Computing

Key Stage 2
Curriculum map

Key Stage 2 Computing - Curriculum Map - Version 3.0, 28 September 2021

1. Philosophy
Six underlying attributes at the heart of
Oak’s curriculum and lessons.

Lessons and units are knowledge and

vocabulary rich so that pupils build on what they
already know to develop powerful knowledge.

Knowledge is sequenced and mapped in a

coherent format so that pupils make meaningful
connections.

Our flexible curriculum enables schools to tailor

Oak’s content to their curriculum and context.

Our curriculum is evidence informed through

rigorous application of best practice and the
science of learning.

We prioritise creating a diverse curriculum by

committing to diversity in teaching and teachers,
and the language, texts and media we use, so all
pupils feel positively represented.

Creating an accessible curriculum that addresses

the needs of all pupils is achieved to accessibility
guidelines and requirements.
2. Units
KS2 Computing is formed of 12 units and this is the recommended sequence:

Unit Title Recommended Number of lessons

year group
1 Sharing Information Year 5 6

2 Video Editing Year 5 6

3 Selection In Physical Computing Year 5 6

4 Flat-File Databases Year 5 6

5 Vector Drawing Year 5 6

6 Selection in Quizzes Year 5 6

7 Communication Year 6 6

8 Web Page Creation Year 6 6

9 Variables in Games Year 6 6

10 Spreadsheets Year 6 6

11 3D Modelling Year 6 6

12 Sensing Year 6 6
3. Lessons
Unit 1 Sharing Information 6 Lessons
Lesson
Lesson question Pupils will learn
number

1. Systems
In this lesson, we will introduce the concept of a system.
We will develop understanding of components working
together to make a whole. We will also explore how
digital systems might work and the physical and
electronic connections that exist.

2. Computer systems and us

In this lesson, we will consider how larger computer
systems work and how devices and processes are
connected. We will also reflect on how computer
systems can help us.

3. Transferring information In this lesson, we will introduce the idea that parts of a
computer system are not always in the same place or
country. Instead, those parts of a system must transfer
information using the internet. We will also gain an
awareness of IP addresses and the rules (protocols) that
computers have for communicating with one another.
4. Working together
In this lesson, we will consider how people can work
together when they are not in the same location. We will
discuss ways of working and simulate a collaborative
online project. We would advise you to complete this
lesson on a desktop device as you need to download
and interact with additional files as part of the learning.
These can be downloaded from the last slide of the
worksheet. You should always ask your parent or carer
for permission before downloading files from the
internet.

5. Online collaboration In this lesson, we will develop our collaborative work

skills by commenting and suggesting in a shared
document. We will also learn how to make comments
and suggestions constructive and helpful. We would
advise you to complete this lesson on a desktop device
as you need to download and interact with additional
files as part of the learning. These can be downloaded
from the last slide of the worksheet. You should always
ask your parent or carer for permission before
downloading files from the internet.
6. Shared working
In this lesson, we will introduce another approach to
online working; reusing and modifying work done by
someone else. We would advise you to complete this
lesson on a desktop device as you need to download
and interact with additional files as part of the learning.
These can be downloaded from the last slide of the
worksheet. You should always ask your parent or carer
for permission before downloading files from the
internet.
Unit 2 Video Editing 6 Lessons
Lesson
Lesson question Pupils will learn
number

1. What is video?
In this lesson, we will explore a brief history of creating
moving images from still images. We will also look at the
role and benefits of the use of audio in a video, learning
that the purpose of video is to communicate a message
to an audience, or to record an event. Lastly, we will plan
a video project using a story board.

2. Identifying devices
In this lesson, we will explore devices and computer
applications that record audio and video. Learners will
have the opportunity to investigate the pros and cons of
using audio devices such as dictation machines or
mobile sound recorders versus fully integrated AV
(audiovisual) devices.

3. Using a device In this lesson, we will explore devices and computer

applications. We will make a short practise recording to
familiarise ourselves with these devices and apps. Then
we will locate the functions and practise the safe
handling of the equipment. Lastly, we will encourage the
use of zoom, angle, and movement (pan and tilt) in our
recordings.
4. Features of an effective video
In this lesson, we will look at investigate further the
features of an effective video. We will list some of these
features and record a video which employs them in
context. Lastly, we will explain why lighting and angle
are important in filming an effective video.

5. Importing and editing video

In this lesson, we will learn how to export video to a
computer (or other suitable device) and to make edits to
it by means such as choosing the best recording,
clipping videos, and adding transition effects. We will
learn how to improve our videos through reshooting
and editing. Lastly, we will learn which tools to use to
perform the edits that we desire.

6. Video evaluation In this lesson, we will have the opportunity to review the
content of edited videos and finalise them by adding
special effects such as animations, transitions, text,
additional audio, and other visual effects.
Unit 3 Selection In Physical Computing 6 Lessons
Lesson
Lesson question Pupils will learn
number

1. Connecting Crumbles
In this lesson, we will will look at a Crumble
microcontroller. We will connect it to a computer and
program it to control an LED.

2. Combining output devices

In this lesson, we will connect at least two output
devices to a Crumble microcontroller. We will write
programs to control those outputs. Our programs will
include loops.

3. Controlling with conditions

In this lesson, we will examine different conditions and
identify when they are true or false. The we will write
statements using 'do until'. Lastly, we will connect a
switch to a Crumble microcontroller and write a
program using that input as a condition.

4. Starting with selection

In this lesson, we will identify conditions and selection.
We will also write a program which includes selection.
5. Drawing Designs In this lesson, we will identify how selection might be
used in 'real-life' examples. We will also design and build
a model that we can control with a Crumble
microcontroller.

6. Writing and testing algorithms

In this lesson, we will write an algorithm for controlling
our models. We will then turn that algorithm into code.
Lastly, we will test and debug our program.
Unit 4 Flat-File Databases 6 Lessons
Lesson
Lesson question Pupils will learn
number

1. Creating a paper-based database

In this lesson, we will create record cards and add data
to them. We will then attempt to sort the cards and use
those cards to answer questions.

2. Computer databases
In this lesson, we will use a database on a computer. We
will sort data to answer questions. Then we will compare
using a paper-based database with a computer
database.

3. Using a database
In this lesson, we will search and order a database to
answer questions.

4. Using search tools

In this lesson, we will use database search tools. We will
search for results using 'AND' 'OR' criteria.

5. Comparing data visually In this lesson, we will create charts using our previously
compiled databases. Then we will compare different
ways of viewing information.
6. Databases in Real Life
In this lesson, we will use an online database to search
and filter real data.
Unit 5 Vector Drawing 6 Lessons
Lesson
Lesson question Pupils will learn
number

1. The drawing tools

In this lesson, we will be introduced to vector drawings
and learn that they are made up of simple shapes and
lines. We will then use the main drawing tools within a
software package. Lastly, we will discuss how vector
drawings differ from paper-based drawings.

2. Create a vector drawing

In this lesson, we will identify the shapes that are used
to make vector drawings. We will be able to explain that
each element of a vector drawing is called an 'object'.
Then we will create their own vector drawing and
duplicate objects to save time.

3. Being effective
In this lesson, we will increase the complexity of our
vector drawings, using the zoom tool to add detail to our
work. We will then learn how grids and resize handles
can improve the consistency of our drawings. Lastly, we
will use tools to modify objects and create different
effects.
4. Layers and objects In this lesson, we will gain an understanding of layers
and how they are used in vector drawings. We will learn
that each object is built on a new layer and that these
layers can be moved forward and backward to create
effective vector drawings.

5. Manipulating objects
In this lesson, we will be taught how to duplicate
multiple objects. We will learn how to group objects to
make them easier to work with, how to copy and paste
these images, and how to make simple alterations.

6. Get designing
In this lesson, we will understand how digital images can
be made from shapes or pixels. We will suggest and
implement improvements to vector drawings and
complete the unit by creating our own labels for the
classroom using the skills we have learned.
Unit 6 Selection in Quizzes 6 Lessons
Lesson
Lesson question Pupils will learn
number

1. Exploring conditions
In this lesson, we will revisit our previous learning on
selection and identify how conditions are used to
control the flow of actions in a program. We will be
introduced to the command blocks for conditions in
programs using the Scratch programming environment,
and modify the conditions in an existing program.

2. Selecting outcomes
In this lesson, we will use the 'if... then... else...' structure
in algorithms and programs. We will revisit the need for
selection to ensure conditions are repeatedly checked
and will use this knowledge to write our own programs.

3. Asking questions
In this lesson, we will consider how the 'if... then... else...'
structure can be used to identify two responses to a
binary question (yes or no). We will learn how questions
can be asked in Scratch and how the answer is used to
control the outcomes. We will then design a program
that uses selection to direct the flow of the program.
4. Planning a quiz In this lesson, we will use selection to control the
outcomes in an interactive quiz. We will outline the
requirements of the task and use an algorithm to show
how we can use selection. To do this, we will design a
storyboard to identify the questions asked and the
outcomes for both correct and incorrect answers.

5. Testing a quiz
In this lesson, we will use Scratch to implement our
designed algorithms as a program. We will run this
program to test if it correctly uses selection to control
the outcomes and will debug as necessary. Once we
have completed our programs, we will consider the
value of sharing it with others to collect feedback.

6. Evaluating a quiz
In this lesson, we will return to our completed programs
and identify ways to improve them. We will focus on
issues where answers similar to those in the condition
are given as the input and identify ways to avoid these
issues. We will consider how to ensure all uses are
provided with the same experience and identify if we
have met the requirements of the given task.
Unit 7 Communication 6 Lessons
Lesson
Lesson question Pupils will learn
number

1. Searching the web

In this lesson, we will be introduced to a range of search
engines. We will be given the opportunity to explain how
we search, then we will write and test instructions.

2. Selecting search results

In this lesson, we will gain an understanding of why
search engines are necessary to help us find things on
the World Wide Web. We will conduct our own searches
and break down, in detail, the steps needed to find
things on the web.

3. How search results are ranked

In this lesson, we will use an unplugged activity in which
we will learn about some of the main factors that
influence how a search engine ranks a web page.

4. How are searches influenced?

In this lesson, we will explore how the person
performing a web search can influence the results that
are returned, and how content creators can optimise
their sites for searching.
5. How we communicate In this lesson, we will deepen our understanding of the
term 'communication'. We will explore different
methods of communication, then we will consider
internet-based communication in more detail.

6. Communicating responsibly
In this lesson, we will use information provided and our
prior knowledge to categorise different forms of
internet communication. We will explore issues around
privacy and information security.
Unit 8 Web Page Creation 6 Lessons
Lesson
Lesson question Pupils will learn
number

1. What makes a good website?

In this lesson, we will explore and review existing
websites and evaluate their content. We will have some
understanding that websites are created using HTML
code.

2. How would you lay out your web page?

In this lesson, we will look at the different layout
features available in Google Sites and plan our own web
page on paper.

3. Copyright or CopyWRONG?
In this lesson, we will become familiar with the terms
'fair use' and 'copyright'. We will gain an understanding
of why we should only use copyright-free images and we
will find appropriate images to use in our work from
suggested sources.

4. How does it look? In this lesson, we will revise web page creation in Google
Sites. We will create a page and we will preview our web
page as it appears on different devices and suggest or
make edits to improve the appearance of the page
across those devices.
5. Follow the breadcrumbs
In this lesson, we will appreciate the need to plan the
structure of a website carefully. We will plan our
website, paying attention to the navigation paths (the
way that pages are linked together). We will then create
multiple web pages and use hyperlinks.

6. Think before you link!

In this lesson, we will consider the implications of linking
to content owned by other people and create hyperlinks
on our own websites to link to other people's work. We
will then evaluate the user experience when using our
websites and the website of another student.
Unit 9 Variables in Games 6 Lessons
Lesson
Lesson question Pupils will learn
number

1. Introducing variables
In this lesson, we will explore using variables in
computer programs. We will explore variables in Scratch
as well as designing and writing our own short
programs.

2. Variables in programming
In this lesson, we will learn how variables are updated,
and we will learn the importance of naming our
variables carefully.

3. Improving a game
In this lesson, we will experiment with changing
variables by different amounts and in different places.
We will also learn how to display a variable in a different
way.

4. Designing a game
In this lesson, we will work on the design of a computer
game. We will choose artwork and design algorithms.

5. Design to code In this lesson, we will turn our project designs into code
to create our games.
6. Improving and refining
In this lesson, we will add more variables to improve our
games.
Unit 10 Spreadsheets 6 Lessons
Lesson
Lesson question Pupils will learn
number

1. What is a spreadsheet?
In this lesson, we will learn that a spreadsheet is a
computer application which allows users to organise,
analyse, and store data in a table. We will be introduced
to the importance of data headings.

2. Modifying spreadsheets
In this lesson, we will be taught that objects can be
described using data. We will build a data set (a
collection of related data that can be manipulated using
a computer) within a spreadsheet application and apply
appropriate number formats to cells.

3. What's the formula?

In this lesson, we will begin to use formulas to produce
calculated data. We will learn that the type of data in a
cell is important (e.g. numbers can be used in
calculations whereas words cannot). Then we will create
formulas to use in our spreadsheets using cell
references
4. Calculate and duplicate In this lesson, we will recognise that data can be
calculated using different operations: multiplication,
subtraction, division and addition. We will create
formulas in a spreadsheet. We will then understand the
importance of creating formulas that include a range of
cells.

5. Event planning
In this lesson, we will plan and calculate the cost of an
event using a spreadsheet. We will use a list to choose
what we would like to include in our event, and use our
spreadsheet to answer questions on the data we have
selected.

6. Presenting data
In this lesson, we will acquire the skills to create charts
in Google Sheets. We will evaluate results based on
questions asked using the chart that we have created.
Finally, we will appreciate there are different software
tools available within spreadsheet applications to
present data.
Unit 11 3D Modelling 6 Lessons
Lesson
Lesson question Pupils will learn
number

1. What is 3D modelling?
In this lesson, we will examine 3D objects from a variety
of views within a 3D space. We will also explore the
functionality of the buttons available within the software
in order to create a 3D maze.

2. Making changes
In this lesson, we will alter the dimensions of 3D objects
and recognise how to lift these objects to create 3D
models. We will then enhance our 3D models by
changing the colour of our 3D objects.

3. Rotation and position

In this lesson, we will produce a 3D model of a physical
object, which will contain a number of different 3D
objects. We will rotate and place these 3D objects into
position in relation to other 3D objects, and we will use
the copy tool to improve our modelling efficiency.

4. Making holes In this lesson, we will produce a 3D model of a pencil

holder. To do this, we will look at resizing objects to
specific dimensions and we will use the group tool to
create holes in 3D objects.
5. Planning my own 3D model
In this lesson, we will experiment with grouping 3D
objects and demonstrate our ability to use our past
learning to manipulate 3D objects in Tinkercad. We will
then plan our own 3D models of a photo frame which
we will develop in the next lesson.

6. Making my own 3D model

In this lesson, we will produce our own 3D model based
on our plan from the previous lesson. We will evaluate
our models and decide whether we have met the criteria
provided. We will then have the opportunity to add
improvements.
Unit 12 Sensing 6 Lessons
Lesson
Lesson question Pupils will learn
number

1. The micro:bit
In this lesson, we will be introduced to the micro:bit and
its block based programming environment, MakeCode.

2. Go with the flow

In this lesson, we will explore how 'if... then... else...'
statements are used to direct the flow of a program. We
will then use this learning to create a fortune teller
project to run on a micro:bit.

3. Sensing inputs
In this lesson, we will use the buttons to change the
value of a variable using selection. We will then develop
our programs to update the variable by using the
micro:bit's accelerometer which senses motion. Finally,
we will learn that a variable can be displayed after it is
updated or in response to an input.

4. Finding your way

In this lesson, we will use the compass on the micro:bit
as an input device. We will initially design and create a
program to display the direction in which the micro:bit is
pointing before turning it into a navigational device.
5. Designing a step counter
In this lesson, we will design a project to make a
micro:bit step counter. We will use a familiar design
template to design the algorithm, appearance and to
program flow of the project.

6. Making a step counter

In this lesson, we will make a micro:bit based step
counter following a design. We will test and debug our
code and look for ways to improve the sensitivity of our
counter.
4. Learn More
Contents

Section number Section contents

1. Coherence and flexibility

2. Knowledge organisation

3. Inclusive and ambitious

4. Application through software

5. Motivation through learning

6. Key stage 2 curriculum themes

7. Key stage 2 computing unit summaries

1. Coherence and flexibility

The computing curriculum is structured in units. For the units to be coherent, the lessons within them must be taught in order.
However the curriculum is flexible in terms of the order in which you teach units within a year group, except for programming
where concepts and skills rely on prior learning and experiences.
2. Knowledge organisation

The curriculum applies to the National Centre for Computing Education’s computing taxonomy. This has been developed
through a review of the KS1-4 computing programme of study, and the GCSE and A Level computer science specifications,
across all awarding bodies. All learning outcomes can be described through a top-level taxonomy of ten topics, ordered
alphabetically as follows:

Algorithms

Computer Networks

Computer Systems

Creating Media

Data & Information

Design & Development

Effective use of tools

Impact of technology

Programming

Safety & Security

The taxonomy categorises and organises content into strands which encapsulate the discipline. Whilst all strands are present
at all phases, they are not always taught explicitly.

3. Inclusive and ambitious

We want Oak to be able to support all children. Our units will be pitched so that children with different starting points can
access them. Our lessons will be sequenced so that each builds on prior learning. Our activities will be scaffolded so all
children can succeed. We use unplugged or real world activities to unpack difficult concepts in computing as part of a semantic
wave of learning. We also use a range of scaffolding approaches when teaching programming, ranging from copying code,
exploring some commands or functions, fixing code with bugs to solving specific problems with code.
4. Application through software

We need pupils to be thinking during their lessons - both to engage with the subject and to strengthen memory of what is
being learnt. Some of our lessons require practical application of concepts and skills on a computer using appropriate
software. We supplement our lessons with guidance on how to use such software to reinforce the learning from the lesson.

5. Motivation through learning

We believe that computing is inherently interesting, and seek to motivate pupils through the subject matter. Where possible,
we draw on real world experiences to provide an engaging viewpoint on computing concepts. Every student should have the
opportunity to implement their skills and knowledge and ultimately feel a sense of achievement. We provide opportunities for
pupils to be creative and solve problems by building their own programs and applications, for example.

6. Key stage 2 computing curriculum themes

Computing Systems and Networks

Sharing Information

Communication

Creating Media

Video Editing

Vector Drawing

Web Page Creation

3D Modelling

Programming

Selection In Physical Computing

Selection in Quizzes

Variables in Games
 Sensing

Data & Information

Flat File Databases

Spreadsheets

7. Key stage 2 computing unit summaries

Unit title Year group Unit summary

Sharing information Year 5 How computing systems share

Information

How the internet shares information

Collaboration

Video editing Year 5 Plan, record, edit a video

Add titles, credits etc to a video

Option to include green screen on a

video

Selection in physical computing Year 5 Using Crumbles to explore physical

inputs and outputs.

“if...then” introduced for final

project.

Flat-file databases Year 5 Using records and fields to

understand stored information.
 Retrieving information using search
& sort.

Vector drawing Year 5 Using shape tools, combining with

group/ungroup,arranging layers,
resizing, rotating etc.

Selection in quizzes Year 5 Exploring if...then...else statements

and their use in block coding

Communication Year 6 How to effectively search and how

search engines work.

Webpage creation Year 6 Using a wysiwyg editor to create and

link several pages.

Links to external sites.

Variables in Games Year 6 Exploring the basics of collecting

data to update variables in simple
game design

Spreadsheets Year 6 Exploring how to organise data for

purpose.

Creating new, calculated, data

automatically using basic formulas.

3D Modelling Year 6 Using software like Tinkercad to

create 3D models, exploring 3D
 space, applying scale, real world
problems

Sensing Year 6 Exploring the basics of block coding

to sense and record data