The Computing Curriculum Year 3 - Benjamin Adlard Primary ...
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The Computing
Curriculum
Year 3
At Benjamin Adlard Primary School , we recognise that children are living within an increasingly technological world and aim to develop confidence and
knowledge in this area. Computing skills are taught specifically during computing session. Skills are practised in sessions and then applied across the
curriculum to enhance other subjects. Alongside computing skills we regularly revisit internet safety and the importance of why we need to keep ourselves
safe of the internet. As children leave our academy, we aim for children to transfer this knowledge and have the confidence to implement these skills in
Intent
everyday situations.
Each class has access to tablets, laptops and SMART boards and teaching is delivered using this technology. In the EYFS, there is continuous provision
planned for children to use technology on a regular basis to enhance their skills independently and as part of an adult led group.
Implementation
In Key Stage 1 and 2 the children will learn to understand what algorithms are; how they are implemented as programs on digital devices; and that
programs execute by following precise and unambiguous instructions. They will be taught to create and debug simple programs and use logical reasoning
to predict the behaviour of simple programs. They will be shown how to use a range of technology purposefully to create, organise, store, manipulate and
retrieve digital content as well as recognise common uses of information technology beyond school. This will also be taught key computing skills that They
will be taught to use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have
concerns about content or contact on the internet or other online technologies. Each of these skills will be taught through exciting termly units.
After the implementation of a structured curriculum, children at Benjamin Adlard will be digitally literate and able to join the rest of the world on its digital
platform. They will be equipped, not only with the skills and knowledge to use technology effectively and for their own benefit, but more importantly –
Impact
safely. The biggest impact we want on our children is that they understand the consequences of using the internet and that they are also aware of how to
keep themselves safe online.
As children become more confident in their abilities in Computing, they will become more independent and key life skills such as problem-solving, logical
thinking and self-evaluation become second nature.End of Key Stage One Key Stage Two
• understand what algorithms are, how they are implemented as • design, write and debug programs that accomplish specific goals,
programs on digital devices, and that programs execute by including controlling or simulating physical systems; solve
following precise and unambiguous instructions problems by decomposing them into smaller parts
• create and debug simple programs • use sequence, selection, and repetition in programs; work with
• use logical reasoning to predict the behaviour of simple programs variables and various forms of input and output
• use technology purposefully to create, organise, store, • use logical reasoning to explain how some simple algorithms work
manipulate and retrieve digital content and to detect and correct errors in algorithms and programs
• recognise common uses of information technology beyond • understand computer networks, including the internet; how they
school can provide multiple services, such as the World Wide Web, and
the opportunities they offer for communication and collaboration
• use technology safely and respectfully, keeping personal
information private; identify where to go for help and support • use search technologies effectively, appreciate how results are
when they have concerns about content or contact on the selected and ranked, and be discerning in evaluating digital
internet or other online technologies 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 contactYear 3 National Curriculum Learning objective for each lesson Ways to implement Suggested resources Vocabulary
Objectives
E safety ALL OF THE AREAS OF E-SAFETY BELOW MUST BE COVERED THROUGHOUT THE YEAR AS A National Online Safety Copy
PRIORITY AND THE CORRESPONDING RESOURCES FROM NATIONAL ONLINE SAFETY USED.
use technology safely, Original
respectfully and
responsibly; recognise Permission
acceptable/unacceptable Password
behaviour; identify a
range of ways to report Know that we have an online identity. Autumn 1 Interactive video lesson Trusted adult
concerns about content
and contact. Violence
Self-image and identity Independent Learning Opportunity – My
Bad
online identity
language
Understand how people use technology in different ways Online relationships Interactive Video lesson Restriction
to talk to people. Ability
Activity 2 – Who do I want to know what?
Fact
Know what information we should not share online. Autumn 2 Interactive video lesson
Opinion
Activity 4 – Sharing online
Online reputation Belief
Source
Know who I can get help from if I am being bullied online Online bullying Interactive video lesson
Express
Activity 4 – Helpline services brochure
Autocomplete
Know what autocomplete means and choose the right Spring 1 Interactive video lesson Suggestions
Activity 1 – Can I explain what autocomplete Prediction
suggestion Managing Online information means and choose the correct suggestions? Sharing
Activity 2 - Explain the difference between
Know the difference between fact, opinion, and belief fact, opinion and belief
Know why online activities have age restrictions. Health Wellbeing and lifestyle Interactive video lesson
Activity 1 – Why do some online activities
have age restrictions
Know the need for a strong password Spring 2 Interactive video lesson
Activity 4 – Strong password creator
Privacy and SecurityKnow the importance of needing permission before Copyright and Ownership Interactive video lesson
copying someone else’s work.
Activity 2 – Can I explain why copying
someone else’s work from the internet
without permission isn’t fair and can
explain what problems this might cause?
Autumn Use sequence, selection, Explain how digital devices function Explain that digital devices accept inputs Computing systems and networks – Digital device
1 and repetition in Explain that digital devices produce outputs Connecting computers (teachcomputing.org)
programs; work with Follow a process Inputs
variables and Opportunity to invite Ark in to the classroom
to talk to the children about the school’s Processes
various forms of
input and output network. Outputs
Identify input and output devices Classify input and output devices
Model a simple process A paint program will be required for lesson 3.
Understand computer Network
Design a digital device. This could be Microsoft paint or paint on
networks including
Recognise how digital devices change the way we work Explain how to use a digital device for different Purple Mash Infrastructure
the internet; how
activities.
they can provide Router
Recognise similarities and differences between
multiple services,
using digital devices and non-digital tools. Switch
such as the World
Explain how a computer network can be used to share Recognise different connections
Wide Web; and the
information Explain how messages are passed through Wireless
opportunities they
multiple connections.
offer for
Discuss why we need a network switch.
communication and
Recognise that a computer is made up of a
collaboration
number of devices.
Select, use and combine Demonstrate how information can be passed
a variety of software between devices.
(including internet Explain the role of a switch, server and wireless
services) on a range of access point in a network.
digital devices to design Explore how digital devices can be connected Identify how devices in a network are connected
and create a range of with one another.
programs, systems and Identify networked devices around me.
content that accomplish Identify the benefits of computer networks.
given goals, including
collecting, analysing,
evaluating and
presenting data and
information
Autumn Select, use and combine Explain that animation is a sequence of drawings or Draw a sequence of pictures Creating media – Animation Stop frame
2 a variety of software photographs Create an effective flip book (teachcomputing.org) animation
(including internet Explain how an animation/flip book works
services) on a Relate animated movement with a series sequence of Predict what an animation will look like. Music
range of digital images Explain why little changes are needed for each You will need the tablets for this unit and Stop Text
devices to design frame Motion Studio will need to be installed on
and create a range Create an effective stop frame animation each one for the children to use. Alternatively Onion
of programs, Plan an animation Break down a story into settings, characters and iMotion on the iPads will also work skinning
systems and events.
content that Storyboard
Describe an an animation that is achievable on
accomplish given screen Frame
goals, including Create a storyboard.
collecting, Identify the need to work consistently and carefully Use onion skinning to help me make small
analysing, changes between frames
evaluating and Review a sequence of frames to check workpresenting data and Evaluate the quality of the animation.
information Review and improve an animation Explain ways to make the animation better
Evaluate another learner’s animation
Use technology safely, Improve my animation based on feedback.
respectfully and
Evaluate the impact of adding other media to an animation Add other media to an animation
responsibly; recognise
Explain why other media was added
acceptable/unacceptable
Evaluate the final film
behaviour; identify a
range of ways to report
concerns about content
and contact.
Spring 1 Design, write, and debug Explore a new programming environment Identify the objects in a scratch project Programming A – Sequence in music Environment
programs that Explain that objects in scratch have attributes (teachcomputing.org)
accomplish specific Recognise that commands in scratch are Motion
goals, including represented as blocks Sound
controlling or Identify that commands have an outcome Identify that each sprite is controlled by the Scratch must be used to deliver these
simulating physical commands that are chosen objectives Event
systems; solve Choose a word which describes an on-screen
problems by action Blocks
decomposing them Create a program following a design Program
into smaller parts Explain that a program has a start Start a program in different ways
Create a sequence of connected commands Sequence
Use sequence, selection,
Explain that the objects in my project will respond
and repetition in
exactly to the code.
programs; work with
Recognise that a sequence of commands can have an Explain what a sequence is
variables and
order Combine sound commands
various forms of
Order notes in a sequence
input and output
Change the appearance of my project Build a sequence of commands
Use logical reasoning to Decide the actions for each sprite in a program
explain how some Make design choices for artwork
simple algorithms Create a project from a task description Identify and name the objects needed for a
work, and to detect project
and correct errors in Relate a task description to a design
algorithms and Implement an algorithm as code.
programs
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
Spring 2 Select, use, and combine Create questions with yes/no answers Investigate questions with yes/no answers Data and information – Branching databases Branching
a variety of software Make up a yes/no question about a collection of (teachcomputing.org) database
(including internet objects
services) on a Create two groups of objects separated by one Attribute
range of digital attributedevices to design Identify the object attributes needed to collect relevant Select an attribute to separate objects into groups www.j2e.com Questions
and create a range data Create a group of objects within an existing group
of programs, Arrange objects in a tree structure www.purplemash.com Evaluate
systems, and Create a branching database Select objects to arrange in a branching database
content that Group objects using yes/no questions
accomplish given Prove a branching database works
goals, including Explain why it is helpful for a database to be well Create yes/no questions using given attributes
collecting, structured Explain that questions need to be ordered
analysing, carefully to split objects into similarly sized
evaluating, and groups
presenting data and Compare two branching database structures
information Identify objects using a branching database Select a theme and choose a variety of objects
Create questions and apply them to a tree
Use technology safely,
structure
respectfully, and
Use a branching database to answer questions
responsibly
Compare information shown in a pictogram with a Explain what a pictogram tells me
branching database Explain what a branching database tells me
Compare two ways of presenting information.
Summer Use search technologies Recognise how text and images convey meaning Explain the difference between text and images Creating media – Desktop publishing Text
1 effectively, Recognise that text and images can (teachcomputing.org)
appreciate how communicate messages clearly Images
results are selected Identify the advantages and disadvantages of Publishing
and ranked, and be using text and images. ADOBE SPARK ACCOUNTS WILL NEED
discerning in Recognise that text layout can be edited Change font style, size and colours for a given TO BE SET UP FOR EACH PUPIL FOR Desktop
evaluating digital purpose. THIS UNIT OF WORK
content Templates
Edit text
Explain that text can be changed to communicate Orientation
Select, use, and combine more clearly.
a variety of software Placeholders
Choose appropriate page settings Define the term ‘page orientation’
(including internet
Recognise placeholders and say why they are
services) on a range of
important
digital devices to design
Create a template for a particular purpose.
and create a range of
Add content to a desktop publishing publication Choose the best locations for my content
programs, systems, and
Paste text and images to create a magazine
content that accomplish
cover
given goals, including
Make changes to content after it ha been added.
collecting, analysing,
evaluating, and Consider how different layouts can suit different purposes Identify different layouts
Match layout to purpose
presenting data and
Choose a suitable layout for a given purpose
information
Consider the benefit of desktop publishing Identify the uses of desktop publishing in the real
world
Say why desktop publishing might be helpful
Compare work made on desktop publishing to
work created by hand.
Summer Design, write and debug Explain how a sprite moves in an existing project Explain the relationship between an event and an Programming B – Events and actions Event
2 programs that action (teachcomputing.org)
accomplish specific Choose which keys to use for actions and explain Action
goals, including my choices. Scratch must be used to deliver these
objectives Sprite
controlling or Identify a way to improve a program
simulating physical Create a program to move a sprite in four directions Choose a character for my project Direction
systems; solve Choose a suitable size for a character in a maze
problems by Movement
Program movement
decomposing them Adapt a program to a new context Use a programming extension Extension
into smaller parts Consider the real world when making choices
Chose blocks to set up my programUse sequence, selection, Develop a program by adding features Identify additional features Pen blocks
and repetition in Choose suitable keys to turn on additional
programs; work with features Sequencing
variables and various Build more sequences of commands to make my Debug
forms of input and output design work.
Identify and fix bugs in a program Test a program against a given design
Use logical reasoning to Match a piece of code to an outcome
explain how some simple Modify a program using a design
algorithms work and to
Design and create a maze based challenge. Make design choices and justify them
detect and correct errors
Implement a design
in algorithms and
Evaluate a project.
programs
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
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