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Year 56 A1B Computing Medium term planner … 56 A1B Computing Medium term planner Programming ... variables are made up of three parts: a name, a type, a value

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Page 1: Year 56 A1B Computing Medium term planner … 56 A1B Computing Medium term planner Programming ... variables are made up of three parts: a name, a type, a value

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

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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?)

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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.

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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.

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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.

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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.

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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