Computing teacher: Mark Cullen
The Teach Computing curriculum is structured into units for each year group, and each unit is broken down into lessons. Units can generally be taught in any order, with the exception of programming, where concepts and skills rely on prior knowledge and experiences. Lessons must be taught in numerical order.
Learners will apply their knowledge and understanding of networks, to appreciate the internet as a network of networks which need to be kept secure. They will learn that the World Wide Web is part of the internet, and will be given opportunities to explore the World Wide Web for themselves in order to learn about who owns content and what they can access, add, and create. Finally, they will evaluate online content to decide how honest, accurate, or reliable it is, and understand the consequences of false information. This unit requires devices with an internet connection. Chrome Music Lab is used in one lesson to demonstrate content which can be produced on the World Wide Web.
Lesson 1 Connecting networks
Learners will explore how a network can share messages with another network to form the internet. They will consider some of the network devices involved in this, such as routers, and then discuss what we should keep in and out of a network to keep safe.
Learning objectives
To describe how networks physically connect to other networks
- I can describe the internet as a network of networks
- I can demonstrate how information is shared across the internet
- I can discuss why a network needs protecting
Lesson 2 What is the internet made of?
Learners will describe the parts of a network and how they connect to each other to form the internet. They will use this understanding to help explain how the internet lets us view the World Wide Web and recognise that the World Wide Web is part of the internet which contains websites and web pages.
Learning objectives
To recognise how networked devices make up the internet
- I can describe networked devices and how they connect
- I can explain that the internet is used to provide many services
- I can recognise that the World Wide Web contains websites and web pages
Lesson 3 Sharing information
Learners will explore what can be shared on the World Wide Web and where websites are stored. They will also explore how the World Wide Web can be accessed on a variety of devices.
Learning objectives
To outline how websites can be shared via the World Wide Web (WWW)
- I can describe where websites are stored when uploaded to the WWW
- I can describe how to access websites on the WWW
- I can explain the types of media that can be shared on the WWW
Lesson 4 What is a website?
Learners will analyse a website and identify the key parts. They will then consider what content can be added to websites and what factors they should consider before adding content to a website. Finally, they will use a website which enables them to create their own content online.
Learning objectives
To describe how content can be added and accessed on the World Wide Web (WWW)
- I can explain what media can be found on websites
- I can recognise that I can add content to the WWW
- I can explain that internet services can be used to create content online
Lesson 5 Who owns the web?
Learners will explore who owns the content on the World Wide Web (or ‘web’ for short). They will explore a variety of websites and will investigate what they can and cannot do with the content on them. They will also relate this to principles of ownership and sharing in the real world.
Learning objectives
To recognise how the content of the WWW is created by people
- I can explain that websites and their content are created by people
- I can suggest who owns the content on websites
- I can explain that there are rules to protect content
Lesson 6 Can I believe what I read?
Learners will gain an appreciation of the fact that not everything they see on the internet is true, honest, or accurate. They will review images and decide whether or not they are real, before looking at why web searches can return ambiguous (and sometimes misleading) results. Finally, learners will complete a practical activity, demonstrating how quickly information can spread beyond their control.
Learning objectives
To evaluate the consequences of unreliable content
- I can explain that not everything on the World Wide Web is true
- I can explain why some information I find online may not be honest, accurate, or legal
- I can explain why I need to think carefully before I share or reshare content
Learners will identify the input device (microphone) and output devices (speaker or headphones) required to work with sound digitally. Learners will discuss the ownership of digital audio and the copyright implications of duplicating the work of others. In order to record audio themselves, learners will use Audacity to produce a podcast, which will include editing their work, adding multiple tracks, and opening and saving the audio files. Finally, learners will evaluate their work and give feedback to their peers.
Lesson 1 Recording sound
In this lesson, learners will familiarise themselves with digital devices capable of recording sound and/or playing audio. Learners will identify devices’ inputs (microphone) and outputs (headphones or speakers). Learners will consider ownership and copyright issues relating to the recording of audio.
Learning objectives
To identify that sound can be recorded
- I can identify the input and output devices used to record and play sound
- I can use a computer to record audio
- I can explain that the person who records the sound can say who is allowed to use it
Lesson 2 Editing audio
In this lesson, learners will record and re-record their voices to improve their recordings. They will edit the recordings, removing long pauses and mistakes. Learners will also listen to a range of podcasts and identify the features of a podcast. They will be introduced to the job of a recording engineer.
Learning objectives
To explain that audio recordings can be edited
- I can inspect the soundwave view to know where to trim my recording
- I can discuss what sounds can be added to a podcast
- I can re-record my voice to improve my recording
Lesson 3 Planning a podcast
In this lesson, learners will record their voices and then import and align sound effects to create layers in their recordings. Learners will learn how to save their work so it remains editable. They will then plan their own podcast which they will work on in future lessons.
Learning objectives
To recognise the different parts of creating a podcast project
- I can explain how sounds can be combined to make a podcast more engaging
- I can save my project so the different parts remain editable
- I can plan appropriate content for a podcast
Lesson 4 Creating a podcast
In this lesson, learners will plan and begin recording their own podcast. They will also discuss the importance of saving their work and save their recordings as a file. Note: Due to the amount of time required to plan the podcast content, the written parts of the planning template could be completed in a different subject’s lesson (e.g. English, or a subject related to the podcast content).
Learning objectives
To recognise the different parts of creating a podcast project
- I can explain how sounds can be combined to make a podcast more engaging
- I can save my project so the different parts remain editable
- I can plan appropriate content for a podcast
Lesson 5 Behind the scenes
In this lesson, learners will record additional content for their podcast, such as sound effects or background music. The audio will be combined, or mixed, with their existing digital recordings and exported as an audio file.
Learning objectives
To combine audio to enhance my podcast project
- I can open my project to continue working on it
- I can arrange multiple sounds to create the effect I want
- I can explain the difference between saving a project and exporting an audio file
Lesson 6 Evaluating podcasts
In this lesson, learners will export their digital recordings so that they can be listened to on a range of digital devices. Learners will give feedback on their own and their peers’ podcasts, including areas for improvement.
Learning objectives
To evaluate the effective use of audio
- I can listen to an audio recording to identify its strengths
- I can suggest improvements to an audio recording
- I can choose appropriate edits to improve my podcast
This unit is the first of the two programming units in Year 4, and looks at repetition and loops within programming. Pupils will create programs by planning, modifying, and testing commands to create shapes and patterns. They will use Logo, a text-based programming language.
Lesson 1 Programming a screen turtle
This lesson will introduce pupils to programming in Logo. Logo is a text-based programming language where pupils type commands that are then drawn on screen. Pupils will learn the basic Logo commands, and will use their knowledge of them to read and write code.
Learning objectives
To identify that accuracy in programming is important
- I can program a computer by typing commands
- I can explain the effect of changing a value of a command
- I can create a code snippet for a given purpose
Year 4 Lesson 2 Programming letters
In this lesson, pupils will create algorithms (a precise set of ordered instructions, which can be turned into code) for their initials. They will then implement these algorithms by writing them in Logo commands to draw the letter. They will debug their code by finding and fixing any errors that they spot.
Learning objectives
To create a program in a text-based language
- I can use a template to create a design for my program
- I can write an algorithm to produce a given outcome
- I can test my algorithm in a text-based language
Lesson 3 Patterns and repeats
In this lesson, pupils will first look at examples of patterns in everyday life. They will recognise where numbers, shapes, and symbols are repeated, and how many times repeats occur. They will create algorithms for drawing a square, using the same annotated diagram as in Lesson 2. They will use this algorithm to program a square the ‘long’ way, and recognise the repeated pattern within a square. Once they know the repeated pattern, they will use the repeat command within Logo to program squares the ‘short’ way.
Learning objectives
To explain what ‘repeat’ means
- I can identify everyday tasks that include repetition as part of a sequence, eg brushing teeth, dance moves
- I can identify patterns in a sequence
- I can use a count-controlled loop to produce a given outcome
Lesson 4 Using loops to create shapes
In this lesson, pupils will work with count-controlled loops in a range of contexts. First, they will think about a real-life example, then they will move on to using count-controlled loops in regular 2D shapes. They will trace code to predict which shapes will be drawn, and they will modify existing code by changing values within the code snippet.
Learning objectives
To modify a count-controlled loop to produce a given outcome
- I can identify the effect of changing the number of times a task is repeated
- I can predict the outcome of a program containing a count-controlled loop
- I can choose which values to change in a loop
Lesson 5 Breaking things down
In this lesson, pupils will focus on decomposition. They will break down everyday tasks into smaller parts and think about how code snippets can be broken down to make them easier to plan and work with. They will learn to create, name, and call procedures in Logo, which are code snippets that can be reused in their programming.
Learning objectives
To decompose a task into small steps
- I can identify ‘chunks’ of actions in the real world
- I can use a procedure in a program
- I can explain that a computer can repeatedly call a procedure
Lesson 6 Creating a program
In the final lesson, pupils will apply the skills that they have learnt in this unit to create a program containing a count-controlled loop. Over the course of the lesson, they will design wrapping paper using more than one shape, which they will create with a program that uses count-controlled loops. They will begin by creating the algorithm, either as an annotated sketch, or as a sketch and algorithm, and then implement it as code. They will debug their work throughout, and evaluate their programs against the original brief.
Learning objectives
To create a program that uses count-controlled loops to produce a given outcome
- I can design a program that includes count-controlled loops
- I can make use of my design to write a program
- I can develop my program by debugging it
In this unit, pupils will consider how and why data is collected over time. Pupils will consider the senses that humans use to experience the environment and how computers can use special input devices called sensors to monitor the environment. Pupils will collect data as well as access data captured over long periods of time. They will look at data points, data sets, and logging intervals. Pupils will spend time using a computer to review and analyse data. Towards the end of the unit, pupils will pose questions and then use data loggers to automatically collect the data needed to answer those questions.
Year 4 Lesson 1 Answering questions
Learners will consider what data can be collected and how it is collected. They will think about data being collected over time. Learners will also think about questions that can and can’t be answered using available data, and reflect on the importance of collecting the right data to answer questions.
Learning objectives
To explain that data gathered over time can be used to answer questions
- I can choose a data set to answer a given question
- I can suggest questions that can be answered using a given data set
- I can identify data that can be gathered over time
Lesson 2 Data collection
Learners will build on the idea of collecting data over time, and be introduced to the idea of collecting data automatically using computers such as data loggers. They will also be introduced to the concept that computers can capture data from the physical world using input devices called ‘sensors’. Learners will establish that sensors can be connected to data loggers, which can automatically collect data while not attached to a computer.
Learning objectives
To use a digital device to collect data automatically
- I can explain what data can be collected using sensors
- I can use data from a sensor to answer a given question
- I can identify that data from sensors can be recorded
Lesson 3 Logging
Learners will explore how data loggers work. They will record data at set moments in time and draw parallels with the data points that a data logger captures at regular intervals. Learners will use data loggers away from a computer, then they will connect the loggers to a computer and download the data.
Learning objectives
To explain that a data logger collects ‘data points’ from sensors over time
- I can recognise that a data logger collects data at given points
- I can identify the intervals used to collect data
- I can talk about the data that I have captured
Lesson 4 Analysing data
Learners will open an existing data file and use software to find out key information. They will analyse a data file which is log of hot water cooling to room temperature.
Learning objectives
To recognise how a computer can help us analyse data
- I can view data at different levels of detail
- I can sort data to find information
- I can explain that there are different ways to view data
Lesson 5 Data for answers
Learners will think about questions that can be answered using collected data. They will choose a question to focus on and then plan the data logging process that they need to complete. After learners have completed their plan, they will set up the data loggers to check that their plan will work. This setting up is designed to ensure that the data collection will work, and that learners will have data to use in the next lesson.
Learning objectives
To identify the data needed to answer questions
- I can propose a question that can be answered using logged data
- I can plan how to collect data using a data logger
- I can use a data logger to collect data
Lesson 6 Answering my question
Learners will access and review the data that they have collected using a data logger. They will then use the data collected to answer the question that they selected in the previous lesson. Learners will also reflect on the benefits of using a data logger.
Learning objectives
To use data from sensors to answer questions
- I can interpret data that has been collected using a data logger
- I can draw conclusions from the data that I have collected
- I can explain the benefits of using a data logger
Learners will develop their understanding of how digital images can be changed and edited, and how they can then be resaved and reused. They will consider the impact that editing images can have, and evaluate the effectiveness of their choices.
Lesson 1 Changing digital images
In this lesson, you will introduce learners to the concept of editing images and discuss whether or not editing is ethical. They will go on to explore when we need to rotate and crop an image as well as how to use an image editor to make these changes. Learners will then discuss image composition. Learners will relate this to the role of a photographer, appreciating how this knowledge and skill helps them to effectively edit their photos in this way.
Learning objectives
To explain that the composition of digital images can be changed
- I can improve an image by rotating it
- I can explain why I might crop an image
- I can use photo editing software to crop an image
Lesson 2 Recolouring
In this lesson, learners will look at the effect that different colours and filters can have on an image. They will choose appropriate effects to fit a scenario, and explain how they made their choices. They will then edit the images using different effects to suit two different scenarios. Learners will relate this to the role of a photographer, appreciating how this knowledge and skill helps them to effectively edit their photos in this way.
Learning objectives
To explain that colours can be changed in digital images
- I can explain that different colour effects make you think and feel different things
- I can experiment with different colour effects
- I can explain why I chose certain colour effects
Lesson 3 Cloning
In this lesson, learners will be introduced to the cloning tool and its use in both changing the composition of a photo and photo retouching. They will see how parts of a photo can be removed or duplicated using cloning. Learners will consider what parts of an image can be retouched and learn techniques to make this as unnoticeable as possible. Finally, they will consider when it is necessary to edit photographs in this way.
Learning objectives
To explain how cloning can be used in photo editing
- I can add to the composition of an image by cloning
- I can identify how a photo edit can be improved
- I can remove parts of an image using cloning
Lesson 4 Combining
In this lesson, students learn how to use different tools to select areas of an image. Learners then use copy and paste within one image and between two images to produce a combined image. Finally, learners will consider when it’s appropriate to edit an image and discuss some of the ethics around retouching photos.
Learning objectives
To explain that images can be combined
- I can experiment with tools to select and copy part of an image
- I can use a range of tools to copy between images
- I can explain why photos might be edited
Lesson 5 Creating
In this lesson, learners will apply all the skills they have learnt in the unit so far. They will start by reviewing some images and considering what makes an image look real or made up. Learners will then plan their own image. They will search for and download images that they will then use to create their own project.
Learning objectives
To combine images for a purpose
- I can describe the image I want to create
- I can choose suitable images for my project
- I can create a project that is a combination of other images
Lesson 6 Evaluating
This lesson is the final lesson in the unit on photo editing. Learners will review the image that they created in Lesson 5. After they have reviewed their image, they will have the opportunity to make changes to their image based on their review. Learners will then add text to their image to complete it as a publication.
Learning objectives
To evaluate how changes can improve an image
- I can review images against a given criteria
- I can use feedback to guide making changes
- I can combine text and my image to complete the project
This unit explores the concept of repetition in programming using the Scratch environment. It begins with a Scratch activity similar to that carried out in Logo in Programming unit A, where learners can discover similarities between two environments. Learners look at the difference between count-controlled and infinite loops, and use their knowledge to modify existing animations and games using repetition. Their final project is to design and create a game which uses repetition, applying stages of programming design throughout.
Lesson 1 Using loops to create shapes
In the first lesson, learners look at real-life examples of repetition, and identify which parts of instructions are repeated. Learners then use Scratch, a block-based programming environment, to create shapes using count-controlled loops. They consider what the different values in each loop signify, then use existing code to modify and create new code, and work on reading code and predicting what the output will be once the code is run.
Learning objectives
To develop the use of count-controlled loops in a different programming environment
- I can list an everyday task as a set of instructions including repetition
- I can predict the outcome of a snippet of code
- I can modify a snippet of code to create a given outcome
Lesson 2 Different loops
In this lesson, learners look at different types of loops: infinite loops and count-controlled loops. They practise using these within Scratch and think about which might be more suitable for different purposes.
Learning objectives
To explain that in programming there are infinite loops and count controlled loops
- I can modify loops to produce a given outcome
- I can choose when to use a count-controlled and an infinite loop
- I can recognise that some programming languages enable more than one process to be run at once
Lesson 3 Animate your name
In this lesson, learners create designs for an animation of the letters in their names. The animation uses repetition to change the costume (appearance) of the sprite. The letter sprites will all animate together when the event block (green flag) is clicked. When they have designed their animations, the learners will program them in Scratch. After programming, learners then evaluate their work, considering how effectively they used repetition in their code.
Learning objectives
To develop a design that includes two or more loops which run at the same time
- I can choose which action will be repeated for each object
- I can explain what the outcome of the repeated action should be
- I can evaluate the effectiveness of the repeated sequences used in my program
Lesson 4 Modifying a game
In this lesson, learners look at an existing game and match parts of the game with the design. They make changes to a sprite in the existing game to match the design. They then look at a completed design, and implement the remaining changes in the Scratch game. They add a sprite, and re-use and modify code blocks within loops, and explain the changes made.
Learning objectives
To modify an infinite loop in a given program
- I can identify which parts of a loop can be changed
- I can explain the effect of my changes
- I can re-use existing code snippets on new sprites
Year 4 Lesson 5 Designing a game
In this lesson, learners look at a model project using repetition. They then design their own game based on the model project, producing a design and algorithm for sprites in the game. They share these designs with a partner and have time to make any changes to their design as required.
Learning objectives
To design a project that includes repetition
- I can evaluate the use of repetition in a project
- I can select key parts of a given project to use in my own design
- I can develop my own design explaining what my project will d
Lesson 6 Creating our games
In this lesson, learners build their games, using the designs they created in lesson 5. They follow their algorithms, fix mistakes and refine designs in their work as they build. They evaluate their work once it is completed, and showcase games at the end.
Learning objectives
To create a project that includes repetition
- I can refine the algorithm in my design
- I can build a program that follows my design
- I can evaluate the steps I followed when building my project
