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Contents
Introduction............................................................................................................... 3
Computing Scheme of Work & Planning 2016 Key Stage 1 and Key
Stage 2............................................................................................................................................4
Digital Citizenship & Technology (eSafety) Levels and Activities:............8
Planning Overview of Activities:.....................................................................................9
Digital Citizenship and Technology (eSafety Lesson Plans).................... 16
Reception................................................................................................................. 31
Year 1........................................................................................................................ 52
Year 2........................................................................................................................ 84
Year 3...................................................................................................................... 118
Year 4...................................................................................................................... 147
Year 5...................................................................................................................... 178
Year 6...................................................................................................................... 207
Resources Reference List................................................................................. 240
Glossary................................................................................................................. 243
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Knowsley City Learning Centres
Introduction
As of September 2014, ICT will be replaced by a new subject - Computing. The
national curriculum for Computing aims to ensure that all pupils:
We have produced this Scheme of Work to act as a working document for all
teachers so you can edit/annotate/adapt it to suit your needs. The scheme sets
out lesson plans for the academic year in order to meet the criteria of the
Computing Curriculum. It has been designed to be flexible so that schools are
able to adapt our scheme to the topics they are delivering.
Knowsley CLCs offer a wide range of services and expertise that support
teaching and learning using existing and emerging technologies. Our delivery
has been informed through our experiences of working within Knowsleys
schools and continuously evolves to meet the demands of our schools.
To find out more about Knowsley City Learning Centres, please visit us at
www.knowsleyclcs.org.uk or contact us on 0151 443 2155 or email
knowsley.clcs@knowsley.gov.uk.
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Knowsley City Learning Centres
Computing Scheme of Work & Planning 2016 Key Stage 1 and Key Stage 2
What is Computing? Computing is the new ICT and can be divided into 3 areas: Computer Science, Information
Technology and Digital Literacy (which includes eSafety). We have then categorised the aims for the new computing
curriculum as identified in the Programme of study issued by the Department for Education into these three areas,
detailed below.
2. Create and debug simple programs 5. Use sequence, selection, and repetition in programs;
work with variables and various forms of input and
3. Use logical reasoning to predict the behaviour of output
simple programs
6. Use logical reasoning to explain how some simple
algorithms work and to detect and correct errors in
algorithms and programs
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Digital 1. Recognise common uses of information technology 3. Understand the opportunities [networks] offer for
Literacy beyond school communication and collaboration
(DL)
2. Use technology safely and respectfully, keeping 4. Be discerning in evaluating digital content
personal information private; identify where to go for
help and support when they have concerns about 5. Use technology safely, respectfully and responsibly;
content or contact on the internet or other online recognise acceptable/unacceptable behaviour; identify a
technologies range of ways to report concerns about content and
contact
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Knowsley City Learning Centres
Computing Scheme of Work & Planning 2016 Key Stage 1 and Key Stage 2
For the purposes of our scheme of works we have broken digital literacy into two areas, Digital Creativity and Digital Citizenship &
Technology. The reason for this is simple, it is to ensure that we cover each of the areas of what is a vast subject area and offer a
balanced curriculum to our children. This is demonstrated in the diagram below, this time instead of linking to the programme of
study we have given examples of skills children will develop in covering these topics. We hope this will allow teachers to make the
link between the programme of study and our scheme of work.
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Knowsley City Learning Centres
The aim is to have six dedicated Computing units per academic year (plus an additional one for Digital Citizenship & Technology
(DL) with a strong focus on e-safety). This is to allow more time for the application of Digital Literacy skills in other areas of the
curriculum. Because there is now less content in the Computing curriculum, children should have more opportunities to use
technology to support their learning in literacy, maths, and all the other areas of the school curriculum.
It is important to recognise however that some aspects of traditional ICT are still required to be taught discretely and should not be
forgotten:
in KS1, children should be taught to: use technology purposefully to create, organise, store, manipulate and
retrieve digital content;
in KS2, children should be taught to: 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.
An example whole school plan is shown below, with a summary of each of the projects on the following pages and then detailed
lesson plans for each apptivity.
Year 1 Digital Citizenship & We are all Connected (CS) Walking with Dinosaurs App Attack - Games Design (CS)
Technology (DL) Lv1 Pictures Tell a Thousand (CS) Pictures Tell a Thousand Words
Words Our Local Area (IT, DL)
Year 2 Digital Citizenship & Youve got mail (CS, IT, Code-tastic (CS) Let's Fix IT (CS)
Technology (DL) Lv1 DL) Super Sci-Fi (IT, DL) Vehicles (IT, DL)
Whatever the Weather
(IT)
Year 3 Digital Citizenship & Big Robots (CS) We love Games (CS) Young Coders (CS, IT)
Technology (DL) Lv2 Get Blogging (CS, IT, DL) Class Democracy (IT, We are Publishers (DL)
DL)
Year 4 Digital Citizenship & Back to the Future (CS) Cars (CS) Interface Designer (CS)
Technology (DL) Lv2 Heroes (CS, IT) Hurray for Hollywood Final score (DL)
(DL)
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Year 6 Digital Citizenship & Let's learn a language Appy Times Pt 1 (CS) Appy Times Pt 2 (CS)
Technology (DL) Lv3 (CS) Around the World (CS, Young Authors - interactive (IT,
Heroes & Villains IT, DL) DL)
-Graphics (DL)
Digital Citizenship & Technology Digital Citizenship & Technology Digital Citizenship & Technology
(DL) eSafety Level 1 (Reception, (DL) eSafety Level 2 (Year 3 & 4) (DL) eSafety Level 3 (Year 5 & 6)
Year 1 & 2)
1.1 eSafety Awareness Raising (Video & 2.1 eSafety Awareness Raising (Video & 3.1 eSafety Awareness Raising (Video &
Class Discussion) Class Discussion) Class Discussion)
1.2 Sending emails and messages (Maily) 2.2 Communicating On-line and images, 3.2 Communicating On-line and images,
Social Networking Social Networking, Sexting, images and
grooming (What are you sharing)
1.3 Introducing on-line life and what it is? 2.3 Gaming and collaboration 3.3 Gaming and collaboration
Including gaming e.g. Minecraft
1.4 What is Cyber Bullying? 2.4 Cyber Bullying & Report Abuse 3.4 Cyber Bullying & Report Abuse
1.5 Stranger Danger 2.5 Friend or Foe 3.5 Friend or Foe
2.6 Copy Right, what is it? 3.6 Copy Right, what is it?
2.7 Passwords & Security (Virus, 3.7 Passwords & Security (Virus,
downloads, pop ups and scams) downloads, pop ups and scams)
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Digital Citizenship & Technology Digital Citizenship & Technology Digital Citizenship & Technology
(DL) eSafety Level 1 (Reception, (DL) eSafety Level 2 (Year 3 & 4) (DL) eSafety Level 3 (Year 5 & 6)
Year 1 & 2)
3.8 In App Purchases & Mobiles (iPads,
Phones etc)
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Overview of Activities (Easy-to-follow mini projects for Foundation, Key Stage 1 and 2):
Computi
Key ng
Apptivity Name Target Skills & Summary
Stage Curriculu
m
Activity explaining what is a computer and its peripherals. Children will make
Rec - 1 Little Computers their own computer using junk and develop basic computer skills through IT & DL
playing a variety of games.
Children will learn to give sequences of instructions to control Bee-Bots (floor
Rec - 2 Junior Explorers robot). Children will understand that instructions need to be given in a correct CS
order.
This unplugged activity will demonstrate to children the importance of
sequencing by breaking down popular stories into individual elements so
Rec - 3 A is for Algorithm CS
children can see the importance of following a sequence. Children will gain an
understanding of the term Algorithm.
Children will experiment with different drawing apps and software across a
Rec - 4 Art Attack range of devices whilst being introduced to different styles of digital art. This DL
activity will show children how to find images using the web.
This is a cross curricula activity with links to both Literacy and Art. Children
Rec - 5 Fantastic Tales will learn a popular tale and then re-tell the story by producing their own DL
animation.
This apptivity should be ideally delivered around the Christmas period as it
can be directly linked to writing an email to Santa. The aim is teach children
Rec - 6 Lets Celebrate IT & DL
about sending their first email and the rules that they should be aware of
when communicating digitally.
By the end of this project, children will fully understand the term algorithm
Y1 - 7 Walking with Dinosaurs CS
and will be able to use a simple app on an iPad to reinforce this learning.
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Computi
Key ng
Apptivity Name Target Skills & Summary
Stage Curriculu
m
This project will teach children about the main functions and buttons of a
Pictures Tell a Thousand digital camera as well as about different shots. Children will see how
Y1 - 8 DL
Words important images can be by looking at well-known picture books such as The
Snowman.
The aim of this apptivity is to introduce children to the simple concepts of
App Attack - Games
Y1 - 9 games design as well as notions of sequencing, computational thinking, DL & IT
Design
directional language and problem solving.
Throughout this project, children will further develop their understanding of
Y1 - 10 Crazy Creatures control, directional language and programming, by programming a Bee-Bot CS
and using appropriate control apps.
In this apptivity, children will learn how to search on the internet in relation to
Y1 - 11 Young Investigators a specific topic to develop basic web skills. The children will use Thinglink to IT & DL
produce and publish an interactive image.
The aim of this apptivity is to show children how the web works. The children
Y1 - 12 We are all Connected will produce a simple eBook or presentation incorporating the key terminology CS & DL
they learn from this session.
In this computing activity we will be using technology to help us explore our
Y1 - Our Local Area NEW
local area. It uses investigative tasks to introduce children to the idea of DL & IT
101 2016
looking at their local area with the aid of technology.
Y1 - Ready, Steady, Go NEW In this computing activity, children will learn about algorithms to produce their
CS & IT
102 2016 own simple game.
The aim of this apptivity is to help children explore how they can use email to
Y2 - 13 Youve got mail IT & DL
communicate with real people within their schools, families, and communities.
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Knowsley City Learning Centres
Computi
Key ng
Apptivity Name Target Skills & Summary
Stage Curriculu
m
This space inspired project starts by children creating a simple space invader
game to then creating a game using advanced settings. The children will also
Y2 - 14 Super Sci-Fi DL & IT
learn about mnemonics and create their own interactive quiz as well as bring
Neil Armstrong to life retelling his story.
This apptivity will get children looking at data, how it can be presented and
Y2
Whatever the Weather interpreted. Children will have to gather the data and then select the most IT
15 appropriate method to display the data they have captured.
Introduction to the language of code. Children will use a variety of
Y2
Code-tastic programming apps/software to give them a practical understanding of how CS
16 computer programs actually run.
This apptivity will take the children on a technological journey and show them
Y2
Young Authors how technology has advanced over the years. This project will culminate in DL & IT
17 the children creating their own eBook.
Using Scratch, this apptivity will challenge children to analyse simple
Y2
Let's Fix IT computer programs and by identifying any errors within the code, they can CS
18 find a solution.
In this computing activity we will researching, designing and building our own
Y2
Vehicles NEW 2016 vehicles. The children will then produce their own advert to showcase their DL & IT
201 amazing creations.
The children will learn about the history of and different types of animation.
Y2 Mythical Creatures NEW
They will firstly produce a story about their made up mythical creature and IT
202 2016
then create their animation out of Clay/Plasticine or Paper using Animate it.
Children will develop an understanding of how wikis work and will create their
Y3 own wiki in small groups encouraging collaborative writing. Children will also
Get Blogging IT & DL
19 review examples of blogs online, learn the basic elements of creating a blog
and will then create their very own.
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Knowsley City Learning Centres
Computi
Key ng
Apptivity Name Target Skills & Summary
Stage Curriculu
m
Children will create an eBook retelling the story of a famous book including
Y3 - 20 We are Publishers IT & DL
illustrations that they will create themselves using Brushes
Children will be introduced to the concept of democracy. Children will create
Y3 - 21 Class Democracy their own bill for proposed legislation and create an animation and an IT & DL
endorsement to support their bill.
In this apptivity children will use gaming apps to develop computational
Y3 - 22 We love Games CS & IT
thinking skills and develop a simple program as a final project.
The project will reinforce an understanding of directional language and
Y3 - 23 Big Robots programming. The final lesson will provide children with the opportunity to CS
write their own algorithm by creating a flowchart.
This lesson plan will take you through the necessary steps to guide children in
Y3 - 24 My First Program CS & IT
creating their very first computer game in Scratch.
Y3 - Children will create a My body, My fitness e-book, which will document each
Going for Gold NEW 2016 DL & IT
301 week a personalised Going for Gold record.
This Apptivity will encourage children to create their own 3D world using
Y4 - 25 We built this city CS & DL
Minecraft.
Working in groups, the children will create their own sports news report which
Y4 - 26 Final score DL & IT
they will share and work on together online using iWork or Google Docs.
In this project, children will create their own blog detailing what they learn
Y4 - 27 Back to the Future from researching about different technologies, inventors and the different CS & IT
components of a computer.
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Knowsley City Learning Centres
Computi
Key ng
Apptivity Name Target Skills & Summary
Stage Curriculu
m
This lesson plan will take you through the necessary steps to create your very
Y4 - 28 Making Games CS & IT
first computer game in Scratch.
The children will devise their own characters, plot and storyboard before
Y4 - 29 Hurray for Hollywood DL
filming a short movie which they will then edit in iMovie.
HTML is the language used to create files which can be read by internet
browsers to display web pages on the internet. In this lesson, children will
Y4 - 30 Interface Designer CS & IT
build a basic web page using tags and elements to change the design and the
colour of the web page.
Yr 4 - In this computing activity, children will blend creative writing and coding to
Heroes NEW 2016 CS & IT
401 produce their own interactive animations.
A six-week lesson plan to guide children in creating their own website using
Y5 - 32 Website Designers CS & IT
free templates from WordPress.
Y5 - 33 News Room A six-week lesson plan to guide children in creating their own news report. DL & IT
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Knowsley City Learning Centres
Computi
Key ng
Apptivity Name Target Skills & Summary
Stage Curriculu
m
A computer uses binary codes to function, it is the fundamental language of a
Y5 - 35 Code Breakers computer. This apptivity has been developed to introduce children to this CS
concept and how codes can be deciphered.
This project will culminate with children creating their own animation using I
Let's change the world:
Y5 - 36 Can Animate. The children will create their own props and sets and will also DL & IT
Inventors
learn how to edit their final piece in iMovie.
Y5 - Grand Designs NEW Over six sessions, children will be exploring drawings/illustrations representing
DL & IT
501 2016 both 2D and 3D worlds.
In this apptivity children will be exploring the earth and space using
Y5 - Earth and Space NEW
technology. The apptivity is designed so children look at all the different CS, IT & DL
502 2016
aspects of space.
During this project, children will develop a story idea in small groups to create
Y6 - 37 Young Authors a storyboard. The children will then use Book Creator and Brushes to create IT & DL
their own eBook including text, illustrations and audio.
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Knowsley City Learning Centres
Computi
Key ng
Apptivity Name Target Skills & Summary
Stage Curriculu
m
This project will take children through the steps to create their own Heroes and
Y6 - 42 Heroes & Villains -Graphics Villains style game using the program Scratch. CS & IT
Y6 - Building Battle Bots NEW The children will use Physics engines and prototyping software to build and
CS, IT & DL
601 2016 test a virtual robot.
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17
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What is required:
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Knowsley City Learning Centres
Lesson
Outcomes
Weeks and
(1 hour Lesson Aim Lesson Summary Assessmen
lesson) t
Opportuniti
es
Video Make Children Discuss with the class what they do on the Understand
and aware of some internet. Discuss what some of the what personal
Class of the risks to dangers are when they are doing these information is.
Discussi using the things online for example who are they
on internet talking to when playing online games? To be able to
understand
Teach the Identify what personal information is and the
children about relate this discussion to stranger danger. importance of
personal asking for
information Use the CEOP Thinkuknow resources, help from an
and the we based on Hectors World: adult when on
must keep it http://www.thinkuknow.co.uk/5_7/hectorsw the internet
safe orld/
What do we
Lesson 1 personal information is special. mean by
personal
Discuss this video with the children and information?
include the following questions:
Why did Ranjeet want to share all Why is
of his information? personal
Why did Hector & Tama stop him information
from sharing all of his information? special?
What can the children do to protect
themselves? Who is a
trusted adult?
Alternative to Hectors World: Professor
Garfield: Who would
http://www.schooltube.com/video/b8eece2 you speak to
262604671b347/ if you needed
help on the
computer?
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Cyber Children Ask the children what they use the Children are
Bullying and can identify internet for? Consider and promote able to
Report what the benefits and advantages of the demonstrates
Abuse cyberbullyi internet and how we can use it for they are able to
ng is enjoyment. report
unacceptable
Children During this discussion, focus content and
know how specifically on social networking, what contact when
to deal with is the purpose of Social Networks online
any (connecting people)? What other
cyberbullyi ways can social networks be used What is
ng issues. news reporting, by businesses to cyberbullying?
promote products/ services or schools
to keep in touch with parents/ carers. Why is it wrong?
http://www.cybersmart.gov.au/Kids/Ha
ve%20Fun/cybersmartaccess.aspx
http://www.microsoft.com/en-
gb/security/family-safety/gaming-
about.aspx
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and
grooming
Cyber Teach Cyberbullying effects all of us Children can
Bullying and children including adults, the video below is demonstrate
Report what an interview with musician Cher responsible use of
Abuse cyberbully Lloyd who talks about the effect technologies and
ing is cyberbullying had on her 1 minute online services, and
long know a range of ways
to report concerns
http://www.bbc.co.uk/learningzone/c
lips/singer-cher-lloyd-talks-about- Children understand
cyberbullying/14129.html what cyberbullying is.
http://www.digizen.org/resources/cy What is
berbullying/films/uk/lfit-film.aspx - cyberbullying?
Lets Fight it Together Video
What effect on a
childs life can
cyberbullying have?
Copy Right Discuss issues of copyright and Children can explain
what is it? downloading materials e.g. mp3, what is meant by
images, videos etc and reference copyright
sources used in their work.
What do we mean by
Understand the uses of copyright copyright?
and how they apply to their own
work Why do we have
copyright?
Explore -
http://www.museumofhoaxes.com/h Do you believe
oax/photo_database/image/tourist_g everything you read
uy/ online?
RECEPTION
Knowsley City Learning Centres
Lesson
Week
Outcomes
s (1
Lesson and
hour Lesson Summary
Aim Assessment
lesso
Opportuniti
n)
es
1 Become Class discussion: What are computers? What
familiar with What can you do with them? What different computers do
what a types are there? you use at
computer is home?
and what 1. Open the resource presentation (ref 1.1)
they can be and run through this with the whole class as What does a
used for. a carpet time discussion. The presentation computer do?
will outline the basic workings of a computer.
Understand What do you
that devices Stress the use of computers as a tool and not use a
respond to just to run content based, or games, computer for?
commands. software. e.g. Use a word processor to make
labels or write a shared note home, use the What is a
tools in an art program to create something mouse?
original, use an art program to design
something and make it elsewhere e.g. out of What is a
junk. keyboard?
Week
s (1 Lesson Outcomes
Lesson
hour Lesson Summary and Assessment
Aim
lesso Opportunities
n)
1 What is Explain to the class that they are What do we mean by
directional going to learn about directions and direction?
language? will explore the words we use to
describe them. What is an instruction?
Children to
become Play a game with the children to
familiar with establish their understanding of
the terms directions (forwards, backwards, left
forwards, and right).
backwards,
left and Show flash cards (Ref 2.1) or point
right. in different directions and ask
children to shout out the correct
terminology. Explain how forwards
and backwards is different to up
and down.
What do we mean by a
sequence?
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Why is it important to
follow instructions?
Ask children to prepare a list of devices they use in their home that they control and
then ask the children to talk about these devices and how they control them e.g. TV by
using the remote.
Summary:
Wee
Lesson
ks (1
Lesson Outcomes and
hour Lesson Summary
Aim Assessment
lesso
Opportunities
n)
1 Introduce Begin lesson by introducing a story that Children are able to
children to you would like the children to retell. identify the main
a story e.g. Look at the cover of the book ask the events in the story
The Very children what they think it is about and and understand the
Hungry what type of story it could be. different
Caterpillar components that
By Eric Ask children to label the different parts make a book
Carle. of a narrative book author, illustrator,
text, picture and blurb. What is an author?
Identify
important Read the story of The Very Hungry What is an
component Caterpillar. illustration?
s of a book.
Ask children what the story was about in
Children to their own words to see if they can
retell story remember and identify the main events
in their own that happen.
words.
2 Recap story. Watch YouTube clip to recap story or use Children can identify
Ref 3.1. the main events in a
Identify and http://www.youtube.com/watch? story, sequencing
describe v=_4HI7q38VmQ them in
days of the chronological order.
week, Discuss story in more detail. Ask
numbers children to count the fruit as it appears Children can count
and food. on screen. Ask children to say aloud, the to 10 with
days of the week together. confidence, recite
the days of the week
Ask the children to tell you which foods and recognise
that appear are healthy and unhealthy. different fruit.
Ask the children to group all of the red
food for example, Apple and Children can
strawberries. categorise and group
together.
What happens to the caterpillar after he
has eaten all of the food?
Knowsley City Learning Centres
butterfly.
Children could choose their favourite book and identify the beginning, middle and end.
Not applicable
Knowsley City Learning Centres
Summary:
Extension activity 2:
Laptops/iPads with access to
the internet.
http://www.bbc.co.uk/cbeebies/
something-
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special/games/something-
special-paintinggame eSafety
Not applicable
Lets get started
Wee
Lesson
ks (1
Lesson Outcomes and
hour Lesson Summary
Aim Assessment
lesso
Opportunities
n)
1 Understand Class discussion: What is an artist?
that there
are different Using the Art & Artist presentation (ref Can you use a
styles of art 4.1), explain to the class what an artist is computer to
and that and that artists take their inspiration for produce art?
pictures can their art from what is around them and the
be produced things that they are passionate about.
on a
computer. Ask the class what they know about artists
and do they know any works of art? You
could link this to places that the children
have visited.
2 Click, draw My Favourite Things Part 1 Children can draw
and drag on a computer.
objects with Open the My Favourite Thing
more control presentation (ref 4.2). How did you do
to create a that?
scene. Demonstrate a PC art application with the
class.
Extension 1:
You can also use QR to attach the video you have recorded to the artwork. This means
when the QR code is scanned the video will play. If you would like to try this please see
the accompanying video resource on QR codes and art (Ref 4.3).
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Extension 2:
Use CBeebies to draw a story via website game.
http://www.bbc.co.uk/cbeebies/something-special/games/something-special-
paintinggame
Week
s (1 Lesson Outcomes
Lesson
hour Lesson Summary and Assessment
Aim
lesso Opportunities
n)
1 Introduce Begin the lesson by introducing Children can identify the
children to a the story or fantastic tale that main events in the story
fantastic you would like the children to and understand the
tale. retell. Look at the cover of the different components that
book ask the children what they make a book.
Identify think it is about and what type of
important story it could be. What is an author?
components
of a book. Ask children to label the different What is an illustration?
parts of a narrative book
Children to author, illustrator, text, picture What do all stories have?
retell a story and blurb. (Beginning, middle and an
in their own end)
words. Next read the chosen story, for
example The 3 Little Pigs.
3 Children will Discuss with the children the Children can identify the
retell the basic elements of making a story. main events in fantastic
story and It has to have a beginning, tales, sequencing them in
sequence middle and an end. Ask children chronological order,
the events in to retell the story, step-by-step in saying what happens in
chronological chronological order. Where do the beginning, middle and
order and the characters appear in the end.
characters in story?
order of Why is the order of the
appearance. Give children parts and arrange story important?
them in a line. This line will
visually represent the sequence What happens if we
of events. Mix the children up change the order of the
and then tell the story to story?
highlight the fact that the story
now does not make any sense,
which is why stories are
structured in a particular order.
The children could create their own animations at home Puppet Pals has a lite
version (free) or they could use Toontastic which is also free.
Week 5 and 6:
Alternative to Puppet Pals App - I Can Animate (software or app version) or Sock
Puppets.
Alternatively children could create their characters using MS Paint, print the
characters out and then record their animation using a flipcam/video recorder.
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Knowsley City Learning Centres
Summary:
Week Lesson
s (1 Outcomes
Lesson
hour Lesson Summary and
Aim
lesso Assessment
n) Opportunities
1 Become What are emails and email What is an
familiar with addresses? How are they used? email?
what email
means. 1. Open the resource presentation (ref 6.1) Why do we use
and run through this with whole class as a email?
carpet time discussion. The presentation
will outline the basic concepts of email.
Not applicable
YEAR 1
Knowsley City Learning Centres
Activity Eng Math Sci PE Art & D&T Geo His Music PSHE RE MFL
s Desig g
n
KS 1 Yr 1 (Ref: 7)
Summary:
Computing POS Reference:
By breaking down an everyday task,
you can demonstrate to children the CS1 - Understand what algorithms
importance of sequencing. Children are; how they are implemented as
will also become familiar with the term programs on digital devices; and that
algorithm. programs execute by following
precise and unambiguous
By the end of this project, children will instructions
fully understand the term algorithm and
will be able to use a simple app on an CS2 - Create and debug simple
iPad to reinforce this learning programs
Week
s (1 Lesson Outcomes
Lesson
hour Lesson Summary and Assessment
Aim
lesso Opportunities
n)
1 What is an Start the lesson by explaining to the Children able to
algorithm? children that an algorithm is simply a understand and
sequence of instructions. Humans explain algorithms
Familiarise and computers follow algorithms to and the importance of
children with complete simple tasks i.e. an order and accuracy.
the meaning algorithm is a list of instructions
of algorithms defining how to complete a task and Children able to
and the need includes orders and decisions. identify algorithms in
for them to everyday life.
be precise Ask children to talk through simple
and routines that they do before school, Why do we do things
accurate. for example - having breakfast. What in an order?
is the process of making their
breakfast? Start by putting bread in Why is it important
the toaster, wait a few minutes for it that tasks are
to heat up and start turning golden completed in an
brown, check to see if the toast is order?
brown enough, if so, pop the toast,
decide whether you would like butter What happens if we
or jam, cut in half or quarters on a buttered the bread
chopping board, put on a plate and first?
eat.
What is a decision?
3 Create a Demonstrate the use of an iPad to Children are able to
word play a simple game such as Toca use a simple app on
algorithm. Boca Hair Salon. Show the children an iPad to create a
how to take a screen shot of each word algorithm.
step in the process of getting ready.
This may consist of wetting the hair, Why did you do it in
using shampoo to wash the hair, that order?
washing the shampoo off, towel
drying the hair and then blow drying What would happen if
the hair etc. These screen shots you changed the
could then be printed or even put order so you dried the
Knowsley City Learning Centres
What happens if we
change move to
spin?
Ask the children to think of the games they play at home and produce a word
algorithm for playing them.
Week 3:
Alternative to Toca Boca Hair Salon app replace with any digital game that has a
step-by-step approach, for example I Can Cook Game -
http://www.bbc.co.uk/cbeebies/i-can-cook/games/i-can-cook-game/.
Week 5:
Alternative to Daisy the Dinosaur app Scratch Junior (available from September) or
http://learn.code.org/hoc/1
Knowsley City Learning Centres
KS 1 Yr 1 (Ref: 8)
Summary:
Week
s (1 Lesson Outcomes and
Lesson
hour Lesson Summary Assessment
Aim
lesso Opportunities
n)
1 To teach Demonstrate the use of a Children understand the
children the digital camera show function of the main buttons
main children the main buttons on a digital camera.
functions such as power button, the
and buttons capture button, how to What did we use a camera?
of a digital zoom in/out etc. Show
camera. children how to wrap the What else would you use a
strap around their wrist camera for?
when using the camera to
avoid any damages. What happens if we
change.....?
Explain to children that the
camera needs to be still,
steady and level before they
push the capture button.
Also that their finger must
not cover the lens or the
flash.
2 To teach In order to achieve a good Children will have an
children photograph, the object that understanding of different
about the they are trying to capture camera shots.
different needs to be inside the
shots that a frame. Explain to children What is the subject of the
camera can that they must try not to photograph?
capture. chop off any part of the
subject/object they are What type of photograph are
trying to capture i.e. the you taking?
whole subject/object must
be inside the viewer on the
digital camera.
Ask the children to look at some of their own photographs and ask them to critique
their own photographs. Are they able to use those photographs to tell a story? For
example, if they put ten pictures from their birthday party together does it tell the
story of the party?
Week 4:
If you dont have iPads you could use a digital camera and then import the pictures to
a laptop/ PC.
Knowsley City Learning Centres
KS 1 - Y1 (Ref: 9)
Summary:
eSafety
Not applicable
Knowsley City Learning Centres
Wee
Lesson
ks (1
Lesson Outcomes and
hour Lesson Summary
Aim Assessment
lesso
Opportunities
n)
1 Introduce Introduce to the children the idea of games That an algorithm
the children design. Ask the children what games they is a set of
to like? Tell them that over the next few accurate
algorithms. sessions they will design their own Robot instructions.
game.
Understand the
Open Robot Game Introduction (Ref 9.1) use of directional
language to
Explain to the children that all games are produce oral
made with Algorithms algorithm.
Ask children to explain their favourite game/ app. They could make movies or ask
them to answer the questions detailed in lesson 4 about their favourite game.
KS 1 - Y1 (Ref: 10)
Week
s (1 Lesson Outcomes
Lesson
hour Lesson Summary and Assessment
Aim
lesso Opportunities
n)
1 What is Explain to the class that we are Children able to
directional going to learn about directions and recognise and use
language? will explore the words we use to directional language.
describe them.
Familiarise What is the difference
children with Play a game with the children to between forwards and
the terms establish their understanding of up?
forwards, the directions forwards,
backwards, backwards, left and right. Show What is the difference
left and flash cards or point in different between backwards and
right. directions and get the children to down?
shout out the correct terminology.
Explain how forwards and
backwards is different to up and
down.
Bee-Bot go forwards?
Week 3:
Any floor robot can be used
Week 4:
Alternative to Bee-Bot software - MS Logo (free download)
Week 5:
Alternative to Bee-Bots and Bee-Bot Pyramid apps - Peppa Pig, Air balloon game or
Car game.
Mole in the Maze (free online game) http://www.iboard.co.uk/iwb/Mole-Maze-663
KS 1 - Y1 (Ref: 11)
Week 2:
Key Computing Terminology: Access to laptops with internet
access
Not applicable http://www.bbc.co.uk/cbbc/shows/hor
rible-histories
http://www.bbc.co.uk/cbbc/watch/by/
show/horrible-histories
Computing POS Reference:
Weeks 3 - 6:
DL2 Use technology safely and iPads with Thinglink app
respectfully, keeping personal Teacher reference
information private; identify where to http://www.youtube.com/watch?
go for help and support when they v=jA8TIVSSSWY
have concerns about content or
contact on the internet or other Week 4:
online technologies http://www.bbc.co.uk/cbbc/shows/hor
rible-histories
Knowsley City Learning Centres
n/a
eSafety
Knowsley City Learning Centres
Lesson
Wee
Outcomes
ks (1
Lesson and
hour Lesson Summary
Aim Assessment
lesso
Opportuniti
n)
es
1 Children Start by demonstrating how to open a web Demonstrate
will learn browser and tell the children that all websites basic web
basic have their own address just like where you live skills.
web has an address.
navigatio
n skills. Skills to cover: How do you
How to use a mouse to navigate around a web search for a
page. site?
Show the children how the mouse changes
from an arrow to a pointed hand indicates a How do you
link to something else. launch the
Clicking on links and getting back to where you internet?
started.
What does the
How do you find what you want on a website.
mouse icon
Look at the navigation bar also look at a few
change to
different sites. when you
Look at Google and show children how to hover over a
search for different websites. link?
http://www.bbc.co.uk/cbbc/watch/by/show/horrible
-histories
4 Children Ask the children to write a short script using some Children can
to of their research from the previous session. They write a script.
prepare must write the script in their own words. They will
a script be recorded saying their script in the next session. Children can
to create
record. Ask the children to introduce the character, appropriate
explain who they are/ why they are famous and costumes.
then any other interesting facts they have found.
How did you
Next, ask the children to find the Things to do find that site?
section on this page and create some headwear
that they can wear in the filming next session. How did you
create your
http://www.bbc.co.uk/cbbc/shows/horrible- headware?
histories
How did you
Give the children the opportunity to print there print your
headware and then cut it out so that they can use headware?
it in the next session
5 Children If they didnt have chance to finish either their What did you
practice script or headware give the children the learn about
and opportunity to finish both of these off. being
record recorded?
their Once they have finished ask the children to put
script to their headware on and record their scripts. What do we
camera. mean by
You could ask the children to do the recorder or do record?
it yourself.
Use either a flip-cam, video recorder or an iPad
record each of the children reading their facts.
6 Round up Show the class there videos, asking them to Show tell
and introduce themselves. and discussion
evaluatio
n. Ask the children to write down all of the facts What have
about the famous people they have learned. you learnt?
Using the app photospeak ask the children to download a picture of their
famous character and then record their script as if they were the person.
KS 1 - Y1 (Ref: 12)
PowerPoint OR Keynote
Teacher Reference links:
(https://www.youtube.com/watch?
v=epmfaCiXxqo)
(https://www.youtube.com/watch?
v=znrlTHDzr6s)
eSafety:
Digital Citizenship and Technology
1.1 & 1.3
Knowsley City Learning Centres
Lesson
Week Outcomes
s (1 and
Lesson
hour Lesson Summary Assessme
Aim
lesso nt
n) Opportun
ities
1 Children are Explain to the class what the internet is by What is a
able to watching Watch My Neighbourhood video (Ref hyper link?
navigate 12.1). Ask the children how they use the
the web internet. What colour
with are links
confidence Next, as part of a carpet time discussion, work normally?
and through the website below asking the children
understand the questions as they appear. The site will What is a
basic demonstrate some basic web skills. browser?
language
like hyper http://www.teachingideas.co.uk/welcome/start.ht What does
link". m it mean to
be safe on-
Ask the children to complete the tasks and line?
challenge (where appropriate) from this website.
What is a
These tasks may take longer than the assigned web
period depending on childrens ability. The site address?
does involve quite a bit of reading but does offer
audio support to help.
2 Use this session to complete the tasks and
challenge from the previous session if
appropriate.
Children are There are safe search engines to use with young What can
able to children if you have issues with using Google you find
search such as: using
online and Swiggle - http://www.swiggle.org.uk/ search
develop a Education search engine and resource site for engines?
better children from UK South West Grid for Learning
understandi Safe Search - http://primaryschoolict.com/ What
ng of the makes a
This is a filtered search engine based
Internet, by good
on Google
using a search?
selection of KidSmart (very
different http://www.kidsmart.org.uk/safesearchin descriptive
websites. g/ keywords)
A website full of advice and resources
about safe surfing How do you
find
Ask the children to search online for local places images?
and local people.
Google tutorials:
Earth to http://sitescontent.google.com/google-earth-for-
virtually educators/
travel to
faraway Re-enforce to the children that they must
places and follow certain rules to remain safe online.
explore.
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/NetSmartz
Kids/controls/RBS-
Play/pdfs/educators_guide.pdf
Routers Birthday Surprise:
http://www.netsmartzkids.org/RoutersBirt
hdaySurprise/RBSPlay
Clickys Online Safety Rap:
http://www.netsmartzkids.org/LearnWith
Clicky/KnowTheRules
Way 2 Go:
http://www.netsmartzkids.org/LearnWith
Clicky/WayToGo
Netsmartz video - being safe on the way
to school:
http://www.netsmartzkids.org/eBooks/Del
iveryForWebster
6 Making our Open the presentation Connected eBook (ref Why do you
eBook. 12.3) which explains the next task to the think the
children. The presentation includes the statement
Children statements they will need to create their eBook go in that
can use or presentation. order?
simple
app/applica Ask the children to produce an
tion to eBook/presentation sequencing the statements
sequence outlined in the presentation and inserting their
events and own images.
explain how
the web The children will use the following apps/software
works. depending on which technology you choose. You
will need to model the use of the chosen app or
software first:
iPad apps:
Story Buddy (https://www.youtube.com/watch?
v=epmfaCiXxqo)
Book Creator (https://www.youtube.com/watch?
v=znrlTHDzr6s)
PC:
Knowsley City Learning Centres
PowerPoint
Mac:
Keynote
Ask the class to act out the process of what happens when you search and perhaps
make a class video from it.
Apptivity Name: Our Local Area (Out and About Exploring with Technology)
Week 6:
iPads with Story Board or Book
Creator
Useful links:
https://www.youtube.com/watch?
v=epmfaCiXxqo
https://www.youtube.com/watch?
v=znrlTHDzr6s
eSafety
Digital Citizenship and Technology
1.1
Lets get started
Lesson
Week
Outcomes
s (1
Lesson and
hour Lesson Summary
Aim Assessment
lesso
Opportuniti
n)
es
1 Visit Using and navigating websites LO 1. Navigate
websites the school
relating to This lesson will use the internet to explore website.
the local the local area and community. We will start
area and use with a visit to your own school website. LO 2. Use
online maps 1. Visit school website. Discuss the following online map
to explore. questions: What is happening in school? and advanced
Why are schools an important part of the functions.
local community? What else makes up our
local area and community? Plenary:
2. Google image search the local area. What Why is a
are the key buildings/spaces that appear? school website
3. Use Google maps to find key buildings and important?
spaces. Use the Street View feature to
go on a virtual field trip of the local area. If What else
you are using the desktop version of could you look
Google Maps you may wish to have the for using
children plan a route for a school trip. Google Maps?
4. Ask three or four children to stand up and
explain what they have found out about Ask three or
their local area. four children
to stand up
Additional Videos available in our and explain
DropBox: what they
Google Maps Tutorial Video have found
Smart online Search Tips for Kids out about
Simple Google Search Tips their local
area.
2 Learn to Digital photography and outdoor LO 1. Take
assess and learning: good
make good photographs.
choices Review website (How to take good
about the photographs) which provides advice on LO 2. Present
quality of taking good photographs and discuss. and organise
their own information
work. Learn Take the children on a trip to a local point of (photographs).
how to take interest e.g. Town centre. Identify different
good types of buildings and some other key
photographs symbols that relate to the previous session Plenary:
and present of exploring and planning in Google Maps. What makes a
them. good
Tip: Ask the children to take lots of photos photograph?
when out and about but review each one
and decide if/how it can be improved. What is a
Point of
As an alternative to taking the children on a Interest?
trip the class could explore the outdoor areas
of school. Hold an interesting things
competition - Photograph mini beasts,
leaves, trees etc.
Other resources:
Other online resources that support learning
about 2D/3D shapes:
Shape Lab game
Captain Calamity game
Online Lego Building: Build with Chrome (for
more able children)
4 Controlling Making Maps: LO 1. Creating
robots part maps and
1: Children View the Maps and Toys (Ref 101.1) plans at a
will make presentation. variety of
their own scales.
map of the 1.Review aerial photographs from Google
local area. Maps with the children. Plenary:
2.Using flip chart paper (or A3 x4 sheets
joined together), ask the children to create Why are
their own map of the local area. digital maps
3.Ask the children to label key points with important?
drawing of that place. This will be used in
conjunction with programmable toys or a
directional language/coding app in the
next session.
Other resources:
Exploring different types of homes
additional resources - this site may
support other areas of this topic.
5 Controlling Programmable toys and directional LO 1. writing
robots part 2 language: algorithms
and using
Use View the Maps and Toys (Ref 101.1) them to
programmab presentation. program a
le toys to Bee-Bot or
explore your Demonstrate using the programmable toy. other
maps. Most schools have access to Beebots, these programable
are ideal. However, there are a lot of new toy
programmable toys available that will excite
and engage your learners such as:
What is Sphero?
https://www.youtube.com/watch?
v=Sl5_1jKd6ZQ
https://www.youtube.com/watch?
v=0yQYr7CIxBc
Alternative Lesson:
Beebot Blue-Bot
Within this app children can photograph their
map and use it as the backdrop when
programming the Beebot Blue-Bot in the
app. This will help to explore directional
language, control and coding.
Useful Links:
What is Blue-Bot?
What is the Blue-Bot app?
iPad apps:
Story Buddy
https://www.youtube.com/watch?
v=epmfaCiXxqo
Book Creator
https://www.youtube.com/watch?
v=znrlTHDzr6s
Week 2: PowerPoint or any similar software/app that allows the children to organize
their photographs.
Week 6: PowerPoint or any similar software/app that allows the children to write their
learning journey.
Year 1 (Ref: 102)
Summary:
What is required?
In this computing activity, children
will learn about algorithms to Week 1:
produce their own simple game Access to:
using Scratch Junior. http://www.bbc.co.uk/guides/z
qnc4wx
http://play.bbc.co.uk/play/pen/
Key Computing Terminology: gktkmzxktl
Week 6:
Scratch Junior
Ready, Steady, Go
Presentation (Ref 102.1)
iPads with Pic Collage
eSafety
Not applicable
Lets get started
Lesson
Week
Outcomes
s (1
Lesson and
hour Lesson Summary
Aim Assessment
lesso
Opportuniti
n)
es
1. Understand Explain to the children that computers and Children are
instructional robots function by following instructions. able to
language is These are called algorithms. understand
used to form and explain
algorithms. Ask the children to give you some examples what an
of instructions that they may have been algorithm is.
given that day. For example brush your
teeth, stand in line or put your hand up. Children
understand
Introduce the BBC bitesize site on how to the need for
program a robot and emphasise that accurate
instructions must be accurate. Show the instructions.
children the module called how does a robot
work in the link below: What is an
http://www.bbc.co.uk/guides/zqnc4wx algorithm?
2. Children Recap with the children the previous lesson Children can
develop their and discuss the need for accurate explain what
understandin instructions. an accurate
g of accurate instruction is.
instructions. Unplugged activity: Ask the children to do
the Hokey Cokey and now ask them to write Children can
an algorithm for doing the Hokey Cokey. create a
simple
Introduce the children to the App Scratch animation is
Junior. Deliver the driving lesson detailed in Scratch Jr.
Ready, Steady, Go Presentation (Ref 102.1).
Do those
There is also a teacher guidance document instructions
to help create the completed driving have to go in
simulation see RSG Teacher Guide (Ref that order?...
102.2) What would
happen if I
changed those
instructions?
What does
that
instruction do?
3. Children Continue with the Driving lesson. As above
begin
coding. Ask the children to take 1 screen shot of
their car driving (with the completed code at
the bottom of the screen).
Why do the
characters
stop at the
end of the
screen?
Which coding
block sets the
speed of the
characters?
5. Children Complete Lesson 5 in the Ready, Steady, Go As above.
develop their Presentation (Ref 102.1).
coding skills.
Ask the children to take one screen shot of
the completed race.
6. Children Use the app Pic Collage to collate evidence Children can
reflect on of the childrens work. Guidance on how to reflect on their
their learning do this is detailed in the Ready, Steady, Go learning and
Presentation (Ref 102.1). (Lesson 6). consider what
they have
done and
what they
may do
differently
next time.
Activity Eng Math Sci PE Art & D&T Geo His Music PSHE RE MFL
s Desig g
n
KS 1 Y2 (Ref: 13)
Summary: http://www.google.com/green/storyof
send/desktop/#/it-starts-with-send
The aim of this apptivity is to help Camera
children explore how they can use email How to set up class emails Ref 13.1
to communicate with real people within Lets get mailing - Ref 13.2
their schools, families, and community. Laptops/Tablets with access to:
https://tocomail.com or Toco Mail app
eSafety
Digital Citizenship & Technology 1.1,
1.2 & 1.5
Knowsley City Learning Centres
Lesson
Week Outcomes
s and
(1 Lesson
Lesson Summary Assessmen
hour Aim
t
lesso
n) Opportuniti
es
1 Children Class discussion: Understand
gain an that emails
understandi Essential Question are messages
ng of email. How do you connect with others through email? that are
sent and
ASK: received
Have you heard of email? through the
Do you have an email account? Internet.
Do other members of your family have an email
account? What is an
Have you ever sent or received an email? email?
How do you think email works?
What does
DEFINE the Key Vocabulary term email and sent and
encourage the children to discuss the idea that received
email is a way to send and receive messages. mean?
Extension: What is
If you wish to spend more time on safety acceptable
then these following websites provide information to
many useful resources: share?
Sharing Personal Information -
http://www.cybersmart.gov.au/School Why shouldnt
s/Teacher%20resources/Lower you share too
%20primary/Lower%20primary much?
%20teacher%20resources.aspx
Roar Educate poster Strong
Passwords -
http://www.roareducate.com/wp-
content/uploads/pdf/mo_cooking.pdf
Roar Educate Poster Online Identity -
http://www.roareducate.com/wp-
content/uploads/pdf/mo_jungleclub.pd
f
Guy Fawkes shares personal
information over the internet and gets
into trouble -
http://www.bbc.co.uk/cbbc/clips/p01g2
pt6
4 Set up and You as the teachers will need to set up the Able to log
Using Edmodo (https://www.edmodo.com) account onto Edmodo.
Edmodo. which is a free, online learning space designed
especially for schools. This can be accessed on Able to post
Children iPads or desktops via the web. on Edmodo.
will learn
how to log Whilst it may look like Facebook, it is much
onto more child-friendly. Children can only access When posting,
Edmodo and send messages to their whole year group - what
and post on they can't send private messages to each other etiquette
the class and no strangers can 'friend' them. rules should
wall. Messages may also contain attachments - you follow?
uploaded files, pictures or website links. This
enables them to learn the benefits of digital Did you have
communication in a safe environment. any
problems?
Watch the video tutorial (Ref 13.3) on how to
set up and add/invite your class. Dont worry
its quite easy.
Ask the children to create class rules for using Edmodo what should they post, who
would they talk to etc.
Not applicable
Knowsley City Learning Centres
KS 1 Y2 (Ref: 14)
Summary:
eSafety
Not applicable
Knowsley City Learning Centres
Lesson
Wee
Outcomes
ks (1
Lesson and
hour Lesson Summary
Aim Assessment
lesso
Opportuniti
n)
es
1 To create Open the resource Teacher Guide to Sketch
a simple Nation Shooter (Ref 14.1) Children are
space able to create
invader Sketch Nation Shooter (produces space invader their own
game. style games) is a simple app that makes game space
development easy and accessible built on user- invader style
created content, meaning every game is unique game.
and individual to the learner. Ask the children to
open Sketch Nation Shooter in simple mode and
using the in-app art galleries, create their own Children
game by adding a player and an enemy. understand
the elements
Once the children have created and played their that make up
game, discuss game play what additional a computer
aspects are included? Talk about points scored, game.
percentage hits and the power-up options of
varied shooting styles, as well as having a player What did you
and enemy. think of
Sketch Nation
Extension activity: Shooter?
2 Create Show the children how to use Create a Martian. Create alien
and characters to
export Ask the children to create 2 or 3 alien characters. be used as
digital Ask the children to experiment with styles to enemies in
graphics create scary and friendly aliens. Discuss what game play.
to use in features help to change the appearance. Ask the
game children to take a screen shot of each alien How did you
play. created. Explain that a screen shot will save to make your
the photo gallery and will then be available to use alien look
in other apps on the iPad. If you do not have scary?
access to this app, then the children could find
suitable images here: How did you
(http://printablecolouringpages.co.uk/? make your
s=+anime+rocket+ship or alien look
http://www.clipartbest.com/pictures-of-space- friendly?
rockets-for-kids)
What did you
Demonstrate Brushes to the class explaining how think of using
layers work. Brushes?
Did your
mnemonic
help you
remember the
order of the
planets in our
solar system?
What other
mnemonics
could we
make?
5 Recall Watch a video of the 1969 moon landing
and (example:
recreate http://www.bbc.co.uk/learningzone/clips/apollo-11-
famous one-small-step-for-man/7365.html). Then discuss
events. with the class the importance of this event, what
it meant, the emotion of the astronauts, possible
risks, timeframes etc. Script a
moonlanding
Ask the children to script a message from Neil message.
Armstrong to either retell the famous speech or
give a personal account of their experience of
being the first person to step foot on the moon.
Record a
Knowsley City Learning Centres
Ask the children to create a newspaper article reporting on the Moon landing this
could be done on Word, Publisher, Pages, Comic Life etc.
Knowsley City Learning Centres
Week 2:
Alternative to Brushes app Paint (cannot trace in Paint though, would have to copy
over the image)
Week 3:
Alternative to Sketch Nation Studio app none available
Week 4:
Alternative to Tinytap none available
Week 5:
Alternative to Photospeak Crazy talk (not free)
Week 6:
Alternative to GarageBand Audacity or Audio Boo for Education (requires sign up)
https://audioboo.fm/about/education
Knowsley City Learning Centres
KS 1 Y2 (Ref: 15)
Wee
ks (1 Lesson Outcomes
Lesson
hour Lesson Summary and Assessment
Aim
lesso Opportunities
n)
1 Children Discuss with children the different ways Why do we use graphs
understan that information can be presented; ask to display information?
d what it them the different ways that they know.
meant by What is data?
interpretin Explain to children that sometimes
g data. when we have large amounts of
statistical data we may need to present
Children it in a way that people can easily
can understand it.
explain
what is Ask the children to work through the
meant by worksheet (Ref 15.1), this will
data. demonstrate to children how
information can be presented (in
graphical format) and requires the
children to interpret the information
that they are seeing.
2 Children Ask children about the different ways of What is a tally chart?
can collecting information, how do we find
identify things out? Discuss surveys and Why do we use a tally
different statistical data with them. chart?
ways of
collating Ask children a favourite question and How can we use the
data. demonstrate how to complete a tally information collected
chart, for example: in a tally chart?
As the children to consider other ways they can use graphs, ask them to create their
own survey for a topic of interest and produce a graph to show their results for
Knowsley City Learning Centres
example which football team each of them support and then produce a pie chart to
show the results.
Weeks: 3, 5 & 6
MS Excel - use Numbers (Mac or iPad)
MS Word - use Pages (Mac and iPad)
Knowsley City Learning Centres
KS 1 Y2 (Ref: 16)
The best way for children to learn about CS1 - Understand what algorithms
computer programs and algorithms is to are; how they are implemented as
have a go themselves. This apptivity programs on digital devices; and that
lets them use a variety of programming programs execute by following
apps/software to give children a precise and unambiguous
practical understanding of how instructions
computer programs actually run, how a CS2 - Create and debug simple
computer follows a sequence of
programs
instructions and what to do when a
program goes wrong. CS3 - Use logical reasoning to
predict the behaviour of simple
programs
Key Computing Terminology: What is required?
Week
s (1 Lesson Outcomes
Lesson
hour Lesson Summary and Assessment
Aim
lesso Opportunities
n)
1 Have an Explain what code is and what it Play Simon says
understandin is used for. To illustrate code, game to understand
g of what play the following game. how delivering a set of
code does. instructions can
Explain the rules of Simon successfully achieve a
Says. goal.
Using the basic rules of this
game, groups of children must Why do we need to
navigate from one corner of the follow instructions?
room to the other corner using
one member of the group to
follow the instructions. Each
group starts with 100 points. 1
point is deducted for:
i. Not following an instruction
ii. Bumping into an object
iii. Not giving clear instructions.
Children to develop their own navigation app idea. What will the main character be
that the player has to control, what directions can they move in and what will they
navigating around?
Week 2:
Knowsley City Learning Centres
Week 3:
Alternative to Daisy the Dino app Scratch Junior or http://learn.code.org/hoc/1
Week 4:
Alternative to Move the Turtle app http://www.iboard.co.uk/iwb/Mole-Maze-663
Week 5 & 6:
Alternative to Hopscotch app MS Logo
Knowsley City Learning Centres
KS 1 Y2 (Ref: 17)
Summary:
Week 4,5&6:
iPads Book Creator App and iBooks
eSafety
Digital Citizenship and Technology
1.1
Knowsley City Learning Centres
Lesson
Weeks
Outcomes
(1
Lesson and
hour Lesson Summary
Aim Assessment
lesson
Opportuniti
)
es
1 Discover Show the children the video below to show Explore the
the history the development of the internet: origins of the
of the http://www.bbc.co.uk/learningzone/clips/deve World Wide
World Wide lopment-of-the-internet/3760.html Web.
Web.
Open up presentation Web 1.0 and 2.0 (Ref Illustrate the
17.1) and explain the differences to the differences
children. between Web
1.0 and Web
Research the impact of the World Wide Web 2.0.
and draw conclusions using Skitch, Popplet
or other mind mapping/ annotation apps. Share work.
What is the
difference
between Web
1.0 and Web
2.0?
http://www.computerhistory.org/timeline/ -
Various info covering 1939 - 1994
What makes a
good
presentation?
4 Create an Children to create their own eBook showing Script the
eBook the development of technology. Dont forget content for
based on to tell the children to include their their eBook
research infographic from session 2.
findings. What Font did
Discuss the process for creating a book. Text you use?
is the most important aspect so should Why?
account for a large proportion of the
allocated time in their book creation. What style
Images, audio and video are not essential have you
but do act to support the text in a visual way. chosen for
All images should be relevant, focused and your front
of good quality. Use this as an opportunity to cover? Will
discuss thumbnails and picture size. that make it
standout?
Demonstrate the Book Creator app to the
children, which they will use to create their
eBook.
5 Create an Children to continue producing their eBook.
eBook
based on
Knowsley City Learning Centres
research
findings
6 Enhance Book Creator also allows you to add audio Consider
layout with and video content. Audio is great if using a additional
images, glossary of terms as the word can be content to
audio and recorded and used to aid understanding for improve the
video the reader. look and
readability of
Ask the children to consider adding audio to the eBook.
their books they could record themselves
reading individual pages. Ask them to
consider adding videos to help tell the story Share eBook
or link to webpages that are relevant to their
book and that the reader can go to for more How do you
information. add audio?
Why are we
Ask the children to export their eBook to adding a
iBooks. recording?
Week 2:
Alternative to MS Word Pages on a Mac
Weeks 4-5
Alternative to Book Creator App and iBooks MS Word
Knowsley City Learning Centres
We
KS 1 Y2 (Ref: 18) recommend
delivering this
Apptivity Name: Lets Fix IT project in one
day or 2 x
days.
Summary: layered effect.
Weeks 1 - 5:
Key Computing Terminology: Lets Fix It Lesson Guide - Ref 18.1
Macs/Laptops with Scratch
Computer Program: A computer
program is a sequence of instructions Week 2:
written to perform certain tasks by the Video - Activity 2a.mp4
computer. Its a way of talking to the
computer to ask it to do things for you. Video - Activity 2b.mp4
Week
s (1 Lesson Outcomes and
Lesson
hour Lesson Summary Assessment
Aim
lesso Opportunities
n)
1 Children Open the resource Lets Fix It Understand that computer
understand Lesson Guide (Ref 18.1) programs are made up of
what is blocks of code and that
meant by Using the Lets Fix It Lesson sometimes the blocks of
debugging. Guide in the resource folder code are wrong and need to
give an explanation of what be fixed, this process is
Children can code is and how debugging is called debugging.
identify the part of coding.
key Have a basic understanding
components To help explain what of scratch and how to build
of a debugging is use the BBC code blocks.
computer Bitesize clip in the link below:
program. Can build basic code blocks
http://www.bbc.co.uk/guide to create a small program.
s/ztgjq6f
Understand the difference
Introduce the children to the between the stage and a
Scratch program and explain sprite.
the main parts of the user
interface. What is meant by
debugging?
Demonstrate the code blocks
in Scratch, how they snap
together and how they work to
make the sprites do things.
What is a sprite?
What is a sensor?
Children to produce a glossary for the new terms they have learnt to help other
children Loop, sensor, debugging etc.
Not applicable
Knowsley City Learning Centres
https://www.youtube.com/watch?
v=znrlTHDzr6s
eSafety
Digital Citizenship and Technology
1.1
Lets get started
Lesson
Week
Outcomes
s (1
Lesson and
hour Lesson Summary
Aim Assessment
lesso
Opportuniti
n)
es
1 Digital Safe and effective searching Children
citizenship understand
Explain we will use the web to search for the different
Looking at images of vehicles but first we need to elements of a
how Google understand what it means to be a safe browser.
(search surfer. Open up a browser (IE, Chrome, Safari
engines) or Firefox) and discuss the different parts. Children
works, Understand
advanced 1. Explore and discuss the different elements what safe
searches and of a web browser. See worksheet (Ref search means.
copyright. 201.1).
Learn about 2. Review this website with the children and Children
the different discuss what it means to be a safe surfer - understand
parts of a http://www.kidsmart.org.uk/safesearching/ there are
web browser http://www.kidsmart.org.uk/safesearching/. many types of
and how to Ask questions relating to the SMART vehicles,
search for section. which have
images 3. Introduce the word copyright and asks different
sensibly and who owns the photographs on the web? purposes.
effectively 4. Lets search for images. Ask the class to
using a list the types of vehicles they know. Create What do I
search a word bank. Use Google advanced search mean by Safe
engine. to find images of cool vehicles from the list Search?
below. They must use the search by
colour option in the advanced image What is a
search. browser?
Other resources:
Introduce Google advanced search.
Cyber Bee - Use this flash resource to
discuss digital citizenship.
This video will help you understand and
discuss Copyright with your class (9-12
year olds)
Safe Search Google - In this step-by-step
video, learn how to turn on the
SafeSearch feature within Google. This
search tool will help remove inappropriate
and explicit content from your search
results.
We have included 3 videos that may
support your teaching in this lesson (Ref
201.2, 201.3, 202.4)
Ask the children to make their own creative videos that detail how to make or
use something. This will help the children understand the detail that is
included in the videos such as the car making one they have all used. Its not
as simple as it looks!
Week 6: PowerPoint or any similar software/app that allows the children to write their
learning journey.
Year 2 (Ref: 202)
Lesson
Week
Outcomes
s (1
Lesson and
hour Lesson Summary
Aim Assessment
lesso
Opportuniti
n)
es
1 Discuss Show presentation (Presentation ref 202.1) Children can
examples of and discuss what animation and stop frame identify
animation animation is. different types
and of animation.
techniques Discuss the process of stop frame and how
used. to achieve a smooth animation by using Children
small movements and lots of photos e.g. 12 understand
pictures = 1 second of film. the process of
stop frame
animation.
What is Stop
Frame
Animation?
2 Develop Talk about mythical creatures used in films Children
their and stories such as the Gruffalo or Shrek. develop their
creatures. Tell the children that they will be creating creature on
their own mythical creature. paper.
Week 5: Any stop motion animation app or you can use a stills camera and put photos
together in iMovie or Movie Maker
YEAR 3
Knowsley City Learning Centres
Activity Eng Math Sci PE Art & D&T Geo His Music PSHE RE MFL
s Desig g
n
Get Blogging X X X
We are Publishers X X
Class Democracy X X X X
We love Games
Big Robots X X
My First Program
Wee
Lesson
ks (1
Lesson Outcomes and
hour Lesson Summary
Aim Assessment
lesso
Opportunities
n)
1 Children Ask the children to work in groups and Children discuss
have a basic discuss how they think the internet and feedback how
understandi works. they think the
ng of how internet works.
the internet Groups to feedback to the class.
works and Through animated
how they Present how the internet works on a very clips discuss how
can access basic level, this YouTube clip gives a good data /information is
it. introduction: transported around
http://thekidshouldseethis.com/post/2667 the world creating
4356049 the internet.
Children could research other blogs and wikis that are available and are relevant to the
theme of their blog. What are the differences between the two?
Week 2:
Alternative to Popplet Microsoft Word or PowerPoint or simply pen and paper
Knowsley City Learning Centres
We
KS 2 Y3 (Ref: 20) recommend
delivering
this project in
Apptivity Name: We are Publishers 2 x day
sessions.
Summary:
Lesson
Wee
Outcomes
ks (1
Lesson and
hour Lesson Summary
Aim Assessment
lesso
Opportuniti
n)
es
1 Introduce We would recommend using a Roald Dahl book
the for this apptivity although you can substitute for
children another book you are currently studying in class
to a but it would need to be one that includes
popular illustrations.
illustrate
d book Read the children the chosen story and explain to
them that they will be making their own version
of the book.
2 Children Finish reading the book to the children Children can
become identify why
aware of Ask the children why they think authors use illustrations
how illustrations in their books? What do they add to are used in
illustratio the story? Make a note of all of their answers books
ns are (you will use this in week 6).
used in What is an
books. It may help to show some of the illustrations from illustration?
the book on the whiteboard, these can be found
in the website below: Why would you
use an
http://www.quentinblake.com/index.php/gallery/ill illustration?
ustrations
Using the microphone within the Book Creator app ask the children to record each
page of the story so other children can listen to them narrating the story.
Week 3:
Brushes Paint
Weeks 4 - 6:
Book Creator - MS Publisher or Comic Life (for book creation)
Brushes Paint
Knowsley City Learning Centres
KS 2 Y3 (Ref: 21)
Summary
Week 4:
Computing POS Reference: iPads PhotoSpeak
Wee Lesson
ks (1 Outcomes
Lesson
hour Lesson Summary and
Aim
lesso Assessment
n) Opportunities
1 Introduce Introduce the concept of democracy (you, me Children apply
the and us) what they have
concept of http://www.citizenshipfoundation.org.uk/ understood
democrac about you, me
y and Children are given a task to compile a list of and us by
apply what they would change to make their thinking of ideas
knowledge community better. to improve their
in class communities.
vote. Create a list from the childrens suggestions.
Discuss and use
Discuss and condense this list to the top 10 democracy in
best suggestions. Children should vote with a action to decide
show of hands. top ten ideas.
What does
democracy
mean?
2 Teams Introduce the basics of how our political Teams apply
develop system works: bills, legislation manifestos, concepts learned
plan of voting parliament etc. so far to develop
action for http://www.parliament.uk/documents/educatio a bill using mind-
bill. n/online-resources/printed- map.
resources/Parliament-laws-and-you-ks2-
illustrated-booklet.pdf
From this mind map teams are to develop a Why are mind
script to present their bill to class parliament. maps useful?
capture attention.
Are you using
pictures in your
poster? Why?
4 Create Teams to create an animation to promote their What is the
Animation movie using 'Photospeak or Chatterpix. message you are
delivering?
These recording should be approximately one
minute long and should include them Why do you
highlighting the issue they want to address think we are
and then presenting their solution. producing an
animation to
To do this they will need to prepare a script promote your
and get pictures of a politician or celebrities to message?
endorse their bill. The children can use
photos sourced from the internet.
5 Saving Children to finish their animation from the All work
and previous week. produced is
publicising emailed and
Children to consider how they are going to shared on a
promote their video and poster. How can they social platform.
use the internet to do this?
Why are you
Teams to share their animations on a video using an online
sharing website like https://vimeo.com using a social platform
school account or to their class area on the to promote your
school website. Teams to include information message?
about their animation in the description fields.
How can you use
the internet to
promote a
change?
6 Peer Teams to present their campaign back to the Feedback and
evaluation class and class to vote on whether to accept reflect on the
of their reform or not. campaigns the
animation teams have
s Teams to evaluate what they would do developed.
differently if they were given this task again.
Children to research how the internet has affected democracy, for example what are
ePetitions?
Week 2:
Alternative to Popplet App Microsoft Word or PowerPoint
Week 4:
Alternative to Photospeak - Morfo booth (free iPad app) or for Windows PC/ laptop
FotoMorph http://www.thewindowsclub.com/fotomorph-free-download
Knowsley City Learning Centres
KS 2 Y3 (Ref: 22)
Summary
What goes into games design? In this Selection: It means to choose
Apptivity we will use gaming apps to something.
develop computational thinking skills
and develop a simple program as a final Computing POS Reference:
project. CS4 - Design, write and debug
programs that accomplish specific
One way to develop childrens' goals, including controlling or
algorithmic thinking skills is to use simulating physical systems; solve
apps/games such as Flappy Bird. problems by decomposing them into
Children can spot the algorithms used smaller parts
to program these e.g. when the screen CS5 - Use sequence, selection, and
is touched the bird flies repetition in programs; work with
upwards. Another important variables and various forms of input
computational thinking skill is and output
decomposition, which is when we break IT3 - Select, use and combine a
down a problem into smaller problems
variety of software (including internet
to make it easier to solve. In the final
services) on a range of digital
project, children will learn about a
devices to design and create a range
range of inputs When and Then and
of programs, systems and content
introduces the concept of selection
that accomplish given goals,
within algorithms.
including collecting, analysing,
evaluating and presenting data and
Key Computing Terminology: information
Computational thinking: It is a way
of thinking that uses concepts and
theories from computer science to solve What is required?
problems. Week 1:
Get Up Algorithm presentation Ref
Algorithms: An algorithm is a 22.1
sequence of instructions and/or set of Teacher choice:
rules. iPad apps: Pure Flow, Popplet OR
PC/Mac: Flowol, Word
Simple Program: A sequence of
instructions to perform a task. Week 2:
Spot the Algorithm presentation Ref
Decomposition: Also known as 22.2
factoring, refers to the process by which iPads with access to Flappy Bird or
a complex problem or system is broken Angry Birds.
down into parts that are easier to
conceive, understand, program, and Week 3:
maintain. Lets Present the Game Ref 22.3
Teacher choice:
Sequence: A set of actions or events iPad apps: Pure Flow, Popplet OR
that must be carried out in the same PC/Mac: Flowol, Word
order every time.
Week 4:
Input: Inputs are devices or code that
Inputs Ref 22.4
send instructions to the computer and
allows us to interact with technology.
Knowsley City Learning Centres
Week
Lesson
s (1
Lesson Outcomes and
hour Lesson Summary
Aim Assessment
lesso
Opportunities
n)
1 What is an Open the resource presentation Children will be able
Algorithm? Get Up Algorithm (Ref 22.1). to break down tasks
Lets write into a sequence of
an Explain that their task is to write steps and
Algorithm! an algorithm that records their understand the
step by step journey from waking importance of the
Children are up in the morning to getting to order of the
able to school. Children will use software sequence.
identify what or apps as the recording medium.
an algorithm Although this can be done on They are able to
is. paper, children make so many think through the
mistakes that easy editing and steps of an
Children can rearranging is of real value. algorithm to predict
apply an the outcome.
algorithm to Explain that they are going to work
a real life in a pairs but both of them should Children will be able
situation. take it in turns to input to
information. Place children in pairs use a basic flow
or allow them to pair up naturally diagram tool (Oval
as suits the needs of your class. for start and finish,
rectangle for
Demonstrate opening your chosen actions, diamond
app, website or software (for for decisions).
example iPad apps: Pure Flow,
Popplet or PC/Mac: Flowol, Word) What is an
for creating a flow chart algorithm. algorithm?
Hopscotch is a free app so if they have Tablets at home ask them to download it and
then play some of the games that are part of the app ask them to look at the code
and see whether they can understand it. Ask them to break down the code to explain
what a block of code does.
Week 2:
Angry Birds app online version
Weeks 5-6
Hopscotch app MS Logo
Knowsley City Learning Centres
KS 2 Y3 (Ref: 23)
Summary:
The project will reinforce childrens
understanding of directional language
and programming. Children are able to
understand and explain the meaning of What is required?
algorithms and the importance of order
and accuracy. Week 2:
Probots (Floor Robot)
The final lesson will provide children A3 (or large) paper
with the opportunity to write their own
algorithm. Children will understand Week 3:
how to be able to break down tasks into iPads Hopscotch app
a sequence of steps and understand the
order of sequence. Week 4:
Pen and paper
Key Computing Terminology: Week 5:
iPads Pureflow app
Algorithm: An algorithm is a sequence
Flowchart Symbol Reference Card
of instructions and/or set of rules.
Ref 23.1
Pen and paper
Computing POS Reference:
eSafety
CS4 - Design, write and debug
Not applicable
programs that accomplish specific
goals, including controlling or
simulating physical systems; solve
problems by decomposing them into
smaller parts
CS5 - Use sequence, selection, and
repetition in programs; work with
variables and various forms of input
and output
CS6 - Use logical reasoning to
explain how some simple algorithms
work and to detect and correct errors
in algorithms and programs
DL5 - Use technology safely,
respectfully and responsibly;
recognise acceptable/unacceptable
behaviour; identify a range of ways
to report concerns about content and
contact
Knowsley City Learning Centres
Week
s (1 Lesson Outcomes
Lesson
hour Lesson Summary and Assessment
Aim
lesso Opportunities
n)
1 Children can Remind children of previous Children are able to
identify what Bee-Bot lessons and recap recognise, use and
directional the terminology that they understand directional
language. used forwards, backwards, language, abbreviations
left, right, go, clear and and sequence
Children can program. instructions.
use a
programmab Like the Bee-Bot, a Pro-Bot Children able to identify
le resource can be programmed using degree of angle and alter
to support the four arrow keys. By distance.
learning. default, pressing or will
move the robot 25cm and Which direction is....?
pressing or rotates 90.
Why do we have to
In pairs, ask children to direct follow instructions?
their partner using
appropriate terminology and Why is the order of
using the degree of angle instructions so
when turning left or right. important?
Give pairs a simple program
of - what What happens if this
shape do they walk in? angle is changed....?
Forward Fd
Backward Bk
Right turn Rt
Left turn Lt
Repeat Rpt[ ]
Pause Ps
2 Children can Explain to the children that Children able to
program a the Pro-Bot will only do what recognise that a string of
floor robot. they instruct it to do. Using instructions or
sheets of flip chart paper, commands placed
Enter a insert a pen in the centre of together can create a
sequence of the Pro-Bot and ask children simple program. Without
instructions to program the Pro-Bot to this programme then the
to move a follow a square. robot would not move.
floor robot to
a designated Rather than typing 8 Can program a floor
point commands into the Pro-Bot, robot without the help of
Knowsley City Learning Centres
Rotate 90
End
Not applicable
Week 3:
Alternative to Hopscotch app MS Logo
Week 5:
Alternative to Pureflow app - Flowol or Microsoft Word/ PowerPoint
Knowsley City Learning Centres
We
recommend
KS 2 Y3 (Ref: 24) delivering this
project in 2 x
day
Apptivity Name: My First Program sessions.
Summary:
This lesson plan will take you through
the necessary steps to create your very
first computer game in Scratch. This will
involve creating your own
sprites/graphics and background Computing POS Reference:
images. The character will choose a
random number between 1 to 100 and CS4 - Design, write and debug
its the players job to guess the programs that accomplish specific
number selected. Each guess will be goals, including controlling or
tested to see if it is correct or if the simulating physical systems; solve
player needs to go higher or lower with problems by decomposing them into
their next guess. smaller parts
CS5 - Use sequence, selection, and
repetition in programs; work with
Key Computing Terminology: variables and various forms of input
and output
Sprites: A sprite is a 2D image that is
integrated into a computer game in a IT 3 Select, use and combine a
layered effect. variety of software (including internet
services) on a range of digital
Conditional Statements: Can also be devices to design and create a range
described as a Conditional Expression, of programs, systems and content
they are features of coding that perform that accomplish given goals,
different computations or actions including collecting, analysing,
depending on a specified condition evaluating and presenting data and
being either True or False. For example information.
using the if then else construct, If the
following Condition is True Then do the
following instructions Else do these What is required?
different instructions.
Weeks 1-6:
Looping: A loop is a sequence of Open the resource My First Program
instructions that will be continually Lesson Guide - Ref 24.1
repeated until a Conditional Laptops
Statement is reached or becomes Scratch
true. Using loops is a way of asking a
question until something (conditional
statement) becomes true. eSafety
Not applicable
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.
Knowsley City Learning Centres
Week
s (1 Lesson Outcomes
Lesson
hour Lesson Summary and Assessment
Aim
lesso Opportunities
n)
1 Understand Scratch and Sprites Children understand
what a sprite what a sprite is.
is and create Open the resource My First
their own Program Lesson Guide (Ref What is a sprite?
sprites in 24.1).
Scratch. How did you create
Demonstrate the Scratch user your sprite?
interface and show the children
how to create their own sprite in
Scratch.
Ask the children to write some explain sentences about the new skills that they have
developed, for example an operator is........., you would use a conditional statement
to......... etc.
Not applicable
Knowsley City Learning Centres
Week 4:
Key Computing Terminology: Presentation Ref 301.4
iPads with Book Creator
eBook An electronic version of a Going for Gold e-book saved from
printed book which can be read on a last session.
computer or a specifically designed
handheld device. Week 5:
NHS Infographic Ref 301.5
iPads with Book Creator
Computing POS Reference: Going for Gold e-book saved from
last session
IT3 - Select, use and combine a
Week 6:
variety of software (including internet
Knowsley City Learning Centres
Lesson
Week
Outcomes
s (1
Lesson and
hour Lesson Summary
Aim Assessment
lesso
Opportuniti
n)
es
1 Introduce the Introduce this project by explaining that we Take a photo
project and will be making a Going for Gold e-book all for their self
complete about them. portrait.
front cover.
Children will open up the Going for Gold Complete the
template (Ref 301.1) in Book Creator. Then front cover.
follow these steps:
1. Take a picture of themselves using a
camera/ iPad. Make sure it is a full length
shot in a pose like they have just won a gold
medal.
2. Import the picture into Brushes and then
using the rubber tool, rub out the
background (so only the child is visible).
3. Save their drawing in brushes re-open
Book Creator and place their photo on the
top of the podium on the front cover.
4. Personalise their front cover with their
name, school, class etc.
Access to
Summary: http://www.bbc.co.uk/guides/z3whpv
4
In this computing activity we will Young Coders learners booklet (Ref
experiment with a range of 302.1)
computer science activities. Additional Resources access to
http://www.bbc.co.uk/guides/z3whpv
4
Key Computing Terminology:
Week 2:
Algorithm An algorithm is a sequence Young Coders learners booklet (Ref
of instructions and/or set of rules. 302.1)
iPads with LightBot (or you can go
eBook An electronic version of a online
printed book which can be read on a https://lightbot.com/hocflash.html)
computer or a specifically designed
handheld device. Week 3:
Young Coders learners booklet (Ref
QR Code A machine-readable code 302.1)
consisting of an array of black and Access to:
white squares, typically used for storing
https://studio.code.org/s/frozen/sta
URLs or other information for reading
ge/1/puzzle/1
by the camera on a smartphone.
https://code.org/starwars
https://code.org/mc
Computing POS Reference:
Week 4:
CS4 - Design, write and debug iPads with Tynker or access to the
programs that accomplish specific online version
goals, including controlling or https://www.tynker.com/hour-of-code/
simulating physical systems; solve Useful link:
problems by decomposing them into https://www.tynker.com/courses/mobi
smaller parts le/tynker-app-teacher-guide.pdf
CS5 - Use sequence, selection, and
repetition in programs; work with Week 5:
variables and various forms of input Young Coders learners booklet (Ref
and output 302.1)
IT 3 Select, use and combine a iPads with either SketchNation, Floors
variety of software (including internet or Bloxel or access to
services) on a range of digital http://sketchnation.com/ if you dont
devices to design and create a range have iPads.
of programs, systems and content http://www.bbc.co.uk/guides/zw96tfr
that accomplish given goals, Useful Links:
including collecting, analysing, http://sketchnation.com/getting_st
evaluating and presenting data and arted.html
information.
http://www.projectpixelpress.com/fl
oors/
What is required? http://www.bloxelsbuilder.com/how
itworks/
Week 1:
Knowsley City Learning Centres
Week 6:
iPads with Book Creator
Useful links: eSafety
https://www.youtube.com/watch? Digital Citizenship and Technology
v=znrlTHDzr6s 2.1 & 2.3
Lesson
Week
Outcomes
s (1
Lesson and
hour Lesson Summary
Aim Assessment
lesso
Opportuniti
n)
es
1 Create a Computational thinking LO 1. An
basic 1. Tell the children we are going to learn algorithm is a
algorithm by about one of the most powerful words in the list of rules to
sequencing world as it controls how all of the computers follow in order
events in in the world work - ALGORITHM! to solve a
order. problem
2. Watch this video with the class
http://www.bbc.co.uk/guides/z3whpv4
Additional Resources:
BBC Bitesize has great extension activities
http://www.bbc.co.uk/guides/z3whpv4
2 Understand Using Lightbot App
how to This lesson follows on from the idea of
create and algorithms as sets of instructions. Children
give a must use Lightbot to understand how to
computer a create and give a computer a set of
set of instructions to follow.
instructions 1. Give quick demonstration of how to open
to follow. and use Lightbot.
2. Ask the children to follow the instructions
and tasks in the Young Coders learners
booklet (Ref 302.1)
Useful link:
Knowsley City Learning Centres
Useful Links:
How to use Sketch Nation -
http://sketchnation.com/getting_started.html
Week 6: PowerPoint or any similar software/app that allows the children to write their
learning journey.
Knowsley City Learning Centres
YEAR 4
Knowsley City Learning Centres
Activity Eng Math Sci PE Art & D&T Geo His Music PSHE RE MFL
s Desig g
n
KS 2 Y4 (Ref: 25)
What is required?
Weeks 1:
Pen and paper
iPads - Toca Builder App
Week 2:
Lego
Flowchart Symbol Reference Card
Ref 25.1
Week 3 - 6:
Teacher Reference link
http://minecraftedu.com/wiki/index.p
hp?title=What_is_Minecraft%3F
Video introduction to Minecraft for
Teachers Ref 25.2
Pen and paper
Minecraft
eSafety
Digital Citizenship & Literacy 2.1, 2.2,
2.3 & 2.4
Knowsley City Learning Centres
Wee
ks (1 Lesson Outcomes
Lesson
hour Lesson Summary and Assessment
Aim
less Opportunities
on)
1 Introduce Show examples of simulations e.g.: Introduce the concept
the world SimCity /SecondLife/Minecraft = of simulations and
of gaming and learning applications what they are used for.
simulatio
ns.
Flight Sim = Pilot training, astronaut Identify the uses of
training simulators and the
Health Sim = helps train doctors and advantages and
nurses disadvantages of using
one.
Introduce some of the language used in
this sector e.g. serious gaming is, 2D and Children build
3D. something using a
basic build program.
Activity (15 minutes)
Ask the children to draw a 3D house, What do we mean by
they get a point for every real artefact 3D?
they draw e.g. windows, doors a roof etc.
What are the
(This activity should illustrate how hard it advantages to using
is to draw a 3d house with detail. computers software to
Minecraft would be better for purpose.) produce 3D
simulations?
Discuss what the advantages /
disadvantages for using simulators are.
Especially for health and education.
what they would like to improve about What materials did you
Minecraft. What materials would they make use of?
have liked to have used that did not exist
with-in the program.
Ask the children to write a description of their new city for people who have never
visited it? What is there to do? Why would people want to move there? What scenery
is there? What does it smell like? What is the climate like?
Week 1:
Alternative to Toca Builder app Chrome Builder (would need to download the free
web browser Chrome first)
Week 2 - 6:
Alternative to Minecraft Chrome Builder (would need to download the free web
browser Chrome first)
Knowsley City Learning Centres
KS 2 Y4 (Ref: 26)
Summary
Computing POS Reference:
In this project, children will analyse and
discuss sport reports using examples IT2 - Use search technologies
from the internet. Working in groups, effectively
the children will create their own sports DL4 - Be discerning in evaluating
news report which they will share and
digital content
work on together online using Dropbox.
Finally, each group will present their DL5 - Use technology safely,
report to the class followed by an respectfully and responsibly;
evaluation. recognise acceptable/unacceptable
behaviour; identify a range of ways
to report concerns about content and
contact
Week 3 - 6:
Dropbox
Microsoft Word or Pages
eSafety
Not applicable
Week
s (1 Lesson Outcomes
Lesson
hour Lesson Summary and Assessment
Aim
lesso Opportunities
n)
1 Analyse and Introduce how the media Identify types of media
discuss sport reports on sporting events. reports.
reports on Show the children examples of
the internet. how reporting is used e.g. live Determine what
commentary of a football match factors would
on the radio or clip of Match of influence commentary
the day. including bias.
Children to produce a report on another event or film, applying the changes they have
identified. This time individually rather than as a group.
Not applicable
Knowsley City Learning Centres
KS 2 Y4 (Ref: 27)
Week 3:
Key Computing Terminology: Internet access
Websites:
Wiki: A website developed https://www.youtube.com/watch?
collaboratively by a community of v=AkFi90lZmXA or
users, allowing any user to add and edit https://www.youtube.com/watch?
content. v=4eNTlwnnhss
https://www.wikispaces.com
Augmented Reality: a technology
iPads Thinglink app
that superimposes a computer-
Teacher Reference:
generated image on a user's view of the
real world, thus providing a composite http://www.youtube.com/watch?
view. v=jA8TIVSSSWY
Edmodo
Computing POS Reference:
Week 4:
CS8 - Appreciate how [search]
Internet access
results are selected and ranked
http://www.bbc.co.uk/webwise/0/225
IT2 - Use search technologies
62913
effectively
Laptops or tablets for internet
IT3 - Select, use and combine a
research
variety of software (including internet
services) on a range of digital Edmodo
devices to design and create a range
of programs, systems and content Week 5:
that accomplish given goals, Internet access
including collecting, analysing, Edmodo
evaluating and presenting data and Laptops or tablets for internet
information research
Websites:
What is required? http://www.howstuffworks.com/augme
Week 1: nted-reality.htm
http://en.wikipedia.org/wiki/Augmented
Internet access
_reality
Websites: http://mashable.com/2013/03/28/3d-
https://www.youtube.com/watch? printing-explained/
v=1aiIeBcKBi8 or http://www.telegraph.co.uk/science/10
https://www.youtube.com/watch? 158886/Scientists-print-3D-bionic-
v=UFwWWsz_X9s ear.html
https://www.codeclub.org.uk
Week 2: http://www.youngmakers.org
Knowsley City Learning Centres
http://en.wikipedia.org/wiki/Maker_cult https://www.wikispaces.com
ure
http://science.howstuffworks.com/nano eSafety
technology.htm Digital Citizenship & Technology 2.2,
http://en.wikipedia.org/wiki/Nanotechn
ology 2.3, 2.6 & 2.7
Lesson
Wee
Outcomes
ks (1
Lesson and
hour Lesson Summary
Aim Assessment
lesso
Opportunitie
n)
s
1 Introduce Children to watch a short film illustrating the Children
the timeline of technological milestones. understand
changes in Examples: https://www.youtube.com/watch? that
technology v=1aiIeBcKBi8 or technology is
over time https://www.youtube.com/watch? evolving and
v=UFwWWsz_X9s becoming more
advanced.
Show examples of old technology to see if the
children can guess what they are e.g. old Children are
mobile phones, VHS tapes or floppy discs. familiar with
Moores law as
Discuss how technology is becoming smaller a concept.
and more advanced over time. For example,
introduce the concept of Moores law (the How has
number of transistors on a microchip doubles technology
every 18 months to two years, which is why changed over
technology is getting smaller). The transistors time?
on Intel's chips are so tiny that they are not
visible to the naked eye. What is a blog?
How does a
search engine
work?
5 Future Demonstrate to the children examples of Children have a
Technology/ newer technology: greater
trending understanding
technology. Augmented reality: of new
http://www.howstuffworks.com/augmented- technologies.
reality.htm
http://en.wikipedia.org/wiki/Augmented_reality Children are
able to search
3D printing: online as well
http://mashable.com/2013/03/28/3d-printing- as able to post
explained/ their findings
http://www.telegraph.co.uk/science/10158886/ to their blog.
Scientists-print-3D-bionic-ear.html
What do we
Code clubs: mean by the
https://www.codeclub.org.uk term.....?
Discuss with the children what your school could use an online blog for and what
would be the intended purpose of the blog? What other organisations use blogs?
Week 3:
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.
Knowsley City Learning Centres
KS 2 Y4 (Ref: 28)
Summary
This lesson plan will take you through
the necessary steps to create your very
first computer game in Scratch. This
game involves firstly creating your own Computing POS Reference:
sprites/graphics and background
images. The child will create a game CS 4 Design, write and debug
where the character chooses a random programs that accomplish specific
number between 1 to 100 and the goals, including controlling or
player must then guess the number simulating physical systems; solve
selected. Each guess will be tested to problems by decomposing them into
see if it is correct or if the player needs smaller parts.
to go higher or lower with their next CS 5 Use sequence, selection, and
guess. repetition in programs; work with
variables and various forms of input
and output.
Key Computing Terminology: IT 3 Select, use and combine a
variety of software (including internet
Sprites: A sprite is a 2D image that is services) on a range of digital
integrated into a computer game in a devices to design and create a range
layered effect. of programs, systems and content
that accomplish given goals,
Animation: Animation is a way of including collecting, analysing,
creating a continuous motion and shape evaluating and presenting data and
change of your graphic or sprite. information.
Week
Lesson
s (1
Lesson Outcomes and
hour Lesson Summary
Aim Assessment
lesso
Opportunities
n)
1 Understand Scratch and Sprites Children can explain
what a sprite what a sprite is.
is and create Open the resource Making Games
their own Lesson Guide (Ref 28.1). What is a sprite?
sprites in
Scratch Explain the Scratch user interface
to the children and how to create
your own sprite in Scratch.
game.
6 Identify how Extras How can you
games can improve a computer
be improved. Open the resource Making Games game?
Lesson Guide (Ref 28.1). Ask
Make the children if they can identify
improvement how they could improve the game
s to their they have created.
game.
Guide them through the Extras 1
and Extras 2 activities to make
improvements to the game that
they have already created in
previous sessions.
Summary
Week 3: eSafety
Video camera, Flipcam or iPad Not applicable
camera.
Knowsley City Learning Centres
Lesson
Wee
Outcomes
ks (1
Lesson and
hour Lesson Summary
Aim Assessment
lesso
Opportuniti
n)
es
1 Children Show a sample of film clips and discuss how the Children are
are able clips were filmed e.g. discuss lighting, location, able to record
to framing and shot sizes. Identify how formal video footage.
identify programmes, such as the news differ from those
what designed to entertain, like a soap opera. Children are
makes able to
good Demonstrate how to use a camera to film a evaluate the
footage. sequence using a flipcam or iPad. footage they
have
Ask the children to film a set of short clips captured.
divide the class into pairs or small groups to
gather some footage by filming short clips. Use a How could you
series of interview questions or ask them to improve that
describe their favourite holiday or event. clip?
use their footage. What where the positive and negative most
storyboar aspects of the footage. Explain that they will appropriate
d to need to apply what they have learnt when way to record
produce making their films. their movie.
a script
for the Make children aware that when they are filming Children can
movie. they should always consider the environment produce a
they are filming in before they start, for example, movie script.
Children noisy roads, people and wind will all affect sound
to record quality. Make sure the camera is positioned close How are you
their to the action and is as free from unwanted noise going to
movie. as much as possible. record your
film?
Recording the film Ask the children to produce a
script that follows the storyboard they produced What camera
in session 2 and then record their movie using angles are you
either a video camera, flipcam or an iPad/Tablet going to use?
device.
4 Import Over the next few sessions, children will be using Children are
and iMovie. If you have not used iMovie before, you able to import
organise may wish to refer to the iMovie Tutorial guide (Ref footage they
film clips. 29.1), Editing video with iMovie (Ref 29.2) or this have recorded
online tutorial video - into video
http://www.youtube.com/watch?v=8vbzDXk4vKk editing
software.
The groups should import their previous footage
into iMovie (create a new event) either by Children can
removing the memory card from the camera review their
(often SD, XD etc) and placing it into a card footage and
reader port, or by attaching the camera cable to a select relevant
laptop or computer or by releasing the USB on a clips.
flipcam and inserting into a USB port.
Why have you
Individual clips can be selected or the select all chosen that
option can be used. Often it is easier to review clip?
the footage on a laptop rather than on the device.
Children to produce a poster to promote their film. Ask children to look at other movie
advertisings, what are the common features of movie posters (title of movie, picture of
the main character/ theme and then who starts in it & release date)
Knowsley City Learning Centres
Weeks 4 - 6:
Alternative to iMovie Windows Movie Maker
Knowsley City Learning Centres
KS 2 Y4 (Ref: 30)
Summary
Computing POS Reference:
HTML is the language used to create
files which can be read by internet CS 4 Design, write and debug
browsers to display web pages on the programs that accomplish specific
internet. In this lesson it will take you goals, including controlling or
through the step to build a basic web simulating physical systems; solve
page using tags and elements to problems by decomposing them into
change the design and the colour of the smaller parts.
web page. The theme of the web page CS 5 Use sequence, selection, and
will be to review a film or a book that repetition in programs; work with
the children have read or watched. variables and various forms of input
and output.
Key Computing Terminology: IT 3 Select, use and combine a
variety of software (including internet
HTML: Web pages are files that are services) on a range of digital
viewed using a internet browser. The devices to design and create a range
pages are written in a language called of programs, systems and content
HTML. HTML is made up of elements, or that accomplish given goals,
tags, that are used as instructions to including collecting, analysing,
tell the browser what should appear on evaluating and presenting data and
a web page and how it should be information.
structured. HTML stands for HyperText
Markup Language.
What is required?
Tags: Tags are what the HTML language
uses as instructions to tell in the Weeks 1 - 6:
internet browser what should appear on HTML Interface Design Lesson
the web page. Tags look like this Guide - Ref 30.1
<head> </head>. They will always TextEdit on a Mac or Notepad on a PC
have an opening tag and closing tag.
Activities 1 6 Ref 30 folder
Structure: HTML files need to have a
structure or order to them in order for eSafety
them to be understood by the internet n/a
browser to display the web page. If the
structure is wrong then the web page
wont display correctly.
Wee
Lesson
ks (1
Outcomes and
hour Lesson Aim Lesson Summary
Assessment
lesso
Opportunities
n)
1 Understand Open the resource HTML Interface Children
what HTML is Design Lesson Guide (Ref 30.1). understand how a
and what it HTML file must be
stands for. Give an explanation of what HTML is structured.
and how to create a HTML file.
Able to create What is HTML?
a HTML file. Look at the structure of a HTML file
and ask the children to complete What does HTML
Understand Activity 1 where they build the stand for?
how a HTML structure of their first HTML file.
file must be What happens if
structured. HTML files are not
structured
correctly?
2 Give a HTML Open the resource HTML Interface Children are able
file a title. Design Lesson Guide (Ref 30.1). to add a heading
to their page.
Understand Explain how the title tag works within
the difference a HTML file and demonstrate how you What is a HTML
between the add a title for the web page. tag?
different
heading Demonstrate the use of heading What is a HTML
elements and elements and the different heading element?
add a heading elements available. Allow the children
to their HTML to experiment with the different What is the
page. heading elements. difference
between the
Ask the children to complete Activity heading
2 where they give the web page a title elements?
(My Film Review Web Page) and add a
heading to the page (Harry Potter and
The Deathly Hallows) using a heading
element.
3 Change the Open the resource HTML Interface Children are able
background Design Lesson Guide (Ref 30.1). to change the
colour of a background of a
HTML web Explain how the background colour of web page and
page and set pages is changed using the change font
font styles background element and then allow styles.
within it. them to experiment with changing the
background colour of their page using What element
different hexadecimal codes. would we use to
change the
Show the examples of how text can be background
changed using the different text colour?
elements and ask them to then
complete Activity 3 where they will What element
change the background colour of their would we use to
Knowsley City Learning Centres
page and set the font style for their change the font to
web page. bold?
4 Add an image Open the resource HTML Interface Children are able
to a web page. Design Lesson Guide (Ref 30.1). to search the
internet.
Add a Ask the children to search the internet
paragraph of to find a suitable image to represent Children are able
text to a web their film or book review. Demonstrate to add a
page. how you then add that image to your photograph to
web page using the image element. their web page.
Children could add a diary of what they did over a weekend or school holiday and
include pictures/ links to relevant websites etc.
Not applicable
Knowsley City Learning Centres
KS 2 Y4 (Ref: 401)
Week 4:
Computing POS Reference: We are Game Makers Project Book
(Ref 401.2).
CS 4 Design, write and debug Scratch Junior
programs that accomplish specific Access to (if completing Extension
goals, including controlling or activities):
simulating physical systems; solve https://www.scratchjr.org/teach.html
problems by decomposing them into
smaller parts. Week 5:
CS 5 Use sequence, selection, and We are Game Makers Project Book
repetition in programs; work with (Ref 401.2).
variables and various forms of input Scratch Junior
and output. Access to (if completing Extension
IT 3 Select, use and combine a activities):
variety of software (including internet https://www.scratchjr.org/teach.html
services) on a range of digital
devices to design and create a range Week 6:
of programs, systems and content iPads with Book Creator
that accomplish given goals, Useful links:
including collecting, analysing,
evaluating and presenting data and
Knowsley City Learning Centres
https://www.youtube.com/watch? eSafety
v=znrlTHDzr6s Digital Citizenship and Technology
2.1 & 2.3
Knowsley City Learning Centres
Lesson
Week
Outcomes
s (1
Lesson and
hour Lesson Summary
Aim Assessment
lesso
Opportuniti
n)
es
1 Create an Digital Storytelling Children
original hand 1. Explain to the children that they are going produce a
written story to write a story using the Disney/Pixar story story and can
using the spine (Print out a copy of the worksheet or follow a story
Disney/Pixar use the QR code and ask the children to spine.
story spine. complete it electronically - Ref 401.1). Print
out We are Game Makers Project book (Ref Why have you
401.2). chose those
2. The children will have 30 mins to write characters?
their own adventure story. They can choose
characters and settings from the Scratch Jr What is your
Character and Setting Sheet (Ref 401.3) or story about?
come up with their own. They will have to
draw them later to be included in their final
coding activity.
3. When the children have finished ask them
to swap stories with each other and provide
feedback.
4. If you have additional time, the children
could illustrate their stories.
2 Coding Play and Explore Children are
able to
Understand 1. In pairs, ask the children to complete tasks sequence
the Scratch 1-3 in the We are Game Makers Project code to
Jr coding book (Ref 401.2). perform an
environment action.
and what the
different Children can
coloured identify
coding different
blocks do. coding blocks.
What would
happen if you
changed the
order of the
coding blocks?
3 Coding Challenges and making a game! Children can
create a game
Understand 1. In pairs, ask the children to complete using coding
algorithms tasks 4-6 in the We are Game Makers Project blocks in
and code book (Ref 401.2). Scratch Jr.
instructions.
Create and Extension activities: Why does that
Knowsley City Learning Centres
What would
happen if you
changed that
coding block
for this one?
4 Coding Independent coding challenge Children can
code an
Use In this session, children will turn their stories interactive
knowledge of from week 1 into a coded animation. Ask animation.
Scratch Jr children to complete Task 7 in the We are
from Game Makers Project book (Ref 401.2). What does
previous that block do?
lessons to Extension activities:
make a Additional Scratch Jr games and resources to What would
coded extend understanding can be found here: happen if you
interactive https://www.scratchjr.org/teach.html swapped
animation. those two
blocks round?
What would
happen if you
changed that
number?
5 Coding Independent coding challenge continued. If As above.
children finish early then they can either
choose to help others or begin the next
activity and document their Scratch Jr
understanding.
6 Storytelling Reflection and storytelling: Children
Using Book Creator ask the children to write reflect on their
a learning journey based on what they have learning.
done and learnt including lots of photos and
recordings. Ask the children to reflect on Why is
their learning successes. sequencing
important?
This video may be useful if you need to
demonstrate the use of Book Creator: Why do we
https://www.youtube.com/watch? need to learn
v=znrlTHDzr6s to code?
Can you
explain what
that line of
code do?
Week 6: PowerPoint or any similar software/app that allows the children to write their
learning journey.
Knowsley City Learning Centres
KS 2 Y4 (Ref: 402)
Summary: http://www.nhs.uk/Change4Life/Pages
/be-more-active.aspx
In this computing activity we will be https://www.nhs.uk/10-minute-shake-
exploring the power of social media up/shake-up-zone
as a force for good. We will ask Account with
children to start a campaign to https://www.gonoodle.com
correct one of the many wrongs in
Week 2:
our world and use social media to Access to:
gain support and gather momentum https://en.wikipedia.org/wiki/Storyboa
for their cause. rd#/media/File:Storyboard_template_
example.svg
Key Computing Terminology: http://www.independentmusicadvice.
com/2011/07/how-to-create-a-
Storyboard A sequence of drawings, storyboard-for-music-videos-with-
representing the shots planned for a template/
film. http://www.independentmusicadvice.
com/2011/07/how-to-make-a-music-
video-part-1/
Account with
Computing POS Reference:
https://www.gonoodle.com
iPads with Showbie or Seesaw
IT 3 Select, use and combine a (or similar)
variety of software (including internet
services) on a range of digital Week 3:
devices to design and create a range iPad or video camera
of programs, systems and content
Making a music video presentation
that accomplish given goals,
Ref 402.1
including collecting, analysing,
evaluating and presenting data and
Week 4:
information.
iPads with iMovie
DL5 - Use technology safely,
respectfully and responsibly; Access to:
recognise acceptable/unacceptable https://www.youtube.com/watch?
behaviour; identify a range of ways v=SFaUqwKAr2g
to report concerns about content and
contact. Week 5:
Pic Collage
iPad app - QRafter Pro - QR reader
What is required? and maker or http://www.qrstuff.com)
Week 6:
Week 1:
Pic Collage
Access to the following sites:
iPad app - QRafter Pro - QR reader
https://www.youtube.com/watch?
v=BmOlzRQTabA and maker or http://www.qrstuff.com)
http://www.nhs.uk/change4life/pages/ Access to:
get-going-every-day.aspx Be Share Aware -
http://www.nhs.uk/Livewell/fitness/Pa https://www.nspcc.org.uk/preventing-
ges/physical-activity-guidelines-for- abuse/keeping-children-safe/share-
young-people.aspx aware
Knowsley City Learning Centres
eSafety
3.2 Communicating On-line and
images, Social Networking,
Knowsley City Learning Centres
Lesson
Week
Outcomes
s (1
Lesson and
hour Lesson Summary
Aim Assessment
lesso
Opportuniti
n)
es
1 eSafety / NB. You will require parental consent as Children are
Digital children will be using social media in later able to
Citizenship activities. understand
how video can
We need to make a change be used to
help solve a
Spark class discussion about childhood relevant
obesity by watching this video. How can we global issue.
make a change?
Why do you
1. Show your class this video: 5 Extra Years - think video is
https://www.youtube.com/watch? a good way of
v=BmOlzRQTabA sharing a
2. Make sure the class understand the video message?
message - Todays children are the first
generation with a shorter life expectancy Why do you
than their parents. think video is
3. Now ask; how can we make a change?, a good
How can we raise awareness of this?, how method to
can we get the school moving (exercising)?. help solve a
4. Tell you class you have an idea too. Watch problem?
GoNoodle videos (youll need to sign up first-
https://www.gonoodle.com)
5. Explain that their task is to make their
own Get Active video for other classes.
Brainstorm ideas about what the video could
be about and write them down as a class.
Key facts about exercise:
Adults needs to be active for at least 150
minutes each week
Children aged five to 16 need to be active
for at least 60 minutes each day
Children under five need three hours of
activity a day.
Find out more on NHS Choices
http://www.nhs.uk/change4life/pages/get-
going-every-day.aspx
Other resources:
NHS Guide to Fitness
http://www.nhs.uk/Livewell/fitness/Pages/phy
Knowsley City Learning Centres
sical-activity-guidelines-for-young-
people.aspx
Change 4 Life
http://www.nhs.uk/Change4Life/Pages/be-
more-active.aspx
10 Minute Shake Up
https://www.nhs.uk/10-minute-shake-
up/shake-up-zone
2 Websites/ Planning your video Children can
Blogs storyboard
Storyboard and plan 2 minute and plan an
workout/exercise/music video. idea.
Other resources:
Making a music video presentation
Storyboard template
https://en.wikipedia.org/wiki/Storyboard#/me
dia/File:Storyboard_template_example.svg
Storyboard for music videos
http://www.independentmusicadvice.com/20
11/07/how-to-create-a-storyboard-for-music-
videos-with-template/
Making a music video
http://www.independentmusicadvice.com/20
11/07/how-to-make-a-music-video-part-1/
3 Multimedia NB. If the children require props etc Children can
Presentation make sure they have them before produce a
flming and they plan how they will be themed video.
used.
Why have you
Filming our video chosen this
Aim: To complete filming of video clips. idea?
Knowsley City Learning Centres
YEAR 5
Knowsley City Learning Centres
Activity Eng Math Sci PE Art & D&T Geo His Music PSHE RE MFL
s Desig g
n
Cars
Website Designers X X
News Room X X
Interactive Art Exhibition X X X X
Code Breakers X
Let's change the world: X X
Inventors
Grand Designs X X X
Earth and Space X
Knowsley City Learning Centres
KS 2 Y5 (Ref: 31)
Week
s (1 Lesson Outcomes and
Lesson
hour Lesson Summary Assessment
Aim
lesso Opportunities
n)
1 Understand Open the resource Racing Children are able to create
how to Cars Lesson Guide (Ref a sprite.
create 31.1).
multiple What is a sprite?
sprites for Explain the Scratch user
their project interface and how to create How do we shrink our
and how to your own sprite in Scratch. sprites if they are too big?
resize them.
Ask the children to complete
Activity 1 from the guide
where they are asked to
create their own sprite.
2 Understand Open the resource Racing Children are able to
how to make Cars Lesson Guide (Ref explain how to change the
sprites move 31.1). background image.
and how to
control them Explain how to change the Children understand what
through background image of the the code block is.
keyboard stage.
input. What is the stage?
Ask the children to complete
Understand Activity 2 from the guide. Why do we want to check
how sensors if the car is touching the
work to Next, explain the code block colour green?
detect to make the cars move
sprites around the track. Why do we want to check
position. if the car is touching the
Ask the children to complete colour grey?
Activity 3 & Activity 4
from the guide.
3 Understand Open the resource Racing Children are able to create
variables Cars Lesson Guide (Ref variables.
and how to 31.1).
create Why do we have a
multiple Explain how to create variable for the red car
variables for variables for different and a variable for the
sprites. sprites. yellow car?
Ask the children to produce a set of instructions for playing their racing game and a
set of rules to follow when playing it.
Not applicable
Knowsley City Learning Centres
KS 2 Y5 (Ref: 32)
Summary:
This project will provide you with a six What is required?
week lesson plan to guide children in
creating their own website using free Week 3
templates from WordPress. The project Site map example - Ref 32.1
culminates in the children presenting Teacher Reference -
their website to the rest of the class http://learn.wordpress.com/
and providing a rational behind
choosing the content that they have Weeks 3-5:
used. Internet access
Website:
http://wordpress.com/
Key Computing Terminology:
Not applicable eSafety
Digital Citizenship & Technology 3.1,
3.2 & 3.6
Computing POS Reference:
Week
Lesson
s (1
Lesson Outcomes and
hour Lesson Summary
Aim Assessment
lesso
Opportunities
n)
1 Plan content Discuss what content is and what Identify what types
and theme content would be appropriate for of digital content
for their different kinds of websites (show can be used in
website. examples). websites.
5 Test and Groups can work together to finish Ensure all links
make their website. Testing links and work.
amendments checking that all content is
to site correct. Ensure all content is
Knowsley City Learning Centres
correct.
Groups will then swop with each
other to test each others sites. Ensure all spelling
Feedback recorded on paper. Using and grammar is
a small questionnaire e.g. on a corrected.
scale of 1-5 how easy/hard is it to
navigate the site and how would Ask others to test
you improve upon the site. their site.
Children to critique their favourite site, produce a site map and consider which types
of media they have used? What about the appearance of the site? Who is it aimed
at? What is unique about this site? What could be done to improve the site?
Not applicable
Knowsley City Learning Centres
KS 2 Y5 (Ref: 33)
Summary:
Week 2:
Key Computing Terminology: Internet access
Laptops or tablets for internet
Green screen: (in film and video) a
research
subject is filmed in front of a green
Reference link about 5WH:
background which allows a separately
filmed background/image to be added http://moodle.unitec.ac.nz/mod/p
to the final video in the editing phase. age/view.php?id=11413
Week 3:
Computing POS Reference: Laptops/Tablets to write up their
script/interview.
DL3 - Understand the opportunities
Week 4:
[networks] offer for communication
Laptops or Macs
and collaboration
DL5 - Use technology safely, Week 5:
respectfully and responsibly; Flip cam/Tripod or I Can Animate
recognise acceptable/unacceptable
software
behaviour; identify a range of ways
Green Screen if using.
to report concerns about content and
contact
Week 6:
IT2 - Use search technologies
iMovie
effectively
Laptop to present news reports.
IT3 - Select, use and combine a
variety of software (including internet
services) on a range of digital
devices to design and create a range
eSafety
of programs, systems and content Not applicable
that accomplish given goals,
including collecting, analysing,
evaluating and presenting data and
information
Knowsley City Learning Centres
Wee
Lesson
ks (1
Lesson Outcomes and
hour Lesson Summary
Aim Assessment
lesso
Opportunities
n)
1 Children Explain to the children how news is Children understand
gain an delivered via traditional and new media how news is
understandi outlets. Look at examples of local (e.g. delivered and the
ng of how Merseymart) and national publications difference between
news is and discuss how they differ. local and national
communicat news.
ed. In groups, ask the children to create a
mind map using Popplet to show Children can create
different media outlets they use. Ask a mind map.
each group to feedback to the class.
What is the
difference between
local and national
news?
What is green
screening?
6 Children Children to edit their movie using iMovie, Children show and
feedback add introductions, music and any text tell.
and reflect they would like to add and then export
on their their report. What would you do
reporting differently next
and Groups present the news footage they time?
producing have created.
skills. How did you edit
They must reflect on the process and your footage?
how they might do it differently next
time. Why did you use
that clip?
story?
Children to produce a newspaper report using the information gathered on the story
but to approach it from a different angle than the original report to show two sides to
every story.
Week 1:
Alternative to Popplet Flowol or Microsoft PowerPoint/ Word
Week 6:
Alternative to iMovie Microsoft Movie Maker
Knowsley City Learning Centres
KS 2 Y5 (Ref: 34)
http://www.aurasma.com/#/whats-
your-aura eSafety
Aurasma account Digital Citizenship & Technology 3.2
App - Aurasma & 3.6
iPad/Tablet/Phone
Teaching with Aurasma video ref
34.6
Lets get started
Wee
Lesson
ks (1
Lesson Outcomes and
hour Lesson Summary
Aim Assessment
lesso
Opportunities
n)
1 Understand We are going to look at famous works of Can you think of
that the art and the artists that created them. other ways AR
term could be used in
Augmented Open the introduction presentation (ref the real world?
Reality (AR) 34.1) and run through it. See if children
means to can guess or name the artists and
layer the artwork.
real world
with digital Then ask wouldnt it be good if paintings
content. could talk to us? At this point show the
AR and Art Video of Robert Burns. To do
this, open the Aurasma app on an
iPad/tablet and place the iPad/tablet over
the image (within ref 34.1).
Making a QR code:
QR codes can do all sorts of things and
are extremely easy to make, either on a
tablet, phone (QRafter Pro - QR reader and
maker)or via a website (e.g.
http://www.qrstuff.com)
5 Continue Filming/Editing:
Children to find other QR Codes and explain how they are used.
Not applicable
Knowsley City Learning Centres
KS 2 Y5 (Ref: 35)
Summary:
Computing POS Reference:
A computer uses binary codes to
function, it is the fundamental language DL5 - Use technology safely,
of a computer. This apptivity has been respectfully and responsibly;
developed to introduce children to this recognise acceptable/unacceptable
concept and how codes can be behaviour; identify a range of ways
deciphered. The last activity of this to report concerns about content and
apptivity involves a treasure hunt type contact
apptivity where the children will be IT2 - Use search technologies
asked to go round school finding codes
effectively
they need to decipher.
IT3 - Select, use and combine a
variety of software (including internet
services) on a range of digital
Key Computing Terminology: devices to design and create a range
of programs, systems and content
Decipher: convert (a text written in
that accomplish given goals,
code, or a coded signal) into normal
including collecting, analysing,
language
evaluating and presenting data and
information
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. What is required?
eSafety
Not applicable
Knowsley City Learning Centres
Wee
ks (1
Lesson Lesson Outcomes and
hour Lesson Summary
Aim Assessment Opportunities
lesso
n)
1 Introduce Open the resource Code Children are aware of what codes
children to Breakers (ref 35.1) and are used for and understand the
codes and guide the children through concept of deciphering code
deciphering. the presentation
2 Children are Continue from last session. Children are aware of binary
able to code and can translate binary
explain what codes.
binary code
is and what Which part of a computer is its
it is used brain?
for.
What is binary code?
6 Children are Continue from previous Children are able to explain what
able to lesson QR codes are and use them.
decipher
codes. Children can translate binary
code.
Enrol your children in the Alan Turing Cryptography Competition (or if youve missed
the entry date ask the children to complete the tasks without entering the
competition):
http://www.maths.manchester.ac.uk/cryptography_competition/index.php
For weeks 4-6 if children dont have access to a tablet device with a QR code reader on
it please see Code Breakers Worksheet (ref 35.3).
Knowsley City Learning Centres We
recommend
KS 2 Y5 (Ref: 36) delivering this
project in 2 x
day
Apptivity Name: Lets change the World Inventorssessions.
Summary:
Week 2:
Key Computing Terminology: Stickman instruction sheet Ref 36.1
iPads I can Animate App
Green screen: (in film and video) a
subject is filmed in front of a green
background which allows a separately Week 3:
filmed background/image to be added iPads iMovie App
to the final video in the editing phase.
Weeks 4&5:
Sequencing: A set of actions or events Props for props/set creation (not
that must be carried out in the same provided)
order every time.
Week 6:
Storyboard: a sequence of drawings, iPads I Can Animate and iMovie App
representing the shots planned for a
film.
eSafety
Not applicable
Computing POS Reference:
Lesson
Week Outcomes
s (1 and
Lesson
hour Lesson Summary Assessmen
Aim
lesso t
n) Opportuniti
es
1 Introduce Tell the children about early animation including Children are
the the zoetrope. Demonstrate to the class the able to create
concept concept of flipbooks using examples from the a flipbook
that still internet such as this example from Sky Sports using a
images Flipbook 2013 - http://www.youtube.com/watch? template.
create a v=VWfA_NKsqsU
moving Children are
scene Flipbooks are a great way to introduce children to able to film
when the idea that animation is created by producing a using a
played series of still images (hand-drawn, photos of flipcam.
rapidly in objects, plastercine models), which are then
a quickly played in one sequence.
sequenc
e. Using Resource ref 36.1, ask the children to create Children are
their own stickman flipbook. able to create
their own
Extension activity: in pairs, they can film their images to use
partner (using a flipcam) flicking through the as part of
flipbook similar to the Sky Sports example above. their flipbook.
2 Film an Explain to the children that they are going to Children are
animated make their first animated cartoon. To do this give able to
sequence the children the stickman resource (Ref 36.1) and produce their
using the iPad app I Can Animate ask the own short
children to take two shots of each frame (i.e. animation.
position the image and take two shots/pictures of
it, then reposition the image in the next position How have you
and take two shots/pictures and so on.) created that?
3 Export Ask the children to import their animation from Children can
animatio the previous session into iMovie - once the add music
n into animation is saved as a movie file it can be and sound
iMovie imported into iMovie so the children can insert effects to
and add vocals, music, sound effects and titles (all the compliment
backing finishing touches). their movies.
music
Class Discussion: What is the benefit of music? Why have you
Answers could include adding drama and chosen that
atmosphere to a situation, providing a background particular
for a montage or supporting the opening and piece of
closing credits. In addition, titles can be added to music?
introduce interviewees or to display additional
information that may not be covered by the clip What do you
for example help-line info. think that that
sound effect
Ask the children to add backing music, opening adds to that
titles and closing credits to their movie. All clip?
projects, whether it is a TV ad, a documentary or
a factual based drama, will include titles, music
and sound effects. iMovie offers a library of
sounds that can be searched or browsed then
dragged onto the timeline.
4 Make Explain to the children they will now be making Can you talk
props their own movie this could be based on a theme me through
and a 3D you are currently doing in class or our suggestions your
sets. is to base it around an Inventor. storyboard?
Week 2:
Alternative to I Can Animate - http://stop-motion-
animator.software.informer.com/1.1/ or http://monkeyjam.org/ (both free)
Knowsley City Learning Centres
Week 3, 5 and 6:
Alternative to iMovie app - Windows Movie Maker
Knowsley City Learning Centres
What is required?
Summary:
Week 1:
Learning about our built Internet access
environment can help us understand iPads with Book Creator
so much about our history, culture Seesaw (available as an app or
and how buildings have shaped our online)
society.
Week 2:
Over six sessions, children will be Graph Paper, Ruler and Pencil
exploring drawings/illustrations Handout Ref XXX
representing both 2D and 3D worlds. iPads with Camera/Foldify
The children will need to think about See Presentation Ref 501.1
who they are designing their Internet access
building for and other elements such Seesaw (available as an app or
as what materials they might use. online)
Useful link:
http://www.engagingplaces.org.uk/te Week 3:
aching%20resources/art81724 Presentation Ref 501.2
Internet access
iPads with Brushes and Toco builder
Key Computing Terminology: Seesaw (available as an app or
online)
SketchUp: 3D modelling software
Week 4:
Internet access
Computing POS Reference:
Laptops with Google Sketch-up
Worksheet 1: See Sketch-up session
IT2 -Use search technologies
1 (Ref 501.3)
effectively
Seesaw (available as an app or
IT3 - Select, use and combine a online)
variety of software (including internet
services) on a range of digital Week 5:
devices to design and create a range Internet access
of programs, systems and content
Laptops with Google Sketch-up
that accomplish given goals,
including collecting, analysing, Worksheet 2: See Sketch-up session
evaluating and presenting data and 2 (Ref 501.4)
information Seesaw (available as an app or
DL5 - Use technology safely, online)
respectfully and responsibly;
Week 6:
recognize acceptable/ unacceptable
behaviour; identify a range of ways Internet access
to report concerns about content and Laptops with Google Sketch-up
contact Seesaw (available as an app or
online)
Knowsley City Learning Centres
Lesson
Week
Outcomes
s (1
Lesson and
hour Lesson Summary
Aim Assessment
lesso
Opportuniti
n)
es
1 Introduce Introduce, how building are used and how Children learn
thinking design is functional not just aesthetic. about
about their buildings they
built Discuss what buildings they like to use and use.
environment. whye.g Swimming baths, Football ground,
& research a Museums, Home.. Research
building they buildings they
like. Ask the children to research a building they like.
like and find out who designed it, what the
building was designed for, what the building Produce an e-
is used for now, what materials have been book
used and what style is the build.
eSafety
Lets get started
Lesson
Week
Outcomes
s (1
Lesson and
hour Lesson Summary
Aim Assessment
lesso
Opportuniti
n)
es
1 Publishing Set up mission control. L.O. Use AR to
Augmented showcase
Reality 1. Introduce the story of our galaxy by learning
watching Story Bot Space Videos with the
Set up class: What is
personal https://www.youtube.com/watch? augmented
space on v=ZHAqT4hXnMw reality?
display
board and For details how to do the following see What is a QR
use QR presentation Mission Control & AR (Ref Code?
codes to 502.1)
document Why would
learning. 2. Ask the children to make an Astronaut you use a QR
poster using Astro App. Code?
3. Add QR Codes to each poster.
4. The children will produce an Astronaut
video using the app MSQRD. The video will
explore the galaxy and ask the children to
include lots of facts about space based on
the Story Bot videos.
2 Coding Coding with Hopscotch Children are
able to use
To become 1. Demonstrate how to use Hopscotch coding coding blocks
familiar with app (see Hopscotch and Space Game to program.
the coding Presentation Ref 502.2). See also
environment Hopscotch Game Instructions (Ref 502.3) What does
and 2. Invite the children to play and create. that coding
complete 3. Download, print and handout Coding with block do?
simple Hopscotch Challenge Booklet (Ref 502.4). In
challenges. this session the children can tackle the What would
shape challenges. happen if you
4. Ask the children to screenshot their work. removed that
This can either be uploaded to their pupil coding block?
portfolios or printed for hard copy evidence.
Does it have
to follow this
order? Why?
3 Coding Coding with Hopscotch Children are
able to
To produce a Ask the children to open the Coding with program their
solar system Hopscotch Challenge Booklet (Ref 502.4) and own
Knowsley City Learning Centres
What would
happen if you
removed that
coding block?
Does it have
to follow this
order? Why?
4 Coding Coding with Hopscotch (Continued) As Above
YEAR 6
Knowsley City Learning Centres
Activity Eng Math Sci PE Art & D&T Geo His Music PSHE RE MFL
s Desig g
n
Young Authors X X
Stocks and shares X
Let's learn a language
Appy Times Pt 1 X X X X
Appy Times Pt 2 X
Heroes & Villains -Graphics X
Building Battle Bots X X
The Ministry of Crazy Coding X
Knowsley City Learning Centres
KS 2 Y6 (Ref: 37)
Lesson
Wee
Outcomes
ks (1
Lesson and
hour Lesson Summary
Aim Assessment
less
Opportuniti
on)
es
1 Have an Children will create a childrens book aimed at Children can
understandi the KS1 age group. identify
ng of the illustrations
use of Show examples of childrens books and in and their
illustration particular how illustration is used to help tell importance.
in childrens the story. Examples could include:
books. Quentin Blake Roald Dahl What is an
Axel Scheffler The Gruffalo illustration?
Discuss the Eric Carle - The Very Hungry Caterpillar
use of How have you
illustration http://flavorwire.com/306958/the-20- been able to
in childrens most-beautiful-childrens-books-of-all- recreate that
books. time illustration?
http://www.inspiremonkey.com/2011/03/
Children 10-inspiring-and-amazingly-talented- What is a
research childrens-book-illustrators/ layer?
illustrators http://www.imagesofdelight.com/illustra
and try and tors_artwork.php How do you
reproduce change your
their own Discuss how the use of images can add a new brush stroke/
versions. level of storytelling. colour/
texture?
Demonstrate how to use Brushes including
trace and image, brush styles etc. If you are
unsure how to use Brushes see -
http://www.youtube.com/watch?
v=GwkJF2rkzPo
Link to an MFL - ask the children to write their story in another language or ask them
to record their story in another language.
Week 2:
Alternatives to Popplet Flowol (MS Windows) or MS Word/ PowerPoint or simply pen
and paper
Weeks 3 5:
Alternatives to Book Creator - MS Publisher or Comic Life
Alternatives to Brushes Paint
Knowsley City Learning Centres
KS 2 Y6 (Ref: 38)
Summary:
DL5 - Use technology safely,
This apptivity is designed to give respectfully and responsibly;
children an understanding of the stock recognize acceptable/ unacceptable
market but more importantly engage behaviour; identify a range of ways
them in a task that makes them analyse to report concerns about content and
data, make informed choices, present contact
and critique their decisions. It has been
designed to bring together all their
office skills and show how they can be What is required?
used to complement each other.
Weeks 1-6:
Stocks and Shares presentation (Ref
Key Computing Terminology: 38.1)
Not applicable Weeks 1, 4 and 5:
Stocks and Shares Worksheet (Ref
38.2)
Week 2:
List of companies (Ref 38.3)
Weeks 2 - 6
Laptops/Tablets with Internet access
Week 3
PowerPoint
Week 4:
White board for presentation
http://www.halifaxfantasytrader.co.uk
/fantasytrader
Week 6:
MS Excel
eSafety
Not applicable
Wee Lesson
ks (1 Lesson Outcomes and
hour Lesson Summary
Aim Assessment
lesso
n) Opportunities
1 Introduce Class discussion: What is the stock Do children have
children to market? What are stocks and shares? an understanding
stocks and of stocks & shares?
shares Open the Stocks and Shares
presentation (Ref 38.1) and run through
this with the whole class as a carpet time
Children to discussion. The presentation outlines the
interpret basic workings of the stock market.
data
presented Once you have completed this
to them presentation ask children to complete
the worksheet Reading the market
within the Stocks and Shares Worksheet
(Ref 38.2)
2 Children Class discussion: Recap on what the Why would
develop an stock market is and what a stock is. somebody buy
understandi shares?
ng of how Open the Stocks and Shares
stocks are presentation (Ref 38.1) and find lesson 2 How would you find
bought and within the presentation. a companys share
sold price?
Explain to the children that when buying
shares you can only buy whole shares.
Children to Ask the children how many shares they
research could buy for the companies shown in
share prices the presentation.
Extend the activity over a longer period this could even be over the year/ full term
asking the children each week to consider their investments and acting accordingly.
Week 3:
MS PowerPoint use Keynote (Mac or iPad)
Week 6:
MS Excel - use Numbers (Mac or iPad)
MS Word - use Pages (Mac and iPad)
Knowsley City Learning Centres
KS 2 Y6 (Ref: 39)
Summary:
Objectives: Week 3:
To discover the importance of coding. Access to laptops/tablet devices with
To learn the basics of coding in http://www.crunchzilla.com/code-
Python. monster
Week 4 - 6:
Key Computing Terminology: Access to laptops/tablet devices with
Python installed: Python 2.7 app or
Python: Is an object-oriented coding Python is free
language, meaning everything in the here: http://www.python.org/downloa
program is treated as an object. d/ (Please select Python 2.7.6 for
either Windows or Mac.)
http://www.pythoncode.co.uk/poem-
Computing POS Reference: challenge-extra
eSafety
Not applicable
Knowsley City Learning Centres
Wee Lesson
ks (1 Lesson Outcomes and
hour Lesson Summary
Aim Assessment
lesso
n) Opportunities
1 Children are As we are going to be learning coding Understand that
introduced and a little of a programming language coding is the use of
to coding we will need to start with firstly programming
and the job explaining not just what coding is, but all languages to make
of a coder. the amazing things it can do. games, programs
and computers
We will also need to shake off some of things.
the misconceptions so that people see
that coding is accessible, fun and Understand that
exciting. there are many
different types of
Lets start by watching this video, which possibilities.
will lead to a class discussion.
Additional/optional activity:
http://learn.code.org
3 Children will Tell the children they are going to use Children are able to
write and Javascript, which is another object- sample and
adapt oriented computer programming complete Javascript
programme language commonly used to create challenges.
s using interactive effects within web
Javascript. browsers/sites. What is Javascript
and how can it be
If you are using PCs/Macs - ask the used?
children to open the following website
and begin the challenges: Which one do you
prefer Python or
Code Monster: Javascript and why?
http://www.crunchzilla.com/code-monster
4 Children will Teacher reference: Children can open
write and Use the website below to find and save Python
adapt introduction videos, and lesson plans to files.
programme teaching the Python programming
s using language. A different section from this Children
Python. site will be used each week. understand Print
http://www.pythoncode.co.uk/home command
What is an input?
Week 3: If you would prefer to use iPads then you could use the following app:
Hakitzu Elite - it is a great app that gets students to use javascript to help battle
their friends. The app is available on iPad and Anrdoid. The children can follow the
tutorials to learn how to use the app and learn simple elements of Javascript.
KS 2 Y6 (Ref: 40)
Summary:
eSafety
Knowsley City Learning Centres
Not applicable
Wee Lesson
ks (1 Lesson Outcomes and
hour Lesson Summary
Aim Assessment
lesso
n) Opportunities
1 Children Tell the children they are going to Children
learn about develop the next big thing. Currently understand the
wearable apps are the big thing. For example, concept of
technology Flappy Bird (mobile-phone game) was wearable
and develop making as much as $50,000 (30,000) a technology.
an initial day for its developer before he removed
idea for it from online stores. It took him just two Children develop
their own or three days to write: an initial idea for
wearable http://www.bbc.co.uk/news/business- wearable
technology. 26224428 technology.
https://econsultancy.com/blog/64170-
20-stunning-examples-of-minimal-
mobile-ui-design#i.z0psj47znfjntg
http://www.hongkiat.com/blog/mobile-
app-ui/
Additional options:
Videos can be uploaded to the school
website as a further showcase.
Knowsley City Learning Centres
Not applicable
Knowsley City Learning Centres
KS 2 Y6 (Ref: 41)
Summary:
Wee Lesson
ks (1 Outcomes
Lesson
hour Lesson Summary and
Aim
lesso Assessment
n) Opportunities
1 Children will Start by showing the children this video Children
learn the What Most Schools Don't Teach This is a understand the
fundamenta video that promotes the use of code by importance of
ls of visual some very successful coders (who the code and the
coding and children will be familiar with): opportunities
problem that exist.
solving. https://www.youtube.com/watch?
v=nKIu9yen5nc Children have
experimented
Ask: What do you think are the most with visual
important reasons why we should learn coding using
coding? Light-Bot.
Introducing Light-Bot:
This is an app that teaches the
fundamentals of visual coding and problem
solving. See how many levels the children
can complete. Follow this link to play
online:
http://light-bot.com/hoc.html
Demonstrate the first few stages and then How did you
let the children try it for themselves. learn that task?
Ask the children to type in their first name How does this
when prompted. The site will then guide the style of written
children through a short guide to the site coding differ
and how to use it before introducing the from using Touch
coding tutorial. In the tutorial, the children Develop?
will use simple Xcode to make a game
which they will preview in a simulator.
5 Children will Using one of the tutorials from the site Children are able
create a below, children will learn the basics of to follow the
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Ask the children to try the tutorials in either session 3 and/ or 5 that they were not
able to in class.
Not applicable
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KS 2 Y6 (Ref: 42)
Broadcasting
Broadcasting is a way of
Knowsley City Learning Centres
Week
Lesson
s (1
Lesson Outcomes and
hour Lesson Summary
Aim Assessment
lesso
Opportunities
n)
1 What is Open the resource Guide to Understand what
Scratch? Scratch (Ref 42.1). Scratch is and the
user interface.
Explain What Scratch is? and
how it is used and how the class is Can build blocks of
going to be using it. code.
to determine an
Guide the children through outcome of a
Challenge 8 from the Guide to conditional
Scratch statement.
What is required?
Summary:
Week 1:
The children will use Physics engines Internet access
and prototyping software to build Laptops/iPads for research
and test a virtual robot. Algodoo is a Presentation (Ref 601.1)
unique 2D-simulation software. Seesaw (available as an app or
Children can design in a playful, online)
cartoon manner, making it the
perfect tool for creating and Week 2:
exploring physics whilst building Internet access
amazing inventions. Children will Laptops/iPads for research
work in pairs as part of a design iPads with Explain everything
team to create a robot that will save Seesaw (available as an app or
the world by battling a world issue online)
like climate change.
Week 3:
Internet access
Key Computing Terminology: iPads with 123D Design app
N/A Presentation (Ref 601.2)
Seesaw (available as an app or
online)
Computing POS Reference:
Week 4:
Internet access
CS4 Design, write and debug
iPads with Algodoo
programs that accomplish specific
goals, including controlling or Access to Algodoo Video:
simulating physical systems; solve https://www.youtube.com/watch?
problems by decomposing them into v=qXsdJlvnlPA
smaller parts. Seesaw (available as an app or
IT3 Select, use and combine a online)
variety of software (including internet
services) on a range of digital Week 5:
devices to design and create a range iPads with Algodoo
of programs, systems and content Seesaw (available as an app or
that accomplish given goals, online)
including collecting, analysing,
evaluating and presenting data and Week 6:
information. iPads with Algodoo
DL5 - Use technology safely, Screen recording app such as Screen
respectfully and responsibly; Recorder Lite or Reflector.
recognise acceptable/ unacceptable Keynote
behaviour; identify a range of ways Seesaw (available as an app or
to report concerns about content and online)
contact
eSafety
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Lesson
Week
Outcomes
s (1
Lesson and
hour Lesson Summary
Aim Assessment
lesso
Opportuniti
n)
es
1 Introduce the It only takes one idea to save the world Discuss design
battle bots brief start
save the Design Brief: working in pairs over the next 6 generating
world weeks you have to design and build a virtual ideas.
project. robot that could save the world from one of
the following world issues: Why have you
diseases, chosen that
famine, issue?
An environmental issue of their
Why have you
choosing
chosen those
Or a local issue. materials?
Be clear from the outset that weapons are Is that a
not allowed to be designed. sustainable
resource you
Show presentation about robots design are making
(Presentation Ref 601.1). that robot
from?
Think of materials you could use that would
make your robots fit for the job. Discuss
what would make a good battle Bot, what
would they need to be successful, what
attributes would they need?
Present initial
In pairs, ask the children to do some ideas based
independent internet research about their on internet
chosen world issue. Ask the children to research.
write/draw ideas on flip chart paper and keep
for their next session. Ask the children to
take a photo and upload it to Seesaw (or
other similar portfolio/blog/wiki) for
evidence.
2 Reflect and In pairs, give the children time to complete Children can
inform some more research to find out if other take a
design and technology is available similar to what they considered
develop a have planned e.g. a water irrigation approach to
plan. bot/machine or a robot to detect diseases? developing an
idea.
Using the Explain Everything app, the
children will draw their Bot and explain what
it is made from and what special skills it has
to save the world. Ask the children to name
their bot. Save it as a video and upload to Children are
Seesaw. able to Create
an Explain
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Everything
video.
3 Produce a Recap what they learnt from last session. Produce a
technical Show presentation (Presentation Ref 601.2) technical
drawing. and ask the children to decide if they want to drawing.
design Top-Down vs. Bottom-Up.
Why have you
Again, in pairs ask the children to produce a taken that
technical drawing of their bot using 123D approach?
Design app. This process will help inform the
build next week. Children need to consider What are the
the materials they intend to use at this benefits of the
stage. Bottom-Up
approach?
Take a screenshot of their drawing and
upload it to Seesaw. What are the
benefits of Top
Down
approach?
4 Build and Demonstrate how to use Algodoo (Watch Prototype bot
test simple video https://www.youtube.com/watch? in Algodoo.
bot in v=qXsdJlvnlPA). This app is designed for
Algodoo. children to design, construct and explore the What have
world of physics. you chosen
that approach
Children can use boxes, circles, polygons, to building
gears, ropes and chains to build their bot as your robot?
well as test it using gravity, friction,
recitation, refraction. Why have you
chosen those
Give the children time to familiarise materials?
themselves with the tools and to build and
test a simple prototype bot. So you think
those
materials are
durable?
5 Build bot The big build. in their pairs, the children Build their bot
Algodoo. will use this session to build their bot in in Algodoo.
Algodoo based on the technical drawing they
produced in session 3. How have you
created that?
Ask the children to save their work and
upload to Seesaw. Can you talk
me through
the process of
creating you
robot?
6 Finish and The children should now test their finished Record test
test bot bot. They should record the test using a and feedback
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Have you
created what
you planned
to create?
Week 6:
Internet access eSafety
Laptops or iPads with Scratch Digital Citizenship and Technology
Guess my cupcake scratch project 3.1 & 3.6
(Ref 602.5)
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Lesson
Week
Outcomes
s (1
Lesson and
hour Lesson Summary
Aim Assessment
lesso
Opportuniti
n)
es
1 Introduce Tell the children that they will be learning Discuss what
Python and how to program a game using Python. code is for.
basic rules. Explain that Python is a computer language.
Develop an
Like humans, computers use multiple understanding
languages to communicate in this case, of how
programming languages. A programming humans
language is simply a particular way to talk to program
a computer. computers.
https://www.youtube.com/watch?
v=Fkd9TWUtFm0
Glossary
This is a glossary of terms in the computer science context the words may
sometimes (but not always) have different meanings in other contexts.
Application A self-contained program that performs a specific function for end users.
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.
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.
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.
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
Digital literacy The ability to access and manipulate digital content and understand
the implications of its creation and distribution.
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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
Green screen (in flm 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.
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.
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.
Memory This is the name for the electronic holding place for instructions and data
that a computer's microprocessor can reach quickly.
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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.
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
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
simply wont 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.
Sequence A set of actions or events that must be carried out in the same order every
time.
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 wont display correctly.
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.