Scroll to content
Thomlinson Junior School home page

Thomlinson Junior School

Learning through experience and adventure

Computing Curriculum Content

Year 3

As our Year 3 children are new to the school, time is taken at the beginning of the year to introduce the children to the facilities, hardware and software available to them at TJS. This includes the Computer Room and classroom tablets, safely logging in and switching devices off and introducing them to Purple Mash, from where our curriculum content is based.

 

Once the children are familiar with the basics, we begin to introduce the full curriculum. As most of the children have not used Purple Mash before, we use the Crash Course in Coding for Year 3 and can switch the units around depending on the general skill level of the cohort. We try to complete the Online Safety unit first to provide a good grounding for the rest of the year.

 

Units

  • Online Safety Unit 3.2
    • Password safety, effective communication, checking for accurate information, age restrictions, cyberbullying.
  • Touch-Typing Unit 3.4
    • Comfortable seating position, keyboard terminology, specific keys, practise and speed.
  • E-mail (including email safety) Unit 3.5
    • Methods of communication, open and respond to emails, address books, using e-mail safely, adding attachments.
  • Year 3 Coding Crash Course
    • Introduction to coding, timers, repetition commands, if statements, debugging, introduction to variables.
  • Spreadsheets Unit 3.3
    • Create pie and bar charts, use ‘more than’, ‘less than’ and ‘equals’ tools, introduce ‘Advanced Mode’ in 2Calculate.
  • Branching Databases Unit 3.6
    • Introduce yes/no questions, contribute to and create own branching database.
  • Simulations Unit 3.7
    • Introduction to simulations and explore, analyse and evaluate simulations.
  • Graphing Unit 3.8
    • Enter data into a graph, answer questions, present results of investigation in graphic form.

Year 4

After studying computing at TJS for a year, the children are much more confident using the hardware and software available to them, as well as Purple Mash to aid in a whole range of curriculum outcomes, not just computing. The order of the units and decisions on whether or not to use the coding crash course is decided upon depending on the skill level of the cohort, based on assessment information from the previous year and initial assessments from the Year 4 teaching staff. Some aspects of the curriculum from Year 3 are repeated to ensure knowledge and skills are embedded.

 

Units

  • Coding Unit 4.1
    • Program design, if/else command, variables, repeat actions, timers, simulations, decomposition and abstraction.
  • Online Safety Unit 4.2
    • Identity theft, digital footprint, viruses and malware, plagiarism. effects of technology, screen time.
  • Spreadsheets Unit 4.3
    • Formula wizard, timer and spin, line graphs, budgeting.
  • Writing for Different Audiences Unit 4.4
    • Impact of font and style, communicating information.
  • Logo Unit 4.5
    • Language of Logo, simple instructions, repeat function, build features.
  • Animation Unit 4.6
    • Basic understanding of animation, onion skin tool, backgrounds and sounds, stop motion animation.
  • Effective Searching Unit 4.7
    • Locate information, search effectively, check the credibility of information.
  • Hardware Investigators Unit 4.8
    • Understand the different parts of a computer.

Year 5

By Year 5, the knowledge and understanding of the children in computing is growing and they have a much greater skill set, both from previous learning and from their own use of devices in a home setting. As in previous years, the order of the units and decisions on whether or not to use the coding crash course is decided upon depending on the skill level of the cohort, based on assessment information from the previous year and initial assessments from the Year 5 teaching staff. Some aspects of the curriculum from Year 3 and Year 4 are repeated to ensure knowledge and skills are embedded and built upon.

 

Units

  • Coding Unit 5.1
    • Vocabulary, design, simulation, number and text variables, combine statements and variables, read code, launch command.
  • Online Safety Unit 5.2
    • Impact of sharing digital content, SMART Rules, password security, image manipulation, referencing sources, validity and reliability of sources.
  • Spreadsheets Unit 5.3
    • Formula, count tool, advanced mode, text variables, simulation
  • Databases Unit 5.4
    • Search for information, contribute to collaborative database, create own database.
  • Game Creator Unit 5.5
    • Review and analyse a game, create settings, characters and quests, share games, evaluate peers’ games.
  • 3D Modelling Unit 5.7
    • Introduction to 2Design & Make, moving points, design for a purpose, printing and making.
  • Concept Maps Unit 5.8
    • Visual representation, concept maps, stage, nodes, connections, use of concept maps.

Year 6

By the time the children are in Year 6, they are basically competent in the everyday use of the hardware and software available to them in school. However, we are always aware that there may be some gaps in learning and that it is important to both identify these and address them as soon as possible. As in previous years, we take into account the general skill set of the cohort, based on previous learning and assessment from prior years, to decide on the order of the units and the level to pitch our lessons to. As previously stated, many of the key objectives from Years 3, 4 and 5 are revisited to improve retention of information, the ability to build on these skills and an awareness of the transition to secondary school in the coming year.

 

Units

  • Coding Unit 6.1
    • Planning and design skills, variables, functions, debugging, text input and interactivity, simulation.
  • Online Safety Unit 6.2
    • Location broadcasting, website security, personal information, digital footprint, online behaviour, screen time and positive and negative effects of technology.
  • Spreadsheets Unit 6.3
    • Probability, computational models, budgeting
  • Blogging Unit 6.4
    • Purpose and features of blogs, planning a blog, writing a blog, visual properties and effect on audience, contribute to blog, approval of posts and comments.
  • Text Adventures Unit 6.5
    • Plan and create a text adventure, plan and code a map-based text adventure.
  • Networks Unit 6.6
    • Understanding of the internet, LAN and WAN, accessing the internet, history and future of the internet and technology.
  • Quizzing Unit 6.7
    • Create a quiz for specific audience, question types, database searches.