Light Oaks Junior School
Year 6 Computing Curriculum
The computing curriculum across all year groups will be made up of six units;
- Algorithms and Programs
- Data Retrieving and Organising
- Communicating
- Using the internet
- Databases
- Presentation
A seventh element Digital Literacy (E-Safety) is integrated across the curriculum, focusing on
teaching children how to become discerning and safe users of digital technologies. Year 3
has a shorter Presentation unit due to the need for an introductory focus on basic keyboard
skills and Digital Literacy.
Learning Outcomes
Learning outcomes are given for each unit in each year group, along with some lesson,
resource and program suggestions.
Algorithms and Programs Glossary:
Sequence – the step-by-step nature of computer programs, mirroring the sequence of steps the algorithm would list.
Input – data provided to a computer system, such as via a keyboard, mouse, microphone, camera or physical sensors
Output - the information produced by a computer system for its user, typically on a screen, through speakers or on a
printer, but possibly though the control of motors in physical systems.
Algorithm - an unambiguous procedure or precise step-by-step guide to solve a problem or achieve a particular
objective.
National Curriculum Requirements of Computing at Key Stage 2
Pupils should be taught to:
• design, write and debug programs that accomplish specific goals, including controlling or
simulating physical systems; solve problems by decomposing them into smaller parts
• use sequence, selection, and repetition in programs; work with variables and various forms of
input and output
• use logical reasoning to explain how some simple algorithms work and to detect and correct
errors in algorithms and programs
• understand computer networks including the internet; how they can provide multiple services,
such as the world-wide web; and the opportunities they offer for communication and
collaboration
• use search technologies effectively, appreciate how results are selected and ranked, and be
discerning in evaluating digital content
• select, use and combine a variety of software (including internet services) on a range of digital
devices to design and create a range of programs, systems and content, that accomplish
given goals, including collecting, analysing, evaluating and presenting data and information.
• Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable
behaviour; identify a range of ways to report concerns about content and contact
© Focus Education 2014
2
Algorithms and Programs
Units
Knowledge, Skills and Understanding breakdown for
Computing: Year 6
Algorithms and Programs
•
•
•
•
•
Can they comment on what makes a
learning game effective?
Can they use variables and inputs?
Can they use repetition and variables to
create a scoring system?
Can they design a game using variables,
selection and repetition?
Can they program their game using
decomposition and debug it?
Data Retrieving and Organising
•
•
•
•
Using the Internet
•
•
•
Can they contribute to discussions online?
Can they use a search engine using keyword
searches?
Can they use complex searches using such
as ‘+’ ‘OR’ ”Find the phrase in inverted
commas”?
Can they explore the menu options and
experiment with images (colour effects,
options, snap to grid, grid settings etc.)?
Can they add special effects to alter the
appearance of a graphic?
Can they ‘save as’ gif or i peg. wherever
possible to make the file size smaller (for
emailing or downloading)?
Can they make an information poster using
their graphics skills to good effect?
Communicating
•
Can they conduct a video chat with people
in another country or organisation?
Databases
•
•
•
•
Can they collect live data using data
logging equipment?
Can they identify data error, patterns and
sequences?
Can they use the formulae bar to explore
mathematical scenarios?
Can they create their own database and
present information from it?
Presentation
•
•
•
•
•
Can they present a film for a specific
audience and then adapt same film for a
different audience?
Can they create a sophisticated multimedia
presentation?
Can they confidently choose the correct
page set up option when creating a
document?
Can they confidently use text formatting
tools, including heading and body text?
Can they use the ‘hanging indent’ tool to
help format work where appropriate (e.g. a
play script)?
Year 6 (Challenging)
•
•
•
Can they incorporate graphics where appropriate, using the most effective text wrapping formats?
Can they conduct a video chat with more than one person at a time?
Can they compare the information provided on two tabbed websites looking for bias and perspective?
© Focus Education 2014
4
E-safety in Years 5 and 6
Knowledge & understanding
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Can they discuss the positive and negative impact of the
use of ICT in their own lives and those of their peers and
family?
Do they understand the potential risk of providing personal
information online?
Do they recognise why people may publish content that is
not accurate and understand the need to be critical
evaluators of content?
Do they understand that some websites and/or pop-ups
have commercial interests that may affect the way the
information is presented?
Do they recognise the potential risks of using internet
communication tools and understand how to minimise
those risks (including scams and phishing)?
Do they understand that some material on the internet is
copyrighted and may not be copied or downloaded?
Do they understand that some messages may be malicious
and know how to deal with this?
Do they understand that online environments have security
settings, which can be altered, to protect the user?
Do they understand the benefits of developing a
‘nickname’ for online use?
Do they understand that some malicious adults may use
various techniques to make contact and elicit personal
information?
Do they know that it is unsafe to arrange to meet unknown
people online?
Do they know how to report any suspicions?
Do they understand they should not publish other people’s
pictures or tag them on the internet without permission?
Do they know that content put online is extremely difficult
to remove?
Do they know what to do if they discover something
malicious or inappropriate?
Skills
•
•
•
•
•
•
•
•
•
Do they follow the school’s safer internet rules?
Can they make safe choices about use of technology?
Do they use technology in ways which minimises risk, e.g.
responsible use of online discussions, etc?
Can they create strong passwords and manage them so
that they remain strong?
Can they independently, and with regard for e-safety,
select and use appropriate communication tools to solve
problems by collaborating and communicating with others
within and beyond school?
Can they competently use the internet as a search tool?
Can they reference information sources?
Can they use appropriate strategies for finding, critically
evaluating, validating and verifying information, e.g. using
different keywords, skim reading to check relevance of
information, cross checking with different websites or other
non ICT resources?
Can they use knowledge of the meaning of different
domain names and common website extensions (e.g.
.co.uk; .com; .ac; .sch; .org; .gov; .net) to support
validation of information?
Schools will need to review and amend their approaches to e-safety in order to take on board
and address changes to technology.
© Focus Education 2014
5
Year 6: PRESENTATION
Lesson
Objectives
Lesson idea
Externals & Software Used
Assessment
1 -4
•
I can create a
sophisticated multimedia
presentation.
Children need to create a powerpoint with embedded
clips, hyperlinks, podcasts, sound effects and transitions
between slides.
Powerpoint
Children will be able to create
a sophisticated multimedia
presentation.
5
•
I can confidently choose
the correct page set up
option when creating a
document.
Children create a playscript linked to an English theme.
Or a script for their news film.
Children will be able to select
the correct template and use
text formatting tools
confidently , including hanging
indent.
•
I can confidently use text
formatting tools,
including heading and
body text.
•
I can they use the
‘hanging indent’ tool to
help format work where
appropriate (e.g. a play
script)
•
I can present a film for a
specific audience and
then adapt same film for
a different audience.
Children plan, film and report a news programme for
adults. They then adapt their film reel to suit children
(i.e. Newsround). Task can be linked to scripting above.
Children will be able to present
a film for a given audience and
then adapt it for a different
audience.
6-7
Year 6: DATABASES
Lesson
Objective
Lesson idea
Externals &
Software Used
Assessment
1
•
Children collect data for current Science investigation either as a class or in small
groups.
Link to Science Topic
Use the resources from the resource file or this link to introduce data loggers to
the class.
http://www.pstt.org.uk/ext/cpd/datalogging/getting_started.php
Data logger
Children will be
able to explain
what is a data
logger and its uses.
I can collect live data
using data logging
equipment.
Children will be
able to use a data
logger to collect
data about light.
Demonstrate how to use the data logger (Get 2 children trained in the use of it to
then train others, if recording data over a longer period)
Children plan an investigation to record how the level of light in the classroom
changes across the duration of the day, how much light a plant needs to survive,
or how many pieces of paper it would take to block the light from a torch. Set up
data logger and collect data. Demonstrate how to create a graph using the
datalogger software.
2
•
I can identify data error,
patterns and sequences.
Excel
Children will be
able to identify data
error, patterns and
sequences.
Children will be
able to use the
formulae bar to
explore
mathematical
scenarios.
Children will be
able to create a
database and
present information
from it.
Phil writing lesson
3
•
I can they use the
formulae bar to explore
mathematical scenarios.
Phil writing lesson
Excel
4
•
I can create my own
database and present
information from it.
Phil writing lesson
Excel or
2investigate
Year 6: USING THE INTERNET
Lesson
Objective
Lesson idea
Externals &
Software Used
Assessment
1
•
I can contribute to
discussions online.
SEEKING SAFE SITES FOR ONLINE DISCUSSION
Children will be
able to contribute
to online
discussions.
2
•
Can they use a search
engine using keyword
searches.
SEEKING SAFE SEARCH ENGINES
Children will be
able to use key
word searches to
use a search
engine.
3
•
I can they use complex
searches using such as ‘+’
‘OR’ ”Find the phrase in
inverted commas”
SEEKING SAFE SEARCH ENGINES
Children will be
able to use complex
searches.
Year 6: COMMUNICATING
Lesson
Objective
Lesson idea
1
•
I can conduct a video
chat with people in
another country or
organisation.
SEEKING SAFE SOFTWARE FOR A VIDEO CHAT
•
I can recognise the
potential risks of using
internet communication
tools and understand
how to minimise those
risks (including scams and
phishing).
Children will be
able to conduct a
video chat with
people in another
country or
organisation.
•
I can discuss the positive
and negative impact of
the use of ICT in their
own lives and those of
their peers and family.
•
I can understand that I
should not publish other
people’s pictures or tag
them on the internet
without permission.
NEED TO CHECK HOW APPROPRIATE THIS IS TO
AGE GROUP WITH ZANDRA.
Children will
understand that
they should not
publish pictures of
others online
without permission.
•
I know that content put
online is extremely
difficult to remove.
2 -5
•
I know what to do if they
discover something
malicious or
inappropriate.
Following Summer’s Choice planning in Year 6 file.. Could link to Presentation
unit lessons 6-7 if short on time.
Discuss with children how to report You Tube or like images that are of
themselves and are unwanted. Look at You Tube tutorial.
Externals &
Software Used
Assessment
Children will
understand that
once posted
content is difficult
to remove.
Children will know
what to do if they
find malicious
content.
Year 6: DATA RETRIEVING AND ORGANISING
Lesson
Objective
Lesson idea
1
•
I can explore the menu
options and experiment
with images (colour
effects, options, snap to
grid, grid settings etc.).
GRAPHICS AND IMAGES SOFTWARE?
Children will be
able to experiment
with image effects.
2
•
I can add special effects
to alter the appearance of
a graphic.
GRAPHICS AND IMAGES SOFTWARE?
Children will be
able to add special
effects to alter the
appearance of a
graphic.
3 -5
•
I can ‘save as’ gif or i peg.
wherever possible to
make the file size smaller
(for emailing or
downloading).
Children make an information poster on a given topic. Perhaps this could be
linked to PSHCE aims or digital literacy Cyber bullying .
Children will be
able to save images
in different formats.
•
I can make an
information poster using
their graphics skills to
good effect.
Externals &
Software Used
Assessment
Children will be
able to design an
information poster
using their graphics
skills to good effect.
Year 6: ALGORITHMS AND PROGRAMS
Lesson
1-5
Objective
Lesson idea
Externals &
Software Used
Assessment
I can comment on what
makes a learning game
effective.
Individual lessons and plans with screen grabs for each of the 7 week algorithms
and programs component can be found in the Primary Computing file under Year
6.
Scratch
•
Children will be
able to comment
on what makes a
learning game
effective.
•
I can use variables and
inputs.
•
I can use repetition and
variables to create a
scoring system.
•
I can design a game using
variables, selection and
repetition.
•
I can program a game
using decomposition and
debug it.
Children will be
able to use
variables and
inputs.
Children will be
able to use
repetition and
variables to create
a scoring system.
Children will be
able to design a
game using
variables , selection
and repetition.
Children will be
able to program a
game using
decomposition and
debug it.
Digital Literacy Resources
•
•
•
•
•
•
•
•
Digi Duck (PDF in Year 3 Resource File)
http://www.thinkuknow.co.uk/
http://www.childnet.com/resources/kia
Summer’s Choice (Year 6 Resource File)
http://www.kidsmart.org.uk/
http://www.swgfl.org.uk/products-services/Online-Safety-Services/E-SafetyResources
http://www.lgfl.net/esafety/Pages/education.aspx
http://old.digizen.org/cyberbullying/interactive/default.aspx (Year 5 or 6 quiz on
being a good digital citizen)