Castlefort Computing Curriculum Long Term Plan
Year
IT
(multimedia)
CS
(programming)
DL
(online, and e-safety)
Data
1
Unit 1.1- we are
celebrating
-creating a card
electronically.
-developing basic
keyboard skills
-developing basic
mouse skills
-use internet to find
images (link to esafety)
-develop skills in
opening and saving
files
Beebots (ipad app and robots)
-give and follow instructions, which include straight
and tuning commands, one at a time.
-explore outcomes when instructions are given in
sequence
-give a simple sequence of instructions
(*planning link: unit 1.2 treasure hunters)
Daisy Dino (ipad app)
-discuss/ explore what will happen when instructions
are given in a sequence.
-give a sequence of instructions to complete a simple
task
-instructions use both movement commands and
additional commands.
-Know that
images give
information
-Say what a
pictogram is
showing them.
-put data into a
program
(pictogram)
-sort objects and
pictures in lists
or simple tables.
Unit 1.3- we are story
tellers
-producing a talking
book
-use sound recording
equipment
Knowledge objectives:
-algoritms are sets of instructions for achieving goals
-algorithms can describe everyday activities and can be
followed by humans and computers
-computers need more precise instructions than
computers
Online
Websites
-talk about
websites they
have been on
-explore a website
by clicking on
buttons, arrows,
menus and
hyperlinks
-navigate ‘back’
by clicking on the
‘back’ button
-complete a
search under the
supervision of
adults
E-safety
-make decisions
about whether or
not statements or
images found on
the internet are
likely to be true.
-identify different
devices that can
go on the internet,
and separate those
that do not.
-identify what
things count as
personal
information.
-identify when
inappropriate
content is
accessed and act
appropriately.
(*planning link:
unit 1.4- we are
personal
trainers)
-develop skills in
saving and storing
sound on the
computer
-talk about and reflect
on their use of ICT
-a computer program is like the narrative part of a
story, and the computer’s job is to do what the narrator
says. Computers have no intelligence and so follow the
narrator’s instructions blindly.
Year
IT
(multimedia)
CS
(programming)
DL
(online, and e-safety)
Data
2
Unit 2.2- We are
painters
-illustrating an e-book
-use the internet to
find ideas for
illustration (*link to esafety)
-to select and use
appropriate painting
tools to create images
-know how to save
and retrieve their
work
Daisy dino (ipad app)
-use the ‘repeat’ (loop) and ‘when’ (conditional
statement) command within a series of instructions
-plan short ‘story’ for sprite and write commands for
this.
-edit/refine a sequence of commands.
(*OR, if children have become confident with Daisy
Dino in year 1, use unit 2.5, we are astronaughts, using
Scratch software)
Online
Email
-Recognise an
email address
-Find the @key
-contribute to a
class email to the
Headteacher/
story book
character etc.
-Open and select
to replay to an
email as a class
(*planning link to
unit 2.1- we are
detectives)
-place objects
Unit 2.3 we are
journalists
-publishing a
newsletter
-to develop word
processing skills
-to develop skills in
combining text and
image
-to gain skills in
digital photography
Move the turtle (ipad app)
-generate a sequence of instructions including’ right
angle’ turns.
-create a sequence of instructions to generate simple
geometric shapes.
-discuss how to improve/change their sequence of
commands
Knowledge objectives:
-steps can be repeated within algorithms
-algorithms can be represented in simple formats
(storyboards and narrative text)
-particular tasks can be accomplished by creating a
program for a computer. Some computers allow their
users to create their own programs.
E-safety
-Identify
obviously false
information in a
variety of
contexts
-recognise that a
variety of devices
(xbox, PSP etc. as
well as computers
and phones)
connect users
with other people
-identify personal
information
should be kept
private
-consider peoples
feelings on the
internet
-Remember and
use SMART
when online
and pictures in a
list of a simple
table
-make a simple
Y/N tree
diagram to sort
information
-create and
search using a
branching
database
(*planning link
to unit 2.6- we
are zoologists)
Year
IT
(multimedia)
CS
(programming)
DL
(online, and e-safety)
Data
3
Unit 3.2- we are
comic writers
-creating a comic strip
-develop skills in
working with images
on a computer
-improve proficiency
in combining text and
images to achieve a
particular purpose
-to convey ideas or
narrative succinctly
using text and images
Hopscotch (app)/ Scratch
-use a variety of inputs
-use the ‘repeat’ (loop)
-use the ‘if...then’ (conditional statement) command
within a series of instructions.
Online
Emails
-log in to an email,
open emails, create and
send replies
-attach files to an email
-download and save
files from an email
-email more than one
person and participate
in group emails by
replying to all.
(*planning link: unit
3.5, we are
communicators)
-Choose
information
to put into a
data table
-recognise
which
information
is suitable for
their topic
-design a
questionnaire
to collect
information
-sort and
organise
information
to use in
other ways.
(*planning
link: unit 3.4
we are
opinion
pollsters)
Unit 3.6- we are
presenters
-video performance
-gain skills in
shooting live vide
-gain skills in editing
viedo and adding in
narration
-provide supportive
feedback to others
E-safety
-Question the
‘validity’ of
what they see
on the internet
-use a browser
Logo
address bar not
-Write a simple program in logo to produce a line
just search box
drawing
and shortcuts
-use more advance logo programming, including pen
-think before
up, pen down etc.
sending and
-write a program to reproduce a defined problem, e.g.
suggest
geometric shape/ pattern
consequences
of
Knowledge objectives:
sending/posting
-algorithms can be represented symbolically
-recognise
(flowcharts) or using instructions in a clearly defined
Internet research
online
language (turtle graphics)
-type in a URL to find a behaviours that
-algorithms can include selection (if) and repetition
website
would be
(loops).
-add websites to
unfair.
-algorithms should be state without ambiguity and care favourites
and precision are necessary to avoid errors.
-use a search engine to
-algorithms are developed according to a plan and then find a range of media
tested. Algorithms are corrected if they fail these tests. e.g. images, text.
-a computer program is a sequence of instructions
-think of search terms
written to perform a specified task with a computer
to use linked to
-programs can be created using visual tools.
questions they are
finding answers for.
-talk about the
reliability of
information on the
internet e.g. the
difference between fact
and opinion (link to esafety)
(*planning link: unit
3.1- we are researchers)
Year
IT
(multimedia)
CS
(programming)
DL
(online, and e-safety)
Data
4
Unit 4.3- we are
musicians
-producing digital
music
-to use one or more
music and sound
editing programs
-to develop an
understanding of the
process of creating
and developing their
composition, refining
their ideas through
reflection and
discussion
Scratch (racing car)
-navigate the scratch programming environment.
-create a background and sprite for a game
-add inputs to control their sprite
-use conditional statements (if...then...) within their
game.
Flowol
-understand terms output/input
-create simple flow diagrams to control simple output
devices (Zebra crossing)
Knowledge objectives:
-algorithms can include selection (if) and repetition
(loops)
-algorithms may be decomposed into component parts
(procedures), each of which itself contains an
Unit 4.6- we are travel algorithm.
presenters
-it ca be easier to plan, test and correct parts of an
-create a trip
algorithm separately.
slideshow
-the idea of a program as sequence of statements
-take digital
written in a programming language (scratch)
photographs
-one or more mechanisms for selecting which
-edit images
statement sequence will be executed, based upon the
-add narration, sound value of some data item
effects or music as
-programs can be created using visual tools. They can
appropriate.
use a variety of control structures (selections and
procedures)
Online
Blogging
-navigate to view their
class/school blog
-understand that their
class/school blog can
be updated from a
range of devices
-comment on their
class/school blog
-subscribe with an
adults email to receive
updates about their
class/school blog.
(*planning link: unit
4.1- we are coauthors)
e-safety
-recognise social
networking sites
and social
networking
features built
into other things
such as online
games and
handheld games
consoles
-make
judgements in
order to stay
safe, whilst
communicating
with others
online
Video conferencing
-tell an adult if
(with head teacher/
anything worries
another class/
them online
character in role etc.)
-identify
-load and add a
dangers when
contact to skype
presented with
-make/ receive voice
scenarios, social
and video call.
networking
-adjust the
profiles etc.
audio/video settings to -articulates
ensure a good quality examples of
call.
‘good’ and ‘bad’
behaviour
online.
-create and
search a
branching
database.
-sort and
organise
information
to use in
other ways
-create a
database
from
information I
have selected.
(*planning
link: unit 4.4.
we are
historians)
Year
IT
(multimedia)
CS
(programming)
DL
(online, and e-safety)
Data
5
Unit 5.1- we are
photographers
-themed photography
-develop sensitivity to
the qualities of
effective photography
-develop technical
skills in taking and
Flowol
-understand terms output/input
-create simple flow diagrams to control simple
output devices
- create flow diagrams to control more than two
outputs
Scratch (robot wars)
(The Ghostly Woods)
Online
Blogging
-register for a blog
(e.g. kidblog.org)
select a url and
navigate to their blog
once it is created.
-alter the theme and
appearance of their
-create data
collection forms
and enter data
from these
accurately
-know how to
check for and
spot inaccurate
data.
E-safety
-judge what sort
of privacy
settings might be
relevant to
reducing different
risks
-judge when to
answer a question
uploading
photography
-edit photos to
enhance their work.
Unit 5.4- we are
advertisers
-creating an advert
-develop critical
awareness of
techniques used in
advertising
-construct simple
storyboard
-develop video
shooting experience
-develop skills in
video editing
software.
-use external triggers and infinite loops to control
sprites.
-create and edit variables
-use conditional statements
(Robot Wars)
-use variables to configure external outputs within
scratch
-use external inputs to control external outputs
-use conditional statements and infinite loops
(*planning link: unit 5.6- we are traders)
Knowledge objectives:
-algortihms may be decomposed into component
parts (procedures) each of which itself contains an
algorithm
-algorithms can include selection (if) and repetition
(loops)
-the behaviour of a program should be planned
-one or more mechanisms for selecting which
statement sequence will be executed, based upon
the value of some data item.
blog adding
background images
etc.
-create a new post,
save it as a draft and
publish it.
-embed photos,
hyperlinks and
videos into posts.
-reorganised posts
and remove posts
they no longer want
(*planning link: unit
5.3 we are bloggers)
online and when
not to.
-be a good online
citizen and
friends, not a
‘digital
bystander’.
-articulate what
constitutes good
behaviour online.
-find and cite the
web address for
any information
or resource found
online.
Internet research
-use different
-use advanced search sources to double
functions in google
check information
e.g. quotations
found.
-understand websites
such as Wikipedia
are made by users
(link to e-safety)
-use strategies to
check the reliability
of information e.g.
cross checking with
books.
-use their knowledge
of domain names to
aid their judgement
of validity of
websites.
-know which
formulas to use
when I want to
change my
spreadsheet
model
-make graphs
from the
calculations on
my spreadsheet.
(*planning link:
unit 5.5- we are
statisticians)
Year
IT
(multimedia)
CS
(programming)
DL
(online, and e-safety)
Cargo bot app/ Flowol:
Online
E-safety
Data
6
unit 6.1- we are
explorers
-creating geotrails
-to further research
skills involving digital
maps and
geographically located
information
-develop their abilities
to take photographs,
record audio, video
and take notes on
location
-to develop technical
skills using a
geographic
information system to
add and edit context
on a digital map
Unit 6.4- we are
environmentalists
-modelling climate
change
-develop strategies for
exploring and
experimenting with
interactive computer
simulations
-to develop an
understanding of the
model underlying one
or more computer
simulations.
-Cargo bot: use loops and conditions to refine
algorithms
-Flowol: -understand terms output/input
-create simple flow diagrams to control simple output
devices
- create flow diagrams to control more than two outputs
- To use subroutines to control other outputs
Scratch (temple run)
-design their own game including sprites,
backgrounds, scoring and/or timers.
-their game uses conditional statements, loops,
variables and broadcast messages.
-their game finishes if the player wins or loses and the
player knows if they have won or lost.
-evaluate the effectiveness of their game and debug if
required.
Knowledge objectives:
-algorithms can be represented symbolically
(flowchats) or using instructions in a clearly defined
language (turtle graphics)
-algorithms are developed according to a plan and then
tested. Algorithms are corrected if they fail these tests.
-Algorithms can include selection (if) and repetition
(loops).
-a well-written program tells a reader the story of how
it works, both in the code and in the human-readable
comments.
-computers can be programmed so they appear to
respond ‘intelligently’ to certain inputs.
Cloud computing
-understand files
may be saved off
their device in
‘clouds’ (servers).
-upload/download
a file to the cloud
on different
devices
-understand about
syncing files
using cloud
computing
folders.
(*possible
planning link:
unit 6.6- we are
publishers, using
a ‘cloud’ to save
and share
documents)
Unit 6.5- we are
web developers-cyber safety
research/ media.
-developing
research skills to
decide what
information is
appropriate
-to question the
plausibility and
Find ‘report’ and
‘flag’ buttons in
commonly used
sites and name
sources of help
(childline,
cybermentors
etc.)
‘click-CEOP’
button and
explain to parents
what it’s for.
-discuss scenarios
involving online
risk.
-state the source
of information
found on the
internet.
-act as a role
model for
younger pupils,
including
promoting the
SMART rules.
-create data
collection forms
and enter data
from these
accurately
-know how to
check for and
spot data.
-know which
formulas to use
when I want to
change my
spreadsheet
model.
-make graphs
from my
calculations on
my spreadsheet
-spot and filter
information
-understand that
changing the
numerical data
effects a
calculation.
(*planning link:
unit 6.2: we are
fundraisers)
-to develop technical
skills in recording
narrated screencasts
quality of
information
-to use and create
other media
effectively.
-to develop their
understanding of
e-safety and
responsible use of
technology