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Year 1

As a school we follow the Purple Mash scheme of work and in Year 1 the children will cover the following topics

 

Online Safety (Digital Literacy)

Grouping and Sorting (Information Technology)

Pictograms (Information Technology)

Lego Builders (Computer Science)

Maze Explorers (Computer Science)

Animated Stories (Information Technology)

Coding (Computer Science and Digital Literacy)

Spreadsheets (Information Technology)

Technology Outside of School (Digital Literacy)

 

By following this scheme of work we ensure that all parts of the curriculum are covered and that the children get a broad and balanced computing curriculum. Below you will find the knowledge and skills covered in each unit. 

Knowledge

 

Skills

Online Safety

 

To login safely.

To start to introduce to the children the idea of ‘ownership’ of their creative work.

 

To know how to find saved work in the Online Work area and find teacher comments.

To know how to search Purple Mash to find resources.

 

To become familiar with the types of resources available in the Topics section.

To become more familiar with the icons used in the resources in the Topic section.

To start to add pictures and text to work.

 

To explore the Tools section of Purple Mash and to learn about the common icons used in Purple Mash for Save, Print, Open, New.

To explore the Games section on Purple Mash.

To understand the importance of logging out when they have finished.

 

 

 

 

  • login to Purple Mash using own login.
  • create own avatar and understand why is it useful.
  • add name to a picture created on the computer.
  • begin to develop an understanding of ownership of work online.
  • save work into the My Work folder and understand that this is a private
  • save space just for their work.

 

  • find saved work in the Online Work area of Purple Mash.
  • can find messages that the teacher has left on Purple Mash.

 

  • confidently use the different types of topic templates in the Topic section.
  • be confident with the functionality of the icons in the topic templates.
  • know how to use the different icons to add pictures and text to their work.

 

  • explore the Tools section on Purple
  • Mash and become familiar with some of the key icons, save, print, open and new.
  • explore the Games section and looked at Table Toons (2x tables).
  • logout of Purple Mash when
  • finished using it and know why that is important.

Grouping and Sorting

 

To sort items using a range of criteria.

 

To sort items on the computer using the ‘Grouping’ activities in Purple Mash.

 

 

 

  • sorted items using a range of criteria
  • used Purple Mash activities to sort various items online using a variety of criteria.

Pictograms

 

To understand that data can be

represented in picture format

 

To contribute to a class pictogram

 

To contribute to a class pictogram to record the results of an experiment.

 

 

 

  • contribute to the collection of class data.
  • create a simple pictogram.

 

  • contribute to a class pictogram.
  • discuss what the pictogram shows.

 

  • collect data and recording the results.
  • represent the results as a pictogram.
  •  

Lego Builders

 

To emphasise the importance of

following instructions.

 

To follow and create simple

instructions on the computer.

 

To consider how the order of instructions affects the result.

 

 

  • achieve the effect they want when building something, by following accurate instructions.
  • follow the instructions correctly, to get the correct result.
  • know that an algorithm is a precise, step-by-step set of instructions used to solve a problem or achieve an objective.

 

  • follow instructions in a computer program.
  • explain the effect of carrying out a task with no instructions.
  • know that computers need precise instructions to follow.
  • know that an algorithm written for a computer to follow is called a program.

 

  • understand how the order in which the steps of a recipe are presented affects the outcome.
  • organise instructions for a simple recipe.
  • know that correcting errors in an algorithm or
  • program is called ‘debugging’.
  •  

Maze Explorers

 

To understand the functionality

of the basic direction keys

 

To be able to use the direction

keys to complete the challenges

successfully

 

To understand how to create and debug a set of instructions (algorithm).

 

To use the additional direction keys as part of their algorithm.

To understand how to change and extend the algorithm list.

To create a longer algorithm for an activity.

 

To set challenges for each other.

 

 

 

  • use the direction keys to move forwards, backwards, left and right.
  • add a unit of measurement to the direction in 2Go undo their last move.
  • move their character back to the starting point.

 

  • use diagonal direction keys to move the characters in the right direction.
  • create a simple algorithm.
  • debug their algorithm.

 

  • use the additional direction keys to create a new algorithm.
  • challenge themselves by using the longer algorithm to complete challenges.

 

  • change the background images in chosen challenges and save new challenges.
  • tried each other’s challenges.

 

Animated Story Books

 

To be introduced to e-books and to 2Create a Story.

 

To continue a previously saved story.

To add animation to a story.

 

To add sound to a story including

voice recording and music the children have created.

 

To work on a more complex

story including adding backgrounds and copying and pasting pages.

 

To use additional features to enhance their stories.

To share their e-books on a class

display board.

 

 

  • use the different drawing tools to create a picture on the page.
  • add text to a page and change the colour, font and size of the text.
  • save work.

 

  • open work saved in last lesson.
  • add an animation to their picture.
  • play the pages they have created.
  • save their changes and overwrite the file.

 

  • add a sound to the page.
  • add their own voice recording to the page.
  • create own music and add it to page.

 

  • add a background to the page.
  • and paste a page in the book.

 

  • enhance the features of story book by adding additional pages and animations.
  • share their storybook on a class story book display board.

 

Coding

 

Introduction to block coding on

screen.

 

Introduction to backgrounds and

characters.

 

Making a character move left and

right.

 

Making a character move when

clicked.

 

Introduction to Collision Detection.

 

 

  • explain what a block of code is.
  • read through combined blocks of code.
  • make something happen, by following clear instructions.

 

  • use Design Mode to have control over how game looks.

 

  • write a program that controls how a character moves.
  • explain what is happening and write down/ talk through my code.

 

  • write a program that controls how a character moves and stops when clicked.

 

 

  • write a program where objects can stop moving and a sound is played when the objects collide.

 

Spreadsheets

 

Introduction to spreadsheets

 

Adding images to a spreadsheet and

using the image toolbox

 

Using the ‘speak’ and ‘count’ tools in

2Calculate to count items

 

 

  • navigate around a spreadsheet.
  • explain what rows and columns are.
  • save and open sheets.
  • enter data into cells.

 

  • open the Image toolbox and find and add clipart.
  • use the ‘move cell’ tool so that images can be dragged around the spreadsheet.
  • use the ‘lock’ tool to prevent changes to cells.

 

  • give images a value that the spreadsheet can use to count them.
  • add the count tool to count items.
  • add the speak tool so that the items are counted out loud.
  • use a spreadsheet to help work out a fair way to share items .

 

Technology outside of school

 

To walk around the local

community and find examples of

where technology is used.

 

To record examples of technology

outside school.

 

 

  • understand what is meant by ‘technology’.
  • consider types of technology used in school and out of school.

 

  • record examples of where technology is used away from school.

 

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