YEAR 6

Video Editing (half-term module)

Coverage
CN6.2C – Know safe, responsible and respectful practice when using digital technologies
CN6.2D – Be able to recognise unacceptable behaviour and report concerns about content, contact and conduct to an appropriate individual or
organisation
IT6.1A – Select, use and combine appropriate software applications (word processing, databases, spreadsheet, presentation [multimedia] software,
graphics applications and desktop publishing) to design and create a range of content that accomplishes given goals, including collecting, analysing,
evaluating a presenting data and information.

Suggested overview
Pupils should learn the technical skills associated with creating a good video:
• trimming, cropping and splitting up video content
• superimposing the name at the start of the video and credits at the end
• mixing media such as sound clips, pictures and frames in the same video
• using transition effects within some video genre
• framing action
• recording away from distractions (improve sound)
• filming from a stable platform (tripod)
• planning video carefully first
• sound quality matters (consider microphones).

Pupils learn the safety issues associated with creating and sharing a video:
 • permissions (the people in the video and what can be shared publicly)
• names and personal data
• comments online
• age limits on YouTube channel should only be used with the parents’ permission and understanding of the content

Pupils plan a video for a real curricular purpose:

• outline the success criteria linked to both aspects above

Pupils make a video in pairs using the best elements of both pupils’ planning. Videos are assessed either by:
• peers in class
• teacher
• parents on ‘hook day’ (votes for best).

Planning support and ideas

If this is taught relatively early in Y6, video editing becomes a media option that pupils can use when they have a choice.

Misconceptions

Assessment opportunities
• Assess video plans.
• Assess videos.
Databases (half-term module)

Coverage
CO6.1C – Understand the key features of software applications (apps) including a word processor, database management system (DBMS), spreadsheet,
desktop publishing, graphics and presentation software
IT6.1A – Select, use and combine appropriate software applications (word processor, database management, spreadsheet, presentation [multimedia]
software, graphics, desktop publishing) to design and create a range of content that accomplishes given goals, including collecting, analysing, evaluating
and presenting data and information
IT6.2A – Understand different data types including alphanumeric/text, numeric/number, date, currency
IT6.2B – Understand the structure of a given database, including record, field, table
IT6.2C – Use search/query using single criterion

Suggested overview
Pupils learn about the similarities and differences between a spreadsheet and a database. Make sure pupils know that a database is designed for multiple
users to input data or interrogate the data without any risk to the integrity of the data.
Pupils look at data structures and data types through building a paper database to learn about record, field, tables and record:
• field
• table.

Pupils learn about data types referring to knowledge gained through the spreadsheet module, as well as looking at a paper database:
• text
• number
• date
• currency.
Ask pupils to investigate common databases that might be used in their school:
• school user management, such as SIMS, designed outside the school, with data input by office and teachers and data interrogated by office staff
and teachers
• library database for books, where book data is input by the librarian and borrowing data is input by all library users, while data can be interrogated
by all users.

Ask pupils to compare sorting and searching times between the paper database made earlier and a computerised database, such as a library one.
Pupils learn about common everyday databases outside school:
• banking system
• supermarket/shop inventory
• public library.

Ask pupils to investigate an online shopping database, such as Amazon, for a specific type of item (laptops or desktop computers would be good as this
allows pupils to link into their knowledge of what a computer is):
• decide what information it would hold and how it might use fields, records and tables
• decide what data types it would use for the chosen theme
• search an online database for a specific type of product
• learn about how to search by narrowing down the criteria

Planning support and ideas

Roleplay: split pupils up into a buyer and a finder. The buyer has to define exactly what type of product he or she wants. This should include processor
type, hard drive size, approximate price range, etc. The finder needs to use these criteria to find a range of products, or if no products are available suggest
changes to the buying criteria. Pupils then swap roles.
Pupils could add a product into an existing database (at the moment we only know of one child friendly database that we would advocate using in KS2 –
‘2investigate’ by 2simple.

Misconceptions
That spreadsheets and databases are the same thing.

Assessment opportunities
• Assess pupils’ understanding with an online quiz.
Health and Safety & Environmental Impact of Technology (half-term module)

Coverage
CO6.1A – Understand the key features of different devices including tablet, smartphone, laptop and desktop
CO6.1B – Be able to select appropriate digital devices for a given task or project
CO6.1D – Be able to select appropriate software or online service that meets the specified needs of a project
CN6.2E – Understand the environmental impact of technology (energy use, resources) on society
CN6.2F – Understand the health and safety issues that arise from individuals’ use of ICT and know how they can be minimised
IT6.1A – Select, use and combine appropriate software applications (word processing, database, spreadsheet, presentation [multimedia] software,
graphics program and desktop publishing) to design and create a range of content that accomplishes given goals, including collecting, analysing,
evaluating and presenting data and information

Suggested overview
Pupils start by learning about health and safety issues associated with the use of laptops, desktops and mobile devices. This work is linked to their
understanding of the similarities and differences between these devices and the advantages and disadvantages of each type of device (they covered this
briefly in KS1).
Pupils then show they understand the issues by producing something around an aspect of health and safety. This could be neck strain, for example, when
using laptop screens positioned below eye height. This could be used to educate other pupils or their parents to assess the risks and solutions:
• Pupils choose the type of technology to use.
• They are given realistic deadlines.

Pupils learn about the environmental impact of producing and maintaining computing technology. This would include the amount of energy needed to
produce modern computing devices and the amount of meaningful recycling of technology once it becomes obsolete:
• Pupils discuss the issues and think through any possible solutions.
 • Pupils are tasked to try to influence the public and politicians to promote sustainable technology and the recycling of technology They are
encouraged to choose any media they have previously encountered but will need to justify their choice.

Planning support and ideas

https://www.openaccessgovernment.org/workplace-technology-how-has-it-impacted-health-and-safety/47540/
https://www.kent.ac.uk/safety/hs/pages/dse/dse_laptops.html
https://www.explainingcomputers.com/dse.html
https://www.shponline.co.uk/ergonomics/static-loading-dse-risk-smartphones-tablets/
While there is lots of good information available for pupils to use, little of it is designed to be used by pupils.

Misconceptions
That miniaturisation in technology leads to less energy in its manufacture.

Assessment opportunities
• Assess pupils’ health and safety reflection work.
• Assess pupils’ attempts to influence the public and politicians.
Networks in Society (half-term module)

Coverage
CN6.1A – Understand the impact of networks on information services such as learning, entertainment or leisure
CN6.2A – Understand key features of online communities
CN6.2B – Understand the social impacts of the use of networks including social interaction, cyberbullying, physical activity and anonymity issues
CN6.2C – Know safe, responsible and respectful practice when using digital technologies
CN6.2D – Be able to recognise unacceptable behaviour and report concerns about content, contact and conduct to an appropriate individual or
organisation
IT6.1A – Select, use and combine appropriate software applications (word processing, databases, spreadsheet, presentation [multimedia] software,
graphics applications and desktop publishing) to design and create a range of content that accomplishes given goals, including collecting, analysing,
evaluating and presenting data and information

Suggested overview
This module builds on pupils’ technical understanding of networks from Y5, through looking at the way these influence pupils, their families and society. It
includes aspects of online safety.
Pupils will learn about the impact of networks on either learning, entertainment or leisure:
• This could be through a well-made information video, slides or discussion pieces or a mixture of all three. You could look at TV and the move from
a set number of terrestrial channels, where you had to watch programmes at the same time as everyone else, to on-demand video services such
as ‘Netflix’ that operate using the ‘network of networks’ we call the Internet, as well as the ability to record media on a hard drive after downloading
it from the Internet.
• Pupils could discuss the positives and negatives associated with both TV models above (although other changes in our use of technology could be
explored instead, or alongside TV). This could include:
o lost communal family watching
o more choice with network-enabled TV
o can watch on any device at any time, not just TV
o online safety issues around access to materials which have been rated for older people but are easily available to younger people.
• Pupils could survey family members on how TV was used before it was streamed and on demand.
Pupils discuss physical social networks (family, friends, interest groups):
• What are they?
• Who uses them?
• Why do people use them?
• Does the group have any formal or informal rules?
• What happens if anyone breaks the rules?
• Ask the same questions about online social networks.

Discuss online community issues, which include:

• explaining what is meant by ‘trusting someone online’. (Explain why this is different from ‘liking someone online’.)
• strategies for safe and fun experiences in a range of online social environments
• give examples of:
o respectful behaviour online
o disrespectful behaviour online.
• explaining how impulsive and rash communications online may cause problems (e.g. ‘flaming’; content produced in live streaming).
• reporting of problems online for pupils and their friends
• anonymity issues
• cyberbullying

Pupils could come up with their own code of conduct for themselves and their friends. They could then examine each code of conduct, looking for things
they agree with and things they would challenge, change and improve. Pupils then choose those aspects that they would employ in their own use of social
media.
Ask pupils to create a resource to encourage other pupils to discuss online safety issues.
Planning support and ideas
This module could just as easily be called the ‘Internet in Society’.
Below are links to discussion activities which could lead to further activities on this topic:
http://code-it.co.uk/mediasharing
http://code-it.co.uk/communicatingonline

Misconceptions

Assessment opportunities
This is probably the hardest module to assess. The real measure of success is if pupils think through the issues and implement them away from school,
which is impossible to assess. Online safety quizzes tend to see pupils repeat back what they think a teacher wants to hear rather than what they would
really do.
Programming, Part One (half-term module)

Coverage
PS6.1A – Understand how to create an algorithm to solve a particular problem (including controlling or simulating physical systems), making use of
algorithmic constructs (sequence, iteration, selection, variables)
PS6.1B – Create algorithms using appropriate conventions such as indentations to show repetition
PS6.1C – Understand the purpose of a given algorithm and use logical reasoning to explain how a simple algorithm works
PS6.1D – Understand how to identify and correct errors in algorithms
PS6.1E – Be able to decompose a problem into smaller sub-problems
PD6.1A – Be able to locate and fix errors (bugs) in a program
PD6.1B – Understand the structural components of a program (sequence, repetition, selection, variable use, inputs and outputs)
PD6.1C – Be able to use sequencing, repetition/iteration selection and variable constructs in their programs
PD6.1D – Understand how to use data types in programming (numbers, strings & mathematical operators)
PD6.1E – Understand how to use variables
PD6.1F – Understand how to write code that accepts and responds appropriately to user input
PD6.1G – Be able to formulate a realistic idea that could be turned into a program
PD6.1H – Be able to plan a program including objects, initialisation and algorithm

Suggested overview
Overall principles for all KS2 algorithm and programming modules
• Pupils first need to develop an initial understanding of the concepts of algorithms and programming (repetition, selection, variable use) through
simple everyday examples to reduce cognitive load.
• Pupils need to develop written algorithmic notation that they can use to design algorithms before they turn these into programming.
o Pupils’ algorithmic notation should be subtly different than programming (using similar but different language wherever possible. For
example, ‘loop four times’ rather than ‘repeat four’ if writing an algorithm to turn into Scratch programming.
 • Pupils need to understand the four levels of abstraction and know what aspects they are working in for any given project. This doesn’t mean that
they need to complete every level in every project.
• Pupils need to make things that do things.
• Wherever possible, pupils need choice, even if this is guided by their current programming capabilities.
• A variety of strategies can be used to teach programming:
o modelling (this is better used early on after the concept has been introduced)
o guided discovery (more effective early on, shortly after the concept has been introduced)
o Parsons problems
o use, modify, create (more useful once concepts are more securely embedded or to expand upon secure basic understanding)
o PRIMMS (more effective once concepts are more securely embedded or to expand upon secure basic understanding).
Develop understanding in one main block-based programming language and supplement with others where necessary (physical control, etc.).

Introduce variables using roleplay and writing unplugged everyday algorithms:

• a variable consists of a name and a value
• when a value is linked to a variable, we call it assigning
• variables are named after their role
• values are assigned to variables at the beginning of an algorithm or program, this is called initialisation
• number values can be assigned to variables
• text values can be assigned to variables. These are strings of characters which may include text, digits and symbols
• read the name, get the value. Variables can be used in place of numbers in any part of an algorithm or program
• number values can be retrieved from variables, combined using mathematical operations, and the results can be stored back in variables.

Variables in a quiz – score:

• Pupils go back to their quiz planner from Y5 and add in a variable for the score, including initialisation and changing the variable when someone
gets the answer right and wrong.
• Pupils add this into their code.
 • Pupils test and evaluate their changes.

Personalise the quiz:

o Pupils go back to their quiz planner and add a name variable to collect the name.
o Pupils find places where they can personalise the quiz using a name on the planner.
o Pupils add this to their code.
o Pupils test and evaluate the changes.

Pupils explore variables in other code situations using use, modify, create or PRIMMS:
• variable to add or subtract two numbers
• variables to calculate a formula (volume = length × breadth × width).

Planning support and ideas

See here for more detailed design ideas:
http://code-it.co.uk/introducing-variables-to-novice-programmers/
http://code-it.co.uk/quizpart2

Misconception
That algorithms and programming are the same – if an algorithm is written in exactly the same language as programming it is no longer an algorithm, it
becomes code.
http://code-it.co.uk/algprogdiff/
http://code-it.co.uk/a-review-of-cognitive-load-theory-lessons-of-teaching-computing/
http://code-it.co.uk/introducing-variables-to-novice-programmers/

Assessment opportunities
• Assess everyday algorithm writing.
• Assess quiz – score and personalisation planning.
• Assess quiz – score and personalisation end project.
Programming, Part Two (half-term module)

Coverage
PS6.1A – Understand how to create an algorithm to solve a particular problem (including controlling or simulating physical systems), making use of
algorithmic constructs (sequence, iteration, selection, variables)
PS6.1B – Create algorithms using appropriate conventions such as indentations to show repetition
PS6.1C – Understand the purpose of a given algorithm and use logical reasoning to explain how a simple algorithm works
PS6.1D – Understand how to identify and correct errors in algorithms
PS6.1E – Be able to decompose a problem into smaller sub-problems
PD6.1A – Be able to locate and fix errors (bugs) in a program
PD6.1B – Understand the structural components of a program (sequence, repetition, selection, variable use, inputs and outputs)
PD6.1C – Be able to use sequencing, repetition/iteration selection and variable constructs in their programs
PD6.1D – Understand how to use data types in programming (numbers, strings & mathematical operators)
PD6.1E – Understand how to use variables
PD6.1F – Understand how to write code that accepts and responds appropriately to user input
PD6.1G – Be able to formulate a realistic idea that could be turned into a program
PD6.1H – Be able to plan a program including objects, initialisation and algorithm

Suggested overview
Overall principles for all KS2 algorithm and programming modules
• Pupils first need to develop an initial understanding of the concepts of algorithms and programming (repetition, selection, variable use) through
simple everyday examples to reduce cognitive load.
• Pupils need to develop written algorithmic notation that they can use to design algorithms before they turn these into programming.
o Pupils’ algorithmic notation should be subtly different than programming (using similar but different language wherever possible. For
example, ‘loop four times’ rather than ‘repeat four’ if writing an algorithm to turn into Scratch programming.
 • Pupils need to understand the four levels of abstraction and know what aspects they are working in for any given project. This doesn’t mean that
they need to complete every level in every project.
• Pupils need to make things that do things.
• Wherever possible, pupils need choice, even if this is guided by their current programming capabilities.
• A variety of strategies can be used to teach programming:
o modelling (this is better used early on after the concept has been introduced)
o guided discovery (more effective early on, shortly after the concept has been introduced)
o Parsons problems
o use, modify, create (more useful once concepts are more securely embedded or to expand upon secure basic understanding)
o PRIMMS (more effective once concepts are more securely embedded or to expand upon secure basic understanding).
Develop understanding in one main block-based programming language and supplement with others where necessary (physical control, etc.).

Ask pupils to roleplay everyday variables that are changed during the course of the algorithm:
• Counting machine:
o Pupils are challenged to write an algorithm that changes a variable inside a counted loop:
Assign 0 to loop_counter
Loop X times
Change loop_counter by adding 1
o Pupils build and test the algorithm.
o Teachers challenge pupils to make the sprite say the value of loop_counter.
o Pupils modify their counting program to:
▪ count in multiples
▪ count backwards
▪ count faster
▪ start from a different number
 ▪ start from a user inputted number
▪ count for a number defined by a user input.
o Pupils then modify their programs to create a class countdown timer.

• Co-ordinates:
o Pupils draw shapes onto a co-ordinate grid that is the same as the Scratch first quadrant.
o Pupils turn these into shapes using the glide to co-ordinate block and pen commands; they include an extra add block in every x and y
slot.
o Pupils add in two variables to represent x and y, whose values are assigned by user input.
o Pupils explore how their model translates shapes.
o Pupils are challenged to adapt the model to enlarge the shape.

Planning support and ideas

Alternatively, design, program, code and test a game that uses variables. A lower understanding of variables will be learnt, but greater pupil satisfaction will
be gained from project independence.
Alternatively, design, program, code and test an adventure game that uses variables. A lower understanding of variables will be learnt, but greater pupil
satisfaction will be gained from project independence.
See here for more detailed design ideas:
http://code-it.co.uk/scratch/cartcoordtranslation/cartcoordtranslationSuggested overview
http://code-it.co.uk/adventuregame
http://code-it.co.uk/scratch/countingmachine/countingmachineSuggested overview

Misconceptions
That algorithms and programming are the same – if an algorithm is written in exactly the same language as programming it is no longer an algorithm, it
becomes code.
http://code-it.co.uk/algprogdiff/
http://code-it.co.uk/a-review-of-cognitive-load-theory-lessons-of-teaching-computing/
http://code-it.co.uk/introducing-variables-to-novice-programmers/

Assessment opportunities
• Assess the counting machine algorithm.
• Assess the counting machine and co-ordinate end project code.