Light Oaks Junior School
Year 3 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 3
Algorithms and Programs
Data Retrieving and Organising
Communicating
• Can they write an algorithm in a flow
chart?
• Can they understand and use
repetition within algorithms?
• Can they use a range of inputs and
selection within an algorithm?
• Can they identify inputs on a range of
devices?
• Can they plan, program and debug a
game in Scratch, using inputs,
repetition and selection?
• Can they review images on a camera
and delete unwanted images?
• Have they experienced downloading
images from a camera into files on the
computer?
• Can they use photo editing software
to crop photos and add effects?
• Can they manipulate sound when
using simple recording story boarding?
• Can they use the email address book?
• Can they open and send an
attachment?
Using the Internet
Databases
Presentation
• Can they find relevant information by
browsing a menu.
• Can they search for an image, then
copy and paste it into a document?
• Can they use ‘Save picture as‘ to save
an image to the computer?
• Can they copy and paste text into a
document?
• Do they begin to use note making skills
to decide what text to copy?
• Can they input data into a prepared
database?
• Can they sort and search a database
to answer simple questions?
• Can they use a branching database?
• Can they create a presentation that
moves from slide to slide and is aimed
at a specific audience?
• Can they combine text, images and
sounds and show awareness of
audience?
• Do they know how to manipulate
text, underline text, centre text,
change font and size and save text to
a folder?
Year 3 (Challenging)
•
•
•
•
Can they search by keyword using a child friendly search engine?
Can they bookmark a page into your favourites?
Can they contribute to a class blog?
Can they use repeat command in logo to create a pattern?
E-safety in Years 3 and 4
Knowledge & understanding
• Do they understand the need for rules to keep them
safe when exchanging learning and ideas online?
• Can they recognise that information on the internet may
not be accurate or reliable and may be used for bias,
manipulation or persuasion?
• Do they understand that the internet contains fact,
fiction and opinion and begin to distinguish between
them?
• Can they use strategies to verify information, e.g. crosschecking?
• Dot hey understand the need for caution when using an
internet search for images and what to do if they find an
unsuitable image?
• Do they understand that copyright exists on most digital
images, video and recorded music?
• Do they understand the need to keep personal
information and passwords private?
• Do they understand that if they make personal
information available online it may be seen and used by
others?
• Do they know how to respond if asked for personal
information or feel unsafe about content of a message?
• Can they recognise that cyber bullying is unacceptable
and will be sanctioned in line with the school’s policy?
• Do they know how to report an incident of cyber
bullying?
• Do they know the difference between online
communication tools used in school and those used at
home?
• Do they understand the need to develop an alias for
some public online use?
• Do they understand that the outcome of internet
searches at home may be different than at school?
Skills
• Do they follow the school’s safer internet rules?
• Do they recognise the difference between the work of
others which has been copied (plagiarism) and restructuring and re-presenting materials in ways which
are unique and new?
• Can they begin to identify when emails should not be
opened and when an attachment may not be safe?
• Can they explain how to use email safely?
• Can they use different search engines?
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 3: INTRODUCTORY UNIT, PRESENTATION & DIGITAL LITERACY (E-Safety)
Lesson
Objectives
Lesson idea
1
•
Look at screen grab of keyboard. Children discuss
function of keys in pairs and come up with list. Collect
information as class. On worksheet children colour code
the keys, using a key. Then write the function of each. T
to use keyboard info sheet as display and refer back to
it regularly.
Children then to practise typing passwords. Discuss DL
concern of keeping passwords private – why is this
important?
2
3
•
I can understand the
function of specific keys
I know how to place the
fingers on the keyboard
and how to improve our
typing skills.
•
I can use technology
responsibly
•
I know why it is
important to keep my
passwords private and
use an online alias for
user names.
4
•
Identify a range of ways
to report concerns about
contact
Externals & Software Used
Assessment
Copy of paper worksheet
showing keyboard and key
functions.
Children will be able to use the
enter, function, caps lock,
number lock and space bar
keys accurately.
NB image of keyboard to show
children .
Recap function of keys particularly shift and caps lock.
Discuss hand placement on the keyboard and how this
can improve our typing speed. Children to work through
2type in their own time and have some practise of
correct placement.
Explain that if children finish activities early they can
always return to this program to help them to keep
improving their typing speed.
2type
Children will be able to
position their hands on the
keyboard.
Discuss being safe with technology– what devices do
children think that this applies to? What devices do
children have access to at home? Is their access
overseen by someone? Make sure that children are
clear that e-safety relates to all technological devices
such as phones etc and not just online on the computer.
What does the term responsibly mean? Why do children
think it is important to use these responsibly? Discuss
the children’s school passwords – why is it sensible to
keep these private? Read Digi Duck story and discuss.
Introduce the Thinkuknow website and children
complete activities for 5-7yr olds.
https://www.thinkuknow.co.u
k/
Children will be able to explain
the definition of technology.
Can be completed on
netbooks/ipads to vary digital
device usage.
Children will be able to define
responsible use of the internet.
Begin with a general discussion about real world safety.
What do children do when/if they encounter a situation
that they are not comfortable with at home/or at
school? Where do they go for help/ assistance.
Compare this with the digital world. Give children
scenarios e.g. receiving texts from someone you didn’t
know. Would they go for help? Who would they go to?
Show children ceop sign and report it buttons. Discuss
what it means and report it buttons on sites. Allow
children to explore http://pbskids.org/webonauts/
http://pbskids.org/webonauts/
Children will be aware of how
to improve their typing speed.
Children will be able to identify
some potential dangers of
irresponsible usage. E.g. You
can’t see who you are
communicating with on some
digital devices.
Can be completed on
netbooks/ipads to vary digital
device usage.
Children will be able to identify
the ceop logo and explain
where they might go for help,
if uncomfortable when using a
digital device.
Year 3: INTRODUCTORY UNIT, PRESENTATION & DIGITAL LITERACY (E-Safety)
Lesson
Objectives
Lesson idea
Externals & Software Used
Assessment
5&6
(possib
ly 7)
•
I can use technology
responsibly
Children to collate what they have learnt in the previous
two lessons about digital safety to design a
presentation encouraging others to be safe.
Software Medium for creating
a presentation e.g. Powerpoint
•
I can identify a range of
ways to report concerns
about contact
Children will be able to identify
potential dangers of
irresponsible usage of digital
devices.
Present information
•
I can create a
presentation that moves
from slide to slide and is
aimed at a specific
audience.
•
I can combine text,
images and sounds and
show awareness of
audience
•
I know how to
manipulate text,
underline text, centre
text, change font and size
and save text to a folder.
T to give children a folder with a prior selected bank of
images from which to choose.
Take opportunity of showing children basic functions in
Powerpoint in order to create their presentation.
Children will be able to suggest
ways to stay safe on digital
devices and routes to help, if
required.
Year 3: DATABASES
Lesson
Objective
Lesson idea
Externals &
Software Used
Assessment
1
•
Preparation: draw up a data collection sheet to include [e.g. habitat, animal,
number found, characteristics such as colour, number of legs]. Print copies for
each child.
2investigate
Children will be
able to define what
a database is.
I can explain what is a
database.
Give children paper data collection sheets to use outside to record which
animals /insects/plants are to be found in the school grounds
[Homework – repeat data collection task as a ‘back yard safari’]
Talking point: Show the paper data collection sheets and try to physically search
the data and use it to answer questions. Is there a better way of doing this?
Open an example of pre- prepared database and explain to children that we
could input the information into the database which would make it easier to
search.
2
•
I can input data into a
prepared database.
Children use the information that they collected last lesson to input into a
database, which already has fields in place. Because children are only learning
basics at this stage, you could use excel and ask children to input information.
2investigate
Children will be
able to input data
into a spreadsheet.
Once finished children come up with some example questions that can be
answered using their database.
3
•
I can sort and search a
database to answer
simple questions.
Using the children’s suggestions and Teacher input, write a list of questions
before the lesson.
Demonstrate how to sort the data within each field.
Children then use their database and filters to find answers to the questions.
2investigate
Children will be
able to sort and
search in a
database.
Year 3: DATABASES
Lesson
Objective
Lesson idea
Externals &
Software Used
Assessment
4
•
I can use a branching
database.
How can information be presented so that it is easy to use it to answer
questions?
Link to Rocks or other current topic.
What characteristics of rocks would be helpful to identify them? Draw up a list of
yes/no questions e.g. is it rigid, is it transparent? Write each on a miniwhiteboard and put in a PE hoop. Use this branching database to sort and
identify a collection of materials. Photograph this [digital camera]!
Talking point: if the questions were different would we still be able to identify the
materials? Would the database still work if the questions had answers other than
yes/no?
Digi cams
Children will be
able to create a
branching database
to sort information
(offline).
5
•
I can use a digital
branching database.
Using 2Question and the photograph taken of last time’s physical branching data
base, create a digital branching database to sort and identify materials by their
characteristics.
Talking point:
Introduce BBC science Clip simulated investigations. Note that these represent
real situations. How do simulations like these help us?
2Question
Children will be
able to create a
digital branching
database to sort
information .
6
•
Discuss the internet as being a huge database. How can information be found on
such a massive database?
Go to a previously bookmarked site e.g. BBC schools and use the internal search
facility to research characteristics of rocks. Introduce refining use of keywords to
get to the required information.
Use mouse to highlight information then ctrl-C and ctrl-v to paste it into other
documents e.g. a science investigation write-up.
DL Talking point:
Searching at home is likely to involve Google – recommend that they only use
this with an adult present
Anyone can put anything on the internet, so facts need to be checked
Permission must be given before downloading files from the internet (virus and
copyright issues)
Pictures, videos etc on the internet are owned by other people. Using them
without permission is similar to theft.
Pop-ups and adverts MUST be removed by clicking the ‘X’ in the top corner, NOT
by clicking buttons within the popup.
Internet
Children will be
able to explain the
importance of
being discerning
about digital
information
sources.
I understand that the
internet is a huge
database.
• I can recognise that
information on the internet
may not be accurate or
reliable and may be used for
bias, manipulation or
persuasion.
• I understand that the
internet contains fact, fiction
and opinion and begin to
distinguish between them.
• I can use strategies to
verify information, e.g. crosschecking
• I can bookmark a page
into my favourites.
Children will be
aware of copyright
and what it means.
Year 3: USING THE INTERNET
Lesson
Objective
Lesson idea
Externals &
Software Used
Assessment
1
•
I can find relevant
information by browsing
a menu.
Children’s task over the next two lessons is to create a poster, information report
or presentation based on their current topic. (e.g. link to advertisement for
tourists to visit Salford, fact file on a particular animal or the Ancient
Egyptians/Stone Age)
•
I can copy and paste text
into a document.
Children will be
able to find
information, use
note taking skills
and copy and paste
text into a
document.
•
I can begin to use note
making skills to decide
what text to copy.
Word or
Powerpoint,
possibly 2Publish
but word
shortcuts for
copying and
pasting may not
work.
•
I can find relevant
information by browsing
a menu.
•
I can copy and paste text
into a document.
•
I can begin to use note
making skills to decide
what text to copy.
•
I can search for an image,
then copy and paste it
into a document.
2
3
Revisit skills taught previously such as text manipulation as well as being
discerning about content.
DL – Discuss with children about who contributes to websites and which ones can
be trusted. How can we double check the information we find?
You must give children a list of safe websites or a word doc with links to use so
that they are not blindly searching using google.
As above – lesson continued.
Children will be
able to find
information, use
note taking skills
and copy and paste
text into a
document.
Preparation: store a variety of images in a variety of forms (e.g. in a Word
document, as a jpeg) in the class area of the network. The images should be linked
to a current topic.
Children will be
able to search for
an image and then
copy and paste it
into a document.
Talking point: what is a graphic? How is it different to an image?
Using Dazzle, 2Paint, ActivInspire or similar at the Interactive Whiteboard, show
how to:
Copy graphics from a range of sources and paste them into 2Publish, Word,
Publisher, ActivInspire or similar, by using drag & drop, right click copy & paste,
or CTRL-C and CTRL V
Resize graphics in the desktop publishing package (2Publish, 2Publish Extra,
Publisher, ActivInspire) by dragging the ‘handles’
Year 3: USING THE INTERNET
Lesson
Objective
Lesson idea
Externals &
Software Used
Assessment
4
•
I can search for an image,
then copy and paste it
into a document.
Children create a poster linked to PSHE and Art. Poster is to be a visual
representation of them – collage of things they enjoy and their hobbies.
Children will be
able to search for
images, copy, paste
and save them.
•
I can use ‘Save picture as‘
to save an image to the
computer.
•
I can use different search
engines.
There are some
good resources
and planning
ideas for this in
Unit 1: We are
sharing in
‘Switched on
Computing’
Rising Stars (see
computer
cupboard for
book).
TRY TO FIND A SAFE SEARCH ENGINE FOR PICTURES ON
INTERNET OR SEARCH PICTURES FOLDER FOR
PRELABELLED PICTURES.
Year 3: COMMUNICATING
Lesson
Objective
Lesson idea
Externals &
Software Used
Assessment
1
•
I can send an email.
2email
•
I can use an email
address book.
Introduce children to email, using software like 2email or using email service on
school network/virtual learning platform if available. You will have to pre-enter
address book for 2email.
Children will be
able to send email,
search addresses
and use an
attachment.
•
I can send an attachment.
•
I can begin to identify
when emails should not
be opened and when an
attachment may not be
safe.
•
I can explain how to use
email safely.
•
I can contribute to a class
blog.
VLE or
alternative
Children will be
able to contribute
to a blog.
2
DL Talking point - Discuss with children who sends emails at home. What is email
good for? What are the dangers around email? What would children do if they
received an email where they didn’t recognise the subject line/sender?
On VLE or alternative available children to contribute to a feed (e.g. answering a
problem set by the teacher)
Year 3: DATA RETRIEVING AND ORGANISING
Lesson
Objective
Lesson idea
Externals &
Software Used
Assessment
1
•
I can review images on a
camera and delete
unwanted images .
Children take photographs linked to their current topic to use in the design of a
movie next lesson.
Children should be shown how to retrieve the images from the digital camera.
Digital cameras
Windows Live
Photo Gallery
•
I can download images
from a camera and save
them to a file on the
computer.
Use opportunity to discuss DL component ‘using technology responsibly’ –
what should we do with photographs online? What are the risks? etc
Children will be
able to use
technology
purposefully to
create digital
content.
I can use photo editing
software to crop photos
and add effects.
Explain to the children that they will be making a movie linked to a current topic
e.g. Ancient Egyptians etc.
2
•
- Show children how to edit photographs, edit photographs by correcting red eye,
cropping and using effects. Children to save images .
Children will be
able to delete and
download images
from a camera.
Flip cameras
/digi cams
Movie Maker
NOTE: this activity could be used to assess learning in the subject from which the
content is drawn
Show children how to storyboard an animation and plan which content they will
need
Children to use digi cams to create as many video clips/pictures as they need for
their animation (MovieMaker will be required if video clips are to be embedded
in the animation)
Children will be
able to use
technology to
capture still and
moving images.
DL Talking points:
It is ok to be discerning and delete images that we could improve. Google images
should not be used
Discuss the school rules regarding taking photos of other children
At IWB recap how to download video/photo from camera to the network.
Children to download their images from cameras to network, with support if
necessary
3&4
•
I can manipulate sound
when using simple
recording story boarding.
Show children how to import their pictures or video into Windows Movie Maker.
Demonstrate how to add transitions and/or sound effects, credits and Title to
their movie, as well as how to edit unwanted content.
Children will be
able to storyboard
an animation to
help them to
organise ideas.
Children will be
able to download
images from a
digital device.
Movie Maker
Children will be
able to manipulate
sound and add
transition effects to
a movie.
Year 3: DATA RETRIEVING AND ORGANISING
Lesson
Objective
Lesson idea
5
•
After exporting finished movies to windows , children showcase their work. 2
stars and a wish. Whole class review what worked? What would we do
differently?
I can review my work.
Externals &
Software Used
Assessment
Children will be
able to review their
work and make
suggestions for
improvements.
Year 3: ALGORITHMS AND PROGRAMS
Lesson
Objective
Lesson idea
Externals &
Software Used
Assessment
1-7
•
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
3.
Scratch
Children will be
able to write an
algorithm in a flow
chart.
•
•
•
•
I can write an algorithm
in a flow chart.
I can understand and use
repetition within
algorithms.
I can use a range of inputs
and selection within an
algorithm.
I can identify inputs on a
range of devices.
I can plan, program and
debug a game in Scratch,
using inputs, repetition
and selection.
Children will be
able to understand
and use repetition
within algorithms.
Children will be
able to identify
inputs on a range of
devices.
Children will be
able to plan,
program and debug
a game in Scratch,
using inputs
repetition and
selection.
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)