Hi-impact Year 5 Computing Plans
September 2013
Computing Plans - Year 5
New Computing PoS
Developing
simple
algorithms,
controlling,
sensing and
simulating the
real world
Design and write programs that accomplish specific goals,
including simulating physical systems; solve problems by
decomposing them into smaller parts
Area of
Computing
Modelling
Control and
Programming
As a class, plan an investigation using data logging. Carry
out the investigation independently, downloading and
interpreting results.
Use sequence, selection, and repetition in programs; work with
variables and various forms of input and output; generate
appropriate inputs and predicted outputs to test program
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.
Using software
and devices to
collect, analyse,
evaluate and
present
information
and data
Select, use and combine a variety of software (including internet
services) on a range of digital devices to accomplish given goals,
including collecting, analysing, evaluating and presenting data
and information.
Design and write programs that solve a problem or
simulate real experiences.
Create and refine a sequence of instructions to control
events, using programmed procedures.
Use logical reasoning to explain how a simple algorithm works
and to detect and correct errors in algorithms and programs
Finding out how
computers,
software, the
internet, web
and search
engines work
and how they
impact on their
lives and
society
Year outcome
Handling data
Research
Online
communication
Search a large (pre-prepared) database to research
information, using a range of search techniques
Describe how internet search engines find and store data; use
search engines effectively; be discerning in evaluating digital
content
Search for, interpret, check and question information;
use logical inference to identify implausible and
irrelevant information; present in a suitable format for a
chosen audience
Be discerning in evaluating digital content; respect individuals
and intellectual property; use technology responsibly, securely
and safely
Share ideas using a range of online methods.
Develop key skills and ideas about personal safety when
using any form of electronic communication
Multimedia
and word
processing
Graphics
Digital video
Music and
sound
Plan a presentation, combine from a range of sources,
organise and refine to suit purpose and audience
Create digital artwork by copying/ pasting within and
between photographs
Plan a storyboard for a video or animation. Create, edit
and refine.
Create radio programme or sonic postcard by combining
sounds
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Hi-impact Year 5 Computing Plans
September 2013
Planning Notes for the new computing curriculum and a guide to terminology.
An algorithm is a set of specific steps or instructions for solving a problem. “Simple programs” may be sequences of instructions for controlling the
movement of a robot (e.g. Bee Bot, ProBot or Big Trak programmable toy) or an on screen turtle (Logo) or sprite (e.g. Scratch).
Modelling is the process of developing a representation of a real world issue, system, or situation, that captures the aspects of the situation that are
important for a particular purpose, while omitting everything else.
Computational thinking is thinking in a logical, sequenced way to develop a solution to a problem. It is something that people do (rather than computers),
and includes the ability to think logically and algorithmically.
Cross-curricular planning
At all Key Stages, information and communication technology should be used to enhance teaching and learning right across the curriculum: this is often
called Technology Enhanced Learning (TEL).
(NAACE/BCS 2013)
When planning an computing outcome, try to choose one which support objectives in at least one other subject. This is the key to finding sufficient time in
the day: if your work is both Literacy and ICT, you can teach two skills in one slot, and if it covers Geography objectives as well, so much the better! Doing
this, you may need to teach some lessons discretely and some lessons together, such as doing some knowledge and skills work before in the Literacy unit,
then finding time for teaching a computing skill, which will support the Literacy work. Revisiting areas of computing covered previously is also an excellent
way of embedding into other subjects: if you have taught a short unit on using a paint package, the children will be ready for a Mathematics lesson using 2D
shapes to draw a picture.
Of course, some uses of technology are very straightforward and will not need skill teaching beforehand: using an online simulation is an example of this.
Skills taught in other years allow the technology to fit behind the History or Science work Sometimes it might also be an opportunity to develop a
knowledge of how technology works, or understanding of the principles of computation, digital media or information systems.
Differentiation and assessment
It is important for all children to learn to the best of their ability. While it is beneficial for more able children to support the less able, using this too much
can mean that the less able child never gets a turn (so learns little), or the more able child is held back. Working together gives you huge opportunities for
collaboration peer learning and peer coaching. Differentiation can then take place: some children could be given a simpler task, or use the same package
but be taught fewer skills to use, while others can spend more time in self- and peer-assessment, planning, evaluating and improving their work.
We are currently trialling a new set of levels to help measure pupils overall attainment as they complete the skills and essential knowledge. The level
descriptors are at the top of each unit and there will be more guidance available shortly.
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Hi-impact Year 5 Computing Plans
September 2013
Modelling:
Please choose the plan which is appropriate for the Control equipment or software you have in school.
Modelling (Spreadsheets):
Design and write programs that accomplish specific goals; solve problems by decomposing them into smaller parts

Key Understanding
Key Skills
To understand that:
 to change variables in a spreadsheet to solve
 spreadsheets can carry out a range of calculations
problems
 one element of the spreadsheet can be changed and
 to make predictions and changes and check
have effects on the other calculations
results.
 problems can be solved by changing variables in
 to enter formulae for the four operations (+-x/)
a computer model
into a spreadsheet
 spreadsheets must be laid out logically
 to use 'SUM' to calculate the total of a set of
spreadsheets work by manipulating formulae
numbers in a range of cells
 to change data in a spreadsheet to
answer 'what if...?' questions and check
predictions
 Using a simple layout demonstrated by
the teacher, create a simple spreadsheet
model and use it to solve problems
Outcomes
Design and use a spreadsheet to solve a problem by
changing variables.
Further suggested outcomes:
 Create a spreadsheet to calculate the area and perimeter
of a rectangle (Maths)
 Use a spreadsheet to calculate the cost of ingredients for
biscuits, answering questions about price or quantity
changes (Maths, DT)
 Create a spreadsheet to discover the cheapest way to buy
crisps (multipacks or singly) or which size of drinks
containers is cheaper, or whether a 3 for 2 deal is better or
worse than a percentage discount; use graphs to illustrate
(Maths)
Suggested resources: spreadsheet program, eg Microsoft Excel
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Hi-impact Year 5 Computing Plans
Modelling (Scratch):
Design and write programs that accomplish specific goals, including simulating physical systems

Key Understanding
Key Skills
To understand that:
 To know in real life what the variables
 Simulations require programming.
and responses are.
 Programs respond to inputs.
 To think logically that when x happens y is
 You have to “tell” the program how to respond to
the response.
each input.
 To use “when” blocks to create
 That these inputs and responses can copy real life
responses.
 To use “if” blocks to have Sprites respond
to what other sprites are doing.
 Use “say” blocks to give information.
 To test and debug regularly.
September 2013
Outcomes
Use programming to create a simulation.
Further suggested outcomes:
 Create a science simulation for changes in state, growth,
etc (Sci)
 Create an animation to show journey of Titanic with
information buttons (His, geo)
Suggested resources: Scratch
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Hi-impact Year 5 Computing Plans
Modelling (Makey Makey/ Lego WeDo):
Design and write programs that accomplish specific goals, including simulating physical systems

Key Understanding
Key Skills
To understand that:
 To use “when_ button pressed”
 Lots of products require programing.
commands in Scratch.
 These programs often respond to the physical
 To link sensors/ Makey Makey to a
world.
computer program.
 That Makey Makey responds to conducting
 To ensure complete circuits when using
electricity.
Makey Makey/ sensors.
 That Lego WeDo sensors respond to light,
 To test product and de bug programming
movement, etc
as well as checking equipment and setup.
 What water, metal and things with lots of water in
them conduct electricity.
 You have to use software to program responses
 Activating a sensor is the same as pressing a
button in a program.
September 2013
Outcomes
Use programming and sensors/ Makey Makey to re-create
real-life objects
Further suggested outcomes:
 Make a burglar alarm using a movement sensory that
makes a noise/ takes a picture etc. (DT)
 Make a wild life camera/ monitor that captures pictures or
counts every time a bird drinks from a bird feeder. (DT)
 Use Makey Makey to make musical instruments. (Music/
DT)
Suggested resources: Scratch used with Makey Makey/ Lego WeDo/ Lego Mindstorms.
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Hi-impact Year 5 Computing Plans
Modelling (Minecraft):
Design and write programs that accomplish specific goals, including simulating physical systems

Key Understanding
Key Skills
To understand that:
 To use Minecraft crafting table to make

Minecraft can be used to re-create real life
objects.
objects.
 To use Minecraft Wiki to know

Making an object that responds to something a
combinations for crafting objects.
character does in Minecraft is like programming.
 To use reddust to simulated electricity.

You can build things for a purpose or to solve a
 To use pressure pads and levers as inputs.
problem in Minecraft like in real life.
September 2013
Outcomes
Design and build objects for a purpose in Minecraft.
Further suggested outcomes:
 Build a train track to get from one place to another. (DT)
 Make a bridge that allows you across and no one else. (DT)
 Build a field that can be watered when you pull a lever.
(DT)
Suggested resources: Minecraft
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Hi-impact Year 5 Computing Plans
September 2013
Control:
Use logical reasoning to explain how a simple algorithm works and to detect and correct errors in algorithms and programs. Use sequence, selection, and repetition in
programs; work with variables and various forms of input and output; generate appropriate inputs and predicted outputs to test program:

Key Understanding
Key Skills
Outcomes
Control:
 Investigate devices in the school and local area controlled Create and refine a sequence of instructions to control
to understand that:
events, using programmed procedures.
by computer.
 control technology is all around them and that  Analyse inputs and outputs of known devices.
things do not happen without cause and effect  Emulate these inputs and outputs.
Example outcomes:
 these devices rely on a set of instructions
 write and record a procedure to produce a shape
 design a “line dance” for a set of Probots, calling on
which can be repeated
sequences of pre-programmed procedures
 build a procedure (eg hexagon) and name it.
 procedures can be named and can call upon
 create a design to draw a complex shape (eg house, car)
 write a procedure using other smaller procedures (eg
other procedures
by calling on several procedures (eg triangle, square)
produce a flower by repeatedly drawing a hexagon and
Using Hopscotch
turning 20 degrees)
 use repeated procedures to create a row of houses or
 Make simple predictions about effects of changing a
flowers with Probotix or Probot or Hopscotch
procedure
 Use Scratch with Lego We Do
 Use wait and repeat commands effectively
http://info.scratch.mit.edu/WeDo
 Explore variables in a procedure (If and Then)

Make a simple drum machine and link to Scratch through
 Create more complex procedures to improve efficiency
Makey Makey
 Use trial and error combining blocks to achieve a
 Make Makey Makey wind chimes and program through
specific purpose
Scratch.
 Combine reused blocks with blocks of their own
 Design a racing car game in Scratch and make a controller
devising
with Makey Makey.
 Pupils can identify that there is something wrong with
 Program Robolab or NXT Lego to follow a racing track.
their code and can fix it
 Link Scratch with eternal sensors to program a range of  Design a Lego robot that will stop and turn when it
reaches an object.
inputs and outputs using Lego WeDo or Makey Makey
Suggested resources: Probot and Probotix/ Scratch/ WeDo/ Mindstorms/ NXT/Makey Makey/ Hopscotch/ Kodu
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Hi-impact Year 5 Computing Plans
September 2013
Data Logging:
Work with variables and various forms of input and output; generate appropriate inputs and predicted outputs to test program:

Key Understanding
Key Skills
Outcomes
Data logging
Data logging
Plan, carry out and evaluate an investigation using data
To understand that:
logging technology.
 Plan an investigation using data logging technology
 some investigations are more suitable for data  Make predictions for this investigation and understand
logging than others
how to make it a fair test
Example outcomes:
 they need to decide whether snapshot or
 Carry out the investigation, ensuring accuracy
 Test how pulse rate varies between different exercises or
continuous logging is more appropriate, and
 Interpret results, draw conclusions and analyse the
different people
whether to conduct the investigation attached
effectiveness of the technology
 Test how a variety of factors (eg air or soil temperature,
to a computer or remotely
light level, sound level) affect plant growth)
 Predict and compare volume levels of different sound
sources
 Investigate sound insulation
 Investigate how mirrors affect light intensity or how to
magnify the light from a light bulb (in torch design)
 Investigate how changing state affects temperature
Suggested resources: Data logger (eg Easisense Q, TTS Data Logger, Log-IT Explorer), temperature probes, pulse meters, linked software. Probot with Probotix software,
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Hi-impact Year 5 Computing Plans
September 2013
Handling Data:
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:

Key Understanding
Key Skills
Outcomes
To understand that:
 searches can be made using more than
one criterion.
 information found is not always helpful
in answering questions.
 information held on databases may
contain errors and that this can affect
results
 there are consequences of data not
being accurate. Relate to outside world
( E.g. Police / doctor’s database).
 computing enables you to search and
sift through large amounts of different
types of information

Search a large (pre-prepared?) database to research information, using a
range of search techniques





design questions using key words, to search a
large pre-prepared database
search using and/or (complex searches)
search using greater and less than
Use graphs to provide supporting
evidence for their conclusions
check for accuracy by checking data and
looking at graphs
present results of database research
Example outcomes:
 Search a large pre-prepared database of Victorian census data to
draw conclusions about differences in lifestyles then and now (Hist)
 Search a large pre-prepared database of the planets and stars to
compare them according to a range of criteria (Sci)
 Search a large pre-prepared database of food items to plan a healthy
and/ or cheap meal (DT, Sci, PSHE)
 Create and use a database to record responses from
parents/grandparents or carers about: what games they played in the
playground? What luxury items they had? Where they travelled for
holidays and how they travelled to these places? They compare this
with today’s experiences. (Hist)
Suggested resources: database software (eg. Textease Database). Possibly a large pre-prepared database
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Hi-impact Year 5 Computing Plans
September 2013
Research:
Describe how internet search engines find and store data; use search engines effectively; be discerning in evaluating digital content

Key Understanding
Key Skills
Outcomes
To understand that:
Search for, interpret, check and question information; use
 Search the internet for specific
logical inference to identify implausible and irrelevant
information
 the Internet may contain material that is
information; present in a suitable format for a chosen audience
irrelevant, biased, implausible and inappropriate
 Skim read and sift information
 Information on the Internet may be copyrighted
 Check information for accuracy
and cannot be used legally
 Identify irrelevant, biased, implausible
Example outcomes:
 searches can be carried out using more than one
and inappropriate information
 Research a contrasting UK locality to ascertain similarities
key word
 Present findings to a specific audience
and differences; select key words and phrases to use in a
 there are different search engines that work in
 Use a range of search engines and
presentation or fact file (Geog)
different ways and some are easier than others.
select the most appropriate
 Research topic on which there are few websites suitable for
 Some search engines can search specific content
 Talk about how to use the Internet
younger children; condense and sift information to present to
e.g. video, images, sounds
safely
younger children (Lit)
 responsible Internet use is important and certain
 Use information found online to
 Investigate blogs, wikis etc, for evidence of bias and
rules are wise to use wherever the Internet is
inform presentation work, without
implausibility. Briefly create inaccurate web page before
accessed
copying and pasting text
correcting it
 it is possible to increase Internet safety wherever
 Use web-based audio and video resources in the study of:
you are by following certain guidelines
formality of talk; analysis of persuasive language; gesture;
 presentations are rarely suitable for the audience
contexts and purposes for talk
if they contain large amounts of copied and
 Use the World Wide Web as a source of journalistic writing.
pasted text.
Compare how different sites report world events. Compare
with non-electronic formats.
Suggested Resources: the Internet; cached content eg Espresso, Knowledge Box;); links page set up by teacher (eg using Microsoft Word); child-friendly search engines eg
www.gogooligans.com and www.factmonster.com; search engines for sounds, eg www.findsounds.com and http://audio.lgfl.org.uk
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Hi-impact Year 5 Computing Plans
September 2013
Online communication:
Be discerning in evaluating digital content; respect individuals and intellectual property; use technology responsibly, securely and safely

Key Understanding
To understand that:
 ideas can be shared using a wide variety of online tools
(eg email, discussion, quiz, survey, blog, wiki, video
conference) and that these tools are suitable for
different purposes
 the range of online communications available is
developing constantly
 the audience will affect the nature of the work
 it is important to refine the quality of their work to suit
the purpose
 personal safety when using email and other electronic
communications is important
 cyberbullying is bullying and should not be tolerated
Key Skills
Outcomes
Share ideas using a range of online methods.
Develop key skills and ideas about personal safety
when using any form of electronic communication
Example outcomes
 Children create a survey to obtain information
about transport to school, recycling etc from
children in their own and other schools (Geog)
 Use discussion or blog to peer review own and
others’ work
 Create a blog or contribute to a wiki on a relevant
topic (eg character’s diary; encyclopaedia)
 Research a topic and write an online quiz to test

others’ knowledge
 Take any digitally recorded audio outcomes from

©
pupils’ work and share with a wider audience via the
Internet, possibly through a Podcast
 Online discussion to peer review scientific
investigations
 Use video conferencing to widen the range of
opportunities for meaningful interaction
Suggested Resources (Makewaves, Uniservity or other Learning Platform), Making the News, Cybercafe and associated lesson plans: www.thinkuknow.co.uk

Initiate and take part in collaborative
learning using at least two of
o email
o discussions
o quizzes
o surveys
o blogs
o wikis
o web quests
o video conferencing
o shared online folders
o other
Develop and understand rules for personal
internet safety
develop and understand code of conduct
for online collaboration, and explain what
to do in cases of cyberbullying
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Hi-impact Year 5 Computing Plans
September 2013
Multimedia and word processing:
Select, use and combine a variety of software (including internet services) on a range of digital devices to present data and information:

Key Understanding
Key Skills
Outcomes
To understand that:
Plan a presentation, combine from a range of sources,
 Evaluate a range of electronic multimedia, and understand the
implications appropriate to their given task e.g. key features of layout organise and refine to suit purpose and audience
 the structure and layout of a
presentation needs to be planned
and design
Primary Literacy Framework:
 every feature in a presentation
 Plan structure and layout of presentation
must be selected, and that every
 Presentation of Robin Hood story; present legend in
 evaluate and select suitable information and media from a range of
an audio or digital video file
feature chosen should contribute
electronic resources
to the overall effect aimed at the
 Presentation of a film including images, voice-over,
 to use a multimedia authoring program to organise, refine and
chosen audience
soundtrack and written text
present information for a specific audience
 constant evaluation and
 Collaboratively produced set of computing help files
 Create a range of hyperlinks to produce a non-linear presentation
adaptation of individual features
in hyperlinked pages
 Through peer assessment and self evaluation children should evaluate
and of the whole presentation is
 Use pictures, text or multimedia effectively to
their design and make suitable improvements
important
support oral presentations
 multimedia has great potential to
When word processing children should:
 Use an online keyboard tutor
inform or persuade
 format text to indicate relative importance.
 justify text where appropriate.
 cut and paste between applications.
 delete/insert and replace text to improve clarity and mood.
 make corrections using a range of tools (eg spell check, find and
replace)
 develop confidence using both hands when typing
Suggested Resources:
Multimedia Authoring packages: Powerpoint, 2Create, Textease Presenter, Photostory, Word processing packages: Textease, Word, Publisher. Keyboard tutor: BBC Dance Mat
Typing (www.bbc.co.uk/schools/typing) or Tux Type (free to download from http://tuxtype.sourceforge.net). A range of peripherals (eg digital camera, camcorder, microscope,
scanner, sound recorder, microphone) Apps: Explain everything, Splice, , Thinglink, iMovie, , Creative Book Builder, book creator, keynote, Pages
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Hi-impact Year 5 Computing Plans
September 2013
Graphics:
Select, use and combine a variety of software (including internet services) on a range of digital devices to present data and information.

Key Understanding
Key Skills
Outcomes
To understand that:
Create digital artwork by copying/ pasting within and between photographs
 select, copy and paste
within and between
Example outcomes:
 elements from several
photographs can be combined
photographs
 Read accounts of celebrity airbrushing in magazines. Do the same with photographs of selves or
 sections of photographs can be
 explore “airbrush”
historical characters, to make them more or less attractive
edited separately
techniques to improve
 Explore symmetry by reflecting one side of a face to another (Maths)
photographs, such as used
 photograph editing and photo
 Illustrate a story by choosing and editing a photo for the setting, then taking photographs of
in magazines with
montage are used regularly in the
yourself to insert into the background (Lit)
celebrities
printed media
 Illustrate the reflection, rotation and translation by copying/ pasting (Maths)
 Use this to create art in the style of William Morris or Islamic Art (Art, RE, Hist)
Suggested Resources: paint program: Revelation Natural Art, Dazzle, Picasa, Digital camera ,Apps: Comic Book , PicCollage
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Hi-impact Year 5 Computing Plans
September 2013
Digital video:
Select, use and combine a variety of software (including internet services) on a range of digital devices to present data and information.

Key Understanding
Key Skills
Outcomes
To understand that:
Plan a storyboard for a video or animation. Create, edit and
 To use different filming techniques and camera angles e.g.
refine.
zoom, panning, wide shot etc to create different
 photographs and video can be
Example outcomes:
taken from different camera
mood/perspective
angles and distances for different
 Plan a video or animation by drawing a storyboard
 create a news report based on a current event (Lit,
effects
PSHE)
 Use a range of sound effects, music and voice-overs to create
 editing and manipulating software
mood/ atmosphere
 Create an advert for healthy food, using either live
can used to enhance images and
action or animation (Sci, DT)
 Select and edit sounds, text, movie clips and other effects to
video for a given audience
suit purpose and audience
 Create a copy of a TV program to fit with other work
(eg. Weakest Link Henry VIII's wives; historical Through
 Evaluate and improve work with a view to purpose and
the Keyhole or cookery programme)
audience
 Use animation to illustrate water cycle (Sci)
Suggested Resources: digital camera, digital camcorder, digital microscope, webcam. Simple video editing software: Windows Movie Maker, Digi Blue software, Revelation
Sight and Sound. Photo sequencing software: Photostory. Animation software: stop motion animator, Digi Blue, 2Animate, Revelation Natural Art Apps: imovie, video star,
splice.
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Hi-impact Year 5 Computing Plans
September 2013
Music and Sound:
Select, use and combine a variety of software (including internet services) on a range of digital devices to present data and information.

Key Understanding
To understand that:
 sound can be created and edited using a range of
methods
 sound can be saved and imported into other software
 sound can be layered and combined to produce a
finished piece
Key Skills






record sounds using sound editing software
collect sounds from a variety of sources (online,
digital sound recorder)
import sounds into sound editing software
layer and edit sounds
plan, create and refine either a radio programme
or play with sound effects or a sonic postcard
Save as a web compatible format for uploading
and podcasting; share online
Outcomes
Create radio programme or sonic postcard by
combining sounds
Example outcomes
 radio play with sound effects
 radio programme with jingle
 sonic postcard of school or local area
 Produce drama according to the conventions of
radio plays. Digitally record dialogue, edit and add
music and sound effects. Share outcomes with a
wider audience via the Internet
Suggested Resources: microphones and sound recorders. Sound editing software: Audacity, Podium. Sonic postcards ideas: www.sonicpostcards.org. Online sources of
sounds: www.findsounds.com; Audio Network http://audio.lgfl.org.uk; Apps: Croakit, Makewaves App
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