April, 2014) This document sets out the Computing curriculum for Manor Park ce (VC) First School

Year 3- Computing Curriculum

Learning Objectives	Key Skills	Resources/suggested ideas
Using technology (objectives throughout KS2) (threads throughout the curriculum)
To continue to develop typing speed and accuracy to develop competency in typing To understand the purpose of and use independently a range of different technology. To make choices about when to use technology, which piece(s) of technology to use, which software/tools they are going to use on the technology and be able to explain their choices to others.	Throughout KS2 children should:- Continue to become familiar with a range of devices, for example tablets, desktop computers, laptops, microphones, cameras etc and increasingly develop their independence and confidence in using these devices. Continue to increase their typing speed, and be encouraged to play games at home and school which help with this. Aim to reach the accepted competency rate for children of 20WPM by the end of Year 4. Be encouraged to increasingly make sensible choices about the technology they use to help them work, and to justify their choices- for example, why they have chosen to use a tablet rather than a laptop, or why they have chosen to use an easi-speak microphone rather than the computer to record sound.	Just like handwriting, it is important that children type themselves when using a computer- no matter how slow they may be! Typing speed refers to copying WPM, composition WPM will be slower. See ‘tools for teaching typing’ for software and websites to use.
Using the Internet (assessment link: Communication and Networks)
To follow a simple search to find specific information from a web site To find and use appropriate information To identify how different web pages are organised e.g. graphics, hyperlinks, text To navigate a web page to locate specific information To know that ICT enables access to a wider range of information and tools to help find specific information quickly To understand a website has a unique address	Develop key questions to search for specific information with purpose to answer a problem e.g. to find out about different Roman Gods. Understand how a search engine works and begin to create and enter appropriate search strings. Save and retrieve accessed information through the use of Favourites, History, and Save As Understand that some information found through searching is more relevant than others Use the information purposefully to complete specific tasks e.g. copy, paste and edit relevant information (ref. creating and publishing unit) Talk about and describe the process of finding specific information	Delivered as part of the ‘Creating and Publishing’ unit and alongside the day-day curriculum. The Manual search engine (Dictionary Search) 1. Ask students to do a manual search for a word. 2. They then look it up in a dictionary. 3. Use a dictionary program or Spreadsheet to show how a computer finds it. 4. Tell pupils that Google uses something called Pagerank, which finds all the results and then sorts them by popularity. So a search for Dinosaur would give you the most popular page. Mozilla Webmaker: Mozilla Popcorn, Mozilla Thimble Create web pages whilst learning basic principles of code. Give Us a Clue -Choose a busy picture with children in it. Ask the children what they can tell about the children from the picture. Once they have established what can be found out, ask them to think about pictures they have online and how they could be giving away their personal identities. Encourage them to establish rules for what they post online. School search - Ask the students to search for their school in Google. Do these results show the teacher or school in a good light? What should be done to make sure that the wrong things do not appear online? How should children be very careful? (Please check searches in advance to avoid embarrassment) ‘Where the Internet lives - Beautiful photos of Google’s data centres. Find the stormtrooper! Welcome to the Web Great site from Mark Warner @markw29 of Teaching Ideas fame  By working your way through the web site and taking part in the challenges and activities, you will learn all about the Internet.
Communicating and Collaborating Online (assessment link: Communication and Networks)
To understand that Cloud based tools can allow multiple people to contribute to shared documents and Google Sites	Begin to use on-line tools, such as Google docs and sites to collaborate together- for example by working together to add ideas to a word bank, write a shared story	Email/skype Edmodo: Free (Free resource to introduce safe and easy networking for children) Mozilla Hackasaurus Use basic coding skills to mash up existing web pages. Easy to follow site that walks you through your hack. Mozilla Thimble Create web pages whilst learning basic principles of code. SketchUp software-Teach students to design 3D graphics.Can also be used to show how students can collaborate via the Sketchup Warehouse. Draw my school network (Google Drawings, Gliffy or pen  and paper.) Students take a tour of the school to see how all the computers are connected. Complete lesson kit here: https://drive.google.com/folderview?id=0B-tNSVgcXSshbGk1RGx3ZjV0Y3M&usp=sharing Packetville -Show students how a network works and how data flows around the Internet. Lots of fun with cartoon games, but note that this is a CISCO branded activity  Digital Revolution Excellent BBC series exploring the Internet and the Web. The first two episodes are available online, but the interviews which make up the programme are also available for download Get children to make their own ‘Understanding the Internet’ programme? Tubes, behind the scenes at the Internet Blum’s accessible introduction to the hardware of the web. Host your own blogs. (Instructions for LAMP and Wordpress on Ubuntu) Find an old computer (or build a new one). Install Linux. Install Apache. Tada. One webserver ready to go. Install MySQL, PHP and Wordpress, and host your own blogs. Open up port 80 on your router, point it to the new box and get to these from anywhere on the Internet. Scratch - Free download. Use basic programming skills to create games, animations and more. Start with the scratch cards and check Simon Haughton’s blog for more ideas. Scratchel - New problem solving approach to introduce students to computer programming through MIT Scratch with Funky robots. New problems ranging in difficulty added each week Minecraft/Minecraft edu - Encourage children to set up their own Servers on Minecraft and then ask them what is the difference between a server on their local network and one on the Internet. (Should be faster) This can be done on PCs, iPads, Raspberry Pis etc. Welcome to the Web Great site from Mark Warner @markw29 of Teaching Ideas fame  By working your way through the web site and taking part in the challenges and activities, you will learn all about the Internet.
Creating and Publishing (assessment link: Information Technology)
To continue to produce work using a computer, using more advanced features of programs and tools. To work collaboratively together to create documents, including presentations. To use desk top publishing tools effectively and understand the differences between a word processor and desk top publisher.	Continue to word process a range of work in other curriculum areas, using more advanced word processing features such as columns and borders. Work together to collaboratively produce a presentation using cloud based tools. Understand the differences between a word processor and desktop publishing tools and use desk top publishing tools to create posters, leaflets and other documents which require specific formatting.
Digital Media (assessment link: Information Technology)
To understand they can compose music using icons to represent musical phrases To understand ICT allows easy creation, manipulation and change To know they can record sound using ICT that can be stored and played back and independently using a range of tools to record sound. To independently record video using a range of devices and for a range of purposes. To independently take photographs taking into account the audience and/or purpose for the image. To create digital artefacts using photographs which they have taken or found. To edit photographs using a range of basic tools.	Use a computer to sequence short pieces of music using a small selection of pre-recorded sounds. Independently record video for a range of purpose, paying attention to the quality of the video capture. Take photographs for a specific reason or project and/or find appropriate images on-line. Create a video out of still images. Use the computer to preform photo edits and create a range of digital creations using photos.	Audio- use 2simple 2sequence software
Using Data (assessment link: Data and Data Representation)
To understand the basic structure of a database. To be able to add data to a pre-made database. To use the data in a pre-made database to generate graphs and charts. To use technology to create graphs and charts.	Continue to use technology to create graphs and charts. Understand which a database is, and the basic structure of a database. Create graphs from pre-made databases, and enter their own data into a database and generate graphs using these. Use other software to present these findings as apppropaite.	SketchU'>Use TextEase Data for database work. Mozilla Popcorn Add video and audio web pages SketchUp Software-Teach students to design 3D graphics. Resources available here. Can also be used to show how students can collaborate via the Sketchup Warehouse. Mozilla Hackasaurus Use basic coding skills to mash up existing web pages. Easy to follow site that walks you through your hack. Mozilla Thimble Create web pages whilst learning basic principles of code. Blogging - Twitter quad blogging 100 word challenge. KidBlog Google Apps for Education: Free Python - raspberry pi lots of basic intro to python on R-Pi on the net, also contact @nightzookeeper & @oliverquinlan @mberry
Programming and Control (assessment link: Algorithms/Programming and Development)
To continue to develop their understanding of how computer and technology works and how computers process instructions and commands. To create, edit and refine more complex sequences of instructions for a variety of programmable devices. To use a computer to create basic applications, investigating how different variables can be changed and the effect this has..	Continue to develop understanding of how a computer and technology works, focusing on computational thinking. Begin to plan more complex sequences of instructions for on-screen and floor turtles test and amend these instructions. (e.g. using RoboMind) Use software to make basic puzzles and quizzes, changing parameters (e..g time allowed, points, number of pieces etc) to customise the puzzle or quiz (e.g. 2DIY)	Scratch - Free download. Use basic programming skills to create games, animations and more. Start with the scratch cards and check Simon Haughton’s blog for more ideas. Scratchel - New problem solving approach to introduce students to computer programming through MIT Scratch with Funky robots. New problems ranging in difficulty added each week Kodu - free resource to create and play your own games. Easy to follow tutorials, needs downloading. Sketch Up Software-Teach students to design 3D graphics. Resources available here. Can also be used to show how students can collaborate via the Sketchup Warehouse. Computercraft Mod with MinecraftEdu - Use the computercraft mod with Minecraftedu (or vanilla Minecraft) to add programmable computers, turtles etc.  Using the language Lua pupils can quickly learn basic programming concepts such as if, while, for and many other concepts in an engaging scenario. Robomind - By programming a robot, students learn about logic, computer science and robotics.Starlogo - alternative to scratch Msw logo - free logo program. APPInventor - Create Apps for android phones.  This tool from MIT builds on Scratch building blocks and takes children into more advanced coding.  It has a design mode, blocks editor and emulator (although you can test your apps directly on your android smart phone by reading the QR code and downloading your creation.)  also Appshed Turtle Art - Like other Logo tools but uses similar block building structure to scratch.  A nice tool to lead children into scratch and build on Logo / Kids Ruby capability. http://llk.media.mit.edu/courses/software/turtleart/ Activities/Cards: http://llk.media.mit.edu/courses/readings/TurtleArt.pdf Probots fabulous robots at a more advanced level than bee-bots, but the same family! use repeats as well as more specific commands to complete missions http://www.tts-group.co.uk/shops/tts/Range.aspx?search=probot Crystal ICT Sherston Software allowing children to program in LOGO to solve problems. Big Trak truck: £28 Teach sequences of instructions to navigate obstacle courses. Philip Harris. Data logging. Different input & output sensors.                   CoCo Control. Both onscreen simulation & physical devices program input sensors to effect out motors Lightbot Puzzle games on Hodda Maths site Python - raspberry pi lots of basic intro to python on R-Pi on the net, also contact @nightzookeeper & @oliverquinlan @mberry ALEX (BA chn): Free CargoBot: Free Hopscotch: Free LightBot: Free
Modelling and Simulations
To use a range of increasingly complex simulations to represent real life situations. Use simulations to make and test predictions.	Continue to explore simulations as appropriate and as link with other curriculum areas and discuss the benefits of using these simulations Use simulations to make and test predictions.
E-Safety (threads throughout the curriculum)
Children develop awareness of online protocols, in order to stay safe on the web.	Develop awareness of relevant e-Safety issues, such as cyber bullying. Children understand and abide by the school’s AUP and know that it contains rules that exist in order to keep children safe online. Understand what personal information should be kept private. Know that passwords keep information secure and that they should be kept private.	Top Tips for Safe Surfing poster from LGFL KS2 Internet Safety poster from KGFL Dongle Stay Safe quiz http://www.bbc.co.uk/cbbc/help/web/staysafe Dongle’s factsheet http://www.bbc.co.uk/cbbc/help/web/factsheet.html CEOP ThinkUKnow Activities based on Lee & Kim http://thinkuknow.co.uk/5_7/leeandkim/ http://thinkuknow.co.uk/Teachers/Resources/ Activity 1A: ‘Keeping Safe on the Internet Cartoon’ Activity 2A: ‘Keeping Safe game’ Activity 3: ‘Make an Internet Safety Poster’ DigitalME 2010 – SAFE Level One www.digitalme.co.uk/safe (Teachers will need to sign up) Radiowaves account or school Learning Platform www.radiowaves.co.uk (Teachers will need to create a school account) Activity 1 – Personal Profile
Children develop strategies for staying safe when using the Internet. Children to use the Internet to undertake independent and appropriate research and attempt to distinguish between fact and fiction.	Use child-friendly search engines independently to find information through key words. Discuss the importance of becoming discerning in the information we look for during an Internet search. Understand that the Internet contains fact, fiction and opinions and begin to distinguish between them.	Children’s search engines; http://www.squirrelnet.com/search/Google_SafeSearch.asp http://kids.yahoo.com/ www.askforkids.com Inaccurate information online; Captain Kara and Winston’s SMART Adventure (KnowITall), chapter 2, “What is Reliable?” http://www.childnet-int.org/KIA/primary/smartadventure/chapter2.aspx
Children begin to use a range of online communication tools, such as forums, email and polls in order to formulate, develop and exchange ideas.	Use a range of online communication tools, such as email, forums and polls. Know how to deal with unpleasant forms of electronic communication (save the message and speak to a trusted adult). Be able to discern when an email should or should not be opened.	Unsolicited emails and attachments; Captain Kara and Winston’s SMART Adventure (KnowITall), chapter 1, “What should you keep Accept?” Personal information; Inaccurate information online; Captain Kara and Winston’s SMART Adventure (KnowITall), chapter 3, “What should you keep Safe?”