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Year 56 A1B Computing Medium term planner Programming
Year 5/6 Key Skills to be covered, taken from Lancashire Key Learning Document – pitching at the correct year group and differentiation within plan for different
groups Be specific in the key skills, and make them more understandable for children. Consider what it is YOU feel the children should learn as well as the National Curriculum:
• We will understand key vocab: algorithm, decomposition, repetition, selection, variables, procedures, logical reasoning, debug, control physical devices, input, output
o Vocabulary
o Algorithm- A precise step by step guide to achieving a specific outcome (instruction)
o Decomposition is when we break a problem down into smaller parts to make it easier to tackle
o Variable A variable can be thought of as a box that the computer can use to store a value. The value held in that box can change or ‘vary’. A program can use as many variables as it needs it to. All
variables are made up of three parts: a name, a type, a value
o Selection is a decision or question.
o Procedure A section of computer code that performs a specific task.
o Debugging is the art of fixing or correcting algorithms or programming code
o Physical devices - In primary programming a physical system is anything that we can attach to a computer other than a screen. The type of physical systems we might easily control in primary
computing science are things such as lights, buzzers, sensors and motors. – Year 5 visit to Heysham High School to use physical devises
o Input- Adding data into a program or computer system
o Output- Output is information provided by a program specifically for a user to perceive. It might be text on a screen, a beep through a speaker or a rumble on a hand held controller
• We will design and create programs using decomposition (using repetition, selection, variables, procedures)
• We will use logical reasoning to develop strategies for debugging algorithms and programs.
• We will design, test and refine programs to physical devices (e.g. robots, motors, floor turtles) (know examples of these in real world)
• We will use programming software to create simulations.
• We will know that programs can be represented in different formats including written and diagrammatic.
• We will know need to be precise when creating sequences.
Possible Cross-curricular links, especially opportunities for English, Mathematics and Computing within teaching: English links • Instructions
Mathematics links • Position, direction and movement, measurements, rations/formulae
Computing links • See above
Other links
Possible Experiences including visits/visitors/other: Consider what could augment your planning to really enthuse the children in your class:
• Year 5 visit to Heysham High to use their physical devices. Year 6 children did this in the Summer term
Display/Resources ideas: Consider what resources could be brought into the classroom and what display work could be completed either before/during or after topic is taught:
• Display of vocabulary – see below
Year 56 A1B Computing Medium term planner Programming
Session Key Objective from skills
listed above
(What is it that you want the
children to learn?)
Possible Activities including use of Computing and other technologies, and showing
at least 3 differentiations
Outcomes/Evidence of
what they have learnt
(Where will this be
found? Will it be in a
book? Topic book?
Display? Photographic
evidence?
Possible extension into
homework if appropriate
to enhance and deepen
learning
Vocabulary to discuss, understand and display as it comes up in the lessons
Algorithm- A precise step by step guide to achieving a specific outcome (instruction)
Procedure A section of computer code that performs a specific task.
Debugging is the art of fixing or correcting algorithms or programming code
Input- Adding data into a program or computer system
Simulation
Some links to help with the meanings of the above vocabulary:
BBC Guide An Introduction to Programming
Robot teacher- algorithms
BBC Guide What is an algorithm?
BBC Clip- What is debugging?
Use espresso coding as a trial:
Username student17955
Password Nicholas
1 • We will understand key
vocab: algorithm, repetition,
procedures, debug, input
• We will design and create
programs using
decomposition (using
repetition, selection,
procedures)
• We will use logical reasoning
to develop strategies for
debugging algorithms and
programs.
• We will use programming
software to create
simulations.
• We will know need to be
precise when creating
sequences.
Ask chn what they know about coding/programming?
What does it mean?
Work through year 6 starter unit: lessons 1, 2, 3, and 4.
Let chn take charge in their learning by allowing them to watch the help videos and problem solve to work
their way through the lessons.
Teacher and support staff help where needed and model vocabulary as chn are doing it – e.g. let’s debug
this problem, what algorithms do you need?
Stop the lesson for mini reviews: recap and feedback what done- refer again to vocabulary and then try to
predict the next step e.g. we are going to fly a plane in the air what algorithm do we need? (chn reply with
steps they think they will need- ie. plane to fly left, plane to …)
Unit 6s Lesson 1: Burst the bubbles
In this lesson children will learn that objects can be programmed to do actions at the start or when they
are clicked on, they will learn that start and click are events
HA - I can write code to make a bubble pop when it is clicked on
MA - I can write code to make a bubble move when my app starts, and pop when it is clicked on
LA - I can write code to make three bubbles move when my app starts, and pop when they are clicked on
Unit 6s Lesson 2 Up in the air
In this lesson children will practise using a keypress event to make an object change direction, and begin to
use the terms 'algorithm ' and 'execute ' in a computer programming context
HA - I can program an object to change direction when a key is pressed
MA - I can program an object to move and change direction when different keys are pressed
For each lesson 1-4 save
the final app creation in
the ‘my school apps’
area.
What coding/programming
games can you find online?
• We will know that
programs can be
represented in different
formats including written
and diagrammatic.
In espresso coding you
could show children the
difference between block
coding, HTML and
python along the tabs
(challenge HA – they
could learn HTML or
python at home?)
Year 56 A1B Computing Medium term planner Programming LA - I can design and program an app and explain which lines of code execute when different keys are
pressed
Unit 6s Lesson 3: Fly a helicopter
In this lesson children will learn that objects can be programmed to do an action when a button is clicked
and that different buttons can be programmed to make different actions happen
HA - I can write code to program a button to make a helicopter move
MA - I can write code to program different buttons that can be used to control a helicopter
LA - I can write code to program a button to make a helicopter stop and hover and explain how my code
works
Unit 6s Lesson 4: Space travel
In this lesson children will practise using time in their code. They will create simple animations using
time events to make objects perform actions in a sequence.
HA - I can use time in my code to program a rocket to fly straight to the moon
MA - I can use time in my code to control a rocket to fly in a sequence of directions
LA - I can explain how I used time in my code to control a rocket to fly in a sequence of directions to
different locations
Review:
What was tricky?
What bugs did you come across? How did you test your program? How did you debug it?
How can you avoid bugs? (We will know need to be precise when creating sequences.)
What does algorithm mean? Sequence? Input?
2 • We will understand key
vocab: algorithm, repetition,
selection, variables,
procedures, logical
reasoning, debug, , input
• We will design and create
programs using
decomposition (using
repetition, selection,
variables, procedures)
• We will use logical reasoning
to develop strategies for
debugging algorithms and
programs.
• We will use programming
software to create
simulations.
• We will know that programs
can be represented in
different formats including
written and diagrammatic.
• We will know need to be
precise when creating
sequences.
Keep using vocabulary for algorithm, debug, input, simulation
Vocabulary
Variable A variable can be thought of as a box that the computer can use to store a value. The value held in
that box can change or ‘vary’. A program can use as many variables as it needs it to. All variables are made
up of three parts: a name, a type, a value
Output- Output is information provided by a program specifically for a user to perceive. It might be text on
a screen, a beep through a speaker or a rumble on a hand held controller
Use expression coding: year 6 starter units: lessons 5, 6, 7 and 8 focus is variables using ‘if’ conditional
statements lesson 8 creates a digital output.
Let chn take charge in their learning by allowing them to watch the help videos and problem solve to work
their way through the lessons.
Teacher and support staff help where needed and model vocabulary
Unit 6s Lesson 5: That's amazing!
In this lesson children will learn that objects can be programmed to respond to their background or
environment and begin to understand what the word ‘condition’ means in computer programming
HA - I can write code to program a spaceship to move in different directions when different keys are
pressed
MA - I can use a conditional 'if' statement in my code to program a spaceship to stop when it hits a wall in
a maze
LA - I can explain how I used a conditional 'if' statement in my code to make the spaceship stop when it hits
a wall
For each lesson 1-4 save
the final app creation in
the ‘my school apps’
area.
Year 56 A1B Computing Medium term planner Programming
Stop and review here- can chn you logical reasoning to plan their algorithms for the hungry snake
program? What bugs might they come across?
Unit 6s Lesson 6: Hungry snake
In this lesson children consolidate their understanding of conditions in programming and learn how
different types of conditions can be used in code for different purposes.
HA - I can write code to program a snake to move in different directions when different keys are pressed
MA - I can use a conditional ‘if’ statement in my code to program an egg to disappear when the snake hits
it
LA - I can design a simple game and explain how the code used to create my app executes as the game is
being played
Lesson 7. Pop game
In this lesson children will be introduced to variables and how they can be used in computer
programming. They will begin to understand that a score in an app is written into the code as a variable.
HA - I can write code which includes a variable that will increase in value each time a balloon is popped
MA - I can program the variable to increase in value by different amounts when different balloons are
popped
LA - I can add a time limit to my app and explain how I have used a variable to keep the score
Unit 6s Lesson 8: Loops in Space
In this lesson children consolidate their understanding of repetition and loops by using them in code to
make an object turn repeatedly, and to make an animation.
HA - I can write code that uses a loop to create a timer that counts down
MA - I can program a button to start the countdown and a rocket to launch when the countdown is
finished
LA - I can use loops in my code to program a rocket to turn repeatedly so it flies in a loop until it is
instructed to stop
Review
What is an output? What output have you used?
What strategies have you used to debug your programs?
What is a variable? What kind of variables have you used today?
3 • We will understand key
vocab: algorithm, repetition,
procedures, debug, input
• We will design and create
programs using
decomposition (using
repetition, selection,
procedures)
• We will use logical reasoning
to develop strategies for
debugging algorithms and
programs.
BBC Guide Decomposition
Decomposition is when we break a problem down into smaller parts to make it easier to tackle
Discuss learning a new skill- such as how to play pop lacrosse- to learn it you don’t try everything at once-
you break it down into scooping, passing, catching, running, scoring, defending etc.
Use espresso coding- year 6 starter unit: lessons 9, 10 and 11
Today we are continuing to use variables and we are now thinking more carefully about decomposition
and logical reasoning.
Unit 6s Lesson 9: Faster and slower
In this lesson children will begin to develop an understanding of the relationship between values used in
code and the action of the object they relate to. They will explore setting values in code to program the
speed of an object.
HA - I can write code that sets a value to set the speed of a car
For each lesson 9-11 save
the final app creation in
the ‘my school apps’
area.
Chn to write a definition
of decomposition on a
word document in the
Year group’s folder.
Year 56 A1B Computing Medium term planner Programming
• We will use programming
software to create
simulations.
• We will know need to be
precise when creating
sequences.
MA - I can program buttons to increase or decrease the speed of a car and to stop the car
LA - I can create an app in which a player can control the speed of a car by pressing different keys and I can
explain how my app work
Unit 6s Lesson 10: Simple driving game
In this lesson children will use variables to control the direction and speed of a car within a game. They
are introduced to the concept of working iteratively and explore what it means to use computational
thinking to solve challenges.
HA - I can use values in my code to control the speed and direction of a car
MA - I can use conditional events and values that represent angles in my code
LA - I can use computational thinking to design and create an app that solves a challenge and explain how
my app works
Unit 6s Lesson 11: Caterpillar catcher
In this lesson children will practise writing code which uses random number generation to determine
how objects will move and to change their locations. They will practise using variables and conditional
events in code.
HA - I can write code that uses random numbers to move a caterpillar in random directions
MA - I can write code that uses random numbers to move a caterpillar to random locations
LA - I can design and create a game which uses random numbers and includes conditions. I can explain how
my app works
What is decomposition? How have you used it today?
4 We will design, test and refine
programs
• We will understand key
vocab: algorithm,
decomposition, repetition,
selection, variables,
procedures, logical
reasoning, debug, control
physical devices, input,
output
• We will design and create
programs using
decomposition (using
repetition, selection,
variables, procedures)
• We will use logical reasoning
to develop strategies for
debugging algorithms and
programs.
• We will use programming
software to create
simulations.
Year 6 unit a – more complex variables
Work though lessons 1, 2 and 3 – again modelling all key vocab. The three lessons help chn to create maths
apps that measure area and convert measurements.
In lesson 2 : Step 5: Create your app
Design your screen layout and complete your app so it converts both ways
Before chn attempt the above step – ask them to plan their algorithms using logical reasoning on paper or
in word and to anticipate and bugs they make come across. Then let them create, test and refine their
program. You could ask chn to peer assess their partners app to help them refine it.
Unit 6a Lesson 1: Area calculator
In this lesson children will learn that the properties of an object can be dependent on a variable, and
that the value of a variable can be dependent on another variable. They will write code that uses prompt
boxes to ask the user to input values for variables.
HA - I can write code that prompts the user to input the value of a variable when they click on a button
MA - I can write code which uses the value of a variable to set the width of an object
LA - I can write code that includes a formulae that multiplies two variables (representing width and height)
to display the area of an object
Unit 6a Lesson 2: Unit conversion (cm to inches)
In this lesson children will create a mobile app that uses variables and calculations to convert between
imperial and metric units of measure (inches and centimetres). They will also practise writing code that
uses prompt boxes which ask the user to input values for variables.
HA - I can write code that prompts the user for the value of a variable when they click on a button
For each lesson 1-3 save
the final app creation in
the ‘my school apps’
area.
Year 56 A1B Computing Medium term planner Programming
• We will know that programs
can be represented in
different formats including
written and diagrammatic.
• We will know need to be
precise when creating
sequences.
MA - I can write code for an app that performs a calculation which uses variables to convert inches to
centimetres
LA - I can design and create an app that enables the user to convert between inches and centimetres and
explain how my app works
Unit 6a Lesson 3: Unit conversion (miles to km)
In this lesson children will create another mobile app that uses variables and calculations to convert
between imperial and metric units of measure (miles and km), consolidating understanding gained in the
previous lesson.
HA - I can write code that prompts the user for the value of a variable when they click on a button
MA - I can write an app that performs a calculation, using variables to convert kilometres to miles
LA - I can design and create an app that enables the user to convert between miles and kilometres and
explain how it works
5 Apply skills learnt to design
new apps using complex
variables
• We will design and create
programs using
decomposition (using
repetition, selection,
variables, procedures)
• We will use logical reasoning
to develop strategies for
debugging algorithms and
programs.
• We will design, test and
refine programs
• We will use programming
software to create
simulations.
We will know need to be
precise when creating
sequences
Use espresso coding year y unit a lessons 4 and 5
Unit 6a Lesson 4: Maths challenges using variables
In this lesson children will solve maths challenges using variables and loops, and write the outputs to the
screen. They will use algebraic formula in their code to perform calculations which use variables.
HA - I can write code that performs calculations with variables and writes the results to the screen
MA - I can write code that uses algebraic formula as part of a loop, which writes numbers to the screen in
increments of 1, 2 and 5
LA - I can extend the challenges to use higher numbers and other multiplication tables, and create
an app that displays the total of the numbers that have been written to the screen. I can explain how my
app works using the words 'variable ' and 'loop'
Unit 6a Lesson 5: Clock apps
In this lesson children will learn to write code that detects the time from the computer and uses it to
create analogue and digital clock apps. They will explore displaying the time and converting the display
format between the 12 and 24 hour clock.
HA - I can write code that detects the time from the computer and displays it as a digital 24 hour clock
MA - I can create a mobile app that allows the user to choose between displaying the 12 and 24 hour clock
LA - I can create an app that displays an analogue clock with moving second, minute and hour hands, and
explain how my app works
For each lesson 4,5 save
the final app creation in
the ‘my school apps’
area.
6 Apply skills learn to design, plan,
create, test, debug and refine
apps
Use peer assessment to evaluate
and refine apps.
• We will design and create
programs using
decomposition (using
repetition, selection,
variables, procedures)
Use espresso coding Year 6 unit a lesson 6
Challenge
Challenge the children to design their own app - either a conversion app or one that uses variables to
set/change the properties of objects
Give out copies of the free code planning sheet (see email). Children design and then create their own apps
Key questions
Which measurements could you convert in your app?
What formula will you use?
How can you find the formula you need?
Where will you place the variables on the screen?
When might it be helpful to take notes?
For each lesson 6 save
the final app creation in
the ‘my school apps’
area.
Year 56 A1B Computing Medium term planner Programming
• We will use logical reasoning
to develop strategies for
debugging algorithms and
programs.
• We will design, test and
refine programs
• We will use programming
software to create
simulations.
We will know need to be precise
when creating sequences
What can you do if you get stuck?
Which app do you plan to redevelop or extend?
Can you find all the icons you need?
What do you think you might need to calculate?
How will the data be put in or displayed?
Evaluate
Children share their app with a partner and explain to each other what they have done, using key words
'values', 'conditions' and 'events'. They then suggest how they might develop their apps
Key questions
What do you like about your partner's app?
How could you develop your app?
Unit 6a Lesson 6: Your own app
In this lesson children will apply the computer programming concepts learned in Unit 6a to design,
create and debug programs. They will use logical reasoning to explain how their code executes.
HA - I can write code that uses variables to create an app which solves a challenge
MA - I can write formula in my code that uses variables in calculations or sets the properties of an object
LA - I can use computational thinking to design and create my app, and explain how I created it
7 extension Year 6 unit a lesson 7 debugging exercises