Computing Plans - Year 4

New Computing PoS Area of Year Outcome

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

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

Control and Programming

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

Handling Data

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

Branching database eg. FlexiTree, Textease Branch, Granada Branch, 2 investigate

Research

Understand computer networks including the Internet;

Describe how internet search engines find and store data; use search engines effectively; be discerning in evaluating digital content;
To understand that: ● When searching use initial search Find and evaluate specific relevant information to use in a
● content on the internet can be located results e.g. content from URL presentation
efficiently but is not always relevant addresses and/or descriptions to
Example outcomes:
● the Internet can be used to find things, consider relevance of the website
● Find and adapt online information for a different audience
following straightforward lines of ● Investigate key words for effective
(Literacy)
enquiry Internet searches
● Explore natural habitats using online virtual habitats, to
● responsible internet use is important ● Add a web page/site to favourites
produce a presentation (Science)
and the rules of the school are there list/bookmark for use at another time
● Research video, picture and sound archives in exploring life for
for safety ● evaluate relevance of found resource
children during the Second World War (History)
● presentations are rarely suitable for the ● Select relevant information
● Use biographical websites to research authors, sports
audience if they contain large amounts (pictures, text, sound and video) to
personalities etc
of copied and pasted text use in other software
● Use information found online to
inform presentation work, without
copying and pasting text
● Talk about how to use the Internet
safely

Suggested Resources: the Internet; cached content eg Espresso, Knowledge Box; links page set up by teacher (eg using Microsoft Word); child-
Key Understanding
friendly search engines eg www.gogooligans.com Key Skills
, and www.factmonster.com ; search Outcomes
engines for sounds, eg www.findsounds.com and
http://audio.lgfl.org.uk keyword searches using Common sense Materials: http://bit.ly/1P8p9Rr
 Online Communication

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

Multimedia and word processing

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

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

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

Select, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, including collecting,
analysing, evaluating and presenting data and information.
Key Understanding Key Skills Outcomes
To understand that: ● To capture video clips to communicate their ideas Children create, edit and evaluate digital
● video footage and still images can be ● to cut and reorganise digital video video and/ or animation
sequenced and edited once transferred ● to use a timeline to organise frames of video footage
Example outcomes:
from a digital camera to computer ● to add text, sound effects and other graphic effects
● stop-frame animation can record a ● Create a copy of a TV program to fit with
● To use an on-screen animation package or digital
other work (eg. Weakest Link Henry VIII's
series of images and be played back as camera with stop-frame animation software, to create
wives; historical Through the Keyhole or
a video an animation
cookery programme)
● Evaluate and improve work with a view to audience
● create TV programme, eg news broadcast or
and purpose advert, with cross-curricular purpose
● create animation to illustrate scientific
concept, eg friction

Suggested Resources: digital camera, digital camcorder, digital microscope, webcam, greenscreen
Simple video editing software: Windows Movie Maker,iMovie Revelation Sight and Sound.
Photo sequencing software: Photostory/Picasa.
Animation software: stop motion animator, 2Animate, I Can Animate, ZU3D, Pivot Stickfigure/ Stykx
iPad Apps EasyStudio, iMotion, Smoovie, Splice, DoInk, iMovie
 Music and Sound

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