Computing Scheme of Work & Planning 2014/15

. They will always have an opening tag and closing tag.
Structure: HTML files need to have a structure or order to them in order for them to be understood by the internet browser to display the web page. If the structure is wrong then the web page won’t display correctly.
Elements: Elements are like tags but they contain the information about the web page. An element will sit inside a tag.

Computing POS Reference:

• 
  CS 4 – Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts.
  
• 
  CS 5 – Use sequence, selection, and repetition in programs; work with variables and various forms of input and output.
  
• 
  IT 3 – 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.
  

What is required?
Weeks 1 - 6:

• 
  HTML Interface Design – Lesson Guide - Ref 30.1
  
• 
  TextEdit on a Mac or Notepad on a PC
  
• 
  Activities 1 – 6 – Ref 30 folder
  

eSafety

n/a

Let’s get started

Weeks (1 hour lesson)	Lesson Aim	Lesson Summary	Lesson Outcomes and Assessment Opportunities
1	Understand what HTML is and what it stands for. Able to create a HTML file. Understand how a HTML file must be structured.	Open the resource HTML Interface Design – Lesson Guide (Ref 30.1). Give an explanation of what HTML is and how to create a HTML file. Look at the structure of a HTML file and ask the children to complete Activity 1 where they build the structure of their first HTML file.	Children understand how a HTML file must be structured. What is HTML? What does HTML stand for? What happens if HTML files are not structured correctly?
2	Give a HTML file a title. Understand the difference between the different heading elements and add a heading to their HTML page.	Open the resource HTML Interface Design – Lesson Guide (Ref 30.1). Explain how the title tag works within a HTML file and demonstrate how you add a title for the web page. Demonstrate the use of heading elements and the different heading elements available. Allow the children to experiment with the different heading elements. Ask the children to complete Activity 2 where they give the web page a title (My Film Review Web Page) and add a heading to the page (Harry Potter and The Deathly Hallows) using a heading element.	Children are able to add a heading to their page. What is a HTML tag? What is a HTML element? What is the difference between the heading elements?
3	Change the background colour of a HTML web page and set font styles within it.	Open the resource HTML Interface Design – Lesson Guide (Ref 30.1). Explain how the background colour of pages is changed using the background element and then allow them to experiment with changing the background colour of their page using different hexadecimal codes. Show the examples of how text can be changed using the different text elements and ask them to then complete Activity 3 where they will change the background colour of their page and set the font style for their web page.	Children are able to change the background of a web page and change font styles. What element would we use to change the background colour? What element would we use to change the font to bold?
4	Add an image to a web page. Add a paragraph of text to a web page.	Open the resource HTML Interface Design – Lesson Guide (Ref 30.1). Ask the children to search the internet to find a suitable image to represent their film or book review. Demonstrate how you then add that image to your web page using the image element. Ask the children to then complete Activity 4 where they add an image to the web page and then begin to write their review using the paragraph element.	Children are able to search the internet. Children are able to add a photograph to their web page. What element would we use to add an image to the web page? What is the correct format for inserting an image?
5	Create a list of information on a HTML web page. Understand web links and how to embed them into a HTML web page.	Open the resource HTML Interface Design – Lesson Guide (Ref 30.1). Show examples or lists and how they are used in HTML web pages. Demonstrate how to create a list on their web page and allow them to experiment with creating lists. Discuss links in web pages, how they are used and what they are used for. Demonstrate how to create a link on a HTML web page and then ask the children to complete Activity 5 where they add a list of characters from the film/book and a link to other web pages which relate to the review they are writing.	Children are able to add a list to their web page. Which element will create a list? What is the correct way to use the link element?
6	Create a table in a HTML web page. Present information inside a table in a HTML web page.	Open the resource HTML Interface Design – Lesson Guide (Ref 30.1). Show how information can be presented in tables and how they are created within HTML web pages. Allow the children time to experiment with tables and their structure. Guide them through Activity 6 which asks them to embed a table into their review web page to present information. They will then be asked to fill the table with various different types of information based on their book or film review.	Children are able to create a table on their web page. How do you add a column to a table in a HTML page? How do you add a row in a HTML page? What information can we present in a table?

Further challenges and possible home learning activities:
Children could add a diary of what they did over a weekend or school holiday and include pictures/ links to relevant websites etc.
Alternative Apps/Software to those recommended
Not applicable

KS 2 – Y4 (Ref: 401)

Apptivity Name: Heroes

Summary:
In this computing activity, children will blend creative writing and coding to produce their own interactive animations.

Key Computing Terminology:
Code These are the instructions used to write a computer program. Different pieces of code can be arranged in different ways to give the computer a set of instructions.
Debug This is the process of finding errors or problems with your code and trying to fix it. Sometimes code will be in the wrong order or there could be bits of code missing, the process of fixing the code is called debugging.
eBook An electronic version of a printed book which can be read on a computer or a specifically designed handheld device.

Computing POS Reference:

• 
  CS 4 – Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts.
  
• 
  CS 5 – Use sequence, selection, and repetition in programs; work with variables and various forms of input and output.
  
• 
  IT 3 – 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.
  

What is required?
Week 1:

• 
  Disney/Pixar story spine (Ref 401.1)
  
• 
  We are Game Makers Project Book (Ref 401.2).
  
• 
  Scratch Jr Character and Setting Sheet (Ref 401.3)
  
• 
  Pencil/Paper
  

Week 2:

• 
  We are Game Makers Project Book (Ref 401.2).
  
• 
  Scratch Junior
  

Week 3:

• 
  We are Game Makers Project Book (Ref 401.2).
  
• 
  Scratch Junior
  
• 
  Access to (if completing Extension activities): https://www.scratchjr.org/teach.html
  

Week 4:

• 
  We are Game Makers Project Book (Ref 401.2).
  
• 
  Scratch Junior
  
• 
  Access to (if completing Extension activities): https://www.scratchjr.org/teach.html
  

Week 5:

• 
  We are Game Makers Project Book (Ref 401.2).
  
• 
  Scratch Junior
  
• 
  Access to (if completing Extension activities): https://www.scratchjr.org/teach.html
  

Week 6:

• 
  iPads with Book Creator
  
• 
  Useful links:
  
• 
  https://www.youtube.com/watch?v=znrlTHDzr6s
  

eSafety

• 
  Digital Citizenship and Technology 2.1 & 2.3
  

Let’s get started

Weeks (1 hour lesson)	Lesson Aim	Lesson Summary	Lesson Outcomes and Assessment Opportunities
1	Create an original hand written story using the Disney/Pixar story spine.	Digital Storytelling 1. Explain to the children that they are going to write a story using the Disney/Pixar story spine (Print out a copy of the worksheet or use the QR code and ask the children to complete it electronically - Ref 401.1). Print out We are Game Makers Project book (Ref 401.2). 2. The children will have 30 mins to write their own adventure story. They can choose characters and settings from the Scratch Jr Character and Setting Sheet (Ref 401.3) or come up with their own. They will have to draw them later to be included in their final coding activity. 3. When the children have finished ask them to swap stories with each other and provide feedback. 4. If you have additional time, the children could illustrate their stories.	Children produce a story and can follow a story spine. Why have you chose those characters? What is your story about?
2	Coding Understand the Scratch Jr coding environment and what the different coloured coding blocks do.	Play and Explore In pairs, ask the children to complete tasks 1-3 in the We are Game Makers Project book (Ref 401.2).	Children are able to sequence code to perform an action. Children can identify different coding blocks. Why does that character.....? What would happen if you changed the order of the coding blocks?
3	Coding Understand algorithms and code instructions. Create and debug Scratch Jr game.	Challenges and making a game! 1. In pairs, ask the children to complete tasks 4-6 in the We are Game Makers Project book (Ref 401.2). Extension activities: Additional Scratch Jr games and resources to extend understanding can be found here: https://www.scratchjr.org/teach.html	Children can create a game using coding blocks in Scratch Jr. Why does that character....? What would happen if you changed the order of the code? What would happen if you changed that coding block for this one?
4	Coding Use knowledge of Scratch Jr from previous lessons to make a coded interactive animation.	Independent coding challenge In this session, children will turn their stories from week 1 into a coded animation. Ask children to complete Task 7 in the We are Game Makers Project book (Ref 401.2). Extension activities: Additional Scratch Jr games and resources to extend understanding can be found here: https://www.scratchjr.org/teach.html	Children can code an interactive animation. What does that block do? What would happen if you swapped those two blocks round? What would happen if you changed that number?
5	Coding	Independent coding challenge continued. If children finish early then they can either choose to help others or begin the next activity and document their Scratch Jr understanding.	As above.
6	Storytelling	Reflection and storytelling: Using Book Creator ask the children to write a learning journey based on what they have done and learnt including lots of photos and recordings. Ask the children to reflect on their learning successes. This video may be useful if you need to demonstrate the use of Book Creator: https://www.youtube.com/watch?v=znrlTHDzr6s	Children reflect on their learning. Why is sequencing important? Why do we need to learn to code? Can you explain what that line of code do?