Year 5 Computing Curriculum

Report
Light Oaks Junior School
Year 5 Computing Curriculum
The computing curriculum across all year groups will be made up of six units;
- Algorithms and Programs
- Data Retrieving and Organising
- Communicating
- Using the internet
- Databases
- Presentation
A seventh element Digital Literacy (E-Safety) is integrated across the curriculum, focusing on
teaching children how to become discerning and safe users of digital technologies. Year 3
has a shorter Presentation unit due to the need for an introductory focus on basic keyboard
skills and Digital Literacy.
Learning Outcomes
Learning outcomes are given for each unit in each year group, along with some lesson,
resource and program suggestions.
Algorithms and Programs Glossary:
Sequence – the step-by-step nature of computer programs, mirroring the sequence of steps the algorithm would list.
Input – data provided to a computer system, such as via a keyboard, mouse, microphone, camera or physical sensors
Output - the information produced by a computer system for its user, typically on a screen, through speakers or on a
printer, but possibly though the control of motors in physical systems.
Algorithm - an unambiguous procedure or precise step-by-step guide to solve a problem or achieve a particular
objective.
National Curriculum Requirements of Computing at Key Stage 2
Pupils should be taught to:
• design, write and debug programs that accomplish specific goals, including controlling or
simulating physical systems; solve problems by decomposing them into smaller parts
• use sequence, selection, and repetition in programs; work with variables and various forms of
input and output
• use logical reasoning to explain how some simple algorithms work and to detect and correct
errors in algorithms and programs
• understand computer networks including the internet; how they can provide multiple services,
such as the world-wide web; and the opportunities they offer for communication and
collaboration
• use search technologies effectively, appreciate how results are selected and ranked, and be
discerning in evaluating digital content
• 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.
• Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable
behaviour; identify a range of ways to report concerns about content and contact
© Focus Education 2014
2
Algorithms and Programs
Units
Knowledge, Skills and Understanding breakdown for
Computing: Year 5
Algorithms and Programs
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•
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Can they Simulate the control within an
audio system using selection, repetition and
variables?
Can they simulate a system using costumes?
Can they use variables as a condition for
selection?
Can they design and program a simulation
of a physical system?
Data Retrieving and Organising
•
•
•
•
•
•
Using the Internet
•
•
•
•
•
Can they use a search engine using keyword
searches?
Can they compare the results of different
searches?
Can they decide which sections are
appropriate to copy and paste from at least
two web pages?
Can they save stored information following
simple lines of enquiry?
Can they download a document and save it
to the computer?
Can they listen to streaming audio such as
online radio?
Can they download and listen to podcasts?
Can they produce and upload a podcast?
Can they manipulate sounds using
Audacity?
Can they select music from open sources
and incorporate it into multimedia
presentations?
Can they work on simple film editing?
Communicating
•
•
Can they use instant messaging to
communicate with class members?
Can they conduct a video chat with
someone elsewhere in the school or in
another school?
Databases
•
•
•
•
Can they create a formula in a spreadsheet
and then check for accuracy and
plausibility?
Can they search databases for information
using symbols such as = > or <?
Can they create databases planning the
fields, rows and columns?
Can they create graphs and tables to be
copied and pasted into other documents?
Presentation
•
•
•
•
•
•
•
•
Can they use a range of presentation
applications?
Do they consider audience when editing a
simple film?
Do they know how to prepare and then
present a simple film?
Can they use ICT to record sounds and
capture both still and video images?
Can they make a home page for a website
that contains links to other pages?
Can they capture sounds, images and
video?
Can they use the word count tool to check
the length of a document?
Can they use bullets and numbering tools?
Year 5 (Challenging)
•
•
•
Can they make a multimedia presentation that contains: sound; animation; video and buttons to navigate?
Can they save an image document as a gif or i peg. file format using the ‘save as’ command?
Can they make an information poster using graphics skills to good effect?
E-safety in Years 5 and 6
Knowledge & understanding
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•
•
•
•
•
•
•
•
•
•
•
•
•
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Can they discuss the positive and negative impact of the
use of ICT in their own lives and those of their peers and
family?
Do they understand the potential risk of providing personal
information online?
Do they recognise why people may publish content that is
not accurate and understand the need to be critical
evaluators of content?
Do they understand that some websites and/or pop-ups
have commercial interests that may affect the way the
information is presented?
Do they recognise the potential risks of using internet
communication tools and understand how to minimise
those risks (including scams and phishing)?
Do they understand that some material on the internet is
copyrighted and may not be copied or downloaded?
Do they understand that some messages may be malicious
and know how to deal with this?
Do they understand that online environments have security
settings, which can be altered, to protect the user?
Do they understand the benefits of developing a
‘nickname’ for online use?
Do they understand that some malicious adults may use
various techniques to make contact and elicit personal
information?
Do they know that it is unsafe to arrange to meet unknown
people online?
Do they know how to report any suspicions?
Do they understand they should not publish other people’s
pictures or tag them on the internet without permission?
Do they know that content put online is extremely difficult
to remove?
Do they know what to do if they discover something
malicious or inappropriate?
Skills
•
•
•
•
•
•
•
•
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Do they follow the school’s safer internet rules?
Can they make safe choices about use of technology?
Do they use technology in ways which minimises risk, e.g.
responsible use of online discussions, etc?
Can they create strong passwords and manage them so
that they remain strong?
Can they independently, and with regard for e-safety,
select and use appropriate communication tools to solve
problems by collaborating and communicating with others
within and beyond school?
Can they competently use the internet as a search tool?
Can they reference information sources?
Can they use appropriate strategies for finding, critically
evaluating, validating and verifying information, e.g. using
different keywords, skim reading to check relevance of
information, cross checking with different websites or other
non ICT resources?
Can they use knowledge of the meaning of different
domain names and common website extensions (e.g.
.co.uk; .com; .ac; .sch; .org; .gov; .net) to support
validation of information?
Schools will need to review and amend their approaches to e-safety in order to take on board
and address changes to technology.
© Focus Education 2014
5
Year 5: PRESENTATION
Lesson
Objectives
Lesson idea
Externals & Software Used
Assessment
1
•
I can use the word count
tool to check the length of
a document.
I can use bullets and
numbering tools.
Children use word to produce an information text or
instruction leaflet.
Word
Children will be able to use the
word count tool , bullets and
numbering tools.
I know how to prepare
and then present a simple
film.
I can use ICT to record
sounds and capture both
still and video images.
I can capture sounds,
images and video.
Children create a documentary film about Europe and
rivers, or a historical documentary about the AngloSaxons.
Children can write a script for their piece to tie into
English objectives. Children present and film as a group.
Children use a photograph for their title page to import
into windows movie maker.
DL – Discuss where it is safe to publish their movies.
Would it be safe to upload these images to the
internet? Why/why not? Discuss the children’s uniform
and the children’s right to anonymity.
Unit 5 in ‘Switched on Computing’ p34 -39 may
support with some ideas for planning a documentary.
Windows Movie Maker
Children will be able to use ICT
to record a simple film and
present it.
I can make a home page
for a website that
contains links to other
pages.
I can recognise why
people may publish
content that is not
accurate and understand
the need to be critical
evaluators of content.
I can understand that
some websites and/or
pop-ups have commercial
interests that may affect
the way the information is
presented.
Children create an information homepage for the
Mayans or Anglo-Saxons, which includes links to other
websites that can be used for research purposes.
I can use a range of
presentation applications
Children will use web cams, Powerpoint, Windows
movie maker and applications in Microsoft office to
present their work across the units.
•
2
•
•
•
3
•
•
•
4
•
Children will be able to make a
homepage for a website that
contains links to other pages.
DL – Recap the importance of being discerning with the
content that they read and display online. Also, discuss
how to refine search criteria when finding websites
that support the topic.
Children will be able to present
their work in a range of ways
across the units.
Year 5: DATABASES
Lesson
Objective
Lesson idea
Externals &
Software Used
Assessment
1-7
•
Children follow the lessons provided in Year 5 PLANNING ‘An Introduction to
Spreadsheets.’
Excel files within
the resources
folder
Children will be
able to create a
formula in a
spreadsheet and
then check for
accuracy and
plausibility.
•
I can create a formula in a
spreadsheet and then
check for accuracy and
plausibility.
I can search databases for
information using
symbols such as = > or <?
Planning can be found in the planning resource file in the ICT cupboard or on the
network in the ICT folder/ Year group/Resources.
DL – What are everyday common uses of databases and spreadsheets. How are
the skills that we are learning now going to be useful to us? Mention financial
planning to children in line with PSHE objectives.
•
I can create databases
planning the fields, rows
and columns.
Children will be
able to create and
search databases.
•
I can create graphs and
tables to be copied and
pasted into other
documents.
Children will be
able to use the
data from a
database to
create a graph.
Year 5: USING THE INTERNET
Lesson
Objective
Lesson idea
Externals &
Software Used
Assessment
1-2
•
I can use a search engine
using keyword searches.
Powerpoint/
Word
•
I can compare the results
of different searches.
Children use the internet to compose an information sheet/powerpoint
presentation on Europe and Rivers.
Make sure that children are just lifting the key points and not huge chunks of
text.
•
I can decide which
sections are appropriate
to copy and paste from at
least two web pages.
Children will be
able to search,
compare the results
of different
searches and
copy/paste
appropriate
information into a
document.
•
I can recognise why
people may publish
content that is not
accurate and understand
the need to be critical
evaluators of content.
•
I can understand that
some websites and/or
pop-ups have commercial
interests that may affect
the way the information
is presented.
•
I can download a
document and save it to
the computer.
Powerpoint
•
I can save stored
information following
simple lines of enquiry.
Children will be
able to
download a
document and
save stored
information
following simple
lines of enquiry.
3
DL – Discuss plagiarism Discuss what constitutes a safe search. How do we make
our searches more specific? Discuss advanced searches. Why do we need to be
careful with websites like Wikipedia?
Children download a task set by the teacher from the VLE/website. They then use
the search skills that they have discussed last lesson to seek the answer to the
task and copy and paste it into a document to upload to the VLE/ website.
Year 5: COMMUNICATING
Lesson
Objective
Lesson idea
1
•
I can use instant
messaging to
communicate with class
members.
SEEKING SOFTWARE TO SUPPORT COMMUNICATION
OBJECTIVES
•
I can recognise the
potential risks of using
internet communication
tools and understand
how to minimise those
risks (including scams and
phishing).
Children will be
able to use an
instant messaging
service to
communicate with
class members.
•
I can understand that
some malicious adults
may use various
techniques to make
contact and elicit
personal information.
•
I can understand the
benefits of developing a
‘nickname’ for online use.
•
I can conduct a video chat
with someone elsewhere
in the school or in
another school.
Using Skype to communicate with buddies in the infants perhaps?
Children will be
able to conduct a
video chat.
2
Externals &
Software Used
Assessment
Year 5: DATA RETRIEVING AND ORGANISING
Lesson
Objective
Lesson idea
Externals &
Software Used
Assessment
1
•
I can listen to streaming
audio such as online
radio.
Children listen to and download podcasts about Space (e.g. those done by Brian
Cox) Check the suitability of the podcast before playing in front of children.
Headphones/
earphones
•
I can download and listen
to podcasts.
Children will be
able to listen to
streaming audio,
download and
listen to podcasts.
•
I can produce and upload
a podcast.
Children create a podcast explaining a scientific concept which links to what they
will be focusing on in the coming lessons (e.g. space)
Microphones
Audacity
Children will be
able to produce and
upload a podcast.
•
I can manipulate sounds
using Audacity.
2
3-7
•
I can select music from
open sources and
incorporate it into
multimedia
presentations.
•
I can work on simple film
editing.
Children will be
able to manipulate
sounds using
Audacity.
Children create a science presentation in Powerpoint, which includes clips that
they have created explaining the concepts that they have investigated within a
given topic (e.g. space). Children’s presentations can also include hyperlinks to
further sources of information and/or podcasts.
Children will need to edit their video in Windows Movie Maker and export to
windows media player file before embedding into the powerpoint.
Microphones
Digi cams
Children will be
able to select music
from open sources
and incorporate it
into multimedia
presentations.
Children will be
able to edit a
simple film.
Year 5: ALGORITHMS AND PROGRAMS
Lesson
1-5/6
Objective
Lesson idea
Externals &
Software Used
Assessment
I can simulate the control
within an audio system
using selection, repetition
and variables.
Individual lessons and plans with screen grabs for each of the 7 week algorithms
and programs component can be found in the Primary Computing file under Year
5.
Scratch
•
Children will be
able to simulate the
control within an
audio system using
selection, repetition
and variables
•
I can simulate a system
using costumes.
•
I can use variables as a
condition for selection.
•
I can design and program
a simulation of a physical
system?
Children will be
able to simulate a
system using
costumes.
Children will be
able to use
variables as a
condition for
selection.
Children will be
able to design and
program a
simulation of a
physical system.
Digital Literacy Resources
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•
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Digi Duck (PDF in Year 3 Resource File)
http://www.thinkuknow.co.uk/
http://www.childnet.com/resources/kia
Summer’s Choice (Year 6 Resource File)
http://www.kidsmart.org.uk/
http://www.swgfl.org.uk/products-services/Online-Safety-Services/E-SafetyResources
http://www.lgfl.net/esafety/Pages/education.aspx
http://old.digizen.org/cyberbullying/interactive/default.aspx (Year 5 or 6 quiz on
being a good digital citizen)

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