Computing Plans - Year 3

New Computing PoS Area of Year Outcomes

computing
Developing Design and write programs that accomplish specific Modelling Write simple programs using if when and else statements Predict
simple goals, including simulating physical systems; solve Control and and test short sequences of linked instructions to achieve intended
algorithms, problems by decomposing them into smaller parts Programming outcomes using an on-screen bot, turtle , sprite, or a physical
controlling, Use logical reasoning to explain how a simple device such as Probot or an Egg-box.
sensing and algorithm works and to detect and correct errors in
simulating the algorithms and programs Explore options in a simulation, solving problems by identifying the
real world Use sequence, selection, and repetition in programs; rule by which the simulation is controlled
work with variables and various forms of input and
output; generate appropriate inputs and predicted Take part in a class investigation using a data logger.
outputs to test program
Finding out how Understand computer networks including the Handling data Use the Internet to search and a find a range of information for a
computers, internet; how they can provide multiple services, Research given topic
software, the such as the world-wide web; and the opportunities Online
internet, web they offer for communication and collaboration communicatio Share work and work collaboratively through a shared online space
and search n
engines work Describe how internet search engines find and store Research information and enter data into a database. Use it to ask
and how they data; use search engines effectively; be discerning in and answer straightforward questions and produce bar charts.
impact on their evaluating digital content.
lives and society
Respect individuals and intellectual property; use
technology responsibly, securely and safely
Using software Select, use and combine a variety of software Multimedia Combine text, graphics and possibly other features to create both
and devices to (including internet services) on a range of digital and word printed documents and multimedia presentations
collect, analyse, devices to accomplish given goals, including processing Use a range of paint tools to create pictures independently, using
evaluate and collecting, analysing, evaluating and presenting data Graphics them as part of other multimedia/ desktop publishing work.
present and information. Digital video
information and Music and Use digital cameras and camcorders independently, considering
data sound purpose and quality of footage; review, edit and sequence

Compose music for a specific purpose

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 a 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 assessment criteria to help measure pupils overall attainment as they complete the skills and
essential knowledge.

Modelling

Design and write programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts
Key Understanding Key Skills Outcomes
To understand that: ● to enter data into a computer simulation Explore options in a simulation, solving problems by
● computer simulations can represent real or ● to explore the effect of changing the variables identifying the rule by which the simulation is controlled
imaginary situations in simulations and use them to make and test
● computer simulations allow users to explore predictions Example outcomes:
options and solve problems ● Add a character to a game designer and ● use a function machine in mathematics to demonstrate a
● there are advantages and disadvantages of program that character to move (output) using model exploring input and output (rules and variables)
computer simulations as opposed to real-life a keyboard or accelerometer on the iPad as an (Maths)
problem solving input device and behave/ interact with other ● use a simulation to explore the rules governing plant
● computer simulations are simplified character or objects growth e.g. BBC Science Simulations
representations ● Program an object and character to behave in ● use mathematical simulation to plan and run a business
different ways (conditional statements) (e.g. Lemonade Stand) (Maths)
● Use and discuss a pre-prepared spreadsheet to make
decisions on how pocket money could be spent in a shop
(Maths)
● Use Yenka basic shapes to model creating a net for a 3D
shape and testing it (Maths).
Suggested resources: A range of simulations relating to topics, e.g. Big Day Out ( [Link] ), BBC Science Clips, Virtual Simulations,
([Link]/schools/scienceclips )Yenka basic circuits and basic shapes ([Link] ). Google Earth, Purple Mash 2DIY 3D, Lego Build

Pre-prepared spreadsheets [Link]

 Control and Programming

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 programs
Use logical reasoning to explain how a simple algorithm works and to detect and correct errors in algorithms and programs
Key Understanding Key Skills Outcomes
Data logging Data logging Data logging
To understand that: ● As part of a class investigation, Take part in a class investigation using a data logger including the
● a data logger can take readings of experience the use of a data logger analysis of results
conditions such as light intensity, attached to an interactive whiteboard
temperature and sound levels ● interpret the graph created by the data Example outcomes:
● a data logger can produce a graph in logger and make predictions ● Investigate which materials let in the most light, the temperature of
real time melting ice or the volume of different instruments (Sci, Music)
Control
Control ● to know that robots and on-screen Control
To understand that: characters share a common language Predict and test short sequences of linked instructions to achieve
● an on screen character/sprite can be ● to sequence a list of commands/blocks intended outcomes.
given commands to move or produce a e.g. to produce a pre-drawn shape
specific shape on screen ● use commands to vary the appearance Example outcomes:
● a screen character obeys the same of lines and other features ● Write initials by predicting and programming
language as a floor robot (e.g. ● to use the repeat command and ● Use an on screen character to create Egyptian pyramids (History)
Bluebook) procedures to program more ● Use an on screen character to create and combine different shapes by
● instructions can be planned and efficiently investigating their properties (Maths)
amended ● amend programmes to produce similar ● More able children combine shapes using different colours and line
● a repeat key can make the program outputs e.g. a smaller square widths to produce a desired effect e.g. Kandinsky (Art, Maths)
more efficient ● to use conditional statements ● Create a Rainforest scene in Scratch Jr with animals sprites
● Once a procedure is written it can be movements affecting each other
to enable the character to interact
called on any time ● Create and programme a robot using e.g. LegoWedo or Egg-boxes
with
other characters or sensors (if and
when commands)
● to understand the importance of time
within a program (e.g. using wait)
● write instructions for others to test

Suggested resources: Data logger (e.g. Lab disc, TTS Data Logger, Log-IT Explorer, Decibel 10th App), temperature probes, and linked software.
‘Logo or Turtle ‘program (e.g. Text ease Turtle, 2turtle). IPad Apps: Hopscotch, Scratch Jr, Daisy, Lightbot. Floor robots: Bluebot, Probot. Egg-boxes, Lego
WeDo
 Handling 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.

Key Understanding Key Skills Outcomes

To understand that: ● Collect information by designing and Research information and enter data into a database. Use it to ask and
● collecting and organising information using a simple questionnaire to answer straightforward questions and produce bar charts.
using computing makes it easier to find record numbers, text and choices.
answers to questions ● As a class, design what information Example outcomes:
● they can use computing to create needs to go on record cards ● Children agree questions and collect information about playground
different graphs and they are used for ● Create record cards to store activities, finding out the most popular (PSHE)
different purposes across the collected information ● Children explore relationships in personal data (e.g. leg length and long
curriculum ● Transfer records to a digital database jump) (Science, PE)
● information is stored as a file. A file is ● Use a database to generate bar ● As part of a contrasting locality study children gather and share
a set of records and that records can be charts and graphs to answer information via email and use in their database (Geography)
separated into fields questions ● Children collect weather data and use this as part of their work in
● information can be held as numbers, ● Answer questions by searching and comparing weather around the world (Geography)
choices or words sorting the database ● Children collect people’s likes and dislikes, designing a sandwich using
● information can be taken from pictures ● To choose, print and annotate the database to answer questions (DT)
and text appropriate graphs, to answer simple ● Children survey their parents/carers about jobs e.g. distance travelled
● there are similarities between the questions e.g. bar charts, or pie to work, travel method, job type and enter information into a database
computer and paper-based systems and charts and interpret data to answer questions (Geography)
there are advantages to a computer
based database

Suggested Resources: database program, e.g. Purple Mash 2Investigate, Textease database, Information Workshop, Junior Viewpoint
Graphing softare: Purple Mash 2graph
 Research

Understand computer networks including the Internet

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: ● Develop key questions to search for Use the Internet to search and a find a range of information for a
● the different tools on a web browser can be specific information to answer a given topic
used to access specific web sites problem
Example outcomes:
● they can make a choice about how they ● Identify key words to narrow searches
● Children use online information sources to find out about
locate information to answer their questions ● Begin to understand how a search
mythical creatures (History, English)
● computing enables us access to a wider range engine locates information and that
● Children conduct a virtual tour of a place of worship (RE)
of information and there are tools to help information is not always suitable
● Children use the British Museum website to find information
find specific information quickly (search ● Use a range of techniques to navigate a
about an artifact for a report (History)
engines) given site
● The teacher demonstrates research and note-taking techniques
● a web site has a unique address ● Use given information to answer
using information and computing texts.
● responsible internet use is important and the specific questions, and evaluate how
● Research a particular area (based on own interest or wider
rules of the school are there for safety appropriate a site is
● Access suitable sites selected by the curriculum) using reference materials (books, IT sources).
NB: Teachers should direct pupils to appropriate teacher by following links; share
resources depending on pupils’ ability. It suitable sites with others in the class
is not intended that pupils spend a long time
aimlessly searching for information.
Suggested Resources: a range of topic-related websites; cached content e.g. Espresso, Knowledge Box; links page set up by teacher (e.g. using Microsoft Word);
child-friendly search engines e.g. [Link] , [Link] ; child friendly on-line encyclopedias e.g. [Link]
, [Link]
 Online communication

Be discerning in evaluating digital content; respect individuals and intellectual property; use technology responsibly, securely and safely

Key Understanding Key Skills Outcomes

To understand that: ● Begin to personalise your own Share work and work collaboratively through a shared
● ideas and work can be shared with others using profile page online, adding a photo online space
online methods and favourite web links
Example outcomes
● online communication allows you to comment on ● Access a shared space to follow web
● Follow web links within a shared space to find answers
others’ work, but you must be kind and polite links and read instructions for work
to questions
● online applications can be accessed anywhere, ● upload work to a shared space
● Hold an online discussion with an imaginary book
anytime ● contribute to online discussion
character or a real person (e.g. author, MP, children in
● online communication can take a variety of consider relevance of contributions
another school)
forms ● Begin to experience other forms of
● Create a video diary for a character (link to digital video
● there are rules to keep them safe when using online discussion, such as blogs,
unit)
communication technologies and it is important wikis, quizzes, surveys and video
● Use video conferencing to widen the range of
to abide by the rules conferencing
opportunities for meaningful interaction
● some information, including passwords, is ● Work within the internet safety
● Use online discussions to bridge between improvised
personal and must be kept private online rules, understand why they are in
drama and formal play scripts
● when using the Internet, it is better to go to place and abide by them
● Maintain an online reading journal
sites they know (by following links) or to a child- ● Explain how to keep safe and the
● Use video conference technology in character hot seat
friendly search engine, than going to Google, importance of being polite online
sessions
but if they do come across anything online which ● Distribute texts and tasks to pupils by email/messaging
makes them uncomfortable, adults can help and have them respond

Suggested Resources – Learning Platforms e.g. Makewaves, eSchools, Edmodo, Hector’s World films and lesson plans ( [Link]) , Hector’s World
safety button, Plaigarism: [Link]

Multimedia and word processing

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.
Key Understanding Key Skills Outcomes
 To understand that: ● Evaluate a range of printed and electronic texts, appropriate to Combine text, graphics and possibly other features
● Information should integrate an task(e.g. newspaper, poster, webpage, photostory, and recognise to create both printed documents and multimedia
appropriate range of text and key features of layout and design) presentations
graphics for a given audience. ● Select and import graphics from digital cameras, graphics packages
● a desktop publishing program and the Internet ● Create an interactive story map to support planning
can be used to organise, refine ● Using multimedia, select suitable sounds (including recording with a a quest myth
and present information in microphone) and visual effects ● Work collaboratively on a computing-based
different forms for a specific ● organise and present information for a specific audience presentation that includes different text types.
audience ● Evaluate design and make suitable improvements ● Compose calligrams using word processors and
● printable documents and ● Recognise the difference and the advantages and disadvantages explore the effects created.
multimedia presentations have between electronic media and printed media ● When word ● Use pictures, text or multimedia effectively to
different purposes processing children should: support oral presentations
● information comes in a variety ● use font sizes and effects appropriately to fit purpose of text ● Use an online keyboard tutor
of forms and is designed to ● recognise key features of layout and design such as text boxes,
meet the needs of the audience columns, borders, WordArt
● Evaluation and improvement is ● develop further basic drafting and editing skills
a vital part of a design ● cut, copy and paste between applications
processes and computing ● use spell checker
allows changes quickly and ● delete, insert and replace text using mouse or arrow keys
efficiently ● begin to use more than two fingers to enter text

Suggested Resources: Multimedia Authoring packages: PowerPoint, 2Write, Textease Presenter, Photostory. Word processing packages: Textease, Word,
2Publish+. Keyboard tutor: BBC Dance Mat Typing ([Link]/schools/typing ), 2type or Tux Type.
iPad Apps: Buncee, Book Creator, Keynote, Pages Educreation /Explain Everything, Thinglink

Graphics

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.
Key Understanding Key Skills Outcomes
To understand that: ● use editing skills and paint tools for visual effects e.g. Use a range of paint tools to create pictures
● a graphics package enables you to tone, depth, shading, layering and zoom independently, using them as part of other multimedia/
change options easily ● use a range of visual effects such as symmetry and desktop publishing work.
reflection.
● build up images by selecting, copying and pasting within
Example outcomes:
the image ● Create a picture in the style of a particular artist (Art)
● explore and begin to use the more advanced features in ● Replicate the art done as part of the art curriculum by
the paint package, e.g. colour picker, colour replacer using a paint package, and compare (Art)
(if available) ● Paint illustrations for multimedia/ word processing
● save images and use them as part of other multimedia presentations, e.g. designing the picture for a book cover
and desktop publishing work (Lit)

Suggested Resources: paint program: 2Paint a Picture, Dazzle, Photofiltre, Paint (Textease or Microsoft)
iPad: Oil Painter, Pencil Pad, Sketchbook, Scribble Pad, Brushes 1,

Digital video

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.
Key Understanding Key Skills Outcomes
To understand that: ● To use still and video cameras, independently Use digital cameras and camcorders independently,
● it is important to frame shots and ● To take photographs with a digital microscope considering purpose and quality of footage; review, edit and
keep cameras still to improve quality ● To evaluate quality of footage taken sequence
 of image To understand the need to frame shots and keep the
● Example outcomes:
● digital movies and still images can be camera still ● Children plan, frame and take photographs to illustrate
downloaded, sequenced and edited ● To download still images and video poster on Roman life (History)
● animation is made up of a sequence ● to sequence still images and video and use simple ● Children make video of weather forecast around the world,
of still images editing techniques to create a presentation with title and end credits (Geography)
● create a simple animation either by using stop-motion ● Children make animation of seasons, or plant growing
techniques with a webcam or digi blue, or by using (Scencei)
animation software
Suggested Resources: digital camera, digital camcorder, digital microscope, webcam.
Simple video editing software: Windows Movie Maker, Textease Movie, Revelation Sight and Sound.
Photo sequencing software: Photostory. Animation software: stop motion animator, ZU3D, 2Animate, Pivot Stickfigure
iPad apps iMotion, Smoovie, EasyStudio, DoInk Green Screen, Morfo, Chatter Kid, Splice, Tiny Tap, Puppet Pals

Music and Sound

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
Key Understanding Key Skills Outcomes
To understand that: ● use computing to select and record sounds in Compose music for a specific purpose
● there are differences between live and computer- multimedia software
 controlled sounds ● use music software to organise and Example outcomes
● icons can be used to organise and reorganise sounds reorganise sounds ● record vocals and sound effects to accompany their
● music software can incorporate several layers into ● locate, record, save and retrieve sounds story book
a storyboard ● To begin to layer sounds using music ● create a soundtrack to accompany a presentation e.g. a
composition software, Audacity or Podium contrasting locality
● Compose a piece of descriptive music to accompany
e.g. a short film clip/still image
● Produce audio commentaries to be played back by an
individual on a portable audio device as they move
around a particular location
Suggested Resources: microphone, digital sound recorder, 2 Simple Music Toolkit (2explore 2beat 2 sequence). Multimedia software with sound recording:
2create a story, Textease, PowerPoint, Photostory, Audacity, Online sources of sounds: [Link] ;
Online music making - Isle of Tune, Incredibox
iPad Apps – Beatwave, Isle of Tune, Garageband, novation Launchpad, Toc & Roll