Computing Plans - Year 4

New Computing PoS Area of Year Outcome

computing
Developing Design and write programs that accomplish specific goals, Modelling Use a prepared spreadsheet to explore
simple including simulating physical systems; solve problems by Control and options and solve problems by changing
algorithms, decomposing them into smaller parts Programming variables
controlling,
sensing and Design and write programs that accomplish specific goals. Design and test a sequence of instructions
simulating to solve a real-life problem, AND/OR use
the real world Use logical reasoning to explain how a simple algorithm works Logo or Probot/ Probotix/ Scratch Junior to
and to detect and correct errors in algorithms and programs write a procedure to create shapes, move
objects; combine procedures to produce
Use sequence, selection, and repetition in programs; work effects, including changing variables.
with variables and various forms of input and output;
generate appropriate inputs and predicted outputs to test As a class, plan an investigation using
program data logging. Carry out the investigation
independently, downloading and
interpreting results.
Finding out Understand computer networks including the internet; how Handling data Collect, find, organise and interpret
how they can provide multiple services, such as the world-wide Research information using graphing and a
computers, web; and the opportunities they offer for communication and Online branching database.
software, the collaboration communicatio
internet, web n Find and evaluate specific relevant
and search Describe how internet search engines find and store data; use information to use in a presentation
engines work search engines effectively; be discerning in evaluating digital
and how they content
impact on
their lives Be discerning in evaluating digital content; respect
and society individuals and intellectual property; use technology
responsibly, securely and safely
Using Select, use and combine a variety of software (including Multimedia Use at least two online communication
software and internet services) on a range of digital devices to accomplish and word methods through the Learning Platform.
devices to given goals, including collecting, analysing, evaluating and processing Understand the SMART internet safety
collect, presenting data and information. Graphics rules. Plan, design and create and
analyse, Digital video improve their own multimedia
evaluate and Music and presentation showing awareness of
present sound audience.
information Create digital artwork by photograph
and data editing. Create, edit and evaluate simple
digital video and/ or animation
Plan and record material for a radio
programme/podcast
Planning Notes for the new computing curriculum and a guide to terminology.
An algorithm is a set of specific steps or instructions for solving a problem . “Simple programs” may be
sequences of instructions for controlling the movement of a robot (e.g. Bee Bot, ProBot or Big Trak programmable
toy) or an on screen turtle (Logo) or sprite (e.g. Scratch).
Modelling is the process of developing a representation of a real world issue, system, or situation, that captures
the aspects of the situation that are important for a particular purpose, while omitting everything else.
Computational thinking is thinking in a logical, sequenced way to develop a solution to a problem. It is something
that people do (rather than computers), and includes the ability to think logically and algorithmically.
Cross-curricular planning
At all Key Stages, information and communication technology should be used to enhance teaching and learning
right across the curriculum: this is often called Technology Enhanced Learning (TEL). (NAACE/BCS 2013)
When planning an computing outcome, try to choose one which support objectives in at least one other subject.
This is the key to finding sufficient time in the day: if your work is both Literacy and ICT, you can teach two skills in
one slot, and if it covers Geography objectives as well, so much the better! Doing this, you may need to teach some
lessons discretely and some lessons together, such as doing some knowledge and skills work before in the Literacy
unit, then finding time for teaching a computing skill, which will support the Literacy work. Revisiting areas of
computing covered previously is also an excellent way of embedding into other subjects: if you have taught a short
unit on using a paint package, the children will be ready for a Mathematics lesson using 2D shapes to draw a
picture.
Of course, some uses of technology are very straightforward and will not need skill teaching beforehand: using an
online simulation is an example of this. Skills taught in other years allow the technology to fit behind the History or
Science work Sometimes it might also be an opportunity to develop a knowledge of how technology works, or
understanding of the principles of computation, digital media or information systems.
Differentiation and assessment
It is important for all children to learn to the best of their ability. While it is beneficial for more able children to
support the less able, using this too much can mean that the less able child never gets a turn (so learns little), or
the more able child is held back. Working together gives you huge opportunities for collaboration peer learning and
peer coaching. Differentiation can then take place: some children could be given a simpler task, or use the same
package but be taught fewer skills to use, while others can spend more time in self- and peer-assessment, planning,
evaluating and improving their work.
We are currently trialling a new set of assessment criteria to help measure pupils overall attainment as they
complete the skills and essential knowledge.
 Modelling

Design and write programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by
decomposing them into smaller parts
Concept objectives Key Skills Outcomes
To understand that: ● enter data into a spreadsheet Use a prepared spreadsheet to explore
● A spreadsheet is a form of simulation/ ● change data and observe changes in options and solve problems by changing
computer model results variables
● Spreadsheets perform calculations based on ● use results to solve problems Example outcomes:
formulae ● Use one of the Primary
● Spreadsheets can be used to solve problems Mathematics
● Data must be entered accurately into a Framework spreadsheets and discuss how it
spreadsheet to achieve the expected works
outcome ● Use a prepared spreadsheet to
work out what food you would buy with
your ration book or what Henry VIII needed
to charge in taxes to kit out the
Mary Rose (History)
● Use a prepared spreadsheet to
compare food
miles or health value of different meal options
(PSHE, Geography, Science)
Suggested resources: Spreadsheet program, eg Microsoft Excel, Open Office spreadsheet, Textease Spreadsheet. Prepared spreadsheets,
eg from Primary Mathematics Framework, Excel instroduction http://www.primaryresources.co.uk/ict/ict2.htm, Purple Mash 2calculate

Control and Programming

Use sequence, selection, and repetition in programs; work with variables and various forms of input and output; generate appropriate inputs
and predicted outputs to test programs
Use logical reasoning to explain how a simple algorithm works and to detect and correct errors in algorithms and programs
Key Understanding Key Skills Outcomes
Data logging Data logging Data logging
To understand that: ● to attach a sensor to a device As a class, plan an investigation using data
● sensing devices can be used to monitor connected to a computer and take logging. Carry out the investigation
changes in environmental conditions readings independently, downloading and
● sensing devices are present in a variety of ● to take both snapshot and continuous interpreting results.
real-life situations data Example outcomes:
● decide whether snapshot or continuous ● to take readings while connected to the
logging is computer and away from the computer,
downloading to view graph
more appropriate for a particular ● to read and interpret bar and line ● Investigate how long various liquids take
investigation graphs created through data logging, to to cool and how insulators can affect the
draw conclusions to experiments cooling process (Science)
● Investigate how pulse rates change during
and after exercise (Science)
Control ● read and interpret bar and line graphs
Control ● to use the repeat command created
● instructions can be repeated ● to use and change a pre-written through data logging, to draw conclusions to
● groups of instructions can be named procedure experiments
● procedures can call other procedures ● write a procedure that uses other Control
● on screen programming represents what a procedures to produce a result Write an on-screen program to write a
● use sensors as inputs in a program to procedure control a robot or character to
robot
control an output create shapes; combine procedures to
e.g. Probot does in real life
● use conditional statements to enable produce effects, including changing
● programs can be transferred between a
characters/ robots to interact variables.
computer and a robot
● to use a variety of angles to control Example outcomes:
● programs can be programmed and tested
movement and create shapes ● use Logo/Hopscotch to create a pattern
on-screen before used on a Robot
● to test and amend a program before using a range of same sized squares
● many real-world devices, (such as traffic
actioning (Maths, Art)
lights, washing machines) are powered by
● make a model/robot containing devices ● explore the impact of changing the
electrical circuits controlled by control
controlled by the computer programs variable of length side and angle relating
boxes e.g. Egg-box.
(e.g. egg-box, Lego WeDo to shapes and patterns (Maths)
● the sequence of instructions in such devices
● explore the properties of regular shapes
is vital, as is the pause between instructions ● design and record a sequence to
control the model to solve a problem, by programming
testing and amending if necessary ● explore patterns, eg. Islamic border
patterns (RE)
● design a Tudor rose or house (history)
● create a model or robot and program its
devices to function appropriately e.g with
Egg-box: -traffic lights, lighthouse, alarm
sequence or controlling movement of Lego
Wedo robots
Suggested resources: Data logger (e.g. Labdisc, TTS Data Logger, Log-IT Explorer, Decibel 10th App), temperature probes, linked
software.
‘Logo or Turtle ‘ program (e.g. Textease Turtle, 2turtle). iPad Apps: Hopscotch, Scratch Jr, Daisy, Lightbot. Floor robots: Probot with Probotix
software..
 Egg-boxes, Lego WeDo

Handling Data

Select, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, including
collecting, analysing, evaluating and presenting data and information
Key Understanding Key Skills Outcomes
Graphing Graphing Collect, find, organise and interpret
To understand that: ● Collect data form internet information using graphing and a branching
● computing can produce different graphs research, digital surveys and database.
quickly and easily if data is entered correctly digital devices including data Example outcomes:
● computing can create graphs for different loggers and tablet devices ● Children record the results of an experiment
purposes; some are more appropriate and ● enter data into a graphing investigating friction and use the results to
easier to read than others package and use it to create a answer hypotheses/questions. (DT/ Science)
range of graphs, and to interpret ● Children design a branching database to
Branching data across all subjects identify the wives of Henry VIII (History)
Databases To ● To compare how different graphs ● Children create a branching database about the
understand that: can be used for different characteristics of materials (Science)
● ‘yes/no’ questions can be used to divide a set purposes ● Children create a branching database to sort
of objects into sub-sets and that a sequence numbers or shapes according to their properties
of Branching Databases (Maths)
‘yes/no’ questions can identify an object ● search a branching database ● Make a branching database for a cinema
● a tree diagram can be used to organise ● create and use a branching telephone booking system. Use this in role-play.
information but questions are key to database to organise, reorganise
organising the data and solve problems and analyse information
● control systems use branching structure to ● compare the use of graphing
their questions ( e.g. cash machine, vending software, branching database
machine, doctors symptoms database, and card-based database for
Playstation, MP3 players, telephone booking organising and interpreting data
system) ● explore some real-life examples
of branching databases, such as
NHS direct diagnostic site, or
cinema telephone booking
system.
Suggested Resources:http://bit.ly/1Kt0Uy1 Graphing package, eg. Microsoft Excel, Textease Spreadsheet, 2Graph. bar graph maker
http://www.onlinecharttool.com/graph or
Branching database eg. FlexiTree, Textease Branch, Granada Branch, 2 investigate

Research

Understand computer networks including the Internet;

Describe how internet search engines find and store data; use search engines effectively; be discerning in evaluating digital content;

Key Understanding Key Skills Outcomes

To understand that: When searching use initial search Find and evaluate specific relevant information to use
●
● content on the internet can be results e.g. content from URL in a presentation
located efficiently but is not always addresses and/or descriptions to
Example outcomes:
relevant consider relevance of the website
● Find and adapt online information for a different
● the Internet can be used to find ● Investigate key words for
audience (Literacy)
things, following straightforward effective Internet searches
● Explore natural habitats using online virtual habitats, to
lines of enquiry ● Add a web page/site to favourites
produce a presentation (Science)
● responsible internet use is list/bookmark for use at another
● Research video, picture and sound archives in exploring
important and the rules of the time
life for children during the Second World War (History)
school are there for safety ● evaluate relevance of found
● Use biographical websites to research authors, sports
● presentations are rarely suitable for resource
personalities etc
the audience if they contain large ● Select relevant information
amounts of copied and pasted text (pictures, text, sound and video)
to use in other software
● Use information found online to
inform presentation work, without
copying and pasting text
● Talk about how to use the
Internet safely
Suggested Resources: the Internet; cached content eg Espresso, Knowledge Box; links page set up by teacher (eg using Microsoft
Word); child-friendly search engines eg www.gogooligans.com , and www.factmonster.com ; search engines for sounds, eg
www.findsounds.com and http://audio.lgfl.org.uk keyword searches using Common sense Materials: http://bit.ly/1P8p9Rr

Online Communication

Be discerning in evaluating digital content; respect individuals and intellectual property; use technology responsibly, securely and safely
Select, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, including
collecting, analysing, evaluating and presenting data and information
Key Understanding Key Skills Outcomes
To understand that: ● select from the children’s work Use at least two online communication
● it is important to think about intended to save and share through an e- methods through the leaning platform.
audience and its possible effects on their portfolio Understand the SMART internet safety
work. ● use at least two online rules.
● Communicating with others, perhaps communication methods (e.g. Example outcomes
outside the school premises or the school online discussion, surveys, ● Use an online survey to collect views about
day, can help develop ideas quizzes, blogs, wikis, shared local issues beyond the school (Geog,
● The school’s Learning Platform is a safe online folders, web quests) Maths)
enclosed environment, but it is important through the Learning Platform in ● Comment on other children’s work using
to keep passwords secure topic work online discussion or blogs (Lit)
● Standards of work and behaviour on the ● discuss advantages and
● Contribute to a blog or wiki about reading
Learning Platform should be the same as in disadvantages of these
choices (Lit)
the classroom communication methods
● Keep a personal learning blog listing what
● It is important to consider the quality of ● To start to think about the
you have learnt today
work before posting online different styles of language
● Share collaborative poems using
● The wider Internet has potential dangers layout and format of online
presentation software or online as a
and there are techniques to keep safe communications sent to
podcast.
● the SMART rules (Safe Meeting Accepting different people (eg. when it is
● Use video conferencing to widen the range
Reliable Tell) are a good guideline on the appropriate to use “text
of opportunities for meaningful interaction
wider Internet language”).
● Use online discussions to bridge between
● give useful and polite feedback
improvised drama and formal play scripts
to others on their work
● Maintain an online reading journal
● explain how to keep yourself
● Use video conference technology in
safe online
character hot seat sessions
● Distribute texts and tasks to pupils by
email and have them respond by email too
Suggested Resources –Winston Makewaves /eSchools or similar learning platform, ‘Cybercafe’ and associated lesson plans:
www.thinkuknow.co.uk or Childnet Kara and

Multimedia and word processing

Select, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, including
collecting, analysing, evaluating and presenting data and information.
Key Objectives Key Skills Outcomes
To understand that: ● Evaluate a range of electronic multimedia, Plan, design and create and improve their own
● Elements (text, graphics, appropriate to task e.g website, photostory, multimedia presentation showing awareness of
sound) need to be chosen leaflet, and recognise key features of layout, audience.
then integrated into a design and presentation
presentation. ● With support, plan structure and layout of Primary Literacy Framework:
● it is important to recognise document/ presentation Write a written voice-over script to persuade a reader
the features of good page ● Select and import graphics from digital cameras, to see a film
design and multimedia graphics packages and other sources and Outcomes are shared, discussed and performed or
presentation prepare it for processing using computing skills published as a class book, using presentation
● it is important to develop the ● Begin to select and import sounds (eg own software or online as a podcast.
layout and structure to recording, sound effects bank created by Organise, rehearse and present their own poetry
ensure teacher) and video/ visual effects presentations created through presentation software
clarity and interest to ● Through peer assessment and self evaluation,
evaluate work both during and after completion, for a chosen audience.
audience
and make suitable improvements Use pictures, text or multimedia effectively to support
● Develop increasing sense of audience When oral presentations
word processing children should: Use an online keyboard tutor
● choose freely from a range of text styles, to suit
audience
● hold two hands over different halves of the
keyboard
● use more than two fingers to enter text

Suggested Resources
Multimedia Authoring packages: Powerpoint, Publisher, Buncee, 2Create, Textease Presenter, Photostory, SWGfL Merlin. Word processing
packages: Textease,
Word, 2Publish+. Keyboard tutor: BBC Dance Mat Typing (www.bbc.co.uk/schools/typing ) or Tux Type (free to download from
http://tuxtype.sourceforge.net )
IPad - Book Writer, Book Creator, Educreations, Keynote, Pages, Comic Life, Comic Book, Buncee, Explain Everything, Skitch, Thinglink
 Graphics

Select, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, including
collecting, analysing, evaluating and presenting data and information.
Key Understanding Key Skills Outcomes
To understand that: ● import a photograph and explore the effects Create digital artwork by photograph
● computing enables design in terms which can be created editing.
of accuracy, efficiency and the ● use a range of visual effects such as filters, hues Example outcomes:
ability to draft and redraft and painting over photographs. ● Create a photofit image for a Wanted
● photographs can be manipulated ● Create patterns and montages poster of a story character (Literacy)
using graphics software ● select areas and manipulate to give different ● Create pop art-style images by
effects. changing effects of a still image (Art)
● Use animation to illustrate shapes
reflecting, rotating and tessellating
(Maths)
● Create fantasy settings using photo-
editing software.
Suggested Resources: paint program: 2Paint a Picture, Revelation Natural Art, Dazzle, Picasa, Digital camera,
Pixlr, iPiccy iPad Apps Photoshop Express, Snapseed, Pop Art Me, Afterlight, Brushes, iPastels
 Digital video

Select, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, including
collecting, analysing, evaluating and presenting data and information.
Key Understanding Key Skills Outcomes
To understand that: ● To capture video clips to communicate their ideas Children create, edit and evaluate
● video footage and still images can ● to cut and reorganise digital video digital video and/ or animation
be sequenced and edited once ● to use a timeline to organise frames of video
Example outcomes:
transferred from a digital camera footage
● Create a copy of a TV program to fit with
to computer ● to add text, sound effects and other graphic other work (eg. Weakest Link Henry VIII's
● stop-frame animation can record a effects wives; historical Through the Keyhole or
series of images and be played ● To use an on-screen animation package or digital cookery programme)
back as a video camera with stop-frame animation software, to ● create TV programme, eg news broadcast
create an animation or advert, with cross-curricular purpose
● Evaluate and improve work with a view to ● create animation to illustrate scientific
audience and purpose concept, eg friction
Suggested Resources: digital camera, digital camcorder, digital microscope, webcam,
greenscreen Simple video editing software: Windows Movie Maker,iMovie Revelation Sight
and Sound.
Photo sequencing software: Photostory/Picasa.
Animation software: stop motion animator, 2Animate, I Can Animate, ZU3D, Pivot Stickfigure/
Stykx iPad Apps EasyStudio, iMotion, Smoovie, Splice, DoInk, iMovie
 Music and Sound

Select, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, including
collecting, analysing, evaluating and presenting data and information
Key Understanding Key Skills Outcomes
● understand that music can be improved ● listen to a variety of radio Plan and record material for a radio
through evaluation, discussion and editing programmes, evaluating their style programme
● understand that presenting ideas through ● write a script for a radio programme
sound alone requires a certain style and a ● plan and record audio for a radio Example outcomes
greater amount of description program, eg interview, news ● Magazine-type programme with
broadcast, advert, cookery interview with book or historical
programme character
● evaluate and re-record (maybe ● Radio news show, giving news of
editing) historical event or school event; publish
● maybe publish work online as a through school website
podcast ● Produce audio commentaries to be
played back by an individual on a
portable audio device as they move
around a particular location
Suggested Resources: microphone, digital sound recorder, Easispeak microphones
Software for recording and saving sounds: Audacity, Podium, Windows Sound Recorder, Purple Mash 2Beat,
Incredibox, iPad apps: Garageband, Voice Record Pro, Beatwave, Madpad, Novation Launchpad