CAMBRIDGE
PRIMARY
COMPUTING
The series consists of Learner’s Books, Boost eBooks
and Teacher’s Guides for each stage
Mapping document
Help students develop essential computing
skills with an approach that uses real-life
examples, reinforces key vocabulary and provides
opportunities to “learn, practise and apply”
throughout, mapped to the Cambridge Primary
Computing curriculum framework (0059) from 2021.
We are working with Cambridge Assessment International Education to gain endorsement for this forthcoming series.
www.hoddereducation.com/cambridge-primary-computing
Cambridge Primary Computing (0059)
The curriculum is divided into five strands:
Computational Thinking
supports learners to create
and present solutions to
problems using algorithms,
logic and precision.
1
Programming helps learners
to understand the common
constructs of programming
languages and to appreciate
the contribution that
Computer Scientists make to
our lives.
Networks and Digital
Communication shows how
computers and other machines
communicate with each other
across networks and how the
networks are created through a
combination of hardware and
data transmission protocols.
2
Managing Data
encourages learners to
reflect on how computers
store and analyse data on
an ever-increasing scale.
4
Computer Systems helps
learners to understand that
computers follow precise
sets of instruction to process
inputs that are given by
humans, to make decisions
and produce outputs.
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3
5
2
CAMBRIDGE PRIMARY COMPUTING 1
Chapter
Chapter details
Unit 1 Computers are everywhere
In this unit, learners will learn about
• the different types of computers and their functions.
• They will recognise that different programs are used by computers
to perform various functions.
• They will learn about the different types of computers and identify
the associated input devices responsible for putting data or
information into the computer.
Unit 2 Be an animator
In this unit, the focus is on
• understanding and writing algorithms, and converting algorithms
into code.
Unit 3 Be a data detective
In this unit, learners will be introduced to
Learning strands
• Computational
Thinking
• English
• Global Perspectives
• Computational
Thinking
• Programming
• Physical Education
• Mathematics
• Managing Data
•
•
•
•
•
• Computational
Thinking
• Programming
• English
• Art and Design
• Networks and Digital
Communication
• English
• Science
• the idea that computing devices are used to answer questions, and
they can be used in different ways to answer different questions.
• the idea that answering these questions require data, and therefore
that data is really important for all aspects of computing devices.
Unit 4 Be a designer
This unit builds on the work in Unit 2, looking at
• how changing an algorithm can affect the outcome of the
algorithm. While Unit 2 asked learners to identify some ScratchJr
code blocks offline, in this unit learners will be expected to work
with ScratchJr itself.
• Learners will recreate some simple algorithms and predict their
outcomes.
Unit 5 We can network
This unit introduces
• the idea that computers can join together to form networks.
Curriculum links
To learn more about the series visit www.hoddereducation.com/cambridge-primary-computing
English
Art and Design
Mathematics
Global Perspectives
Science
3
Chapter
Chapter details
Learning strands
Unit 6 Be a problem solver
This unit builds on
• Computational
Thinking
• Programming
• English
• Science
• Global Perspectives
• Computer Systems
• English
• Science
• Global Perspectives
• Managing Data
•
•
•
•
• Computational
Thinking
• Programming
• English
• Art and Design
• Networks and Digital
Communication
• English
• Science
• Global Perspectives
• Computational
Thinking
• Programming
• English
• Mathematics
• Art and Design
• recreating algorithms as programs in ScratchJr from Unit 4 and
further develops learners’ ability to solve problems by spotting
errors in algorithms and programs.
Unit 7 Computers control things
In this unit, learners will
• explain the different ways that computers can output information,
using different devices.
• They will identify that computers are in everyday devices and
control what they do.
• Learners will go on to look at features of a robot and identify a
robot as a machine that can do certain jobs or tasks without the
help of a person.
• Learners will also be able to give some examples of where robots
can be found in the real world.
Unit 8 Be a data collector
In this unit, learners will
• need to manually enter data in forms using the keyboard and
mouse.
Unit 9 Be a games developer
Unit 10 We are connected
• This unit builds on the work from Unit 4, recreating algorithms as
programs in ScratchJr.
• It also builds on the concept of spotting errors in algorithms,
from Unit 6, and introduces testing and debugging – finding and
correcting of errors in programs.
• Learners will run programs using ScratchJr and test to see if the
desired results are achieved. In the process of running programs,
learners will be able to find and fix errors.
In this unit, learners will learn
• that devices can connect to a network both with and without wires.
• They will also learn that sometimes internet access is not available.
Unit 11 Be an artist
In this unit, learners will learn
• about instructions to create drawings of shapes and use directions
(backward, forward, left and right) to navigate a path.
To learn more about the series visit www.hoddereducation.com/cambridge-primary-computing
Curriculum links
English
Global Perspectives
Mathematics
Science
4
CAMBRIDGE PRIMARY COMPUTING 2
Chapter
Chapter details
Unit 1 Be a game developer
In this unit, learners will learn
• Building on the knowledge from Stage 1, this unit emphasises that
algorithms are a precise set of instructions to complete a task.
• It then introduces the idea that programs tell computers how to
run algorithms, and links instructions in algorithms to code blocks in
ScratchJr.
• Learners are then required to apply their knowledge of coding in
ScratchJr from Stage 1 to produce programs for given algorithms.
• Learners will program multiple characters simultaneously in some
of their solutions.
Unit 2 Be a data analyst
In this unit, learners will learn
Learning strands
Curriculum links
• Computational
Thinking
• Programming
• English
• Mathematics
• Global Perspectives
• Managing Data
• Mathematics
• English
• Science
• The advantages of storing data and information on computers.
• They will also learn about categorical data, and investigate
different ways of using computing devices to collect categorical
data for a particular purpose.
• Learners will work in groups to collect data, represent it in a table
and create bar graphs using a suggested online chart creation
website.
• They will identify ways in which categorical data is collected via
electronic forms, traffic flow systems on roads and checkout systems
at supermarkets.
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5
Chapter
Chapter details
Unit 3 Computers and their
functions
In this unit, learners will learn
Unit 4 Be an animator
In this unit, learners will learn
In this unit, learners will learn
• Learners will build on their knowledge of devices that can connect
to a network as they identify and interact with them in the
environment.
• They will be introduced to a wider range of devices that can
connect to a network and to the internet.
• They will learn the value of two devices working together and
discover that connected devices can do things that neither device
can do on its own.
• Learners will also be introduced to the term ‘wireless network’ and
learn about the benefits of both wired and wireless networks.
Curriculum links
• Computer Systems
• English
• Global Perspectives
• Science
• Computational
Thinking
• Programming
• English
• Science
• Global Perspectives
• Networks and Digital
Communication
• English
• Global Perspectives
• Science
• The functions of basic hardware and software, using some technical
terminology.
• Learners will also identify features that make digital devices easy
to use, which will cover their physical parts and their functions.
• These features include portability, the use of wireless connections,
the size of the screen and the use of a touchscreen.
• Learners consider how user-friendly different devices are.
• Finally, learners will build on their knowledge and understanding
of input and output devices. They will further explain the difference
between input and output devices, and be able to give examples of
each.
• Learners will build on their understanding that programs instruct
computers how to run algorithms.
• In this unit, learners will be able to find and correct an error in
algorithms for an everyday event or task. They will identify the
steps needed to perform a task in order to develop algorithms.
• Furthermore, they will learn how to develop programs which use
repeat loops. By the end of this unit, learners should be able to
create algorithms and programs that repeat instructions.
Unit 5 Devices and networks
Learning strands
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6
Chapter
Chapter details
Unit 6 Be a designer
In this unit, learners will learn
• This unit builds on the exposure of learners to algorithms and
programs in ScratchJr.
• As learners follow and understand algorithms in this unit, they will
begin to plan the instructions for sprites within the programs.
• Learners will understand the value and benefit of working together.
The inclusion of group work fosters communication, collaboration
and teamwork, as learners debug errors in ScratchJr code.
Unit 7 Be a data scientist
In this unit, learners will learn
Learning strands
• Computational
Thinking
• Programming
•
•
•
•
• Managing Data
• English
• Science
• Global Perspectives
• Computational
Thinking
• Programming
• English
• Art and Design
• Mathematics
• Networks and Digital
Communication
• English
• Global Perspective
• Digital Literacy
• In the previous unit, learners were able to plan algorithms and work
alongside others to debug programs.
• In this unit, learners will be able to talk about types of data a
question may generate. They will also be able to identify types of
data that can be manually recorded using computing devices.
• Furthermore, they would be able to solve problems using data.
Unit 8 Be an artist
In this unit, learners will learn
• In this unit, learners will write instructions to complete certain tasks.
• They will learn to write algorithms to follow directions.
• They will create algorithms and programs to draw letters.
Unit 9 Connected and sharing
In this unit, learners will learn
• Devices can connect to a network and may be able to identify
devices which connect to a network.
• They should remember that the internet is made up of many
computers connected together with or without wires.
• Learners will learn that networks may not always be available.
They will become familiar with icons that show if a device is or is
not connected to a network. They will see icons for connections with
and without a wire.
• Learners will also learn that devices on networks share information
with each other. They will learn that there is a risk of sharing
personal information with people you do not know when connecting
to a network.
• They will also learn about the risk of malware when connecting to a
network. In conclusion, learners will also identify some simple tips to
keep safe online.
Curriculum links
To learn more about the series visit www.hoddereducation.com/cambridge-primary-computing
English
Physical Education
Global Perspectives
Science
7
Chapter
Chapter details
Unit 10 Be a storyteller
In this unit, learners will learn
• To predict what algorithms do. They will further learn that to
predict the outcome of an algorithm they will need to input data
and carry out instructions.
• Learners will also learn why it is a good idea to regularly test
programs when writing them.
Unit 11 Computers and robots
In this unit, learners will learn
Learning strands
Curriculum links
• Computational
Thinking
• Programming
• English
• Mathematics
• Computer Systems
•
•
•
•
• In this unit, learners will encounter an array of activities and
examples that explore the things that computers can do better than
humans.
• They will also learn about choosing computer devices based on its
intended use, location and other factors.
• They will also further explore robots, and the differences between
real and fictional robots.
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English
Mathematics
Global Perspectives
Science
8
CAMBRIDGE PRIMARY COMPUTING 3
Chapter
Chapter details
Unit 1 Making programs clear
In this unit, learners will learn
• In this unit, learners will learn about editing and correcting written
algorithms. They will then learn how to create programs with more
concise code.
• This will be accomplished by combining similar code instructions
into one amalgamated block code. Learners will also learn to
remove unnecessary code to increase program efficiency.
• Finally, learners will learn how to add code to a program to reset
an object to its original size and position when it is run again.
Unit 2 Hardware and software work
together
In this unit, learners will learn
Unit 3 Be a data expert
In this unit, learners will learn
Learning strands
Curriculum links
• Computational
Thinking
• Programming
•
•
•
•
• • Computer Systems
• English
• Science
• Global Perpectives
• Managing Data
• English
• Mathematics
• Global Perspectives
• In this unit, learners will learn about the interdependability of the
four main types of hardware and two main types of software for a
working computer system.
• They will then compare and contrast the major differences and
roles of hardware and software.
• Finally, learners will be introduced to the functions and applications
of some manual and automatic input devices.
• In this unit, learners will learn about problems involved when
collecting and understanding data and how they can be solved.
• They will learn the difference between discrete and categorical
data and different ways of representing them using a digital tool.
• Finally, they will learn how to record discrete and categorical data,
using computing devices.
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English
Physical Education
Mathematics
Science
9
Chapter
Chapter details
Unit 4 Be a designer
In this unit, learners will learn
• In this unit, learners will learn about efficient algorithms, and
that the most efficient algorithms are concise ones, free from
unnecessary or redundant instructions.
• Learners will learn to create efficient algorithms by identifying
repeated steps in tasks.
• Finally, they will learn how to create computer programs that run
more than one algorithm at the same time.
• Code will also be included in these programs to reset characters to
their original states when it is run again.
Unit 5 Networks are everywhere
In this unit, learners will learn
• Networks can be found all around us. In this unit, learners will first
learn about devices found in familiar network environments, such as
at school and at home, how they are connected to the network and
the use of each device.
• Next, learners will learn more about services available on a
network.
• Lastly, learners will identify advantages and disadvantages of a
network.
Unit 6 Be a storyteller
In this unit, learners will learn
• In this unit, learners will create and make changes to programs
that tell a story using Scratch. Learners will analyse a situation and
apply logical thinking to arrive at a sensible solution.
• They will start by writing algorithms and then translate them to the
corresponding code.
• Learners will discover that programs can be developed with static
objects, which do not have any code associated with them. Finally,
learners will make changes to code to alter the outcome of a
program.
• Read the Using Scratch chapter if you need to review how to use
this software.
Learning strands
Curriculum links
• Computational
Thinking
• Programming
• English
• Physical Education
• Global Perspectives
• • Networks
and Digital
Communication
• English
• Global Perspectives
• Computational
Thinking
• Programming
• English
• Mathematics
• Science
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10
Chapter
Chapter details
Unit 7 Computers and robots
In this unit, learners will learn
Learning strands
• Computer Systems
• English
• Science
• Global Perspectives
• Computational
Thinking
• Programming
•
•
•
•
• Networks and Digital
Communication
• English
• Global Perspectives
• Computational
Thinking
• Programming
• English
• In this unit, learners will first learn about the different types of files
that are stored on a computer.
• They will then learn about how computer-controlled devices work
and some of their applications.
• Next, they will learn about the Internet of Things and its
applications.
• Lastly, they will learn about the three main uses of robots in the
manufacturing industry.
Unit 8 Be a musician
In this unit, learners will learn
• In this unit, learners will create music using MakeCode for micro:bit.
They will apply their knowledge of algorithms to predict outcomes.
• Learners will continue to convert algorithms to code and make
changes to blocks of code to match a predicted outcome.
• The highlight of this unit is for learners to experience the benefits of
working in teams when creating programs.
Unit 9 Sending secret messages
In this unit, learners will learn
• In this unit, learners will first learn that information on a network
can be at risk of being viewed by people who do not have
permission.
• They will learn how ciphers can be used to keep the information
safe between sender and receiver.
• They will then learn how to code and decode messages using a
simple cipher.
Unit 10 Be a game developer
• In this unit, learners will use Scratch to create games. Learners will
be taught how to test the code and, if a program does not run,
about debugging the program to get the desired output.
• During that process, learners will discover that programmers make
mistakes but can use them to inform the programs that they create.
• Learners will develop an appreciation for dividing programs into
smaller tasks to make them easier to follow and edit.
Curriculum links
To learn more about the series visit www.hoddereducation.com/cambridge-primary-computing
Music
English
Physical Education
Global Perspectives
11
Chapter
Chapter details
Unit 11 Be a data designer
In this unit, learners will learn
Learning strands
• Managing Data
• English
• Mathematics
• Computational
Thinking
• Programming
• English
• Mathematics
• Physical Education
• Spreadsheets consist of rows and columns of cells, and that data
can be entered into the cells.
• Learners will also learn to format cells according to their purpose,
such as date, currency and text.
• They would further demonstrate how to select data based upon
their characteristics to solve problems.
Unit 12 Be a problem solver
In this unit, learners will learn
• How to identify the inputs to an algorithm and develop linear
algorithms to produce an output based on an input to the
algorithm.
Curriculum links
To learn more about the series visit www.hoddereducation.com/cambridge-primary-computing
12
CAMBRIDGE PRIMARY COMPUTING 4
Chapter
Chapter details
Unit 1 Be an animator
In this unit, learners will learn
• How to create animations with repetition using the forever block in
Scratch. To do so, learners will follow, understand, edit and correct
algorithms that use repetition using a forever loop.
• Learners will then go on to develop programs from these
algorithms, add comments to blocks of code, and explain why these
comments are useful.
• There is an online chapter available at boost-learning.com about
Scratch, which you can use to boost your own knowledge in order
to help learners use the software.
Unit 2 Be a data controller
In this unit, learners will learn
Learning strands
Curriculum links
• Computational
Thinking
• Programming
•
•
•
•
• Managing Data
• English
• Mathematics
• Global Perspectives
• The place where data is stored is called a database. In this unit,
learners will learn the difference between a computerised database
(known as a digital database) and a paper-based database,
known as a physical database.
• They will also learn how to use a form to collect data for both
types of databases. They will learn the difference between data
and information, and how to sort data in the order needed.
• A computer makes storing and retrieving data much faster, safer
and more organised. Data can be stored or retrieved with just a
few clicks of a mouse.
• Microsoft Excel is used as the basis for instructions in this unit.
Other spreadsheet software can be used but ensure you are
familiar with any functions in your chosen software.
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English
Art and Design
Physical Education
Science
13
Chapter
Chapter details
Unit 3 Be a network designer
In this unit, learners will learn
• In this unit, learners expand their knowledge and understanding of
the role of different devices on a network.
• Learners will increase their technical vocabulary by learning the
definitions for servers and clients.
• They will also understand how these two major categories of
devices on a network are differentiated based on their functionality,
given real world examples.
• Learners are then introduced to the largest network of them all,
the internet. Learners will become familiar with services that are
available on the internet, including the World Wide Web.
• Technical terms such as web pages, websites, hyperlinks and
browsers, and their interrelations, are introduced.
• Finally, learners will compare and contrast the two main means of
connectivity on a network, wired (Ethernet) and wireless (Wi-Fi®).
Using this knowledge, they will then be able to comprehend and
recommend which method of connectivity is best for a particular
network.
• Some common web browsers are listed in this unit. However, if
they are not available in your territory you are encouraged to find
alternative software.
Unit 4 Be a storyteller
In this unit, learners will learn
• In this unit, learners will follow and edit algorithms that use
iteration, focusing only on count-controlled loops.
• Learners will discover that count-controlled loops make an
algorithm shorter and more efficient.
• Learners will implement count-controlled loops using the repeat
block in Scratch, and will develop programs to produce a desired
output.
Unit 5 Be a computer scientist
In your unit, learners will learn
Learning strands
Curriculum links
• Networks and Digital
Communication
• English
• Science
• Global Perspectives
• Computational
Thinking
• Programming
• English
• Music
• Computer Systems
• English
• Science
• Global Perspectives
• This unit focuses on the role of computer scientists and the role
of robots. Computer scientists are needed to design and create
hardware and software to solve problems worldwide.
• Robots are designed and created by computer scientists and are a
great asset to many businesses and industries.
• The unit defines a computer scientist, the skills they require, the
tasks they perform and areas where they work. It also identifies
different types of robots and what they do in the service industry.
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14
Chapter
Chapter details
Unit 6 Be a musician
In your unit, learners will learn
• This unit asks learners to create music using Scratch as another
example of converting algorithms to programs.
• Learners will be taught that a song has different musical note
symbols and that each of these notes has a specific note length
or value. Learners will be introduced to whole, half, quarter and
eighth notes.
• Learners will predict the outcome of algorithms with iterations and
compare algorithms using different iterations to determine which is
best suited for the stated task.
• Learners will then learn about implementing algorithms that
contain iteration through condition-controlled loops in Scratch. This
will complement their understanding of count-controlled loops from
Unit 4.
• Using a mouse and keyboard, learners will input code (data) in
Scratch and run the program. The song (information) is heard on
an output device such as a speaker or headphones.
• The definition of an algorithm will be reinforced while learners
continue to develop an appreciation for music.
Unit 7 Be a data boss
In this unit, learners will learn
Learning strands
Curriculum links
• Computational
Thinking
• Programming
• English
• Music
• Science
• Managing Data
• English
• Global Perspectives
• This unit focuses on the structure of a database table. One of the
reasons that computers are so useful is that they can store a large
amount of related data in a database and allow users or programs
to easily find it.
• Much of the data that we look up on the internet is stored in
database tables.
• In this unit, learners will identify the parts of a data table (data,
records and fields), identify appropriate data types for a field
within a data table, and learn how to use a database to answer a
single question.
• Microsoft Excel is used as the basis for instructions in this unit.
Other spreadsheet software can be used but ensure you can model
any functions on your chosen software.
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15
Chapter
Chapter details
Unit 8 Be an innovator
In this unit, learners will learn
• One of the first computational thinking skills that needs to be
developed is breaking tasks down into smaller more manageable
parts.
• Learners have been introduced to this concept in previous stages to
help them make complex tasks easier to follow and edit.
• In this unit, learners are introduced to the formal term for this
computational thinking element, decomposition.
• Using MakeCode for micro:bit, learners will first use decomposition
to break a task into different parts that will make it easier to
represent as algorithms and to code.
• Learners will then be introduced to the inputs and outputs of
micro:bit, a physical computing device, and go on to develop
algorithms and code to obtain desired outputs based on specific
inputs.
• Only micro:bit v2 has a speaker and microphone. If you have
micro:bit v1 then you will need to use the simulator for this unit.
Unit 9 Be a code cracker
In this unit, learners will learn
• Learners have been briefly introduced to network risk and failure,
as well as coding and decoding information to keep it secret, in
previous stages.
• In this unit, they will learn about the issues that result from network
failure.
• Learners will then explore the use of encryption as a way to
securely store and transmit digital data on networks.
• Finally, they will learn to encode and decode messages, using
some of the oldest encryption methods, the Caesar Cipher and the
Pigpen Cipher.
Learning strands
Curriculum links
• Computational
Thinking
• Programming
• English
• Science
• Networks and Digital
Communication
• English
• Global Perspectives
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16
Chapter
Chapter details
Unit 10 Be a game developer
In this unit, learners will learn
• In this unit, learners continue to expand their understanding of
algorithms, and how to convert those algorithms to programs in
Scratch.
• They will learn about the important concept of sub-routines. A subroutine is a subset of instructions or code that are frequently used
during an algorithm or program.
• For instance, in a computer game there are certain actions that a
player repeats many times throughout the game, which would be
controlled by a sub-routine.
• Learners will follow and understand algorithms and programs that
use sub-routines to reduce the number of repetitive steps and how
to use repetition within sub-routines. They will go on to learn how
to test Scratch code systematically against the algorithms the code
represents.
• There is an online chapter all about Scratch. You can find the
meaning of Scratch code blocks in the online Coding Blocks
chapter.
Unit 11 Be a robot controller
In this unit, learners will learn
Learning strands
Curriculum links
• Computational
Thinking
• Programming
• English
• Art and Design
• Global Perspectives
• Computer Systems
• English
• Science
• Global Perspectives
• In earlier stages, learners learnt about many functions of computer
systems found in everyday devices, as well as the various ways
information is input and output.
• In this unit, learners will firstly take a closer look at where control
systems are found and identify the input, processing and output
components and functions of these systems.
• Learners will also distinguish between application software and
system software.
• This unit will then introduce learners to sensors as input devices in
control systems, and devices that output processed data in various
ways. Finally, learners will look at different file types, their file sizes
and compare their storage requirements.
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17
Chapter
Chapter details
Unit 12 Be an artist
In this unit, learners will learn
• In this unit, learners will revisit the micro:bit physical computing
device, and the MakeCode for micro:bit programming language.
• Please note that this unit has been written for micro:bit v2. Learners
without access to the micro:bit v2 can still use the simulator to test
their code.
• Learners will learn to produce different outputs from different
inputs by writing algorithms and creating code for simple
programs.
• Then, learners will learn how to repeat instructions in MakeCode
using countcontrolled and indefinite (forever) loops.
• There is an online chapter all about MakeCode for micro:bit.
Learning strands
• Computational
Thinking
• Programming
To learn more about the series visit www.hoddereducation.com/cambridge-primary-computing
Curriculum links
• English
• Mathematics
• Art and Design
18
CAMBRIDGE PRIMARY COMPUTING 5
Chapter
Chapter details
Unit 1 Be an animator
In this unit, learners will learn
• How to create animations with repetition using the forever block in
Scratch. To do so, learners will follow, understand, edit and correct
algorithms that use repetition using a forever loop.
• Learners will then go on to develop programs from these
algorithms, add comments to blocks of code, and explain why these
comments are useful.
• There is an online chapter available at boost-learning.com about
Scratch, which you can use to boost your own knowledge in order
to help learners use the software.
Unit 2 Be a data controller
In this unit, learners will learn
Learning strands
Curriculum links
• Computational
Thinking
• Programming
•
•
•
•
• Managing Data
• English
• Mathematics
• Global Perspectives
• The place where data is stored is called a database. In this unit,
learners will learn the difference between a computerised database
(known as a digital database) and a paper-based database,
known as a physical database.
• They will also learn how to use a form to collect data for both
types of databases. They will learn the difference between data
and information, and how to sort data in the order needed.
• A computer makes storing and retrieving data much faster, safer
and more organised. Data can be stored or retrieved with just a
few clicks of a mouse.
• Microsoft Excel is used as the basis for instructions in this unit.
Other spreadsheet software can be used but ensure you are
familiar with any functions in your chosen software.
To learn more about the series visit www.hoddereducation.com/cambridge-primary-computing
English
Art and Design
Physical Education
Science
19
Chapter
Chapter details
Unit 3 Be a network designer
In this unit, learners will learn
• In this unit, learners expand their knowledge and understanding of
the role of different devices on a network.
• Learners will increase their technical vocabulary by learning the
definitions for servers and clients.
• They will also understand how these two major categories of
devices on a network are differentiated based on their functionality,
given real world examples.
• Learners are then introduced to the largest network of them all,
the internet. Learners will become familiar with services that are
available on the internet, including the World Wide Web.
• Technical terms such as web pages, websites, hyperlinks and
browsers, and their interrelations, are introduced.
• Finally, learners will compare and contrast the two main means of
connectivity on a network, wired (Ethernet) and wireless (Wi-Fi®).
Using this knowledge, they will then be able to comprehend and
recommend which method of connectivity is best for a particular
network.
• Some common web browsers are listed in this unit. However, if
they are not available in your territory you are encouraged to find
alternative software.
Unit 4 Be a storyteller
In this unit, learners will learn
• In this unit, learners will follow and edit algorithms that use
iteration, focusing only on count-controlled loops.
• Learners will discover that count-controlled loops make an
algorithm shorter and more efficient.
• Learners will implement count-controlled loops using the repeat
block in Scratch, and will develop programs to produce a desired
output.
Unit 5 Be a computer scientist
In your unit, learners will learn
Learning strands
Curriculum links
• Networks and Digital
Communication
• English
• Science
• Global Perspectives
• Computational
Thinking
• Programming
• English
• Music
• Computer Systems
• English
• Science
• Global Perspectives
• This unit focuses on the role of computer scientists and the role
of robots. Computer scientists are needed to design and create
hardware and software to solve problems worldwide.
• Robots are designed and created by computer scientists and are a
great asset to many businesses and industries.
• The unit defines a computer scientist, the skills they require, the
tasks they perform and areas where they work. It also identifies
different types of robots and what they do in the service industry.
To learn more about the series visit www.hoddereducation.com/cambridge-primary-computing
20
Chapter
Chapter details
Unit 6 Be a musician
In your unit, learners will learn
• This unit asks learners to create music using Scratch as another
example of converting algorithms to programs.
• Learners will be taught that a song has different musical note
symbols and that each of these notes has a specific note length
or value. Learners will be introduced to whole, half, quarter and
eighth notes.
• Learners will predict the outcome of algorithms with iterations and
compare algorithms using different iterations to determine which is
best suited for the stated task.
• Learners will then learn about implementing algorithms that
contain iteration through condition-controlled loops in Scratch. This
will complement their understanding of count-controlled loops from
Unit 4.
• Using a mouse and keyboard, learners will input code (data) in
Scratch and run the program. The song (information) is heard on
an output device such as a speaker or headphones.
• The definition of an algorithm will be reinforced while learners
continue to develop an appreciation for music.
Unit 7 Be a data boss
In this unit, learners will learn
Learning strands
Curriculum links
• Computational
Thinking
• Programming
• English
• Music
• Science
• Managing Data
• English
• Global Perspectives
• This unit focuses on the structure of a database table. One of the
reasons that computers are so useful is that they can store a large
amount of related data in a database and allow users or programs
to easily find it.
• Much of the data that we look up on the internet is stored in
database tables.
• In this unit, learners will identify the parts of a data table (data,
records and fields), identify appropriate data types for a field
within a data table, and learn how to use a database to answer a
single question.
• Microsoft Excel is used as the basis for instructions in this unit.
Other spreadsheet software can be used but ensure you can model
any functions on your chosen software.
To learn more about the series visit www.hoddereducation.com/cambridge-primary-computing
21
Chapter
Chapter details
Unit 8 Be an innovator
In this unit, learners will learn
• One of the first computational thinking skills that needs to be
developed is breaking tasks down into smaller more manageable
parts.
• Learners have been introduced to this concept in previous stages to
help them make complex tasks easier to follow and edit.
• In this unit, learners are introduced to the formal term for this
computational thinking element, decomposition.
• Using MakeCode for micro:bit, learners will first use decomposition
to break a task into different parts that will make it easier to
represent as algorithms and to code.
• Learners will then be introduced to the inputs and outputs of
micro:bit, a physical computing device, and go on to develop
algorithms and code to obtain desired outputs based on specific
inputs.
• Only micro:bit v2 has a speaker and microphone. If you have
micro:bit v1 then you will need to use the simulator for this unit.
Unit 9 Be a code cracker
In this unit, learners will learn
• Learners have been briefly introduced to network risk and failure,
as well as coding and decoding information to keep it secret, in
previous stages.
• In this unit, they will learn about the issues that result from network
failure.
• Learners will then explore the use of encryption as a way to
securely store and transmit digital data on networks.
• Finally, they will learn to encode and decode messages, using
some of the oldest encryption methods, the Caesar Cipher and the
Pigpen Cipher.
Learning strands
Curriculum links
• Computational
Thinking
• Programming
• English
• Science
• Networks and Digital
Communication
• English
• Global Perspectives
To learn more about the series visit www.hoddereducation.com/cambridge-primary-computing
22
Chapter
Chapter details
Unit 10 Be a game developer
In this unit, learners will learn
• In this unit, learners continue to expand their understanding of
algorithms, and how to convert those algorithms to programs in
Scratch.
• They will learn about the important concept of sub-routines. A subroutine is a subset of instructions or code that are frequently used
during an algorithm or program.
• For instance, in a computer game there are certain actions that a
player repeats many times throughout the game, which would be
controlled by a sub-routine.
• Learners will follow and understand algorithms and programs that
use sub-routines to reduce the number of repetitive steps and how
to use repetition within sub-routines. They will go on to learn how
to test Scratch code systematically against the algorithms the code
represents.
• There is an online chapter all about Scratch. You can find the
meaning of Scratch code blocks in the online Coding Blocks
chapter.
Unit 11 Be a robot controller
In this unit, learners will learn
Learning strands
Curriculum links
• Computational
Thinking
• Programming
• English
• Art and Design
• Global Perspectives
• Computer Systems
• English
• Science
• Global Perspectives
• In earlier stages, learners learnt about many functions of computer
systems found in everyday devices, as well as the various ways
information is input and output.
• In this unit, learners will firstly take a closer look at where control
systems are found and identify the input, processing and output
components and functions of these systems.
• Learners will also distinguish between application software and
system software.
• This unit will then introduce learners to sensors as input devices in
control systems, and devices that output processed data in various
ways. Finally, learners will look at different file types, their file sizes
and compare their storage requirements.
To learn more about the series visit www.hoddereducation.com/cambridge-primary-computing
23
Chapter
Chapter details
Unit 12 Be an artist
In this unit, learners will learn
• In this unit, learners will revisit the micro:bit physical computing
device, and the MakeCode for micro:bit programming language.
• Please note that this unit has been written for micro:bit v2. Learners
without access to the micro:bit v2 can still use the simulator to test
their code.
• Learners will learn to produce different outputs from different
inputs by writing algorithms and creating code for simple
programs.
• Then, learners will learn how to repeat instructions in MakeCode
using countcontrolled and indefinite (forever) loops.
• There is an online chapter all about MakeCode for micro:bit.
Learning strands
• Computational
Thinking
• Programming
To learn more about the series visit www.hoddereducation.com/cambridge-primary-computing
Curriculum links
• English
• Mathematics
• Art and Design
24
CAMBRIDGE PRIMARY COMPUTING 6
Chapter
Chapter details
Unit 1 Go with the flow
In this unit, learners will learn
• In this unit, learners will learn that flowcharts can be used to
represent algorithms.
• They will learn to identify the different symbols used in flowcharts
and what they mean.
• They will then learn to follow a flowchart and predict the outcome
of a flowchart.
Unit 2 Be a data manager
In this unit, learners will learn
Learning strands
• Computational
Thinking
• English
• Art and Design
• Mathematics
• Managing Data
• English
• Mathematics
• Global Perspectives
• Computer Systems
• English
• Global Perspectives
• Computational
Thinking
• Programming
• English
• Mathematics
• Global Perspectives
• In this unit, learners will learn about the roles of computing tools
used to collect and manage data and how to design some of these.
Such tools will include:
• forms to collect continuous data.
• spreadsheets to perform calculations.
• Learners will also learn about selecting the correct data in a
spreadsheet for a particular task.
Unit 3 Selecting hardware and
software
In this unit, learners will learn
Unit 4 Variables in programming
In this unit, learners will learn
• In this unit, learners will learn more about units and types of
computer storage. They will be introduced to the concept of
primary and secondary storage.
• Next, learners will be introduced to the parts and functions of a
processor.
• Lastly, learners learn about considerations when selecting hardware
and software for a computer system.
• In this unit, learners will create programs that use two or more
variables.
• Learners will also appreciate that the same variable can be used
by different algorithms.
• Learners will learn how to use various variable data types: integer,
character and string.
Curriculum links
To learn more about the series visit www.hoddereducation.com/cambridge-primary-computing
25
Chapter
Chapter details
Unit 5 Digital content
In this unit, learners will learn
• In this unit, learners will first learn that different types of digital
content are stored on servers and transferred over the internet.
• Next, learners will be introduced to how data is transferred
wirelessly over Wi-Fi and cellular networks using radio waves.
• Lastly, learners will learn the concept of network bandwidth and
how it can affect network performance.
Unit 6 Sub-routines in programming
In this unit, learners will learn
• In this unit, learners will learn how to use multiple sub-routines
in algorithms and Scratch programs, and be able to evaluate
programs based on certain criteria.
Unit 7 Be a data architect
In this unit, learners will learn
Learning strands
• Networks and Digital
Communication
• English
• Global Perspectives
• Computational
Thinking
• Programming
• English
• Mathematics
• Music
• Managing Data
• English
• Global Perspectives
• Computational
Thinking
• Programming
• Mathematics
• English
• Networks and Digital
Communication
• English
• Global Perspectives
• Science
• In this unit, learners will design and create a single table database;
they will also create phrases to search for data in a database.
• Learners will also learn about different aspects of data industries
and state how data is used to solve problems in several industries.
Unit 8 Be an innovator
In this unit, learners will learn
• In this unit, learners will design and create a single table database;
they will also create phrases to search.
• In this unit, learners will first recap on the arithmetic operators
(+, −) and then learn about the arithmetic operators (*, /) in
algorithms.
• Next, learners will use micro:bit to learn about constructs in
programming, including sequence, selection and iteration, giving
different outputs from a range of inputs.
• Lastly, learners will learn more about how to test programs using a
range of data.
Unit 9 Keeping data safe
In this unit, learners will learn
• In this unit, learners will learn about the need to keep data safe
during transmission.
• They will learn some of the common ways in which data can be
intercepted.
• Learners will also learn about the authentication process that helps
protect data by ensuring only authorised users can access a system,
network or device.
• They will further identify different types of user authentication.
Curriculum links
To learn more about the series visit www.hoddereducation.com/cambridge-primary-computing
26
Chapter
Chapter details
Unit 10 Be a game developer
In this unit, learners will learn
• In this unit, learners will develop games using Scratch.
• These games will contain multiple algorithms, multiple objects and
multiple programming constructs.
• Learners will also learn how different algorithms use the same subroutine.
Unit 11 Autonomous robots
In this unit, learners will learn
Learning strands
• Computational
Thinking
• Programming
• English
• Global Perspectives
• Science
• Computer Systems
• English
• Global Perspectives
• Science
• Programming
• English
• Global Perspectives
• In this unit, learners will first learn about two main programming
environments: text-based and block-based.
• Next, learners will be introduced to the process of digitisation.
• Lastly, learners learn more about autonomous robots and industrial
robots.
Unit 12 Be a problem solver
In this unit, learners will learn
Curriculum links
• In this unit, learners will learn about prototypes, and how they
are applied in designing programs and creating interfaces for
programs.
• Learners will follow these prototypes to test and improve programs
in Scratch.
• They will also learn about following project plans when creating
new programs.
• They will draw on lots of programming skills, concepts and ideas
they have learnt through the course.
To learn more about the series visit www.hoddereducation.com/cambridge-primary-computing
27
Cambridge Primary
A collection of student and teacher focused resources that support delivery
of the Cambridge Primary curriculum frameworks.
Our resources encourage active learning, with engaging practical tasks and
activities throughout, enabling learners to gain a deep understanding of each
subject, while developing a sense of creativity and expression.
Hodder Cambridge Primary
Foundation Stage
Hodder Cambridge Primary
Stages 1-6
Cambridge Global Perspectives
for Primary - Boost Subscription
Available for English, Maths and Science
Available for World English, English,
Maths, Science and Computing
Develop your student’s ability to think
critically about issues on a local, national,
and global level with a selection of 34
bundles of resources, each linked to a
challenge, plus a bundle of resources to
support the Team Project.
• Teacher’s Pack
• Fiction & Non-fiction books
• Activity Pack
These resources have not been through the Cambridge International
endorsement process.
•
•
•
•
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Learner’s Books
Workbooks
Teacher’s Guides
Boost eBooks
Ready to Go
Lessons*
• Revise for Primary
Checkpoint
Teacher’s Guide*
• Revise for Primary
Checkpoint Study
Guide*
*Not available for Cambridge Primary Computing
We are working with Cambridge International to gain endorsement
for Cambridge Primary Computing. Cambridge Primary World
English, English, Maths and Science have been endorsed by
Cambridge International. Ready to Go Lessons, Revise for Primary
Checkpoint Teacher’s Guide and Study Guide have not been
through the Cambridge International endorsement process.
This title has not been through the Cambridge International
endorsement process.
To find out more about our Cambridge Primary resources visit www.hoddereducation.co.uk/cambridgeprimary