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Year 4/5

As a school we follow the Purple Mash scheme of work and in Year 4 and 5 the children will cover the following topics

 

Year 4

Coding (Computer Science, Digital Literacy)

Online Safety (Digital Literacy)

Spreadsheets (Information Technology)

Writing for different audiences (Information Technology)

Logo (Computer Science)

Animation (Information Technology)

Effective searches (Computer Science, Information Technology)

Hardware Investigators (Computer Science)

 

Year 5

Coding (Computer Science, Digital Literacy)

Online Safety (Digital Literacy)

Spreadsheets (Information Technology)

Databases (Information Technology)

Email (Information Technology)

Game Creator (Computer Science, Information Technology)

Modelling (Information Technology)

Concept Maps (Information Technology)

 

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.

 

As we are a mixed age class we make sure that over a 2 year cycle all the above topics have been covered by every child. Below you will find the knowledge and skills covered in each unit.

 

Year 4 knowledge and skills

Knowledge

 

Skills

Coding

 

To review coding vocabulary.

To use a sketch or storyboard to represent a program design and algorithm.

To use the design to create a program.

 

To introduce the If/else statement and use it in a program.

To create a variable.

To explore a flowchart design for a program with an if/else statement

To create a program which responds to the If/else command, using the value of the variable.

 

To create a program with a character that repeats actions.

To use the Repeat Until command to make characters repeat actions.

To program a character to respond to user keyboard input.

 

To make timers and counting machines using variables to print a new number to the screen every second.

 

To explore how 2Code can be used to investigate control by creating a simulation.

 

To know what decomposition and abstraction are in computer science. To take a real-life situation, decompose it and think about the level of abstraction.

To design a decomposed feature of a real-life situation.

 

 

 

  • use sketching to design a program and reflect upon their design.
  • create code that conforms to their design.

 

  • create an ‘If/else’ statement.
  • understand what a variable is in programming
  • set/change the variable values appropriately.
  • interpret a flowchart that depicts an if/else flowchart.

 

  • show how a character repeats an action and explain how they caused it to do so.
  • make a character respond to user keyboard input.

 

  • explain what a variable is when used in programming. create a timer that prints a new number to the screen every second.
  • explain how they made their program change the number every second.

 

  • create an algorithm modelling the sequence of a simple event.
  • manipulate graphics in the design view to achieve the desired look for the program
  • use an algorithm when making a simulation of an event on the computer.

 

  • make good attempts to break down their aims for a coding task into smaller achievable steps.
  • recognise the need to start coding at a basic level of abstraction to remove superfluous details from their program that do not contribute to the aim of the task.

Online Safety

 

To understand how children can protect themselves from online identity theft.

Understand that information put online leaves a digital footprint or trail and that this can aid identity theft.

 

To Identify the risks and benefits of installing software including apps.

 

To understand that copying the work of others and presenting it as their own is called 'plagiarism' and to consider the consequences of plagiarism.

To identify appropriate behaviour when participating or contributing to collaborative online projects for learning.

 

To identify the positive and negative influences of technology on health and the environment.

To understand the importance of balancing game and screen time with other parts of their lives.

 

 

  • know that security symbols such as a padlock protect their identity online.
  • know the meaning of the term ‘phishing’ and are aware of the existence of scam websites.
  • explain what a digital footprint is and how it relates to identity theft.
  • give examples of things that they wouldn’t want to be in their digital footprint.

 

  • identify possible risks of installing free and paid for software.
  • know that malware is software that is specifically designed to disrupt, damage, or gain access to a computer.
  • know what a computer virus is.

 

  • determine whether activities that they undertake online, infringe another’s’ copyright. They know the difference between researching and using information and copying it
  • know about citing sources that they have used.

 

  • take more informed ownership of the way that they choose to use their free time. They recognise a need to find a balance between being active and digital activities.
  • give reasons for limiting screen time.

Spreadsheets

 

Use the formula wizard in the advanced mode to add formulae and explore formatting cells

 

Use the timer and spin button

 

Create line graphs

 

Use a spreadsheet for budgeting

 

Explore place value with a spreadsheet

 

 

 

 

  • use the number formatting tools within 2Calculate to appropriately format numbers.
  • add a formula to a cell to automatically make a calculation in that cell.

 

  • use the timer, random number and spin button tools.
  • combine tools to make fun ways to explore number.

 

  • use a series of data in a spreadsheet to create a line graph.

 

  • make practical use of a spreadsheet to help plan actions.
  • use the currency formatting in 2Calculate.

 

  • allocate values to images and use these to explore place value
  • use a spreadsheet made in 2Calculate to check their understanding of a mathematical concept

Writing for different audiences

 

To explore how font size and style can affect the impact of a text.

 

To use a simulated scenario to produce a news report.

 

To use a simulated scenario to write for a community campaign.

 

 

 

  • look at and discuss a variety of written material where the font size and type are tailored to the purpose of the text
  • use text formatting to make a piece of writing fit for its audience and purpose.

 

  • role-play the job of a journalist in a newsroom
  • interpret a variety of incoming communications and use these to build up the details of a story.
  • use the incoming information to write own newspaper report

 

  • use 2Connect to mind-map ideas for a community campaign.
  • use these ideas to write a persuasive letter or poster as part of the campaign.
  • assess their texts using criteria to judge their suitability for the intended audience.

Logo

 

To learn the language of Logo. To input simple instructions on Logo.

 

To use Logo to create letters.

 

To use the Repeat function in Logo to create shapes.

 

To use the Build feature in Logo.

 

 

  • know what the different instructions are in Logo and how to type them.
  • follow simple Logo instructions to create shapes on paper.
  • follow simple instructions to create shapes in Logo.

 

  • create Logo instructions to draw letters of increasing complexity.
  • write Logo instructions for a word of four letters

 

  • predict what shapes will be made from Logo instructions.
  • create shapes using the Repeat function.
  • find the most efficient way to draw shapes

 

  • use the Build feature.
  • create ‘flowers’ using Logo.

Animation

 

To discuss what makes a good animated film or cartoon and what their favourites are.

 To learn how animations are created by hand.

To find out how 2Animate can be created in a similar way using the computer

 

To learn about onion skinning in animation.

To add backgrounds and sounds to animations.

 

To be introduced to stop motion animation.

To share animation on the class display board.

 

 

  • put together a simple animation using paper to create a flick book.
  • have an understanding of animation ‘frames’.
  • make a simple animation using 2Animate.

 

  • know what the Onion Skin tool does in animation.
  • use the Onion Skin tool to create an animated image.
  • use backgrounds and sounds to make more complex and imaginative animations

 

  • know what stop motion animation is and how it is created.
  • use ideas from existing stop motion films to recreate their own animation.
  • share animations and commented on each other’s work using display boards in Purple Mash.

 

Effective searching

 

To locate information on the search results page

 

To use search effectively to find out information.

 

To assess whether an information source is true and reliable

 

 

  • structure search queries to locate specific information.

 

  • use search to answer a series of questions.
  • written search questions for a friend to solve.

 

  • analyse the contents of a web page for clues about the credibility of the information.

Hardware investigators

 

To understand the different parts that make up a computer.

 

To recall the different parts that make up a computer.

 

 

  • name the different parts of a desktop computer.
  • know what the function of the different parts of a computer is.

 

  • create a leaflet to show the function of computer parts.

Year 5 knowledge and skills

 

Knowledge

 

Skills

Coding

 

To review coding vocabulary.

To use a sketch or storyboard to represent a program design and algorithm.

To use the design to create a program.

 

To design and write a program that simulates a physical system.

 

To review the use of number variables in 2Code.

To explore text variables.

 

To create a playable, competitive game.

To combine the use of variables, If/else statements and Repeats to achieve the desired effect in code.

To read code so that it can be adapted, personalised and improved

 

To explore the launch command and use buttons within a program that launch other programs or open websites.

To create a program to inform others

 

 

  • use sketching to design a program and reflect upon their design.
  • create code that conforms to their design.

 

  • explain how their program simulates a physical system.
  • select the relevant features of a situation to incorporate into their simulation by using decomposition and abstraction.
  • reflect upon the effectiveness of their simulation

 

  • explain what a variable is in programming.
  • set/change the variable values appropriately.
  • know some ways that text variables can be used in coding

 

  • create a game which has a timer and score pad.
  • use variables to control the objects in the game.
  • create loops using the timer and If/else statements

 

  • include buttons and objects that launch windows to websites and programs.
  • code a program that informs others.

 

 

Online Safety

 

To gain a greater understanding of the impact that sharing digital content can have.

To review sources of support when using technology.

To review children’s responsibility to one another in their online behaviour.

 

To know how to maintain secure passwords.

To understand the advantages, disadvantages, permissions and purposes of altering an image digitally and the reasons for this.

To be aware of appropriate and inappropriate text, photographs and videos and the impact of sharing these online.

 

To learn about how to reference sources in their work

To search the Internet with a consideration for the reliability of the results of sources to check validity and understand the impact of incorrect information.

Ensuring reliability through using different methods of communication

 

 

  • know what Childnet SMART CREW is and have thought critically about the information that they share online both about themselves and others.
  • know who to tell if they are upset by something that happens online.
  • use the SMART rules as a source of guidance when online.

 

  • think critically about what they share online, even when asked by a usually reliable person to share something.
  • have clear ideas about good passwords.
  • see how they can use images and digital technology to create effects not possible without technology.
  • experience how image manipulation could be used to upset them or others even using simple, freely available tools and little specialist knowledge.

 

  • cite all sources when researching and explain the importance of this.
  • select keywords and search techniques to find relevant information and increase reliability
  • understand the advantages and disadvantages of different forms of communication and when it is appropriate to use each.

 

Spreadsheets

 

Convert measurements.

 

Novel use of the count tool.

 

Use formulae including the advanced mode.

 

Use text variables to perform calculations.

 

Use a spreadsheet to plan an event.

 

 

  • create a formula in a spreadsheet to convert m to cm. apply this to creating a spreadsheet that converts miles to km and vice versa

 

  • use a spreadsheet to work out which letters appear most often.
  • use the ‘how many’ tool.

 

  • use a spreadsheet to work out the area and perimeter of rectangles.
  • use these calculations to solve a real-life problem.

 

  • create simple formulae that use different variables.
  • create a formula that will work out how many days there are in x number of weeks or years

 

  • use a spreadsheet to model a real-life situation and come up with solutions that can be practically applied.

Databases

 

To learn how to search for information on a database.

 

To contribute to a class database.

 

To create a database around a chosen topic.

 

 

  • understand the different ways to search a database.
  • search a database in order to answer questions correctly

 

  • design an avatar for a class database.
  • enter information into a class database.

 

  • create own database on a chosen topic.
  • add records to their database.
  • know what a database field is and can correctly add field information.
  • understand how to word questions so that they can be effectively answered using a search of their database

Game creator

 

To set the scene.

 

To create the game environment.

 

To create the game quest.

 

To finish and share the game

 

To evaluate their and peers’ games.

 

  • review and analyse a computer game.
  • describe some of the elements that make a successful game.
  • begin the process of designing their own game.

 

  • design the setting for their game so that it fits with the selected theme.
  • upload images or use the drawing tools to create the walls, floor and roof.

 

  • design characters for their game.
  • decide upon, and change, the animations and sounds that the characters make.

 

  • make their game more unique by selecting the appropriate options to maximise the playability.
  • write informative instructions for their game so that other people can play it.

 

  • evaluate their own and peers’ games to help improve their design for the future.

3D Modelling

 

To be introduced to 2Design and Make.

 

To explore the effect of moving points when designing.

 

To understand designing for a purpose.

 

To understand printing and making.

 

 

  • know what the 2Design and Make tool is for.
  • explore the different viewpoints in 2Design and Make whilst designing a building.

 

  • adapt one of the vehicle models by moving the points to alter the shape of the vehicle while still maintaining its form.

 

  • explore how to edit the polygon 3D models to design a 3D model for a purpose.

 

  • refine one of their designs to prepare it for printing.
  • print their design as a 2D net and then created a 3D model. explore the possibilities of 3D printing.

Concept Maps

 

To understand the need for visual representation when generating and discussing complex ideas.

 

To understand and use the correct vocabulary when creating a concept map.

To create a concept map

 

To understand how a concept map can be used to retell stories and information

 

To create a collaborative concept map and present this to an audience.

 

 

  • make connections between thoughts and ideas.
  • see the importance of recording concept maps visually

 

  • understand what is meant by ‘concept maps’, ‘stage’, ‘nodes’ and ‘connections’.
  • create a basic concept map.

 

  • use 2Connect Story Mode to create an informative text.

 

  • use 2Connect collaboratively to create a concept map.
  • use Presentation Mode to present their concept maps to an audience
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