Transcript Year 4 Curriculum 2014

Light Oaks Junior School
Year 4 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 4
Algorithms and Programs
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Can they create a 3D world?
Can they identify selection?
Can they identify the use of selection
and use it?
Can they use selection to create the
end of a game?
Can they use selection to adapt a
game?
Data Retrieving and Organising
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•
•
Using the Internet
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Can they use a search engine to find a
specific website?
Can they use note-taking skills to decide
which text to copy and paste into a
document?
Can they use tabbed browsing to open
two or more web pages at the same
time?
Can they open a link to a new window?
Can they open a document (PDF) and
view it?
Can they capture images using
webcams, screen capture, scanning,
visualiser and internet?
Can they choose images and
download into a file?
Can they download images from the
camera into files on the computer?
Can they copy graphics from a range of
sources and paste into a desktop
publishing program?
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•
Databases
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Can they input data into a prepared
database?
Can they sort and search a database to
answer simple questions?
Do they recognise what a spread sheet
is?
Can they use the terms ‘cells’, ‘rows’
and ‘columns’?
Can they enter data, highlight it and
make bar charts?
Year 4 (Challenging)
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•
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Communicating
Can they use photo editing software to crop photographs and add effects?
Can they copy and paste the graph/bar chart and use it in a WP document?
Can they use animation in their presentation?
Do they appreciate the benefits of ICT
to send messages and to
communicate?
Can they use the automatic spell
checker to edit spellings?
Presentation
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Can they create a lengthy presentation
that moves from slide to slide and is
aimed at a specific audience?
Can they insert sound recordings into a
multi media presentation?
Do they know how to manipulate text,
underline text, centre text, change font
and size and save text to a folder?
E-safety in Years 3 and 4
Knowledge & understanding
• Do they understand the need for rules to keep them
safe when exchanging learning and ideas online?
• Can they recognise that information on the internet may
not be accurate or reliable and may be used for bias,
manipulation or persuasion?
• Do they understand that the internet contains fact,
fiction and opinion and begin to distinguish between
them?
• Can they use strategies to verify information, e.g. crosschecking?
• Dot hey understand the need for caution when using an
internet search for images and what to do if they find an
unsuitable image?
• Do they understand that copyright exists on most digital
images, video and recorded music?
• Do they understand the need to keep personal
information and passwords private?
• Do they understand that if they make personal
information available online it may be seen and used by
others?
• Do they know how to respond if asked for personal
information or feel unsafe about content of a message?
• Can they recognise that cyber bullying is unacceptable
and will be sanctioned in line with the school’s policy?
• Do they know how to report an incident of cyber
bullying?
• Do they know the difference between online
communication tools used in school and those used at
home?
• Do they understand the need to develop an alias for
some public online use?
• Do they understand that the outcome of internet
searches at home may be different than at school?
Skills
• Do they follow the school’s safer internet rules?
• Do they recognise the difference between the work of
others which has been copied (plagiarism) and restructuring and re-presenting materials in ways which
are unique and new?
• Can they begin to identify when emails should not be
opened and when an attachment may not be safe?
• Can they explain how to use email safely?
• Can they use different search engines?
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 4: PRESENTATION
Lesson
Objectives
Lesson idea
Externals & Software Used
Assessment
1
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I can manipulate text,
underline text, centre
text, change font and size
and save text to a folder.
Children create a montage of different words that
express their personality, using different fonts, sizes
and changing the direction of the text.
Word or powerpoint
Children will be able to
manipulate, underline text,
centre text, change font and
size.
2
•
I can create a
presentation that moves
from slide to slide and is
aimed at a specific
audience.
Children create a Powerpoint presentation about their
current topic (e.g. contrasting localities).
Powerpoint
Children will be able to create
a presentation with sound,
text and image.
•
I can combine text,
images and sounds and
show awareness of
audience.
DL - Always make sure that any searches for images
are safe.
• I understand that the
outcome of internet
searches at home may be
different than at school.
3
•
I understand the need for
caution when using an
internet search for
images and what to do if
they find an unsuitable
image.
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I can create a
presentation that moves
from slide to slide and is
aimed at a specific
audience.
•
I can combine text,
images and sounds and
show awareness of
audience.
As above
Children will be able to create
a presentation with sound,
text and image.
Year 4: PRESENTATION
Lesson
Objectives
Lesson idea
4
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I can evaluate my work
and the work of my peers
and suggest
improvements.
Children showcase their work and feedback 2 stars and
a wish.
Children will be able to
evaluate their work and make
suggestions for improvements.
5
•
I can understand that if
they make personal
information available
online it may be seen and
used by others.
Get children to thought shower social media sites and
instances where you share information in a public
domain.
Children will be able to decide
what it is safe to share in a
public domain online.
Get children to design a paper profile page – what
information would they share on it? Discuss ideas e.g. If
photos, how would they make sure that no one else
accessed them? Would it be o.k. to put pictures of
yourself in your school uniform?
Children will know what to do
if they feel uncomfortable with
communications that they
receive.
•
6
I know how to respond if
asked for personal
information or feel
unsafe about content of a
message.
•
I can recognise that cyber
bullying is unacceptable
and will be dealt with in
line with the school’s
policy.
•
I know how to report an
incident of cyber bullying.
Externals & Software Used
Assessment
Have class discussion around what children could do if
information was requested from them, or if they
received a text from someone they didn’t know etc.
Show logos for report it buttons (thinkuknow website
can be used).
Discuss definition of bullying (link to PSHCE). Extend to
online and in terms of technology communications. Do
children know what to do if they are targeted by cyber
bullies? Who are cyber bullies? What constitutes cyber
bullying? Perhaps give children different scenarios to
discuss in their groups. Make sure that they know the
difference between an isolated incident and cyber
bullying.
Show children CEOP sign and report it buttons. Discuss
how the police deal with make links that it is a criminal
offence.
Children will recognise that
cyber bullying is unacceptable
and will be dealt with in line
with the school’s policy.
Children will know how to
report an incident of cyber
bullying.
Year 4: DATABASES
Lesson
Objective
Lesson idea
Externals &
Software Used
Assessment
1
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I can input data into a
prepared database.
Recap what is a database?
Children complete a nature walk around the school grounds (included gardening
club section at the front of school) and take note of which plants and trees they
can see. Children get descriptors e.g. type of leaves, feel, smell for these and
then , using 2investigate, children input their data into a database that is
prepared with the necessary fields e.g. Name of Plant, plant family (Flowering
plants- grasses
Non flowering plants- ferns and mosses)
2investigate
Links to all
living things
unit
Children will be
able to input data
onto a prepared
database.
2
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I can sort and search a
database to answer
simple questions.
Children come up with 3 questions that can be answered using their database
then swap with a partner, who will answer them. Teacher might want to give
some pre-prepared questions as well after reviewing database. Include sort and
search features in answering questions.
2investigate
Children will be
able to use the sort
and search features
to help them to
answer questions
on a database.
3
•
I can recognise what a
spread sheet is.
Follow scheme of work on Gods of Olympus – Resource to be found in the ICT
resource folder in the ICT cupboard.
•
I can use the terms ‘cells’,
‘rows’ and ‘columns’
Excel or
spreadsheet
equivalent
software.
Project should take at least 2 lessons.
Children will be
able to investigate
data presenting in a
spread sheet and
draw conclusions
from it.
Excel or
spreadsheet
equivalent
software.
Children will be
able to input data
and present it
digitally in a graph
4
•
I can enter data, highlight
it and make bar charts.
Year 4: USING THE INTERNET
Lesson
Objective
Lesson idea
Externals &
Software Used
Assessment
1-5
•
I can use a search engine
to find a specific website.
Across 5 lessons, children produce an oral presentation on an aspect of Roman
life. Children can work in small groups or pairs.
Windows Movie
Maker.
•
I can use note-taking
skills to decide which text
to copy and paste into a
document.
Lesson 1: Children research information from given list of weblinks and website
names in a PDF document. Recap being discerning about content and how to
cut and paste. Children create an initial word doc. Demonstrate tabbed browsing
and opening a link to a new window.
Pre- prepared list
of weblinks.
Children will be
able to use a search
engine to find a
specific website.
•
I can use tabbed
browsing to open two or
more web pages at the
same time.
Lesson 2-4: Children work on presentation. Type a script, find and create visual
stimulus in a software programme of their choice. Sourcing pictures and
information from a range of places on the school intranet/VLP and/or safe
internet sites.
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I can they open a link to a
new window.
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I can they open a
document (PDF) and view
it.
Lesson 5: Children present their findings and record/film these using digi mics or
digi cams. Children’s presentations are then imported into Windows Movie
Maker to create an informative film on their topic. 2 stars and a wish on each
child’s work.
Children will be
able to take notes
from websites
efficiently and be
discerning about
the content that
they choose.
Children will be
able to use tabbed
browsing, open a
link to a new
window and view a
PDF.
Year 4: COMMUNICATING
Lesson
Objective
Lesson idea
1
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SEEKING APPROPRIATE SOFTWARE FOR
EMAILING AND INSTANT MESSAGING.
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2-6
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I can appreciate the
benefits of ICT to send
messages and to
communicate
I can use the automatic
spell checker to edit
spellings.
I know the difference
between online
communication tools
used in school and those
used at home.
I can understand the
need for rules to keep me
safe when exchanging
learning and ideas online.
• I can understand the
need to keep personal
information and
passwords private.
• I understand that if I
make personal
information available
online it may be seen and
used by others.
• I know how to respond if
asked for personal
information or feel
unsafe about content of a
message.
Also revisiting cyber bullying
objectives from earlier in the
year in Presentation section.
Externals &
Software Used
Assessment
Children will be
able to use ICT to
communicate and
send messages.
Children will
consider the
environment and
controls on
computers in
different contexts.
http://www.childnet.com/resources/the-adventures-of-kara-winston-and-thesmart-crew/chapter1
Watch videos on above link site and complete follow up KNOW IT ALL activities.
Know it all videos
and lesson plans.
Children will
understand the
basic rules for
exchanging
information online
and why they exist.
http://www.childnet.com/resources/know-it-all-for-primary
Children will know
how to report
inappropriate
behaviour they
encounter on
technology.
Children will know
what constitutes
cyber bullying and
how to report it.
Year 4: DATA RETRIEVING AND ORGANISING
Lesson
Objective
Lesson idea
Externals &
Software Used
Assessment
1&2
•
I can capture images
using webcams, screen
capture, scanning,
visualiser and internet.
Children create a very short animation of a Greek myth of their choice.
Children use a shoe box to create a scene and create characters on card. Using
photographs children then create an animation in I can animate ( a stop motion
animation programme) or in 2animate advanced mode to import pictures.
Digi cam
Children will be
able to capture
images, using a
range of different
methods.
2
•
I can choose images and
download into a file.
Children choose a sequence of the best images that tell their story and download
them onto the computer then import them in Windows Movie Maker or I can
animate on ipads.
•
I can download images
from the camera into files
on the computer.
Windows Movie
Maker
I can Animate.
Digi Mics
Children will be
able to choose
images and
download them
from a camera.
Microsoft
Publisher/Word
Children will be
able to copy
graphics form a
range of sources
and paste them
into a desktop
publishing program.
3&4
•
I can copy graphics from a
range of sources and
paste into a desktop
publishing program.
Children can add a sound track or audio narrative recorded on digi mics. Also, add
transitions effects and title/credit pages.
Children create a montage of words associated with an aspect of grammar,
copying and pasting from files on the network that are pre-prepared,
photographs and webpages.
Year 4: ALGORITHMS AND PROGRAMS
Lesson
Objective
Lesson idea
Externals &
Software Used
Assessment
1-6
•
I can they create a 3D
world.
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
4.
Kodu
•
I can identify selection.
Children will be
able to create a 3D
game which uses
selection.
•
I can identify the use of
selection and use it?
•
I can use selection to
create the end of a game.
•
I can use selection to
adapt a game.
Digital Literacy Resources
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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)