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.
In this unit learners explore how data is transferred over the internet. Learners initially focus on addressing, before they move on to the makeup and structure of data packets. Learners then look at how the internet facilitates online communication and collaboration; they complete shared projects online and evaluate different methods of communication. Finally, they learn how to communicate responsibly by considering what should and should not be shared on the internet.
Lesson 1 Internet addresses
Learners explore what is necessary for effective communication and the importance of agreed protocols. They apply this understanding to IP addresses and the rules (protocols) that computers have for communicating with one another. Learners also use a Domain Name Server (DNS) to translate web addresses into IP addresses.
Learning objectives
To explain the importance of internet addresses
- I can recognise that data is transferred using agreed methods
- I can explain that internet devices have addresses
- I can describe how computers use addresses to access websites
Year 6 Lesson 2 Data packets
Learners are introduced to the concept of packets. They complete an activity based on transferring an image across the internet, to see that as well as messages (text), other types of data (images, video, and audio) are also transferred over the internet. They gain an understanding of the key parts of a packet: the header and the data payload.
Learning objectives
To recognise how data is transferred across the internet
- I can identify and explain the main parts of a data packet
- I can explain that data is transferred over networks in packets
- I can explain that all data transferred over the internet is in packets
Year 6 Lesson 3 Working together
Learners consider how people can work together when they are not in the same location. They discuss ways of working and complete a collaborative online project. The online activity assumes that learners can make simple slides, including text and images. If your learners are unsure how to do this, you may wish to spend some time on the Year 3 – ‘Desktop publishing’ unit before this lesson.
Learning objectives
To explain how sharing information online can help people to work together
- I can recognise how to access shared files stored online
- I can send information over the internet in different ways
- I can explain that the internet allows different media to be shared
Lesson 4 Shared working
Learners are introduced to another approach to online working: reusing and modifying work done by someone else. (Note: Using someone else’s work needs to be within the bounds of copyright and with the relevant permissions.) This lesson involves the Scratch programming tool, which allows learners to use other people’s work.
Learning objectives
To evaluate different ways of working together online
- I can identify different ways of working together online
- I can recognise that working together on the internet can be public or private
- I can explain how the internet enables effective collaboration
Year 6 Lesson 5 How we communicate
Learners deepen their understanding of the term ‘communication’. They explore different methods of communication, before they consider internet-based communication in more detail. Finally, learners evaluate which methods of communication suit particular purposes.
Learning objectives
To recognise how we communicate using technology
- I can explain the different ways in which people communicate
- I can identify that there are a variety of ways to communicate over the internet
- I can choose methods of communication to suit particular purposes
Year 6 Lesson 6 Communicating responsibly
Learners use information provided in the lesson and their own prior knowledge to categorise different forms of internet communication. They then choose which method(s) they would use for the scenarios discussed in the previous lesson. Through these activities, learners explore issues around privacy and information security.
Learning objectives
To evaluate different methods of online communication
- I can compare different methods of communicating on the internet
- I can decide when I should and should not share information online
- I can explain that communication on the internet may not be private
This unit introduces learners to the creation of websites for a chosen purpose. Learners identify what makes a good web page and use this information to design and evaluate their own website using Google Sites. Throughout the process learners pay specific attention to copyright and fair use of media, the aesthetics of the site, and navigation paths.
Lesson 1 What makes a good website?
In this lesson learners will explore and review existing websites and evaluate their content. They will have some understanding that websites are created using HTML code.
Learning objectives
To review an existing website and consider its structure
- I can explore a website
- I can discuss the different types of media used on websites
- I know that websites are written in HTML
Year 6 Lesson 2 Becoming a web designer
In this lesson, learners will take on the role of a web designer, focusing on the initial design stage of creating a website. Learners will look at the different layout features available in Google Sites and plan their own web page on paper.
Learning objectives
To plan the features of a web page
- I can recognise the common features of a web page
- I can suggest media to include on my page
- I can draw a web page layout that suits my purpose
Year 6 Lesson 3 Copyright or CopyWRONG?
During this lesson learners will become familiar with the terms ‘fair use’ and ‘copyright’. They will gain an understanding of why they should only use copyright-free images and will find appropriate images to use in their work from suggested sources. Homework: Learners answer a series of questions based on copyright and fair use.
Learning objectives
To consider the ownership and use of images (copyright)
- I can say why I should use copyright-free images
- I can find copyright-free images
- I can describe what is meant by the term ‘fair use’
Year 6 Lesson 4 How does it look?
Today learners will revise how to create their own web page in Google Sites. Using their plan from previous lessons, learners will create their own web page/home page. They will preview their web page as it will appear on different devices and suggest or make edits to improve the user experience on each device.
Learning objectives
To recognise the need to preview pages
- I can add content to my own web page
- I can preview what my web page looks like
- I can evaluate what my web page looks like on different devices and suggest/make edits
Year 6 Lesson 5 Follow the breadcrumbs
During this lesson learners will begin to appreciate the need to plan the structure of a website carefully. They will plan their website, paying attention to the navigation paths (the way that pages are linked together). They will then create multiple web pages for their site and use hyperlinks to link them together as detailed in their planning.
Learning objectives
To outline the need for a navigation path
- I can explain what a navigation path is
- I can describe why navigation paths are useful
- I can make multiple web pages and link them using hyperlinks
Year 6 Lesson 6 Think before you link!
Learners will consider the implications of linking to content owned by other people and create hyperlinks on their own websites that link to other people’s work. They will then evaluate the user experience when using their own website and that of another learner.
Learning objectives
To recognise the implications of linking to content owned by other people
- I can explain the implication of linking to content owned by others
- I can create hyperlinks to link to other people's work
- I can evaluate the user experience of a website
This unit explores the concept of variables in programming through games in Scratch. First, learners find out what variables are and relate them to real-world examples of values that can be set and changed. Then they use variables to create a simulation of a scoreboard. In Lessons 2, 3, and 5, which follow the Use-Modify-Create model, learners experiment with variables in an existing project, then modify them, before they create their own project. In Lesson 4, learners focus on design. Finally, in Lesson 6, learners apply their knowledge of variables and design to improve their games in Scratch.
Year 6 Lesson 1 Introducing variables
Learners are introduced to variables. They see examples of real-world variables (score and time in a football match) before they explore them in a Scratch project. Learners then design and make their own project that includes variables. Finally, learners identify that variables are named and that they can be letters (strings) as well as numbers.
Learning objectives
To define a ‘variable’ as something that is changeable
- I can identify examples of information that is variable
- I can explain that the way a variable changes can be defined
- I can identify that variables can hold numbers or letters
Lesson 2 Variables in programming
Learners understand that variables are used in programs, and that they can only hold a single value at a time. They complete an unplugged task that demonstrates the process of changing variables. Then, learners explore why it is important to name variables and apply their learning in a Scratch project in which they make, name, and update variables.
Learning objectives
To explain why a variable is used in a program
- I can identify a program variable as a placeholder in memory for a single value
- I can explain that a variable has a name and a value
- I can recognise that the value of a variable can be changed
Year 6 Lesson 3 Improving a game
Learners apply the concept of variables to enhance an existing game in Scratch. They predict the outcome of changing the same change score block in different parts of a program, then they test their predictions in Scratch. Learners also experiment with using different values in variables, and with using a variable elsewhere in a program. Finally, they add comments to their project to explain how they have met the objectives of the lesson.
Learning objectives
To choose how to improve a game by using variables
- I can decide where in a program to change a variable
- I can make use of an event in a program to set a variable
- I can recognise that the value of a variable can be used by a program
Year 6 Lesson 4 Becoming a games designer
Learners will take on the role of a games designer. They will work at the ‘design’ level of abstraction, where they create artwork and plan algorithms. Learners first design the sprites and backgrounds for their project, then they design their algorithms to create their program flow.
Learning objectives
To design a project that builds on a given example
- I can choose the artwork for my project
- I can create algorithms for my project
- I can explain my design choices
Year 6 Lesson 5 Design to code
Continuing to use the work of games designers as a model, learners implement the algorithms that they created in Lesson 4. In doing this, they identify variables in an unfamiliar project and learn the importance of naming variables. They also have the opportunity to add another variable to enhance their project.
Learning objectives
To use my design to create a project
- I can create the artwork for my project
- I can choose a name that identifies the role of a variable
- I can test the code that I have written
Lesson 6 Improving and sharing
Learners build on the project that they created in Lesson 5. They consider how they could improve their own projects and make small changes to achieve this. Learners then have the opportunity to add a variable independently. Finally, learners evaluate each other’s projects; they identify features that they liked and features that could be improved.
Learning objectives
To evaluate my project
- I can identify ways that my game could be improved
- I can use variables to extend my game
- I can share my game with others
This unit introduces the learners to spreadsheets. They will be supported in organising data into columns and rows to create their own data set. Learners will be taught the importance of formatting data to support calculations, while also being introduced to formulas and will begin to understand how they can be used to produce calculated data. Learners will be taught how to apply formulas that include a range of cells, and apply formulas to multiple cells by duplicating them. Learners will use spreadsheets to plan an event and answer questions. Finally, learners will create charts, and evaluate their results in comparison to questions asked.
Year 6 Lesson 1 Collecting Data
Learners will collect and organise data in a format of their choice. They will then explore how data can be structured in a table. Finally they will input data into a spreadsheet.
Learning objectives
To create a data set in a spreadsheet
- I can collect data
- I can suggest how to structure my data
- I can enter data into a spreadsheet
Year 6 Lesson 2 Formatting a spreadsheet
Learners will develop their understanding of the structure of a spreadsheet. They will be introduced to cell references, data items and the concept of formatting cells. Learners will see data items formatted in different ways, they will then choose formats for data items before applying formats in their own spreadsheet.
Learning objectives
To build a data set in a spreadsheet
- I can explain what an item of data is
- I can choose an appropriate format for a cell
- I can apply an appropriate format to a cell
Year 6 Lesson 3 What's the formula?
Learners will begin to use formulas to produce calculated data. They will understand that the type of data in a cell is important (e.g. numbers can be used in calculations whereas words cannot). Learners will create formulas to use in a spreadsheet using cell references and identify that changing inputs will change the output of the calculation.
Learning objectives
To explain that formulas can be used to produce calculated data
- I can explain which data types can be used in calculations
- I can construct a formula in a spreadsheet
- I can identify that changing inputs changes outputs
Year 6 Lesson 4 Calculate and duplicate
Learners will calculate data using the operations of multiplication, subtraction, division, and addition. They will use these operations to create formulas in a spreadsheet. Learners will then begin to understand the importance of creating formulas that include a range of cells and the advantage of duplicating in order to apply formulas to multiple cells.
Learning objectives
To apply formulas to data
- I can calculate data using different operations
- I can create a formula which includes a range of cells
- I can apply a formula to multiple cells by duplicating it
Lesson 5 Event planning
Learners will plan and calculate the cost of an event using a spreadsheet. They will use a predefined list to choose what they would like to include in their event, and use their spreadsheet to answer questions on the data they have selected. Learners will be reminded of the importance of organising data and will then create a spreadsheet using formulas to work out costs for their event.
Learning objectives
To create a spreadsheet to plan an event
- I can use a spreadsheet to answer questions
- I can explain why data should be organised
- I can apply a formula to calculate the data I need to answer questions
Lesson 6 Presenting data
Learners will gain skills to create charts in Google Sheets. They will evaluate the results from their charts to answer questions. Finally, learners will show they understand that there are different software tools available within spreadsheet applications to present data.
Learning objectives
To choose suitable ways to present data
- I can produce a chart
- I can use a chart to show the answer to questions
- I can suggest when to use a table or chart
Learners will develop their knowledge and understanding of using a computer to produce 3D models. Learners will initially familiarise themselves with working in a 3D space, moving, resizing, and duplicating objects. They will then create hollow objects using placeholders and combine multiple objects to create a model of a desk tidy. Finally, learners will examine the benefits of grouping and ungrouping 3D objects, then go on to plan, develop, and evaluate their own 3D model of a building.
Year 6 Lesson 1 Introduction to 3D modelling
Learners will be introduced to the concept of 3D modelling by creating a range of 3D shapes that they select and move. Learners also examine shapes from a variety of views within the 3D space.
Learning objectives
To recognise that you can work in three dimensions on a computer
- I can add 3D shapes to a project
- I can view 3D shapes from different perspectives
- I can move 3D shapes relative to one another
Lesson 2 Modifying 3D objects
Learners will manipulate 3D objects digitally. They will resize objects in one, two, and three dimensions. They will also lift and lower 3D objects relative to the workplane, and combine two 3D objects to make a new shape. Finally learners will recolour 3D objects.
Learning objectives
To identify that digital 3D objects can be modified
- I can resize an object in three dimensions
- I can lift/lower 3D objects
- I can recolour a 3D object
Year 6 Lesson 3 Make your own name badge
Learners will develop their understanding of manipulating digital 3D objects. They will rotate objects in three dimensions, duplicate objects, and then use grouping and ungrouping to manipulate many objects at once. They will combine these skills to create their own 3D name badge. Finally, learners will consider the practicality of 3D printing the objects they have made.
Learning objectives
To recognise that objects can be combined in a 3D model
- I can rotate objects in three dimensions
- I can duplicate 3D objects
- I can group 3D objects
Year 6 Lesson 4 Making a desk tidy
Learners will be introduced to the dimensions of shapes in Tinkercad which will enable them to accurately resize and move shapes. Learners will then be introduced to placeholders which can be used to create holes in objects. Finally learners will duplicate, then resize multiple objects to create a meaningful 3D object.
Learning objectives
To create a 3D model for a given purpose
- I can accurately size 3D objects
- I can show that placeholders can create holes in 3D objects
- I can combine a number of 3D objects
Lesson 5 Planning a 3D model
Learners will see how architects use 3D design to visualise and plan buildings and communicate with clients. They will explode 3D models of buildings to see what shapes they comprise of. Learners will then look at real world structures and identify the shapes that they include. They will then plan their own 3D building design, thinking about some of the ways in which real-world architects use these tools.
Learning objectives
To plan my own 3D model
- I can analyse a 3D model
- I can choose objects to use in a 3D model
- I can combine objects in a design
Year 6 Lesson 6 Make your own 3D model
Learners will create a computer 3D model based on their design. They will explore why architects might use CAD software alongside traditional skills. They will then evaluate their model and that of another learner, before modifying their own model to improve it.
Learning objectives
To create my own digital 3D model
- I can construct a 3D model based on a design
- I can explain how my 3D model could be improved
- I can modify my 3D model to improve it
This unit is the final KS2 programming unit and brings together elements of all the four programming constructs: sequence from Year 3, repetition from Year 4, selection from Year 5, and variables (introduced in Year 6 – ‘Programming A’). It offers pupils the opportunity to use all of these constructs in a different, but still familiar environment, while also utilising a physical device — the micro:bit. The unit begins with a simple program for pupils to build in and test within the new programming environment, before transferring it to their micro:bit. Pupils then take on three new projects in Lessons 2, 3, and 4, with each lesson adding more depth.
Year 6 Lesson 1 The micro:bit
Pupils will be introduced to the micro:bit as an input, process, output device that can be programmed. Pupils will familiarise themselves with the device itself and the programming environment, before creating their own programs. They will then run their programs on the device. Note: This unit is written assuming that you will be using a desktop or laptop computer (not a tablet) to connect micro:bits.
Learning objectives
To create a program to run on a controllable device
- I can apply my knowledge of programming to a new environment
- I can test my program on an emulator
- I can transfer my program to a controllable device
Year 6 Lesson 2 Go with the flow
Pupils will explore how if, then, else statements are used to direct the flow of a program. They will initially relate if, then, else statements to real-world situations, before creating programs in MakeCode. They will apply their knowledge of if, then, else statements to create a program that features selection influenced by a random number to create a micro:bit fortune teller project.
Learning objectives
To explain that selection can control the flow of a program
- I can identify examples of conditions in the real world
- I can use a variable in an if, then, else statement to select the flow of a program
- I can determine the flow of a program using selection
Year 6 Lesson 3 Sensing inputs
Pupils will initially use the buttons to change the value of a variable using selection. They will then develop their programs to update the variable by moving their micro:bit using the accelerometer to sense motion. Finally, they will learn that a variable’s value remains the same after it has been checked by the program.
Learning objectives
To update a variable with a user input
- I can use a condition to change a variable
- I can experiment with different physical inputs
- I can explain that checking a variable doesn’t change its value
Year 6 Lesson 4 Finding your way
Pupils will apply their understanding of the importance of order in programs. They will then use operands in selection to determine the flow of a program. Pupils will then modify a program which will enable the micro:bit to be used as a navigational device. To code this, they will adapt the code they completed to make a basic compass.
Learning objectives
To use a conditional statement to compare a variable to a value
- I can use an operand (e.g. <>=) in an if, then statement
- I can explain the importance of the order of conditions in else, if statements
- I can modify a program to achieve a different outcome
Year 6 Lesson 5 Designing a step counter
Pupils will be working at the design level. They will pick out features of a step counter, a piece of technology with which they are likely to be familiar. They will then relate those features to the sensors on a micro:bit. In the main activity, pupils will design the algorithm and program flow for their step counter project.
Learning objectives
To design a project that uses inputs and outputs on a controllable device
- I can decide what variables to include in a project
- I can design the algorithm for my project
- I can design the program flow for my project
Year 6 Lesson 6 Making a step counter
Pupils will use the design that they have created in Lesson 5 to make a micro:bit-based step counter. First they will review their plans, followed by creating their code. Pupils will test and debug their code, using the emulator and then the physical device. To successfully complete this project, Pupils will need to demonstrate their understanding of all the programming lessons they've had so far.
Learning objectives
To develop a program to use inputs and outputs on a controllable device
- I can create a program based on my design
- I can test my program against my design
- I can use a range of approaches to find and fix bugs
