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Text, images, advantages, disadvantages, communicate, font, style, template, desktop publishing, copy, paste, layout, purpose, benefits

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Digital device, input, output, process, program, connection, network, network switch, server, wireless access point (WAP)

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Forwards, backwards, turn, clear, go, commands, instructions, directions, left, right, plan, algorithm, route, program

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Technology, computer, mouse, trackpad, keyboard, screen, click, drag, input device, shift, spacebar, capital letter, full stop, safely, responsibly

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Made a map for our Beebot, then evaluated the map.

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Made a map for our Beebot, then evaluated the map.

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This unit introduces the learners to spreadsheets. They will be supported in organising data into columns and rows to create their own data set. Learners will be taught the importance of formatting data to support calculations, while also being introduced to formulas and will begin to understand how they can be used to produce calculated data. Learners will be taught how to apply formulas that include a range of cells, and apply formulas to multiple cells by duplicating them. Learners will use spreadsheets to plan an event and answer questions. Finally, learners will create charts, and evaluate their results in comparison to questions asked.

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Learners will develop their knowledge and understanding of using a computer to produce 3D models. Learners will initially familiarise themselves with working in a 3D space, moving, resizing, and duplicating objects. They will then create hollow objects using placeholders and combine multiple objects to create a model of a desk tidy. Finally, learners will examine the benefits of grouping and ungrouping 3D objects, then go on to plan, develop, and evaluate their own 3D model of a building.

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In this unit learners explore how data is transferred over the internet. Learners initially focus on addressing, before they move on to the makeup and structure of data packets. Learners then look at how the internet facilitates online communication and collaboration; they complete shared projects online and evaluate different methods of communication. Finally, they learn how to communicate responsibly by considering what should and should not be shared on the internet. Note: Some of the content in this unit was previously included in the Year 5 – ‘Computer systems and networks’ unit, so some learners may have already completed similar activities. Where this is the case, the context for the activity has been changed.

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This unit explores the links between events and actions, whilst consolidating prior learning relating to sequencing. Learners will begin by moving learning how to program LEGO. They will then explore movement of the LEGO models and program sounds to go with the movements. The unit concludes with learners designing and coding their own LEGO model with movement and sound.

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Learners will develop their understanding of how digital images can be changed and edited, and how they can then be resaved and reused. They will consider the impact that editing images can have, and evaluate the effectiveness of their choices.

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Learners will use a range of techniques to create a stop-frame animation using tablets. Next, they will apply those skills to create a story-based animation. This unit will conclude with learners adding other types of media to their animation, such as music and text.

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Learners will develop their understanding of digital devices, with an initial focus on inputs, processes, and outputs. They will also compare digital and non-digital devices. Next, learners will be introduced to computer networks, including devices that make up a network’s infrastructure, such as wireless access points and switches. Finally, learners will discover the benefits of connecting devices in a network.

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This unit develops learners’ understanding of instructions in sequences and the use of logical reasoning to predict outcomes. Learners will use given commands in different orders to investigate how the order affects the outcome. They will also learn about design in programming. They will develop artwork and test it for use in a program. They will design algorithms and then test those algorithms as programs and debug them.

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Learners will develop their understanding of technology and how it can help them in their everyday lives. They will start to become familiar with the different components of a computer by developing their keyboard and mouse skills. Learners will also consider how to use technology responsibly.

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In this unit, learners start to create vector drawings. They learn how to use different drawing tools to help them create images. Learners recognise that images in vector drawings are created using shapes and lines, and each individual element in the drawing is called an object. Learners layer their objects and begin grouping and duplicating them to support the creation of more complex pieces of work. In this unit children will use the Google Drawings app.

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A very snappy crocodile made from LEGO and programmed

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A very snappy crocodile made from LEGO and programmed

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Explaining how they coded the LEGO to make it move.

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Coding using LEGO

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Explaining how we created our models and coded them.

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Coding movement and sounds using LEGO WeDo

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Coding movement and sounds using LEGO WeDo

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Creating their own model and programming it to move.

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Creating their own model and programming it to move.

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Classes are developing their own padlets for Esafety 

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Classes are developing their own padlets for Esafety 

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Explorer task: Create custom fill colours. Add extra details to your building, e.g. bricks for the walls or wooden planks for the door

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Explorer task: Create custom fill colours. Add extra details to your building, e.g. bricks for the walls or wooden planks for the door

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Making different parts of the picture different colours.

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Making different parts of the picture different colours.