks e.g. copy, paste and edit
within the programs taught last half
 relevant information (ref. Text and multimedia term.
unit).

 I can talk about and describe the process of

finding specific information.
 Year 3 Computing– Spring 1
‘Data Handling’

COMPUTING
TERM LEARNING OBJECTIVES/SKILLS HARDWARE/SOFTWARE CROSS-CURRICULAR LINKS/NOTES
ELEMENT
Spring 1 National Curriculum Databases
 I know that collecting and storing information Black Cat Information Magic
 select, use and in an organised way helps them find answers to A database creator.
combine a variety Different levels of differentiation.
questions
of software
(including internet  I know that information on record cards is
services) on a divided into fields and that a set of record cards 2investigate
range of digital Look at ready-made databases.
devices to design
is called a file
and create a range Use this program to create the database.
of programs,  I know that information can be held as
systems and See N:\Subject Areas\Computing\Help &
content that
numbers, choices (such as yes/no) or words.
accomplish given  I know that information can be taken from Planning Ideas\Databases and
goals, including pictures or text. Spreadsheets for planning support and
collecting, sample databases.
analysing,
evaluating and  I know that ICT can be used to store and sort
presenting data and information
information
 I can add a record to a file in a computer
database

 I can answer simple questions by matching the

contents of a single field
 I can answer simple questions by ordering
records by a key field and then taking the top or
bottom record
 I can use a database to produce bar charts

 I can use a database to sort and classify

information and to present my findings
 Year 3 Computing– Spring 2
‘Programming & Control

COMPUTING
TERM LEARNING OBJECTIVES/SKILLS HARDWARE/SOFTWARE CROSS-CURRICULAR LINKS/NOTES
ELEMENT
Spring 2 National Curriculum Simplified for 2014/2015 due to no prior knowledge of Teachers - You will need to spend
 design, write and
programming. some time learning how to manipulate
debug programs that the software yourself before teaching
accomplish specific Introduction to ‘Programming & Control’ the lessons.
goals, including Lesson 1
controlling or  I know that an ‘algorithm’ is a specific set of Lesson 1
simulating physical
systems; solve instructions used to control a function. Non-computer based.
problems by  I can follow a simple algorithm. Experiment with giving/receiving
decomposing them  I know that algorithms have to be accurate in order instructions in order to successfully Click on ‘Examples’...’Year3Example1’’
into smaller parts
to work properly. carry out a task. or ‘Year3Example2 (yellow heads/bat
 use sequence, catching a spider) to load the example
selection, and Lesson 2 Lesson 2 to analyse.
repetition in  I can begin to understand how computers process Chrome Can they change the coding to make
programs; work with
variables and various commands.  Go to my.uso.im > j2e.com the faces move differently/say
forms of input and  I know my actions can move an object on screen.  J2Code - visual something different (you will need to
output  I can change variables to accomplish specific goals. give the children an objective)
 use logical reasoning
to explain how some Lesson 3-5 Lesson 3 + Challenges
simple algorithms  I can use sequence, selection, and repetition in Chrome  using more than one sprite, each
work and to detect
programs;  Go to my.uso.im > j2e.com programmed by their own script
and correct errors in
algorithms and  I can work with variables and various forms of  J2Code – visual  getting a sprite to say something
programs input and output  Select Level 1  switching the sprites “costume”
 I can use logical reasoning to explain how some so it appears to animate
simple algorithms work and to detect and correct  using a background
errors in algorithms and programs  positioning a sprite using ( x, y )
Throughout coordinates
I can use logical reasoning to explain how some simple  Set tasks to create an animation
algorithms work. of at least two sprites on a
background using “speech”
 Year 3 Computing– Summer 1
‘Digital Media’

COMPUTING
TERM LEARNING OBJECTIVES/SKILLS HARDWARE/SOFTWARE CROSS-CURRICULAR LINKS/NOTES
ELEMENT
Summer 1 National Curriculum 1-2 Lessons Talk about what makes a good photo
Photography  The children could bring in a
 I know how to take images appropriately and Digital Cameras photo that they/a family member
 select, use and responsibly with consideration for other peoples’
combine a variety  You will need to borrow digital have taken to talk about what
views.
of software cameras from other classes so that makes a good photo/the types of
(including internet  I can use a digital camera effectively and upload my
services) on a images to a computer. the children can take their photos photos you can take.
range of digital  I can select specific areas of a photo, and crop in small groups.
devices to design unwanted parts of the photo. Project Ideas
and create a range
Microsoft Paint Complete a slideshow on a particular
of programs,
systems and
1 lesson Teach the children how to them (relating to your topic). Include
content that Images
crop/undo/save. both photos the children have taken
accomplish given  I can aquire, retrieve and store images from
and images from the internet.
goals, including scanners and the internet.
collecting,  I am aware of the implications of copyright. Child-friendly Search Engines
analysing,
 I can use ICT to source, generate and amend ideas www.swiggle.org.uk
evaluating and
for their work, e.g., searching the Internet for www.kidrex.org
presenting data
and information images by a specific artist. www.safesearchkids.com (google-
 I can modify images in a paint program using based)
various tools for a purpose. Google may be used but only under
strict adult supervision and children
2-3 lessons
need reminding about reliable sources
 I can create a sequence of images to form a short
animation or slideshow. of information/e-safety.
(combination of photos and found images)
Microsoft Powerpoint
 Insert images.
 Re-size
 Add a caption