Learning Challenge Computing ideas Assessment criteria

Were the Vikings really Create their own Viking-based game using Scratch in I can write programs that achieve a specific
vicious? which they will have a character collecting coins on goal.
invaded land whilst a ship makes its way from the
home lands to the invaded lands. Score will be I can solve problems by breaking them into
dependent on the players success in collecting coins. smaller parts.

This knowledge can then be applied to a game of I can use sequence in my programming (order
their choosing once the initial game is complete. instructions correctly to make it work).

I can work with variables (e.g. score) in my

programming.

I can explain why certain algorithms work the

way they do (e.g. why programming sections
make certain things happen).

I can spot and correct errors in programming.

 Learning Challenge Computing ideas
What makes the Earth Create their own i-Movie as a starter to the topic.
angry? They must collect their own images from the
internet to fulfill certain aspects of the movie e.g.
pictures of natural wonder, pictures of natural
disasters, pictures of the human impact and
aid/relief work. They will add captions to the movie
and can add voiceovers in parts. They can add some
theme music to the movie.
Each class (in groups) will create their own Wikis
about natural disasters, taking one different
disaster per group. They will fill their web page with
information that they gather from other internet
sources (where the need to be evaluative of online
content needs to be highlighted and taught e.g. is
the author/website reliable, have you checked the
information on more than one site etc.) and books.
They will add text, photographs, diagrams, links to
other websites, maps etc. to their page and form an
overall webpage.
Assessment criteria
I can search the internet safely and
responsibly.
I can save and retrieve images for use in
another app.
I can add text.
I can use sound recording technology.
I understand what a Wiki is and see it as an
example of how the internet offers
opportunities for collaboration and
communication.
I can use search technologies effectively.
I understand the importance of evaluating
online content and using multiple sites to
increase reliability of information.
I can use a range of internet services to
collect and present information.
 Learning Challenge Computing ideas Assessment criteria

What did we learn from the The children will use 3D architecture software I can combine a variety of software to design
Greeks? Google Sketchup to create their own 3D graphic and create content.
models of some Greek architecture, starting with
their own version of the pantheon, moving on to I can make my own 3D graphic model.
creating their own buildings/sites based on research
they do of greek architecture images. I can combine still images to make a virtual
tour video.
They will then create their own virtual video tour of
a building/site that will incorporate some images and
text that have been imported into the design.

The children will return to working with Scratch to I can detect and correct errors in
work on debugging. A maze game will be created (to programming.
link in with the Minator story from Greek
mythology) with a number of programming errors I can use logical reasoning to explain how
within the script. They will have to use their logical algorithms work.
reasoning and understanding of how programming
works to detect and correct errors in the script to
enable the game to work as it should.

E-safety week will be towards the end of this half- I can use technology safely, respectfully and
term so classroom activities based around e-safety responsibly.
will be done in and around that week. I can recognise acceptable/unacceptable
behaviour.
I can identify a range of ways to report
concerns about content and contact.
 Learning Challenge Computing ideas Assessment criteria

Whole school theme Will be able to assist with ideas when we know the
theme.
Why do I get the right to Use the iPad app Morfo to speak as the Henry Hunt I can use sound recording technology.
vote? (a key character in the Peterloo Massacre) to show
their understanding of the events. I can work with different forms of input and
output.

I can use software to present my learning.

Use this half term to do work around how computer I understand the basics of a computer
networks (both local and global) work and to look at network.
how search engines work to select and rank results.
I understand how search results are found
and ranked by search technologies.
 Learning Challenge Computing ideas Assessment criteria

What makes London a cool Use the internet website Scribblemaps to create an I can combine a variety of internet services
city? interactive map of the centre of London, to create new content.
incorporating information and images linked to key
sight-seeing spots and route-planning between them. I can search safely and responsibly for
images and information to use in my project.

Use the London tube map for some non-digital

algorithm and debugging work. The children will have I can write and design programs to achieve a
to work out the algorithms needed to get the person given goals.
they are guiding through London to different stops
on the underground map. The focus will be making I can detect and correct errors in a program
instructions sequential and specific so that no error to achieve a given goal.
can be made. They will take the form of: Get on
Circle line at Kings Cross, travel 3 stops, get off and
swap to Victoria Line, travel 4 stops etc.

Use the above work to build on debugging skill also -

give children start/end points for a journey and a
set of instructions with errors to be found and
corrected.

Try and find a school to link with via the blogs in I understand that the internet offers a wide
London to discuss similarities and differences with range of opportunities for collaboration and
Manchester. communication.
National Curriculum for KS2

* Design, write and debug programs that accomplish specific goals, including controlling or simulating physical
systems; solve problems by decomposing them into smaller parts
* Use sequence, selection, and repetition in programs; work with variables and various forms of input and
output
* Use logical reasoning to explain how some simple algorithms work and to detect and correct errors in
algorithms and programs
* Understand computer networks including the internet; how they can provide multiple services, such as the
world wide web; and the opportunities they offer for communication and collaboration
* Use search technologies effectively, appreciate how results are selected and ranked, and be discerning in
evaluating digital content
* Select, use and combine a variety of software (including internet services) on a range of digital devices to
design and create a range of programs, systems and content that accomplish given goals, including collecting,
analysing, evaluating and presenting data and information
* Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a
range of ways to report concerns about content and contact.