{"text_format":"1","workbook":"xlsx","n_sheets":3,"sheets":["Information","Details","Coding Catch-Up units"],"not_rendered":{"charts":0,"images":4,"macros":1,"external_links":0,"defined_names":4,"comments":2,"pivot_tables":0},"unopened":[],"bounds":{"document_bytes":16777216,"sheet_cells":100000,"rows_first":2000,"rows_last":500,"rows_between":2000,"halvings":0,"cell_chars":16384,"cell_head_chars":4096},"cells_cut":0,"cells_raw":0,"read":"whole","date_system":"1900"}

{"sheet":"Information","index":0,"n_rows":33,"n_cols":4,"rows_kept":33,"cut":false,"hidden":false,"merged":[[2,1,2,3],[6,1,6,2],[7,1,7,2],[8,1,8,2],[9,1,9,2],[24,1,24,2],[25,1,25,2],[27,1,27,2],[3,1,3,3],[14,1,14,2],[15,1,15,2],[16,1,16,2],[22,1,22,2],[23,1,23,2],[26,1,26,2],[4,1,4,3],[5,1,5,3]]}
[]
[]
[null,"This document provides an overview to the contents of every lesson in the Computing Scheme of Work. \nPlease note that units do not have to be taught in order with the exception of unit 1.1, which provides an introduction to Purple Mash. "]
[null,"Make use of the filtering to provide an overview of where particular objectives in the curricula are taught or to show progression in the repeated units such as Online Safety, Coding and Spreadsheets."]
[null,"Vocabulary is listed when it is first used in the unit. Children will develop a deeper understanding of specialised vocabulary used as they progress through the lessons and through linked units. Words in italics are those recapped at the start of the unit but introduced in the previous linked unit e.g. Coding Y1 words recapped at the start of Y2 Coding."]
[]
[null,"The following resources are also recommended when delivering the scheme."]
[null,"Quick Start Guide"]
[null,"Main Overview: This details how to select units and tailor the scheme to your school."]
[null,"Year Groups Overviews: These provide Learning objectives for each unit and details of links to the curriculum requirements.",null,"Year 1"]
[null,null,null,"Year 2"]
[null,null,null,"Year 3"]
[null,null,null,"Year 4"]
[null,null,null,"Year 5"]
[null,"Assessment Documentation:",null,"Year 6"]
[null,"In this area are a variety of resources that can be used specifically to assess Computing attainment and progression"]
[null,"There are also examplar statements for each unit to aid you in making assessments. ",null,"Year 1 assessments"]
[null,null,null,"Year 2 assessments"]
[null,null,null,"Year 3 assessments"]
[null,null,null,"Year 4 assessments"]
[null,null,null,"Year 5 assessments"]
[null,null,null,"Year 6 assessments"]
[null,"Key Terms Explained Videos"]
[null,"Use these teacher videos to understand keys terms within the Computing curriculum."]
[null,"Vocabulary Documentation"]
[null,"Definitions of key terms used in each unit."]
[]
[null,"Unit Resources - From the year group page, navigate to a page for each of the units.\nEach unit page contains:"]
[null,null,"A PDF planning document"]
[null,null,"A slideshow for each lesson with accompanying notes"]
[null,null,"A Knowledge Organiser"]
[null,null,"All resources required to deliver the lessons; the use of these is further detailed in the PDF plan and linked to in the slideshows."]
[null,null,"A teacher video to accompany each lesson - Coding and Spreadsheet units only."]

{"sheet":"Details","index":1,"n_rows":131,"n_cols":26,"rows_kept":131,"cut":false,"hidden":false,"merged":[[102,25,107,25],[115,25,122,25],[123,25,130,25],[108,25,110,25],[111,25,114,25],[60,25,63,25],[82,25,87,25],[88,25,91,25],[92,25,97,25],[98,25,101,25],[79,25,81,25],[48,25,53,25],[64,25,69,25],[70,25,73,25],[74,25,78,25],[1,25,2,25],[3,25,6,25],[7,25,8,25],[9,25,12,25],[13,25,18,25],[39,25,44,25],[19,25,24,25],[25,25,27,25],[34,25,38,25],[28,25,33,25],[45,25,47,25],[54,25,59,25]]}
[null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"Assessment Statements"]
[null,null,null,null,null,null,null,null,null,"National Curriculum Links",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"Statements are given for the unit as a whole - see Lesson 1 of the unit."]
["Year","Unit Number","Unit Title","Lesson","Lesson Title","Aims","Success Criteria","Vocabulary","Tools used",1.1000000000000001,1.2,1.3,1.4,1.5,1.6,2.1,2.2000000000000002,2.2999999999999998,2.4,2.5,2.6,2.7,"Strand","Education for a Connected World","KCSIE 4C's - Content, Contact, Conduct, Commerce"]
[1,1.1000000000000001,"Online Safety & Exploring Purple Mash",1,"Safe Logins ","• To log in safely and understand why that is important. \n• To create an avatar and to understand what this is and how it is used. \n• To be able to create a picture and add their own name to it. \n• To start to understand the idea of ‘ownership’ of creative work. \n• To save work to the My Work area and understand that this is private space. ","Children can log in to Purple Mash using their own login. \nChildren have created their own avatar and understand why they are used. \nChildren can add their name to a picture they created on the computer.  \nChildren are beginning to develop an understanding of ownership of work online. \nChildren can save work into the My Work folder in Purple Mash and understand that this is a private saving space just for their work. ","Login\npassword\nprivate\nhome screen\nwork area\navatar\nicon\ntyping\nsaving\nlog out","Paint Projects",null,null,null,null,null,1,null,null,null,null,null,null,null,"IT","Online Reputation\nManaging online information\nPrivacy and security\nCopyright & ownership\nSelf-image and identity","Content, Conduct.","Emerging\nWith support, children demonstrate an awareness of online safety using their own private usernames and passwords for Purple Mash (Unit 1.1 Lesson 1). This can be assisted by using printed login cards. Children take ownership of their work and save this in their own private space (Unit 1.1 Lesson 1).\nExpected\nChildren demonstrate an understanding of the importance of online safety, using their own private usernames and passwords for Purple Mash (Unit 1.1 Lesson 1). \nMost children will be able to demonstrate an understanding of the reasons for keeping their password private including talking about the meaning of ‘private information’ (Lesson 1) and actively demonstrate this in lessons (Throughout all lessons in Unit 1.1). \nChildren take ownership of their work and will be able to save their work, using a memorable file name, to their own personal space on Purple Mash and understand that this can be retrieved later Unit 1.1 Lesson 1. Most children will be able to add their name to their picture in lesson 1.\nIn lesson 2, most children will be able to explain that their teacher was able to connect with them online to leave a message in Purple Mash. They could contribute to the class discussion relating this to other forms of digital communication.\nMost children will be able to give a simple explanation of the way to word comments online when given the example of their teacher commenting upon their work. Throughout this unit most children will be able to contribute their ideas about communicating appropriately and relate online and off-line appropriate behaviour.\nMost children will be able to open Purple Mash and use the search bar within Purple Mash to find resources (lesson 2). They can suggest appropriate words to search with to find the results that they are looking for.\nExceeding\nChildren demonstrate an understanding of the importance of online safety using their own private usernames and passwords for Purple Mash. Children understand the importance of keeping information, such as their usernames and passwords private and actively demonstrate this in lessons. Children take ownership of their work and save this in their own private space. Children demonstrating greater depth understand the principle but not the terminology of ‘intellectual property’ e.g., children might say ‘I am saving my work, in my folder because I have created it and it belongs to me’."]
[1,1.1000000000000001,"Online Safety & Exploring Purple Mash",2,"My Work Area  ","• To learn how to find saved work in the Online Work area.  \n•To learn about what the teacher has access to in Purple Mash. \n• To learn how to see messages left by the teacher on their work. \n• To learn how to search Purple Mash to find resources. ","• Children can find their saved work in the Online Work area of Purple Mash.\n• Children can find messages that their teacher has left for them on Purple Mash. \n• Children can search Purple Mash to find resources. ","alert\nnotification\ncommunication\ndevice\nsearch\nfilter\nshared folders\nfilename \n","2Connect",0,0,0,0,0,1,null,null,null,null,null,null,null,"IT","Online Reputation\nManaging online information\nPrivacy and security\nCopyright & ownership\nSelf-image and identity","Content, Conduct. Contact."]
[1,1.1000000000000001,"Online Safety & Exploring Purple Mash",3,"Purple Mash Topics ","• To become familiar with the types of resources available in the Topics section. \n• To become more familiar with the icons used in the resources in the Topics section. \n• To start to add pictures and text to work. ","• Children will be able to use the different types of topic templates in the Topics section confidently. \n• Children will be confident with the functionality of the icons in the topic templates. \n• Children will know how to use the different icons and writing cues to add pictures and text to their work. ","Topic Area\nwriting template\ntextbox\ntoolbar\nmenu\nthink about box","Writing template (2Publish)",0,0,0,0,0,1,null,null,null,null,null,null,null,"IT","Online Reputation\nManaging online information\nPrivacy and security\nCopyright & ownership\nSelf-image and identity","Content, Conduct"]
[1,1.1000000000000001,"Online Safety & Exploring Purple Mash",4,"Purple Mash Tools  ","• To explore the Tools area of Purple Mash and to learn about the common icons used in Purple Mash for Save, Print, Open, New. \n• To explore the Games area on Purple Mash. \n• To understand the importance of logging out when they have finished. ","• Children have explored the Tools section on Purple Mash and become familiar with some of the key icons: Save, Print, Open and New. \n• Children have explored the Games section and looked at Table Toons (2x tables). \n• Children can log out of Purple Mash when they have finished using it and know why that is important.  ","Purple Mash Tools\nbutton\n","2Count\n2Explore",null,null,null,null,null,1,null,null,null,null,null,null,null,"IT","Online Reputation\nManaging online information\nPrivacy and security\nCopyright & ownership\nSelf-image and identity","Content, Conduct"]
[1,1.2,"Grouping & Sorting",1,"Sorting Away from the Computer ","To sort items using a range of criteria.","Children can sort various items offline using a variety of criteria. \n","sort\ncriteria\ndescribe\nmore than\nless than\nequal",null,1,null,null,null,null,null,null,null,null,null,null,null,null,"CS",null,null,"Emerging\nWith support, children can physically sort items using a limited number of given criteria (Unit 1.2 Lesson 1).  Using Purple Mash, children can sort items into two clearly defined groups using given criteria (Unit 1.2 Lesson 2).\nExpected\nWith support, children can physically sort items using a limited number of given criteria (Unit 1.2 Lesson 1).  Using Purple Mash, children can sort items into two clearly defined groups using given criteria (Unit 1.2 Lesson 2).\nExceeding\nChildren demonstrate their depth of understanding by creating their own criteria for items against which they can physically sort, collate, edit, present, search through, re-order and re-structure and explain their reasoning (Unit 1.2 Lesson 1).  Using Purple Mash, children can also sort items into Venn diagrams using given criteria (Unit 1.2 Lesson 2)."]
[1,1.2,"Grouping & Sorting",2,"Sorting on the Computer ","To sort items on the computer using the ‘Grouping’ activities in Purple Mash.","Children have used Purple Mash activities to sort various items online using a variety of criteria. ","groups\nalgorithm\n","2DIY",1,null,null,null,null,null,null,null,null,null,null,null,null,"CS"]
[1,1.5,"   Maze Explorers",1,"Challenges 1 and 2","To understand the functionality of the basic direction keys in Challenges 1 and 2.\n To be able to use the direction keys to complete the challenges successfully.","Children know how to use the direction keys in 2Go to move forwards, backwards, left and right. \nChildren know how to add a unit of measurement to the direction in 2Go Challenge 2. \nChildren know how to undo their last move. \nChildren know how to move their character back to the starting point. "," direction\nforwards\nbackwards\nleft\nright\nkeys\nchallenge\nundo\nrewind\nroute\ndelete   command     Unit","2Go",1,1,1,null,null,null,null,null,null,null,null,null,null,"CS",null,null,"Emerging\nChildren can use the buttons to move their character purposefully. \nThey move one step at a time towards the goal rather than anticipating several steps. \nIn (Unit 1.5 Lesson 2), they needed support with challenges 4 and 5 which require anticipating several steps.\nChildren can tackle challenges 4-6 with support, though they might not complete all challenges.  \nThey are starting to be able to work out why their program doesn’t work as they expect and know that it is due to the instructions which they are inputting rather than a fault with the computer understanding the instructions.\nWith support, children can explain the possible ways to make their turtle move.  When looking at a program they can ‘read’ the code one line at a time but might not be able to envision the bigger picture of the overall effect of the program. When presented with an example from challenges 4-6, they will struggle to work out where the turtle will end up at the end of the program but will know that it will move.\nExpected\nChildren can use the buttons to move their character purposefully.  \nThey can plan their moves several steps at a time towards the goal rather than one step at a time.  \nIn (Unit 1.5 Lessons 2 & 3), they were able to complete challenges 4 and 5 which require anticipating several steps.\nIn (Unit 1.5 Lessons 2 & 3), children can complete challenges 4 and 5 which require anticipating several steps to build a program.  \nThey know that any unexpected outcome is due to the code that they have created and make logical attempts to try to fix this code rather than attributing it to a fault with the computer understanding the instructions.\nChildren can explain the possible ways to make their turtle move in the different levels of 2Go.  When looking at a program they can ‘read’ the code one line at a time and make good attempts to envision the bigger picture of the overall effect of the program. When presented with an example from challenges 4-6, they can sometimes work out where the turtle will end up at the end of the program and when they are incorrect, they will make good attempts to work out why.\nMost children will be able to save their 2go maze files, using a memorable file name, to their own personal space on Purple Mash and understand that this can be retrieved later Unit 1.5 Lesson 4.\nUsing 2Go, children can use simple direction keys in conjunction with a number pad (add a unit of measurement) to move an on-screen character to specific locations on a screen. They demonstrate that their sequence of buttons relates to their thinking of how to solve a problem of getting character from point A to point B (Unit 1.5. Lesson 1). As children move through this unit, they demonstrate an ability to successfully use diagonal direction keys combined with number pad to refine their solution for solving a problem (Unit 1.5. Lessons 2 to 3).\nMost children can make a screen character ‘sprite’ navigate to a specific place using 2Go. Using strategies such as drawing the route with their finger, counting squares with a grid and testing how many squares each command moves the character, the children have broken down a problem to solve a solution (Unit 1.5. Lesson 1). Children can use the ‘list’ feature in 2Go to generate an algorithm to solve a given problem. They test their instructions until they finally make an algorithm which works (Unit 1.5. Lesson 2). Their skill of breaking down a problem to solve it is evident in their ability to create increasingly longer and more complex algorithms, including number of units moved and diagonal controls (Unit 1.5. Lessons 3 & 4).\nMost children can change an algorithm to create a different outcome when using 2Go. Their skill at debugging an algorithm and then changing it to perform an intended outcome is secure. Children use alternative algorithms to achieve the same outcomes, beginning to understand refinement of instruction (Unit 1.5. Lesson 3).\nExceding\nChildren choose to plan their moves several steps at a time towards the goal even reaching the goal in one ‘run’ of the program rather than one step at a time.  \nIn (Unit 1.5 Lessons 2 & 3, they were able to complete challenges 4 - 6 which require anticipating several steps with ease. \nChildren challenge themselves by creating their own complex challenges.\nChildren choose to plan their moves several steps at a time towards the goal. \nIn (Unit 1.5 Lessons 2 & 3), they can complete challenges 4 - 6 which require anticipating several steps with ease. \nChildren challenge themselves by creating their own complex challenges.  \nThey intuitively debug their code knowing that any unexpected outcome is down to the code and not the computer’s understanding.\nChildren can explain the possible ways to make their turtle move in the different levels of 2Go.  When looking at a program they can ‘read’ the code one line and envision the bigger picture of the overall effect of the program. When presented with an example from challenges 4-6, they can often work out where the turtle will end up at the end of the program and when they are incorrect, they are able to work out why."]
[1,1.5,"   Maze Explorers",2,"Challenges 3 and 4 ","To understand the functionality of the basic direction keys in Challenges 3 and 4.\nTo understand how to create and debug a set of instructions (algorithm).  \n","Children can use diagonal direction keys to move the characters in the right direction. \nChildren know how to create a simple algorithm. \nChildren know how to debug their algorithm. ","algorithm\ndebug\n","2Go",1,1,1,null,null,null,null,null,null,null,null,null,null,"CS"]
[1,1.5,"   Maze Explorers",3,"Challenges 5 and 6 ","To use the additional direction keys as part of their algorithm.\nTo understand how to change and extend the algorithm list.\nTo create a longer algorithm for an activity.","Children can use the additional direction keys to create a new algorithm. \nChildren can challenge themselves by using the longer algorithm to complete challenges. ",null,"2Go",1,1,1,null,null,null,null,null,null,null,null,null,null,"CS"]
[1,1.5,"   Maze Explorers",4,"Setting More Challenges ","To provide an opportunity for the children to set challenges for each other. \nTo provide an opportunity for the teacher to add these challenges to a display board for the class to try.\n","Children can change the background images in their chosen challenge and save their new challenge. \nChildren have tried each other’s challenges. ",null,"2Go",1,1,1,null,null,null,null,null,null,null,null,null,null,"CS"]
[1,1.7,"Coding",1,"Instructions  ","To understand what instructions are.\nTo predict what will happen when instructions are followed.\nTo understand that computer programs work by following instructions called code.\n\n","Children can give and follow instructions.  \nChildren can draw symbols to represent instructions. \nChildren can arrange code blocks to create a set of instructions. ","instructions\nalgorithm\ncode\nprogrammer\ncoding\nsoftware\ncode blocks\nobject\naction\n","2Code",1,1,1,null,null,null,null,null,null,null,null,null,null,"CS",null,null,"Emerging\nChildren have a basic understanding that coding involves writing instructions that a computer can follow. \nThey are developing their understanding that these instructions must be precise and carefully structured through their work making simple one and two Stage programs (for example in programs where they make an object move when clicked on).\nWith support, children can create a simple one Stage program that achieves a specific purpose. (In Unit 1.7 Lesson 2, they can make a fish object move).  \nWith support, they can create a scene (Unit 1.7 Lesson 5) and plan to make  objects move (Unit 1.7 Lesson 6). \nChildren are beginning to understand that they can correct unexpected outcomes by changing the code and they make attempts to identify the source of bugs.\nWith support, children can explain the possible actions of objects including movement and sound. When looking at a simple program they can ‘read’ the code one line at a time and predict what will happen but might not be able to envision the bigger picture of the overall effect of the program. \nWith support, children can manipulate how their program looks using the 2Code design mode, by adding and changing objects (Unit 1.7 Lesson 5). They can create a program that controls an object.\nExpected\nChildren can both give and receive verbal instruction to achieve a simple outcome such as getting from one point of the classroom to the other whilst avoiding obstacles. Furthermore, they can use printed block-based code to also articulate a simple set of instructions (Unit 1.7 Lesson 1). \nChildren can apply off-screen block code to on-screen block code within 2Code (Unit 1.7 Lessons 2, 3).\nChildren can consider a variety of factors when coding, including the way that the program is designed (Unit 1.7 Lesson 5).  They can then design programs that control the look and the actions of objects.\nTheir designs show that they have thought about the need for precise, purposeful, ordered instructions. For example, (Unit 1.7 Lesson 6), they consider the kinds of actions they know to be possible when designing their program.\nChildren think about the program they are making with reference to the objects, the actions and the output e.g. they know that an object will get clicked on and then an object will do something in response (Unit 1.7 Lesson 6). They can then construct their code purposefully to make objects interact.  Using the 2Code design mode, children can manipulate how their program looks by adding and changing objects. \nThey can break a problem down into small chunks and then combine it to see an outcome e.g. combine two parts of code “When we click the red bubble, red bubble hides.”\nThey know that any unexpected outcome is due to the code that they have created and make logical attempts to try to fix this code rather than attributing it to a fault with the computer understanding the instructions.\nWhen looking at a program they can ‘read’ the code one line at a time and make good attempts to envision the bigger picture of the overall effect of the program. \nExceding\nChildren can consider a variety of factors when coding including the way that the program is designed.  They can then design programs that control the look and the actions of objects.  \nChildren will try, test and often succeed in using code blocks that are new to them and that haven’t been explained (e.g. event in Unit 1.7 Lesson 2 and Sound in Unit 1.7 Lesson 3). They intuitively debug their code knowing that any unexpected outcome is down to the code and not the computer’s understanding.\nWhen looking at a program they can ‘read’ the code one line at a time and take account of the nesting of lines of code inside each other e.g. the action of a click event.  Children can explain the possible actions of objects including moving and responding to being clicked on.  \nThey can also use their prior coding experience to recognise whole blocks of familiar code instead of reading line by line which helps them to envision the bigger picture of the overall effect of the program.\nUsing the 2Code design mode and the properties table, children can manipulate how their program looks (Unit 1.7 Lesson 5). They can create a program that controls multiple objects (Unit 1.7 Lesson 6)."]
[1,1.7,"Coding",2,"Objects and Actions ","To use code to make a computer program.\nTo understand what objects and actions are.\n","Children can create a program using code blocks. \nChildren can use object and action code blocks.   ","2Do\ncommand\nDesign View\nCode view\ndebug\\ debugging\nrun","2Code",1,1,1,null,null,null,null,null,null,null,null,null,null,"CS"]
[1,1.7,"Coding",3,"Events ","To understand what an event is.\nTo use an event to control an object.\n","Children can create a simple program using code blocks. \nChildren can use event, object and action code blocks. ","event\nclick\nsound\nwhen clicked\noutput","2Code",1,1,1,null,null,null,null,null,null,null,null,null,null,"CS"]
[1,1.7,"Coding",4,"When Code Executes ","To understand what an event is.\nTo begin to understand how code executes when a program is run.\n","Children can create a simple program using code blocks. \nChildren can use event, object and action code blocks. \nChildren can notice when their code executes when their program is run. ","execute\n","2Code",1,1,1,null,null,null,null,null,null,null,null,null,null,"CS"]
[1,1.7,"Coding",5,"Setting the Scene ","To understand what backgrounds and objects are.\nTo understand how to use the scale property.\n","Children can edit a scene by adding, deleting and moving objects. \nChildren can change the size of objects using the properties table. ","background\nscale\nscene\nproperties\n","2Code",1,1,1,null,null,null,null,null,null,null,null,null,null,"CS"]
[1,1.7,"Coding",6,"Using a Plan  ","To plan a computer program.\nTo make a computer program.\n","Children can create a design plan for their Free Code Scene program. \nChildren can use code to make the program they have designed work.  ","plan","2Code",1,1,1,null,null,null,null,null,null,null,null,null,null,"CS"]
[2,2.1,"Coding",1,"Algorithms","To understand what an algorithm is.\nTo create a computer program using an algorithm.","Children can explain that an algorithm is a set of instructions.\nChildren can describe the algorithms they created.\nChildren can explain that for the computer to make something happen, it needs to follow clear instructions.","instruction\nalgorithm\nevent\nobject\naction\ncommand\nscene\nbackground\nproperties\nscale\nclick events\ncollision detection\npredict","2Code",1,1,1,null,null,null,null,null,null,null,null,null,null,"CS",null,null,"Emerging\nChildren know that an algorithm is related to giving instructions. They can relate a simple one-step algorithm to the outcome of code in Free code Chimp. For example, in Lesson 1 they have been able to make a program that follows the algorithm e.g. ‘when the helicopter is clicked it takes off’.\nWith support, children can create a simple one step program that achieves a specific purpose. With support, children can identify and correct errors (Unit 2.1 Lesson 6).\nWith support, children can identify the parts of an algorithm that control and initiate specific actions. Based on this, with support, children can predict what will happen in a program (Unit 2.1 Lesson 4).\nExpected\nChildren can explain that an algorithm is a set of instructions to complete a task. They have turned algorithms of more than one step into code using free code Chimp. For example, in Lesson 4 and 5 they have been able to make a program that follows their algorithm e.g. ‘when the animal is clicked it moves forward then turns right’. Children show an awareness of the need to be precise in their designs so that algorithms can be successfully translated into code. (Unit 2.1 Lesson 5).\nChildren use a planning format on paper before implementing on screen within 2Code as they recognise this is the best approach for designing a solution.\nThey can use the Design Mode within 2Code to carefully see how their planned program will look and are able to switch into Code Mode to apply movements to objects (Unit 2.1. Lesson 4). They confidently include objects, actions, events and outputs successfully within their 2Code programs.\nChildren can talk through code which contains a timer command, explaining where this command is positioned and what will happen (Unit 2.1. Lesson 3). Children can predict program outcomes and attempt to debug. For example, (Unit 2.1 Lesson 6). Children can identify the parts of a program that respond to specific events and initiate specific actions. Based on this, children can predict and describe, using a cause and effect sentence, what will happen in a program. (Unit 2.1 Lesson 6).\nChildren can debug their own and other’s programs using design documentation to test against (Unit 2.1 Lesson 6).\nExceeding\nChildren can explain and give examples that an algorithm is a set of instructions to complete a specific task. They can create complex and logical algorithms of several steps that accomplish the aim of the task that can be easily utilized to create executable code. Children show an awareness of the need to be precise in their designs so that algorithms can be successfully translated into code (Unit 2.1 Lesson 5).\nChildren can create more complex programs that utilize all the coding constructs that they have learnt about and extend their own learning by trying out different ways to code that achieve a specific purpose. Children can identify and correct errors. For example, (Unit 2.1 Lesson 6). An exceeding pupil will be able to apply their knowledge as a transferable skill across a range of debugging scenarios including making logical attempts to debug their own more complex code.\nChildren can identify the parts of a program that respond to specific events and initiate specific actions. Based on this, children can adopt a systematic approach for predicting the behaviour of programs. Furthermore, using cause and affect language, Children can reason in detail about what will happen in a program. For example, (Unit 2.1 Lesson 5)."]
[2,2.1,"Coding",2,"Collision Detection"," To create a program using a given design.\nTo understand the collision detection event.\n","Children can plan an algorithm that includes collision detection.\nChildren can create a program using collision detection.\nChildren read blocks of code and predict what will happen when it is run.","interaction\ncollision detection event\ncollision detection action\nimage\nimplement","2Code",1,1,1,null,null,null,null,null,null,null,null,null,null,"CS"]
[2,2.1,"Coding",3,"Using a Timer","To understand that algorithms follow a sequence.\nTo design an algorithm that follows a timed sequence.\n","Children can create a program that uses a timer-after command.\nChildren can explain what the timer-after command does in their program.\nChildren can predict what will happen in a program that includes a timer-after command.","timer\ninterval\nsequence\noutput","2Code",1,1,1,null,null,null,null,null,null,null,null,null,null,"CS"]
[2,2.1,"Coding",4,"Different Object Types","To understand that different objects have different properties.\nTo understand what different events do in code.\n","Children can create a computer program that includes different objects types.\nChildren can modify the properties of an object.\nChildren can use different events in their program to make objects move.","properties\nturtle object\nwhen key event\nwhen swiped event\nwhen clicked event","2Code",1,1,1,null,null,null,null,null,null,null,null,null,null,"CS"]
[2,2.1,"Coding",5,"Buttons","To create a program using a given design.\nTo understand the function of buttons in a program.\n","Children can create a computer program that includes a button object.\nChildren can explain what a button does in their program.\nChildren can modify the properties of a button to fit their program design.","button\nobject name\ntext","2Code",1,1,1,null,null,null,null,null,null,null,null,null,null,"CS"]
[2,2.1,"Coding",6,"‘Smelly Code’ Debugging","To know what debugging means.\nTo understand the need to test and debug a program repeatedly.\nTo debug simple programs.","Children can explain what debug (debugging) means.\nChildren can use a design document to start debugging a program.\nChildren can debug simple programs.","bug\ndebugging\ntest","2Code",1,1,1,null,null,null,null,null,null,null,null,null,null,"CS"]
[2,2.2000000000000002,"Online Safety",1,"Searching and Sharing","To know how to refine searches using the Search tool.\nTo know how to share work electronically using the display boards.\nTo use digital technology to share work on Purple Mash to communicate and connect with others locally.\nTo have some knowledge and understanding about sharing more globally on the Internet.","Children can use the search facility to refine searches on Purple Mash by year group and subject.\nChildren can share the work they have created to a display board.\nChildren understand that the teacher approves work before it is displayed.\nChildren are beginning to understand how things can be shared electronically for others to see both on Purple Mash and the Internet. ","search\nfilter\ninternet\nsharing\ndisplay board","Writing template (2Publish)",null,null,null,null,null,1,null,null,null,null,null,null,null,"DL","Self-image and identity\nOnline relationships\nOnline reputations\nPrivacy and security","Content, Contact, Conduct","Emerging\nWith support, children are beginning to understand how to use the Purple Mash search bar and know the implications of inappropriate searches (Unit 2.2 Lesson 1). With support, they can share their work using the display board (Unit 2.2 Lesson 1).\nFurthermore, using 2Respond activities, the children develop an understanding of how to use email safely and responsibly (Unit 2.2 Lesson 2). They also know how to report inappropriate content to their teacher.\nExpected\nChildren understand how to use the Purple Mash search bar and know the implications of inappropriate searches (Unit 2.2 Lesson 1). \nMost children will be able to explain what a digital footprint is, that it is permanent and their online behaviour influences what it shows (lesson 3).\nMost children will be able to give reasons for keeping their password safe that include protecting their personal information.\nMost children will be able to express the good and bad sides of digital technology. In lesson 3, they can give examples of positive effects on life as well as negative.\nChildren add their name to work but show a differentiation between full name and first name only when information is to be shared online.\nMost children will be able to share their work to a Display Board (lesson 1). By sharing their work using the display board, children begin to understand how things are shared electronically (Unit 2.2 Lesson 1).\nMost children will be able to open and respond to simulated emails in 2Email (lesson 2)\nMost children will be able to open and send email responses to simulated emails in 2Email (Unit 2.2 Lesson 2). Furthermore, using 2Respond activities the children develop an understanding of how to use email safely and responsibly (Unit 2.2 Lesson 2). They also know how to report inappropriate content to their teacher.\nExceeding\nChildren understand how to use the Purple Mash search bar (Unit 2.2 Lesson 1) and for greater depth can refine searches using Boolean search terms (AND, OR, NOT).\nThey know the implications of inappropriate searches. Children can share their work using the Display Board and begin to understand how things are shared electronically (Unit 2.2 Lesson 1). Furthermore, using 2Respond activities, the children develop an understanding of how to use email safely and responsibly (Unit 2.2 Lesson 2).\nThey also know how to report inappropriate content to their teacher."]
[2,2.2000000000000002,"Online Safety",2,"Email using 2Respond","To introduce Email as a communication tool using 2Respond simulations.\nTo understand how we talk to others when they are not there in front of us.\nTo open and send simple online communications in the form of email.","Children know that Email is a form of digital communication.\nChildren understand how 2Repond can teach them how to use email.\nChildren can open and send an email to a 2Respond character.\nChildren have discussed their own experiences and understanding of what email is used for.\nChildren have discussed what makes us feel happy and what makes us feel sad.","email\nattachment\nreply\npersonal information\nprivate information","2Email",null,null,null,null,null,1,null,null,null,null,null,null,null,"DL","Self-image and identity\nOnline relationships\nOnline reputations\nPrivacy and security","Content, Contact, Conduct"]
[2,2.2000000000000002,"Online Safety",3,"Digital Footprint","To understand that information put online leaves a digital footprint or trail.\nTo begin to think critically about the information they leave online.\nTo identify the steps that can be taken to keep personal data and hardware secure","Children can explain what a digital footprint is.\nChildren can give examples of things that they would not want to be in their digital footprint.","digital footprint\nprotection\nidentifying\nsecure","2Quiz",null,null,null,null,null,1,null,null,null,null,null,null,null,"DL","Self-image and identity\nOnline relationships\nOnline reputations\nPrivacy and security","Content, Contact, Conduct"]
[2,2.2999999999999998,"Spreadsheets",1,"Introduction to Spreadsheets ","To understand what a spreadsheet is used for.\nTo understand what a spreadsheet looks like.\nTo be able to navigate around a spreadsheet and enter data.\nTo learn new vocabulary related to spreadsheets.","Children can navigate around a spreadsheet. \nChildren can enter data into cells. \nChildren can explain what rows and columns are. ","spreadsheet\nrow\ncolumn\ncell\ndelete\ncalculations\nselect","2Calculate",null,null,null,1,null,null,null,null,null,null,null,null,null,"IT",null,null,"Emerging\nWith support, children can open, edit and save sheets in 2Calculate (Throughout Unit 2.3). Children can enter a small set of data into cells (Throughout Unit 2.3). With support, they can allocate a value to an image (Unit 2.3 Lesson 1) and manipulate data using copying, cutting and pasting allowing them to solve puzzles (Unit 2.3 Lesson 2) - support in the form of a visual prompt may be given here to aid children in using keyboard short cuts). Children use images and can present data in a variety of ways (Unit 2.3 Lesson 4).\nExpected\nUsing the 2Calculate spreadsheet, children can open, edit and save sheets (Throughout Unit 2.3). Children can enter data into cells (Throughout Unit 2.3), allocate a value to an image (Unit 2.3 Lesson 1) and manipulate data using copying, cutting and pasting allowing them to solve puzzles (Unit 2.3 Lesson 2). Children use images and can present data in a variety of ways (Unit 2.3 Lesson 4).\nMost children will be able to create a spreadsheet which includes a graph based on simple data collected. Their planned spreadsheet and graph are likely to contain pre-compiled shared data. They can add colour and appropriate labels to their spreadsheet and graph respectively (Unit 2.3. Lesson 4).\nMost children will be able to produce a spreadsheet which can help them solve simple mathematical puzzles, calculate how many coins are required to pay for an amount and present data graphically. Using spreadsheets, the children can model an idea through them (Unit 2.3.).\nChildren can utilise spreadsheets both own and pre-made to manipulate data e.g. create a manual graph from a table, produce desired calculations on numerical data e.g. simple addition calculations (Unit 2.3. Lesson 3). Children can answer questions on data e.g. the most and least popular flavours (Unit 2.3. Lesson 4).\nMost children will be able to use 2Calculate to record collected data into a table and use this data to create a block graph manually (Unit 2.3. Lesson 4).\nExceding\nUsing the 2Calculate spreadsheet, children can independently open, edit and save sheets and support others in doing this (Throughout Unit 2.3). Children can enter a wider amount data into cells (Throughout Unit 2.3), allocate a value to an image (Unit 2.3 Lesson 1) and manipulate data seamlessly using keyboard short cuts for copying, cutting and pasting, allowing them to solve puzzles (Unit 2.3 Lesson 2). Children use images and can present data in a variety of ways (Unit 2.3 Lesson 4). Children will demonstrate greater depth by explaining the data and summarising this into simple statements (Unit 2.3 Lesson 4)."]
[2,2.2999999999999998,"Spreadsheets",2,"Adding Images to a Spreadsheet ","To add different types of  images to a spreadsheet.\nTo use image as calculation aids.\nTo use the ‘move cell’ tool to make images draggable.\n","Children can use the menu buttons to add different types of images.\nChildren can use the apparatus images to solve maths questions.\nChildren can use the ‘move cell’ tool so that images can be dragged around the spreadsheet. ","button\ndata\nimage\nmove cell","2Calculate",null,null,null,1,null,null,null,null,null,null,null,null,null,"IT"]
[2,2.2999999999999998,"Spreadsheets",3,"Exploring images and values","To use clipart images in a spreadsheet.\nTo assign values to images.\nTo use assigned values in calculations.","Children can use the clipart gallery to add images to a spreadsheet.\nChildren can give images a value.\nChildren can make use of the assigned values in calculations.","clipart\nimage value","2Calculate",null,null,null,1,null,null,null,null,null,null,null,null,null,"IT"]
[2,2.2999999999999998,"Spreadsheets",4,"Totalling tools","To use 2Calculate totalling tools.\nTo use 2Calculate to solve a simple puzzle.","Children can use tools in a spreadsheet to automatically total rows and columns.\nChildren can use a spreadsheet to solve a mathematical puzzle. ","total\ntotalling tools","2Calculate",null,null,null,1,null,null,null,null,null,null,null,null,null,"IT"]
[2,2.2999999999999998,"Spreadsheets",5,"Using the ‘Speak’ and ‘Count’ Tools to Count Items","To use the ‘speak’ and ‘count’ tools in 2Calculate to count items.","Children can use the count tool to count items.\nChildren can use the speak tool so that the items are counted out loud","count tool\nspeak tool","2Calculate",null,null,null,1,null,null,null,null,null,null,null,null,null,"IT"]
[2,2.2999999999999998,"Spreadsheets",6,"Creating a table and block graph ","To add and edit data in a table layout.\nTo find out how spreadsheet programs can automatically create graphs from data.","Children can create a table of data on a spreadsheet. \nChildren can use a spreadsheet program to automatically create charts and graphs from data. ","data\ndata table\ngraph","2Calculate",null,null,null,1,null,null,null,null,null,null,null,null,null,"IT"]
[2,2.4,"Questioning",1,"Using and Creating\nPictograms","To show that the information provided on pictograms is of limited use beyond answering simple questions","Children understand that the information on pictograms cannot be used to answer more complicated questions.","pictogram\ndata\ninformation","2Count",null,null,null,1,null,null,null,null,null,null,null,null,null,"IT",null,null,"Emerging\nWith support, children can create basic pictograms using 2Count to represent a simple data set (Unit 2.4 Lesson 1). Children may need concrete representation to understand how to organise and search for data.\nWith support, this physical representation can then be transferred into 2Investigate and used to answer simple questions on a data set (Unit 2.4 Lesson 5).\nUsing 2Question, children use a binary tree to sort information and can manipulate their data, answering questions relating to this (Unit 2.4 Lesson 4). With support, children can store and retrieve data throughout Unit 2.4.\nExpected\nUsing 2Count, children can create pictograms to represent data (Unit 2.4 Lesson 1).\nChildren demonstrate their ability to organise data using a database in 2Investigate and can run simple searches on their data set (Unit 2.4 Lesson 5).\nUsing 2Question, children use a binary tree to sort information and can manipulate their data, answering questions relating to this (Unit 2.4 Lesson 4). Children will store and retrieve data throughout Unit 2.4.\nMost children will be able to design their own physical binary tree to sort pictures of children (Unit 2.4 Lesson 3). They will be able to apply this skill into using 2Question to answer questions.\nMost children can design a binary tree using 2Question to sort pictures (Unit 2.4. Lesson 3). They can use their own created binary trees to support the answering of related questions to the data (Unit 2.4. Lesson 5).\nExceeding\nUsing 2Count, children can create pictograms to represent data (Unit 2.4 Lesson 1).\nChildren demonstrate their ability to organise data using a database in 2Investigate and can run complex searches on their data set (Unit 2.4 Lesson 5).\nUsing 2Question, children use a binary tree to sort information and can manipulate their data, answering questions relating to this (Unit 2.4 Lesson 4).\nChildren will store and retrieve data throughout Unit 2.4.\nChildren demonstrating greater depth can create their own questions using the data and will use skills covered in other units to assist with this."]
[2,2.4,"Questioning",2,"Asking Yes / No Questions","To use yes/no questions to separate information","Children have used a range of yes/no questions to separate different items.","sort\navatar\nquestion",null,null,null,null,1,null,null,null,null,null,null,null,null,null,"IT"]
[2,2.4,"Questioning",3,"Binary Trees","To construct a binary tree to separate different items.","Children understand what is meant by a binary tree.\nChildren have designed a binary tree to sort pictures of children or animals.\n","binary tree",null,null,null,null,1,null,null,null,null,null,null,null,null,null,"IT"]
[2,2.4,"Questioning",4,"Using 2Question","Use 2Question (a binary tree) to answer questions","Children understand that answers are limited to ‘yes’ and ‘no’ in a binary tree.\nChildren understand that the user cannot use 2Question to answer more complicated\nquestions.\nChildren have matched the 2Simple item pictures to names, using a binary tree.",null,"2Question",null,null,null,1,null,null,null,null,null,null,null,null,null,"IT"]
[2,2.4,"Questioning",5,"Using 2Investigate: a Non-Binary Database","To use a database to answer more complex search questions.\nTo use the Search tool to find information.","Children understand what is meant by a database.\nChildren have used a database to answer simple and more complex search questions.","database\nrecord\nfield\nsearch\n","2Investigate",null,null,null,1,null,null,null,null,null,null,null,null,null,"IT"]
[3,3.1,"Coding",1,"Using Flowcharts","To review previous coding knowledge.\nTo understand what a flowchart is and how flowcharts are used in computer programming.","Children can read and explain a flowchart\nChildren can use a flowchart to create a computer program.\nChildren can create a computer program that uses click events and timers.","algorithm\nbackground\nobject\nimplement\npredict\nrun\nflowchart\nproperties\nwhen clicked\nwhen key","2Code",null,null,null,null,null,null,1,1,1,null,null,null,null,"CS",null,null,"Emerging\nChildren can design and code a program that follows a simple sequence (Unit 3.1 Lessons 1 and 2). \nChildren can make good attempts to 'read' code and predict what will happen in a program which can help them to correct errors (Unit 3.1 Lessons 2 and 3).\nChildren's designs for their programs, show that they are thinking of the structure of a simple program in logical, achievable steps (lessons 5 and 6). \nExpected\nChildren have a clear idea of how to design and code a program that follows a simple sequence (Unit 3.1 Lessons 2 and 3). Children experiment with the use of timers to achieve delay effects in their programs – they understand the difference between timer-after and timer-every commands. (Unit 3.1 Lesson 2)\nChildren' designs for their programs, show that they are thinking of the structure of a simple program in logical, achievable steps with attention to specific events that initiate specific actions. (Unit 3.1 Lessons 5 & 6).\nMost children can explain the choice of commands they have included in their program and what they achieve (Unit 3.1 Lessons 5 & 6). \nChildren are able to use the repeat command to program a turtle to draw a square (Unit 3.1 Lesson 3)\nChildren are beginning to understand how code is structured and are able to apply this knowledge when debugging (Unit 3.1 Lesson 4).\nMost children can integrate multimedia components such as sounds, animation and images into their coding. They can apply specific actions to these objects to animate them as part of the overall process of creating their own program (Unit 3.1. Lessons 5 and 6).\nThey can be reflective on how successful they are at creating their programs and how the previous learning has helped them (Unit 3.1.).\nExceeding\nChildren's designs show that they are thinking of the required task and how to accomplish this in code (Unit 3.1 Lessons 5 & 6). \nChildren can identify an error within a program that prevents it following the desired algorithm and then fix it (Unit 3.1). Children make intuitive attempts to debug their own programs as they increase in complexity (Unit 3.1 Lesson 4).\nChildren are able to use the repeat command to produce outcomes beyond the set task (Unit 3.1 Lesson 3)\nChildren have a good understanding of timers within timers in a program (Unit 3.1 Lessons 2 and 4) and this is evidenced in their program designs (Unit 3.1 Lessons 5 & 6). "]
[3,3.1,"Coding",2,"Using Timers","To understand that there are different types of timers.\nTo be able to select the right type of timer for a purpose.","Children can create a program that uses a timer-after command.\nChildren can create a program that uses a timer-every command.\nChildren understand there can be different ways to solve a problem.","timer\nsequence\nnested","2Code",null,null,null,null,null,null,1,1,1,null,null,null,null,"CS"]
[3,3.1,"Coding",3,"Using Repeat","To understand how to use the repeat command.","Children understand how the turtle object moves.\nChildren can use the repeat command with an object.\nChildren can create a computer program that includes use of the repeat command.","repeat\ninput\ncommand\nbutton\nright-ang;le\ndegrees","2Code",null,null,null,null,null,null,1,1,1,null,null,null,null,"CS"]
[3,3.1,"Coding",4,"Code, Test and Debug","To use coding knowledge to create a range of programs.\nTo understand the importance of nesting.","Children can create computer programs using prior knowledge.\nChildren can run, test and debug their programs.\nChildren can consider nesting when debugging their programs.","Nesting\ntest\ndebug","2Code",null,null,null,null,null,null,1,1,1,null,null,null,null,"CS"]
[3,3.1,"Coding",5,"Design and Make an Interactive Scene","To design and create an interactive scene.","Children can use the properties table to set the properties of objects.\nChildren can plan their scene and code before they create their program.\nChildren can confidently make several different things happen in a program.","actions\nobject type\nalert\n","2Code",null,null,null,null,null,null,1,1,1,null,null,null,null,"CS"]
[3,3.1,"Coding",6,"Design and Make an Interactive Scene","To design and create an interactive scene.","Children can use the properties table to set the properties of objects.\nChildren can plan their scene and code before they create their program.\nChildren can confidently make several different things happen in a program.","actions\nobject type\nalert\n","2Code",null,null,null,null,null,null,1,1,1,null,null,null,null,"CS"]
[3,3.2,"Online Safety",1,"Safety in Numbers","To know what makes a safe password, how to keep passwords safe and the consequences of giving your passwords away.\nTo understand how the Internet can be used to help us to communicate effectively.\nTo understand how a blog can be used to help us communicate with a wider audience.","Children understand what makes a good password for use on the Internet.  Children are beginning to realise the outcomes of not keeping passwords safe.\nChildren can contribute to a concept map of all the different ways they know that the Internet can help us to communicate.\nChildren have contributed to a class blog with clear and appropriate messages.\nExtension: Children understand that passwords help to limit who can see personal / private / confidential information.","password\npersonal information\nblog\npermission\nvlogs\nappropriate","2Connect\n2Blog",null,null,null,null,null,null,null,null,null,null,null,null,1,"DL","Online relationships\nOnline reputation\nManaging online information\nHealth, wellbeing and lifestyle\nPrivacy and security","Content, Contact, Conduct, ","Emerging\nWith prompting, children can understand that it is important to have a secure password that is not shared with anyone else (Unit 3.2 Lesson 1).\nChildren can give a negative example of failure to keep passwords secure (Unit 3.2 Lesson 1).\nChildren are beginning to identify some of the main things to look for when deciding whether the information on a website is trustworthy or not (Unit 3.2 Lesson 2).\nExpected\nChildren understand the importance of a secure password and not sharing this with anyone else (Unit 3.2 Lesson 1). Furthermore, children understand the negative implications of failure to keep passwords safe and secure and can suggest examples of good and poor passwords (Unit 3.2 Lesson 1).\nWhen using the internet, children can appraise the accuracy of the information on a website and make decisions on whether it is a trustworthy source of information (Unit 3.2 Lesson 2).\nIn lesson 1, children have a choice of topics about which to blog. Most children will have gained an understanding that it is not acceptable to use the work of others or post images of others without consent.\nMost children recognise the PEGI ratings and can give examples of why content is rated and how this protects them (lesson 3)\nMost children can contribute to a class collaborative file about the effects of inappropriate content with useful suggestions (lesson 3).\nMost children can answer the quiz questions in lesson 3, their answers demonstrating that they are developing their understanding of the features of online communication. In lesson 1, their blog posts and comments are appropriate.\nMost children can express the need to tell a trusted adult if they are upset by anything online, in lesson 3 their responses illustrate that they have taken this message onboard.\nMost children will be able to use Purple Mash as a platform for collaboration. Specifically, they will create a spoof website for other children to read and share on a class display board (Unit 3.2 Lesson 2).\nIn lesson 2, most children can use suitable keywords when trying to verify sources.\nExceeding\nChildren demonstrating greater depth will be able to give a clear explanation and examples of why having a secure, confidential password is essential and give negative examples of it not being secure and confidential (Unit 3.2 Lesson 1).\nChildren will be able to appraise the accuracy of information shared on a website and a provide suitable evidence to support their decisions on whether it is trustworthy or not (Unit 3.2 Lesson 2)."]
[3,3.2,"Online Safety",2,"Fact or Fiction?","To consider if what can be read on websites is always true.\nTo look at a ‘spoof’ website.\nTo create a ‘spoof’ webpage.\nTo think about why these sites might exist and how to check that the information is accurate.\n","Children understand that some information held on websites may not be accurate or true.\nChildren are beginning to understand how to search the Internet and how to think critically about the results that are returned.\nChildren have accessed and assessed a ‘spoof’ website.\nChildren have created their own ‘spoof’ webpage mock-up.\nChildren have shared their ‘spoof’ web page on a class display board.\nExtension: Children evaluate facts from a website and explain how they fact checked the information that was presented.","Internet\nwebsite\nspoof\nverify\nreputable source","Writing template (2Publish)",null,null,null,null,null,null,null,null,null,null,null,null,1,"DL","Online relationships\nOnline reputation\nManaging online information\nHealth, wellbeing and lifestyle\nPrivacy and security","Content (Primarily), Contact, Conduct and Commerce (Primarily)"]
[3,3.2,"Online Safety",3,"Appropriate Content & Ratings","To learn about the meaning of age restrictions symbols on digital media and devices.\nTo discuss why PEGI restrictions exist.\nTo know where to turn for help if they see inappropriate content or have inappropriate contact from others.","Children can identify some physical and emotional effects of playing/watching inappropriate content/games.\nChildren relate cyberbullying to bullying in the real-world and have strategies for dealing with online bullying including screenshot and reporting.","Inappropriate\nPermission","2Write",null,null,null,null,null,null,null,null,null,null,null,null,1,"DL","Online relationships\nOnline reputation\nManaging online information\nHealth, wellbeing and lifestyle\nPrivacy and security","Conduct (primarily)"]
[3,3.3,"Spreadsheets",1,"Creating Pie Charts and Bar Graphs ","To add and edit data in a table layout.\nTo find out how spreadsheet programs can automatically create graphs from data.","Children can create a table of data on a spreadsheet. \nChildren can use a spreadsheet program to automatically create charts and graphs from data.  ","pie chart\ndata\ntable\nbar graph\n","2Calculate",null,null,null,null,null,null,null,null,null,null,null,1,null,"IT",null,null,"Emerging\nChildren know that they can use a spreadsheet to present their collected data as a chart or graph (lesson 1). With support, they can create and begin to interpret graphs of simple data.\nThey are beginning to understand the use of symbols to represent more than, less than and equals to and use the spreadsheet tools to explore the outcome of comparing numbers and calculations (lesson 2).\nChildren can find specific cell locations within a spreadsheet (lesson 3).\nExpected\nMost children can create a table of data on a spreadsheet and can use this to automatically create charts/graphs from data. Children will be able to select the most suitable type of chart to use for their data, edit headers and apply axis labels (Unit 3.3. Lesson 1). Children can create their own number lines within 2Calculate including ‘more than’, ‘less than’ and ‘equal’ tools (Unit 3.3. Lesson 2).\nChildren can collect and enter data within 2Calcualte, they are able to use the graphing tool to create suitable graphical representations of the data they have within a table (Unit 3.3. Lesson 1).\nExceding\nChildren demonstrating greater depth will explore more complex functioning of the 2Calculate tools to create their own spreadsheets to explore number and interpret their own data."]
[3,3.3,"Spreadsheets",2,"Advanced Mode and Cell Addresses ","To introduce the Advanced mode of 2Calculate.\nTo learn about describing cells using their addresses.\n","Children can describe a cell location in a spreadsheet using the notation of a letter for the column followed by a number for the row. \nChildren can find specified locations in a spreadsheet. ","advanced mode\ncell address\nQuiz tool","2Calculate",null,null,null,null,null,null,null,null,null,null,null,1,null,"IT"]
[3,3.3,"Spreadsheets",3,"The formula bar","To learn about the formula wizard in 2Calculate Advanced mode.\nTo learn about the formula bar in 2Calculate Advanced mode.\nTo use formulae to complete calculations.","Children can follow the steps of the formula wizard to perform calculations.\nChildren can enter formulae into the formulae bar.\nChildren can create formulae to complete calculations.","formula wizard\nformula bar\nspin tool (extension)","2Calculate",null,null,null,null,null,null,null,null,null,null,null,1,null,"IT"]
[3,3.3,"Spreadsheets",4,"Using and combining tools in 2Calculate"," To explore how tools can be combined to use 2Calculate to make number games.\n To explore the use of the timer, random number and spin button tools.","Children can use the timer, random number and spin button tools. \nChildren can combine tools to make fun ways to explore number. ","equal tool\nrandom number tool\nspinner tool\ntimer tool","2Calculate",null,null,null,null,null,null,null,null,null,null,null,1,null,"IT"]
[3,3.3,"Spreadsheets",5,"Line Graphs "," To use the line graphing tool in 2Calculate with appropriate data.\nTo interpret a line graph to estimate values between data readings.\n","Children can use a series of data in a spreadsheet to create a line graph. \nChildren can use a line graph to find out when the temperature in the playground will reach 20°C. ","line graph\ndata\ndata table","2Calculate",null,null,null,null,null,null,null,null,null,null,null,1,null,"IT"]
[3,3.3,"Spreadsheets",6,"Using a Spreadsheet for Budgeting ","To use the range notation in 2Calculate.\nTo use 2Calculate to create a model of a real-life situation.\nTo create a spreadsheet file with more than one sheet.\n","Children can describe a group of cells using range notation.\nChildren can use a spreadsheet to plan a party budget \nChildren can add multiple sheets to a spreadsheet file.","budget\nrange","2Calculate",null,null,null,null,null,null,null,null,null,null,null,1,null,"IT"]
[3,3.5,"Email",1,"Communication","To think about the different methods of communication.","Children can list a range of different ways to communicate.\nChildren can use 2Connect to highlight the strengths and weaknesses of each method.\nExtension: Children can order the various types of communication that have been used through history.","communication\nmind mapping\nnode\nlink","2Connect",null,null,null,null,null,null,null,null,null,1,null,1,1,"DL","Online relationships",null,"Emerging\nWith prompting, children can list a range of ways the internet can be used to provide different methods of communication. Using 2Connect (Unit 3.5 Lesson 1) they can identify the disadvantages and advantages of each method. \nWith some support, children can open, respond, and send emails to others in the class (Unit 3.5 Lesson 2) and demonstrate a basic understanding of email conventions and safety (Unit 3.5 Lesson 3 & 4). They are aware of how to attach files to an email (Unit 3.5 Lesson 6).\nWith support throughout, children will use 2Email and 2Quiz to develop their understanding and knowledge of email systems. Using the software, children will create a simple quiz with a limited number of questions (Unit 3.5 Lesson 4) and attach this file in a guided situation (Unit 3.5 Lesson 5) to an email. Children will demonstrate some understanding about how this information needs to be presented (Unit 3.5 Lesson 2).\nWith support, children understand the importance of staying safe (Unit 3.5 Lesson 3) when using email and will partially demonstrate this knowledge during the unit. As part of a small, guided group, children apply their knowledge of email safety through the creation of a quiz on staying safe when emailing (Unit 3.5 Lesson 4).\nExpected\nChildren can list a range of ways the internet can be used to provide different methods of communication. Using 2Connect (Unit 3.5 Lesson 1) they can explain and compare each communication method. \nMost children will be able to exchange email communications using 2Email. This will take the form of both simulated email communication scenarios and real email communication with their peers. (Unit 3.5 Lessons 2-6)\nMost children will be able to open and respond to an email, altering the size of the font, as well as the formatting of the text. They will be able to select a person from their address book and compose a suitable email to send them (Unit 3.5. Lesson 2). Children will be able to add attachments to an email they compose and use the CC functionality correctly (unit 3.5. Lesson 5). They will recognise obvious errors such as spelling due to the inbuilt wizard and will use their editing skills to address such errors.\nChildren understand the importance of staying safe (Unit 3.5 Lesson 3) when using email and have demonstrated knowledge of this through the writing of class rules for their conduct when using email systems (Unit 3.5 Lesson 3). Children apply their knowledge of email safety through the creation of a quiz on staying safe when emailing (Unit 3.5 Lesson 4).\nIn lesson 3, children can suggest why they need to seek permission before sharing photos. In lesson 1, children can refer to what they learnt in Unit 3.2 regarding Online Safety when suggesting the way to communicate appropriately online.\nChildren’s email messages illustrate that they have taken on board messages about appropriate communication with a regard for their audience. In lesson 3, this forms part of the slideshow discussion., children include this as part of their guidelines for step 5.\nMost children will be able to evaluate and explain the effectiveness of different methods of communication and collate these in a concept map using 2Connect (Unit 3.5 Lesson 1).\nExceding\nChildren can provide a comprehensive list of the range of ways the internet can be used to provided different methods of communication. Using 2Connect (Unit 3.5 Lesson 1) they can explain the benefits and drawbacks of each communication method and provide life scenarios where each one could be used. \nWith ease, children open, respond and send emails to others in the class (Unit 3.5 Lesson 2). They are not only able to demonstrate an understanding of email conventions and keeping safe but can explain why conventions and certain recognised positive behaviours are expected and the possible consequences of not abiding by them (Unit 3.5 Lessons 3 & 4). They know how to attach files to emails and can explain why we must be careful with attachments (Unit 3.5 Lesson 6).\nChildren demonstrating greater depth will exhibit their ability to support others during this unit. Using the software, children will create a quiz and further resources (Unit 3.5 Lesson 4) and attach these as multiple files (Unit 3.5 Lesson 5) to an email in response to a fictional email from a well-known character. Children demonstrating greater depth can justify and explain why they have presented information in the way that they have (Unit 3.5 Lesson 2).\nChildren demonstrating greater depth, understand the importance of staying safe (Unit 3.5 Lesson 3) when using email and can apply these principles to the related aspects of messaging. Children demonstrate their knowledge through taking an active role in the writing of class rules and quiz creation on appropriate conduct when using email systems and can expand on their points to explain their reasoning (Unit 3.5 Lesson 3).\n"]
[3,3.5,"Email",2,"Composing Emails","To open and respond to an email.\nTo write an email to someone from an address book.\n","Children can open an email and respond to it.\nChildren have sent emails to other children in the class.\nExtension: Children can use the search option in the address book to find a classmate when sending an email.","email\ncompose\naddress book\ninbox","2Email",null,null,null,null,null,null,null,null,null,1,null,1,1,"DL","Online relationships","Content, Conduct"]
[3,3.5,"Email",3,"Using Email Safely: Part 1","To learn how to use email safely.","Children have written rules about how to stay safe using email.\nChildren have contributed to classmates’ rules.\nExtension: Children understand the importance of draft.","trusted contact\npersonal information\npassword\nSave to draft","2Email",null,null,null,null,null,null,null,null,null,1,null,1,1,"DL","Online relationships","Content, Conduct, Commerce (Phising risks)"]
[3,3.5,"Email",4,"Using Email Safely: Part 2","To learn how to use email safely.","Children have created a quiz about email safety which explores scenarios that they could come across in the future.\nExtension: Children create title screens for their quizzes explaining what the quiz is about, and how to play it.",null,"2Quiz",null,null,null,null,null,null,null,null,null,1,null,1,1,"DL","Online relationships","Content, Conduct"]
[3,3.5,"Email",5,"Attachments","To add an attachment to an email.","Children can attach work to an email.\nChildren know what CC means and how to use it.","attachment\nCC - carbon copy","2Email",null,null,null,null,null,null,null,null,null,1,null,1,1,"DL","Online relationships","Content, Conduct"]
[3,3.5,"Email",6,"Email Simulations","To explore a simulated email scenario.","Children can read and respond to a series of email communications.\nChildren can attach files appropriately and use email communication to explore ideas.\nExtension: Children know why the terms CC and BCC are used\nChildren understand when to use CC or BCC","BCC - blind carbon copy","2Email",null,null,null,null,null,null,null,null,null,1,null,1,1,"DL","Online relationships","Content, Conduct"]
[3,3.6,"Branching Databases",1,"Introducing Databases","To sort objects using just YES/NO questions.","Children understand how YES/NO questions are structured and answered.\nChildren have used YES/NO questioning to play a simple game with a friend.\nChildren can explain why they choose a particular question to split their database.\nExtension: Children can begin to use ‘or more’ and ‘or less’ in their questioning","data\ndatabase\nbranching database\nbinary tree\n",null,null,null,null,null,null,null,null,null,null,null,null,1,null,"IT",null,null,"Emerging\nWith support and using concrete paper resources, children will begin to understand what a branching database is (Unit 3.6 Lesson 1).\nIn a small, supported group, they will collect, sort, and present their information using the paper resources.\nChildren will then turn their paper branching database into a digital version using 2Question (Unit 3.6 Lesson 2, 3 and 4). The resulting branching database will demonstrate a limited number of branches.\nExpected\nUsing 2 Question, children will learn how to create a branching database that accomplishes a given goal. They will understand how to collect, analyse, evaluate, and present their data and information throughout the unit initially as a paper Yes/No game (Unit 3.6 Lesson 1) and then as a digital version of a branching database (Unit 3.6 Lesson 2, 3 and 4).\nMost children can create a branching database and are able to successfully debug it to improve the quality of their digital content creation. Their branching database would have been carefully planned before utilising 2Question (Unit 3.6. Lessons 3 & 4).\nMost children will be able to create a branching database which includes suitable text, titles and gathering of appropriate images from online and importing them (Unit 3.6. Lessons 3 &4).\nChildren can make their own branching databases, collating and organising data by sets of questions they have considered appropriate (Unit 3.6 Lesson 1 . Children analyse each other’s branching databases and can make further suggestions for improvement (Unit 3.6 Lessons 3 & 4).\nExceeding\nChildren demonstrating greater depth understand the specific characteristics of a branching database and its application in real world situations. Furthermore, they understand the needs of the end user and can adapt their program to reflect this using supporting information (Notes can be added to each layer of the branching database)."]
[3,3.6,"Branching Databases",2,"Branching Databases","To complete a branching database using 2Question.","Children have contributed to a class branching database about fruit.\nChildren have completed a branching database about vegetables.\nExtension: Children can edit and adapt a branching database to accommodate new entries.",null,"2Question",null,null,null,null,null,null,null,null,null,null,null,1,null,"IT"]
[3,3.6,"Branching Databases",3,"Creating a Branching Database on the Computer","To create a branching database of the children’s choice.","Children can choose a suitable topic for a branching database.\nChildren can select and save appropriate images.\nChildren can create a branching database.\nChildren know how to use and debug their own and others branching databases.","debugging","2Question",null,null,null,null,null,null,null,null,null,null,null,1,null,"IT"]
[3,3.6,"Branching Databases",4,"Creating a Branching Database on the Computer","To create a branching database of the children’s choice.","Children can choose a suitable topic for a branching database.\nChildren can select and save appropriate images.\nChildren can create a branching database.\nChildren know how to use and debug their own and others branching databases.","debugging","2Question",null,null,null,null,null,null,null,null,null,null,null,1,null,"IT"]
[4,4.0999999999999996,"Coding",1,"Design, Code, Test and Debug","• To review coding vocabulary and knowledge.\n• To create a simple computer program.\n","• Children can explore different object types in 2Code.\n• Children can use a background and objects to create a scene.\n• Children can plan an algorithm for their scene and use 2Code to program it.","background\nbutton\nobject\nproperties\ncode block\npredict\nevent\ndebugging\naction","2Code",null,null,null,null,null,null,1,1,1,null,null,null,null,"CS",null,null,"Emerging\nChildren’s designs for their programs show that they are thinking of the structure of a simple program in logical, achievable steps (Unit 4.1 Lesson 1). Children can make good attempts to ‘read’ code and predict what will happen in a program which can help them to correct errors in their code.\nWith support, children can turn a real-life situation into an algorithm for a program that has cause and effect (Unit 4.1 Lesson 2) and use their algorithm to write simple programs using 2Code (Unit 4.1 Lesson 2). Furthermore, they can identify errors within their programs and make logical attempts to fix it (Unit 4.1).\nChildren attempt to introduce selection into their code using simple ‘if statements’ (Unit 4.1 Lesson 2). Children’s use of these structures is experimental; they cannot always predict the outcome accurately or anticipate the structures required when planning their code. \nThey have a developing idea that a variable can be used to store information in a program, in lesson 5 they can follow the examples but might struggle when applying this with their own ideas. \nExpected\nChildren’s design shows that they are thinking of the required task and how to accomplish this in code using coding structures for selection and repetition (Unit 4.1 Lessons 1 and 6). Children can identify an error within a program that prevents it following the desired algorithm and then fix it (Unit 4.1), they apply these techniques to their own code to fix bugs.\nChildren understand IF and IF/ ELSE statements for selection and combine these with other coding structures including variables to achieve the effects that they design in their programs (Unit 4.1 Lesson 4).\nTheir design demonstrates their growing understanding of when a coded solution will require repetition e.g. in Lesson 4 ‘Reginal Rocket’ children can see that the position of the rocket is changed repeatedly until it is in line with the rocket launch pad. They can explain the new command ‘Repeat Until’.\nThey make use of user input (Unit 4.1 Lesson 2) and outputs such as ‘print to screen’ (Unit 4.1 Lesson 4) as well as sound and movement of objects. They understand how variables can be used to store information while a program is executing (Unit 4.1 Lesson 5) and make attempts to use and manipulate the value of variables.\nChildren’s designs for their programs show that they are thinking of the structure of a simple program in logical, achievable steps with attention to specific events that initiate specific actions (Unit 4.1 Lessons 1 and 6). Children can ‘read’ others’ code and predict what will happen in a program which helps them to correct errors (Unit 4.1). They can also make good attempts to fix their own bugs as their coding becomes more complex (Unit 4.1 Lesson 6). Most children can create programs which accomplish a specific goal utilising a variety of media such as images, sounds and animation effects. (Unit 4.1 Lessons 1 and 6).\nChildren can interpret the flowcharts used to represent IF/ELSE statements (Unit 4.1 Lesson 4) and create their own when planning their programs. \nExceeding\nChildren’s design shows that they are thinking of the required task and how to accomplish this in code using coding structures for selection and repetition and variables (Unit 4.1 Lessons 1, 4 and 5). Children can identify an error within a program that prevents it following the desired algorithm and then fix it (Unit 4.1). Children make intuitive attempts to debug their own programs as they increase in complexity (Unit 4.1 Lesson 6).\nChildren realise the constraints of creating purely sequential programs and intuitively grasp the concepts of selection (Unit 4.1 Lessons 2, 3 and 4), repetition (Unit 4.1 Lesson 4) and variables (Unit 4.1 Lesson 5). Children like to challenge themselves to combine these with other coding structures to achieve the effects that they design in all their programs (Unit 4.1). Their designs are ambitious but logical and achievable.\nChildren’s designs for their programs show that they are absorbing new knowledge of coding structures such as IF statements, repetition and variables. Children can ‘read’ others’ code and predict what will happen in a program which helps them to correct errors (Unit 4.1). They can also make good attempts to fix their own bugs as their coding becomes more complex (Unit 4.1 Lesson 6). "]
[4,4.0999999999999996,"Coding",2,"IF Statements","• To begin to understand selection in computer programming.\n• To understand how an IF statement works.","• Children can create a program that includes an IF statement.\n• Children can interpret a flowchart that depicts an IF statement.","selection\nif statement\ndecision\ncommand","2Code",null,null,null,null,null,null,1,1,1,null,null,null,null,"CS"]
[4,4.0999999999999996,"Coding",3,"Co-ordinates","• To understand how to use co-ordinates in computer programming.\n• To understand how an IF statement works.\n","• Children can make use of the X and Y properties of objects in their coding.\n• Children can create a program that includes an IF statement.\n","coordinate\nflowchart","2Code\n2Chart",null,null,null,null,null,null,1,1,1,null,null,null,null,"CS"]
[4,4.0999999999999996,"Coding",4,"Repeat Until and IF/ELSE Statements","• To understand the Repeat until command. \n• To begin to understand selection in computer programming.\n• To understand how an IF/ELSE statement works.","• Children can read code that includes repeat until and IF/ ELSE and explain how it works.\n• Children can create a program that includes an IF/ ELSE statement.\n• Children can interpret a flowchart that depicts an IF/ ELSE statement","repeat until\nif/else statement\ninputs\nexecute","2Code",null,null,null,null,null,null,1,1,1,null,null,null,null,"CS"]
[4,4.0999999999999996,"Coding",5,"Number Variables","• To understand what a variable is in programming. \n• To use a number variable.\n","• Children can explain what a variable is in programming.\n• Children can create and use variables when programming.\n","variable\nnumber variable","2Code",null,null,null,null,null,null,1,1,1,null,null,null,null,"CS"]
[4,4.0999999999999996,"Coding",6,"Making a Playable Game","• To review vocabulary and concepts learnt in Year 4 Coding.\n• To create a playable game.\n","• Children can read code that includes repeat until and IF/ ELSE and explain how it works.\n• Children can create a program that includes and IF/ ELSE statement.\n• Children can interpret a flowchart that depicts an IF/ ELSE statement.\n\n","alert\nprompt","2Code",null,null,null,null,null,null,1,1,1,null,null,null,null,"CS"]
[4,4.2,"Online Safety",1,"Going Phishing","•\tTo understand how children can protect themselves from online identity theft.\n•\tTo understand that information put online leaves a digital footprint or trail and that this can aid identity theft.\n","•\tChildren know that security symbols such as a padlock protect their identity online.\n•\tChildren know the meaning of the term ‘phishing’ and are aware of the existence of scam websites.\n•\tChildren can explain what a digital footprint is and how it relates to identity theft.\n•\tChildren can give examples of things that they would not want to be in their digital footprint.","report\nSMART rules\nSpam\nattachment\nphishing\ndigital footprint","2Email\n2Connect",null,null,null,null,null,null,null,null,null,null,null,null,1,"DL","Self-image and identity\nOnline relationships\nOnline reputations\nOnline bullying\nManaging online informarion","Content, Contact, Conduct (primarily), Commerce. ","Emerging\nChildren contribute their ideas to discussion of spam email (lesson 1), malware (lesson 2) and plagiarism (lesson 3). They have included appropriate content in their Top Tips for Online Safety publication (lesson 2). They have been able to share their work online.\nWith support throughout, children show an understand what online safety is. In a small group, they can use 2Connect (Unit 4.2 Lesson 1) to map out the key features of online safety. Children produce a simple leaflet, postcard, or slideshow etc about online safety, which can then be used as part of presentation to parents (Unit 4.2 Lesson 1).\nExpected\nChildren have decided upon the most important online safety messages to communicate and have shared these ideas in their Top Tips for Online Safety publication (lesson 2). They put this knowledge into action in their own online activity.\nChildren can explore key concepts relating to online safety using 2Connect Unit 4.2 Lesson 1). They help others to understand the importance of online safety (Unit 4.2 Lesson 2) and apply their knowledge through the creation of online safety resources which are then used as part of presentation to parents (Unit 4.2 Lesson 1).\nUsing the example from lesson 1, children can give some examples of things to look out for in an email to ensure that it from a valid source and is not a phishing scam email. They can explain what can be learnt by looking at the padlock details for a website (lesson 1).\nMost children can reflect upon positive and negative aspects of a digital footprint and can give examples of the care they would take when sharing online in relation to their and others’ digital footprint (lesson 1).\nMost children can give reasons for taking care when installing apps or software. They know what Malware is and the possible impact of computer viruses and can give recommendations for how best to ensure that they only install valid software as part of their top tips document in lesson 2.\nMost children can give reasons for limiting screen time that include the effect on physical and mental health. In lesson 4, they were able to reflect on their own screen time and collective class screen time and begin to make informed decisions about when to limit their own screen time.\nMost children can explain how plagiarism is stealing, they are beginning to be able to identify the aspects of sharing that would be classed as plagiarism (lesson 3).\nIn lesson 4, children were able to include actions for reporting cyberbullying or inappropriate content in their screen time study document.\nBy completing lesson 4, most children would have saved both online and locally to a device and are able to explain the differences between the two storage types. Most children will be able to identify key messages that should be shared with other children and parents about online safety, including identification of reliable content from websites found via common search engines (Unit 4.2 Lessons 1 & 2).\nExceeding\nChildren have decided upon the most important online safety messages to communicate and have shared these ideas in their Top Tips for Online Safety publication (lesson 2). Children demonstrate that they are making connections between the positive possibilities that technology provides e.g. collaboration and sharing and the possible downsides of this such as malware and phishing. They actively use this knowledge to support their own online activities safely.\nChildren demonstrating greater depth understand the key concepts and implications of the choices they make relating to online safety (Unit 4.2 Lesson 1). They help others to understand the importance of online safety (Unit 4.2 Lesson 2) and apply their knowledge and approach to staying safe online in all areas of the curriculum (Unit 4.2 Lesson 1)."]
[4,4.2,"Online Safety",2,"Beware Malware","•\tTo identify the risks and benefits of installing software including apps. ","•\tChildren can identify possible risks of installing free and paid for software.\n•\tChildren know that malware is software that is specifically designed to disrupt, damage, or gain access to a computer.\n•\tChildren know what a computer virus is.","malware\nsoftware\nvirus\nAdFly\nransomware\ncookies","2Publish template\nExtension: 2Quiz",null,null,null,null,null,null,null,null,null,null,null,null,1,"DL","Self-image and identity\nOnline relationships\nOnline reputations\nOnline bullying\nManaging online informarion","Commerce (Primarily)"]
[4,4.2,"Online Safety",3," Plagiarism","•\tTo understand that copying the work of others and presenting it as their own is called 'plagiarism' and to consider the consequences of plagiarism.\n•\tTo identify appropriate behaviour when participating or contributing to collaborative online projects for learning. \n","•\tChildren can determine whether activities that they undertake online, infringe another’s’ copyright. They know the difference between researching and using information and copying it \n•\tChildren know about citing sources that they have used.","plagiarism\nwatermark\ncitation\ncopyright\ncollaborating","Internet\n2Publish template\n2Quiz",null,null,null,null,null,null,null,null,null,null,null,null,1,"DL","Self-image and identity\nOnline relationships\nOnline reputations\nOnline bullying\nManaging online informarion\nCopyright and ownership","Content, Conduct"]
[4,4.2,"Online Safety",4,"Healthy Screen-Time","•\tTo identify the positive and negative influences of technology on health and the environment.\n•\tTo understand the importance of balancing game and screen time with other parts of their lives.","•\tChildren can take more informed ownership of the way that they choose to use their free time. They recognise a need to find a balance between being active and digital activities.\n•\tChildren can give reasons for limiting screen time.","data analysis\ncollaborative database","2Investigate\n2Publish template",null,null,null,null,null,null,null,null,null,null,null,null,1,"DL","Self-image and identity\nOnline relationships\nOnline reputations\nOnline bullying\nManaging online informarion","Contact, Conduct (primarily)"]
[4,4.4000000000000004,"Writing for Different Audiences",1,"Font Styles","• To explore how font size and style can affect the impact of a text.","• Children can look at and discussed a variety of written material where the font size and type are tailored to the purpose of the text.\n• Children can use text formatting to make a piece of writing fit for its audience and purpose.\n","genre\nformat\nfont","2Publish Plus",null,null,null,null,null,null,null,null,null,null,null,1,null,"IT",null,null,"Emerging\nWith support throughout, children will use 2Connect (Unit 4.4 Lesson 4 and 5) and 2 Publish+ (Unit 4.4 Lesson 4 and 5) to create limited content in small groups linked to a 2Simulate scenario (Unit 4.4 Lesson 2, 3, 4 and 5).\nUsing the variety of software, children change the font style to make it appropriate for their audience (Unit 4.4 Lesson 1).\nExpected\nChildren will use 2Connect (Unit 4.4 Lesson 4 and 5) and 2 Publish+ (Unit 4.4 Lesson 4 and 5) to create content linked to a 2Simulate scenario (Unit 4.4 Lesson 2, 3, 4 and 5) for a select audience. \nUsing the variety of software, children must make informed choices about the best way to present their information e.g. appropriate font and text formatting (Unit 4.4 Lesson 1).\nMost children can alter font types, styles and sizes to suit an intended audience for digital content using 2Publish and incorporate, with ease, images from clipart banks and internet sources (Unit 4.4. Lesson 1).\nExceeding\nChildren demonstrating greater depth will seamlessly use a variety of software including 2Connect (Unit 4.4 Lesson 4 and 5) and 2 Publish+ (Unit 4.4 Lesson 4 and 5) to create content linked to a 2Simulate scenario (Unit 4.4 Lesson 2, 3, 4 and 5) for a variety of different audiences. \nUsing the variety of software, children must make informed choices about the best way to present their information e.g. appropriate font and text formatting and give reasons for their choices (Unit 4.4 Lesson 1)."]
[4,4.4000000000000004,"Writing for Different Audiences",2,"Using a Simulated Scenario to Produce a News Report","• To use a simulated scenario to produce a news report.","• Children can role-played the job of a journalist in a newsroom.\n• Children can interpret a variety of incoming communications and use these to build up the details of a story.\n• Children can use the incoming information to write their own newspaper report.","reporter\nviewpoint\nopinion","2Simulate\n2Publish Templates",null,null,null,null,null,null,null,null,null,null,null,1,null,"IT"]
[4,4.4000000000000004,"Writing for Different Audiences",3,"Using a Simulated Scenario to Produce a News Report","• To use a simulated scenario to produce a news report.","• Children can role-played the job of a journalist in a newsroom.\n• Children can interpret a variety of incoming communications and use these to build up the details of a story.\n• Children can use the incoming information to write their own newspaper report.","reporter\nviewpoint\nopinion","2Simulate\n2Publish Templates",null,null,null,null,null,null,null,null,null,null,null,1,null,"IT"]
[4,4.4000000000000004,"Writing for Different Audiences",4,"Writing for a Campaign","• To use a simulated scenario to write for a community campaign.","• Children can use 2Connect to mind-map ideas for a community campaign.\n• Children can use these ideas to write a persuasive letter or poster as part of the campaign.\n• Children can assess their texts using criteria to judge their suitability for the intended audience.","campaign","2Simulate\n2Connect\n2Publish Templates",null,null,null,null,null,null,null,null,null,null,null,1,null,"IT"]
[4,4.4000000000000004,"Writing for Different Audiences",5,"Writing for a Campaign","• To use a simulated scenario to write for a community campaign.","• Children can use 2Connect to mind-map ideas for a community campaign.\n• Children can use these ideas to write a persuasive letter or poster as part of the campaign.\n• Children can assess their texts using criteria to judge their suitability for the intended audience.","campaign","2Simulate\n2Connect\n2Publish Templates",null,null,null,null,null,null,null,null,null,null,null,1,null,"IT"]
[4,4.5999999999999996,"Animation",1,"Animating an Object","• To decide what makes a good, animated film or cartoon and discuss favourite animations.\n• To learn how animations are created by hand.\n• To find out how 2Animate animations can be created in a similar way using technology.","• To decide what makes a good, animated film or cartoon and discuss favourite animations.\n• To learn how animations are created by hand.\n• To find out how 2Animate animations can be created in a similar way using technology.","animation\nframe\nfps (frames per second)\npause","2Animate",null,null,null,null,null,null,null,null,null,null,null,1,null,"IT",null,null,"Emerging\nWith support throughout, children will use a pencil and paper flip book to understand the basics of stop motion animation (Unit 4.6 Lesson 1). Children begin to transfer this knowledge and create their own basic animation using 2Animate (Unit 4.6 Lesson 3).\nThis animation may lack detail and lack smoothness of transition. Children share their learning by displaying their animation on a blog or display board (Unit 4.6 Lesson 3).\nExpected\nInitially children will use a pencil and paper flip book to understand the basics of stop motion animation (Unit 4.6 Lesson 1). Children transfer this knowledge and create their own animation using 2Animate (Unit 4.6 Lesson 3). Children know, understand, and use the onion skin animation tool within 2Animate to show movement across the screen (Unit 4.6 Lesson 2). Furthermore, they select backgrounds and sounds to make their animation more immersive (Unit 4.6 Lesson 2).\nChildren share their learning by displaying their animation on a display board or blog (Unit 4.6 Lesson 3).\nExceeding\nChildren demonstrating greater depth create their own detailed animation using 2Animate (Unit 4.6 Lesson 3) utilizing all the features of the software e.g. onion skin animation tool (Unit 4.6 Lesson 2) select backgrounds and sounds (Unit 4.6 Lesson 2). \nChildren share their learning by displaying their animation on a display board or blog (Unit 4.6 Lesson 3). \nChildren will demonstrate greater depth understanding when they suggest novel ways to solve difficulties that other children are having in making their animations effective."]
[4,4.5999999999999996,"Animation",2,"2Animate Tools","• To learn about onion skinning in animation.\n• To add backgrounds and sounds to animations.","• Children know what the Onion Skin tool does in animation.\n• Children can use the Onion Skin tool to create an animated image.\n• Children can use backgrounds and sounds to make more complex and imaginative animations.","onion skinning","2Animate",null,null,null,null,null,null,null,null,null,null,null,1,null,"IT"]
[4,4.5999999999999996,"Animation",3,"Stop Motion Animation","• Introducing ‘stop motion’ animation. \n• To share animation the class blog.","• Children know what ‘stop motion’ animation is and how it is created.\n• Children have used some of the ideas from existing ‘stop motion’ films to recreate their own animation.\n• Children have shared their animations and commented on each other’s work using blogs in Purple Mash.","stop motion","2Animate",null,null,null,null,null,null,null,null,null,null,null,1,null,"IT"]
[5,5.0999999999999996,"Coding",1,"Coding Efficiently","• To review existing coding knowledge.\n• To be able to simplify code.\n• To create a playable game.","• Children can use simplified code to make their programming more efficient.\n• Children can use variables in their code. \n• Children can create a simple playable game.","event\nkey press\ncollision\nobject\naction\nvariable\nselection\nif/else statements\ncoordinates\nsimplify\nefficient\ncomputer generated variable","2Code",null,null,null,null,null,null,1,1,1,null,null,null,null,"CS",null,null,"Emerging\nWith support, children can begin to create more complex programs that include different types of events in their code (Unit 5.1 Lesson 1).\nThey are beginning to understand what simulations are and with support they have formulated an algorithm for a simple traffic light sequence (Unit 5.1 Lesson 2).\nAs their coding becomes more complex, they will require support to tackle debugging in a logical rather than a trial-and-error method.\nChildren are beginning to understand how decomposition and abstraction are used in computer programming and with support can break a given process down into parts. (Unit 5.1 Lesson 3) \nThey will usually require support to make use of co-ordinates and variables in their code (Unit 5.1 Lesson 4-6).\nExpected\nChildren can create more complex programs and are beginning to understand that there are ways to simplify code to make their programming more efficient. They are able to recall and apply previous coding knowledge in their code. (Unit 5.1 Lessons 1 and 4).\nChildren understand what simulations are and can formulate and program an algorithm for an observed traffic light sequence. (Unit 5.1 Lesson 2).\nChildren understand the processes of decomposition and abstraction and can apply this knowledge when planning algorithms for a program. (Unit 5.1 Lesson 3).\nChildren can include sequence, selection and repetition into code as well as use functions to make their programming more efficient. (Unit 5.1 Lesson 4).\nChildren understand what a physical system is and can consider how they can program objects to behave like the would in ‘real life’. Children test and debug their program as they go and can use logical methods to identify the approximate cause of any bugs but might need support to identify the specific line of code that is causing the problem. Children begin to understand how functions work (Unit 5.1 Lesson 4). Children understand that there are different variable types and begin to explore how they can be used (Unit 5.1 Lesson 5). Children can ‘read’ others’ code and predict what will happen in a program which helps them to correct errors. They can also make good attempts to fix their own bugs as their coding becomes more complex (Unit 5.1 Lesson 6). \nThroughout this unit, children will demonstrate that they are open to feedback from both the teacher and fellow peers on their programs, specifically where they are expected to improve or create a game.\nExceeding\nChildren can create more complex programs and understand that there are ways to simplify code to make their programming more efficient. With ease, they are able to recall and apply previous coding knowledge in their code (Unit 5.1 Lesson 1).\nChildren can write algorithms for and program simulations, they easily adapt their code to (Unit 5.1 Lesson 2).\nChildren understand the processes of decomposition and abstraction and naturally apply this knowledge when planning algorithms for programs beyond the point at which it was taught (Unit 5.1 Lesson 3).\nChildren intuitively grasp the concepts of selection, repetition and variables. They like to challenge themselves to combine these with other coding structures to personalise and to improve their programs. They understand how to use functions to improve efficiency (Unit 5.2 Lessons 4-5).\nChildren understand and can apply mathematical concepts including co-ordinates, angles and negative numbers with ease when coding (Unit 5.1 Lesson 4). They are also thinking about good structure to their code with a view to debugging such as the use of tabs to organise code and the naming of variables. (Unit 5.1 Lesson 5). Children understand that there are different variable types, can see purpose for them and create and use them with ease when coding. (Unit 5.1 Lesson 5).\nChildren can ‘read’ others’ code and predict what will happen in a program which helps them to correct errors (Unit 5.1 Lesson 6). They are usually successful when attempting to fix their own bugs as their coding becomes more complex."]
[5,5.0999999999999996,"Coding",2,"Simulating a Physical System","• To understand what a simulation is. \n• To program a simulation using 2Code.","• Children can plan an algorithm modelling the sequence of traffic lights.\n• Children can select the right images to reflect the simulation they are making.\n• Children can use their plan to program the simulation to work in 2Code.","simulation\nphysical system\nalgorithm\nproperties","2Code\n2Chart",null,null,null,null,null,null,1,1,1,null,null,null,null,"CS"]
[5,5.0999999999999996,"Coding",3,"Decomposition and Abstraction","•\tTo know what decomposition and abstraction are in Computer Science.\n•\tTo take a real-life situation, decompose it and think about the level of abstraction.\n•\tTo use decomposition to make a plan of a real-life situation.","•\tChildren can make good attempts to break down their task into smaller achievable steps.\n•\tChildren recognise the need to start coding at a basic level of abstraction to remove superfluous details from their program that do not contribute to the aim of the task.","decomposition\nabstraction","2Code",null,null,null,null,null,null,1,1,1,null,null,null,null,"CS"]
[5,5.0999999999999996,"Coding",4,"Friction and Functions","•\tTo understand how to use friction in code. \n•\tTo begin to understand what a function is and how functions work in code.","•\tChildren can create a program which represents a physical system.\n•\tChildren can create and use functions in their code to make their programming more efficient.","friction\nfunction\npredict\n","2Code",null,null,null,null,null,null,1,1,1,null,null,null,null,"CS"]
[5,5.0999999999999996,"Coding",5,"Introducing Strings","•\tTo understand what the different variable types are and how they are used differently.\n•\tTo understand how to create a string.","•\tChildren can create and use strings in programming.\n•\tChildren can set/change variable values appropriately.\n•\tChildren know some ways that text variables can be used in coding.","string\nvariables\nvalues\ntabs\ntext variable\ncollision\nwhen key\nrandom\noutput","2Code",null,null,null,null,null,null,1,1,1,null,null,null,null,"CS"]
[5,5.0999999999999996,"Coding",6,"Text Variables and Concatenation","•\tTo begin to explore text variables when coding.\n•\tTo understand what concatenation is and how it works.","•\tChildren can create a string and use it in their program.\n•\tChildren can use strings to produce a range of outputs in their program.","concatenation\nprint to screen\ntabs\n'if' statement\n'if/else' statement","2Code",null,null,null,null,null,null,1,1,1,null,null,null,null,"CS"]
[5,5.2,"Online Safety",1,"Responsibilities and Support when Online","•\tTo gain a greater understanding of the impact that sharing digital content can have.\n•\tTo review sources of support when using technology.\n•\tTo review children’ responsibility to one another in their online behaviour.","•\tChildren think critically about the information that they share online, both about themselves and others.\n•\tChildren know who to tell if they are upset by something that happens online.\n•\tChildren can use the SMART rules as a source of guidance when online.","responsibility\nSMART rules","Internet Browser\n",null,null,null,null,null,null,null,null,null,1,null,null,1,"DL","Self-image and identity\nOnline bullying\nManaging information online\nPrivacy and security","Conduct, Content, Contact, ","Emerging\nChildren demonstrate a developing understanding of their responsibility to others as well as to themselves when communicating and sharing content online. They know what to do if they are upset by online content and know that there are rules such as the SMART rules to protect them (lesson 1).\nWith support throughout, children demonstrate an understanding of what the SMART rules are but may find it difficult to apply all of these to using technology safely and respectfully (Unit 5.1 Lesson 1). They can create a simple comic strip to teach other children about online safety (Unit 5.2 Lesson 2).\nExpected\nChildren demonstrate an understanding of their responsibility to others as well as to themselves when communicating and sharing content online.\nChildren demonstrate a clear understanding of what the SMART rules are and how they should be applied to using technology safely and respectfully (Unit 5.1 Lesson 1).\nIn lesson 1, children demonstrate that they are developing critical thinking skills in their online experience and know what sorts of inappropriate content should be reported.\nThey can apply their knowledge in the creation of a comic strip to teach other children about online safety (Unit 5.2 Lesson 2). When doing image editing in lesson 2, they were able to see both the positive and negative consequences of technological developments including altering images both in terms of impact upon themselves and impact upon others.\nIn lesson 3, children can explain why citations must be considered when using the work of others. They know that there is a convention for recording citations and can put this into practice in their work.\nIn lesson 3, children’s contributions demonstrate a growing awareness of the context of communication and an ability to view the communication from the intended audience’s point-of-view.\nMost children will be able demonstrate that they understand what is meant by reliable and can build on their ability to identify reliable content. In lesson 3 while completing the citation writing frame, they were able to recognise that it is not a good idea to rely upon only 1 source for information.\nExceeding\nChildren are developing a deeper understanding of the interaction of the positive benefits and negative risks of innovative technology. They take advantage of these technologies in their work but are mindful of protecting themselves and others from harm.\nChildren demonstrating greater depth have a detailed knowledge of what the SMART rules are and understand how these are applied to using technology safely and respectfully. Furthermore, they understand the implications of improper use of technology and the internet (Unit 5.1 Lesson 1). They can apply their knowledge in the creation of a detailed comic strip to teach other children about online safety (Unit 5.2 Lesson 2)."]
[5,5.2,"Online Safety",2,"Protecting Privacy","•\tTo know how to maintain secure passwords.\n•\tTo understand the advantages, disadvantages, permissions, and purposes of altering an image digitally and the reasons for this.\n•\tTo be aware of appropriate and inappropriate text, photographs and videos and the impact of sharing these online.","•\tChildren think critically about what they share online, even when asked by a usually reliable person to share something.\n•\tChildren have clear ideas about good passwords.\n•\tChildren can see how they can use images and digital technology to create effects not possible without technology.\n•\tChildren have experienced how image manipulation could be used to upset them or others even using simple, freely available tools and little specialist knowledge.","encrypt\ncritical thinking\nimage manipulation\navatar","Internet Browser\n2Paint a Picture\n",null,null,null,null,null,null,null,null,null,1,null,null,1,"DL","Self-image and identity\nOnline bullying\nManaging information online\nPrivacy and security","Conduct, Content, Contact, "]
[5,5.2,"Online Safety",3,"Citing Sources","•\tTo learn about how to reference sources in their work.\n•\tTo search the Internet with a consideration for the reliability of the results of sources to check validity and understand the impact of incorrect information.\t","•\tChildren can cite all sources when researching and explain the importance of this.\n•\tChildren select keywords and search techniques to find relevant information and increase reliability.","citation\nvalidity\nreliability\nplagiarism\nbibliography\ncopyright\ncreative commons licence","Internet Browser\n",null,null,null,null,null,null,null,null,null,1,null,null,1,"DL","Self-image and identity\nOnline bullying\nManaging information online\nPrivacy and security","Conduct, Content"]
[5,5.2,"Online Safety",4,"Reliability","•\tEnsuring reliability through using different methods of communication.","•\tChildren show an understanding of the advantages and disadvantages of different forms of communication and when it is appropriate to use each.","communication","Internet Browser\n",null,null,null,null,null,null,null,null,null,1,null,null,1,"DL","Self-image and identity\nOnline bullying\nManaging information online\nPrivacy and security","Conduct"]
[5,5.3,"Spreadsheets",1,"Conversions of Measurements ","To use formulae within a spreadsheet to convert measurements of length and distance.","Children can create a formula in a spreadsheet to convert m to cm. \nChildren can apply this to creating a spreadsheet that converts miles to km and vice versa.  ","Converting values\nimperial measures\nmetric measures","2Calculate",null,null,null,null,null,null,null,null,null,null,null,1,null,"IT",null,null,"Emerging\nWith support throughout, children can create a simple formula with limited success using 2Calculate that converts metres into centimetres (Lesson 1). Children understand what a variable is and can program a variable that converts weeks into years (Lesson 4). Furthermore, they can represent their data as a simple graph (Lesson 2).\nExpected\nChildren can create a formula using 2Calculate that converts metres into centimetres (Lesson 1). Children can program different variables to convert data from one format and present it in an alternative way (Lesson 4). Furthermore, they can convert their data into a graphical format (Lesson 2).\nThroughout this unit, children will be tasked with creating spreadsheets which are contextualised and evaluating them.  Most children can use suitable layouts and content (and explain this) which achieve a specific goal, such as creating a spreadsheet to work out the area and perimeter of rectangles (Lesson 3). Their layouts and \ncontents will be fit for purpose for their intended audience, such as applying graphs to represent data (Lesson 2).\nChildren will use, manipulate, and create spreadsheets within this unit. Their improving skill of using text variables to perform calculations, advanced mode and count tools will lead to the creation of their own purposeful spreadsheet. Children will invite feedback through sharing their spreadsheets, focusing on the functionality, layout, clear purpose and whether it achieve it.\nMost children can use 2Calculate to produce functional spreadsheets with clear purpose and their spreadsheets are set up so that interrogation of data is easily achieved.  They demonstrate they can use formulae such as converting between measures and incorporating text variables to perform calculations. Automatic graph creation from data sets is easily achieved by the children, including appropriate labelling and graph type for data type.\nExceeding\nChildren demonstrating greater depth can use their understanding of converting metres into centimetres and apply this to other mathematical conversions (Lesson 1). Furthermore, they choose the most appropriate way to convert and represent their data and can give their reasons behind this choice (Lesson 2)."]
[5,5.3,"Spreadsheets",2,"Using Formulae ","To use a spreadsheet to model a real-life problem.\nTo use formulae to calculate area and perimeter of shapes.","Children can use a spreadsheet to work out the area and perimeter of rectangles.\nChildren can use these calculations to solve a real-life problem.","perimeter\narea\ncomputational model","2Calculate",null,null,null,null,null,null,null,null,null,null,null,1,null,"IT"]
[5,5.3,"Spreadsheets",3,"Exploring Probability","To use a spreadsheet to investigate the probability of the results of throwing many dice.","Children can create a spreadsheet to answer a mathematical question relating to probability.\nChildren can take copy and paste shortcuts.\nChildren can problem solve using the count tool. ","count tool\ndice tool","2Calculate",null,null,null,null,null,null,null,null,null,null,null,1,null,"IT"]
[5,5.3,"Spreadsheets",4,"Computational Modelling","To use spreadsheets to model real-life situations.\nTo use the created spreadsheet to make decisions about these situations.","Children can use spreadsheets to model real-life situations and produce solutions that can be practically applied.","budget\nprofit\ncomputational model\nexpenses","2Calculate",null,null,null,null,null,null,null,null,null,null,null,1,null,"IT"]
[5,5.3,"Spreadsheets",5,"Computational Modelling","To use spreadsheets to model real-life situations.\nTo use the created spreadsheet to make decisions about these situations.","Children can use spreadsheets to model real-life situations and produce solutions that can be practically applied.","budget\nprofit\ncomputational model\nexpenses","2Calculate",null,null,null,null,null,null,null,null,null,null,null,1,null,"IT"]
[5,5.3,"Spreadsheets",6,"Testing a hypothesis","To use the count tool to answer hypotheses about common letters in use.","Children can use a spreadsheet to work out which letters appear most often.\nChildren can use the count tool.","hypothesis\nvariables","2Calculate",null,null,null,null,null,null,null,null,null,null,null,1,null,"IT"]
[5,5.4,"Databases",1,"Searching a Database","To learn how to search for information in a database.","•\tChildren understand the different ways to search a database.\n•\tChildren can search a database to answer questions correctly.","database\nsearch\nrecord\nfield\nsort\ngroup\narrange\nstatistics\nreports\ncharts","2Investigate",null,null,null,null,null,null,null,null,null,null,null,1,null,"IT",null,null,"Emerging\nWith support, children can contribute to the design of a collaborative (Unit 5.4 Lesson 2) and individual database, although this may be with limited success (Unit 5.4 Lesson 3 and 4).\nThey can design and enter information accurately into their own simple database and create basic questions about their database for their classmates to answer. Furthermore, they can use the search functionalities to answer simple questions (Unit 5.4 Lesson 1, Lesson 3 and 4).\nExpected\nChildren can contribute to the design of a collaborative (Unit 5.4 Lesson 2) and individual database (Unit 5.4 Lesson 3 and 4).\nThey can design and enter information accurately into their own database and create questions about their database for their classmates to answer. Furthermore, they can use the search functionalities to answer questions (Unit 5.4 Lesson 1 and Lesson 3 and 4).\nMost children will be able to create a database within 2Investigate which contains contextualised information relating to a topic.  They can add fields which are appropriate for the topic choice and present data using graphical tools, table views, and search for appropriate content to be displayed to answer a question (Unit 5.4. Lessons 3 & 4).\nThroughout this unit, children will be learning how to effectively utilise a database. They will respond to feedback from peers and the class teacher.\nMost children can interrogate a database, including the different ways the data can be sorted and displayed – Table view, Find, Sort, Charts (Unit 5.4 Lesson 1). They can use more advanced features such as the ‘statistics tool’ to display multiple pieces of statistical information at the same time and produce reports on specific criterion (Unit 5.4 Lesson 1 & 2).\nExceeding\nChildren demonstrating greater depth will lead a small group in the design and creation of a collaborative (Unit 5.4 Lesson 2) database. They can create an individual database with a greater number of fields and create complex search questions about their database for their classmates to answer (Questions using and/or statements). Furthermore, they can seamlessly use the search functionalities to answer complex questions (Unit 5.4 Lesson 1 and lesson 3 and 4.)"]
[5,5.4,"Databases",2,"Creating a Class Database","•\tTo contribute to a class database.","•\tChildren can design an avatar for a class database.\n•\tChildren can successfully enter information into a class database.\n","avatar\ncollaborative","2Investigate",null,null,null,null,null,null,null,null,null,null,null,1,null,"IT"]
[5,5.4,"Databases",3,"Creating a Topic Database","To create a database around a chosen topic.","•\tChildren can create their own database on a chosen topic.\n•\tChildren can add records to their database.\n•\tChildren know what a database field is and can correctly add field information.\n•\tChildren understand how to word questions so that they can be effectively answered using a search of their database.\n",null,"2Investigate\nvarious (choice)",null,null,null,null,null,null,null,null,null,null,null,1,null,"IT"]
[5,5.4,"Databases",4,"Creating a Topic Database","To create a database around a chosen topic.","•\tChildren can create their own database on a chosen topic.\n•\tChildren can add records to their database.\n•\tChildren know what a database field is and can correctly add field information.\n•\tChildren understand how to word questions so that they can be effectively answered using a search of their database.\n",null,"2Investigate\nvarious (choice)",null,null,null,null,null,null,null,null,null,null,null,1,null,"IT"]
[6,6.1,"Coding",1,"Designing and Making a more Complex Program","To design a playable game with a timer and a score.\nTo plan and use selection and variables.\nTo understand how the launch command works. ","•\tChildren can plan a program which includes a timer and a score.\n•\tChildren can follow their plans to create a program.\n•\tChildren can debug when things do not run as expected.","algorithm\naction\noutput\nselection\nvariables\nrepeat\ntimer\nlaunch command\ndebug\nalert\nstring\nx and y properties\ncoordinates\ndecomposition\nobject\nevent","2Code",null,null,null,null,null,null,1,1,1,null,null,null,null,"CS",null,null,"Emerging\nChildren are beginning to be able to turn a more complex programming task into an algorithm by identifying the important aspects of the task (abstraction) and then decomposing them in a logical way with support (Unit 6.1 Lessons 1 and 2). \nThey can then use this design to write a program using 2Code.\nChildren understand sequence, selection and repetition in programs and can use them in their simplest forms. They will require support when combing these aspects e.g. using selection within a repeat in a game (Unit 6.1 Lessons 1, 2 and 6).\nWith support, children can plan, design and create a simple program that includes a single variable relating to timing. They can also include a button which will launch another program (Unit 6.1 Lessons 1 and 2).\nThey will usually require support to make use of variables and manipulate variables in their code and in understanding the way that functions are beneficial (Unit 6.1 Lessons 1-4).\nAs their coding becomes more complex, they will require support to tackle debugging in a logical rather than a trial-and-error method.\nChildren can make good attempts to ‘read’ code and predict what will happen in a program (Unit 6.1 Lessons 4-6). They can usually interpret a program in parts but will need support to put the separate parts of a complex algorithm or program together to explain the program as a whole (Unit 6.1 Lesson 6).\nExpected\nChildren are beginning to be able to turn a more complex programming task into an algorithm by identifying the important aspects of the task (abstraction) and then decomposing them in a logical way using their knowledge of possible coding structures and applying skills from previous programs. \nThey can then use this design to write a program using 2Code (Unit 6.1 Lessons 1 and 2).\nChildren can translate algorithms that include sequence, selection and repetition into code and their own designs show that they are thinking of how to accomplish the set task in code utilising such structures including nesting structures within each other (Unit 6.1 Lessons 1-6).\nChildren can plan, design and create a program that includes variables relating to timing and scoring along with buttons which launch other programs (Unit 6.1 Lessons 1 and 2). Furthermore, children will consider how to organise their code using multiple tabs (Unit 6.1 Lessons 1, 2, 3 and 5).\nThey use functions within their code to eradicate unnecessary code and make their programming more efficient (Unit 6.1 Lesson 3).\nTheir coding displays an understanding of the function of variables in coding (Unit 6.1 Lessons 1 and 2 and Lesson 6), outputs such as sound and movement (Unit 6.1 Lessons 1 and 2), inputs from the user of the program such as button clicks (Unit 6.1 Lessons 3, 4 & 5) and the value of Functions (Unit 6.1 Lesson 3).\nChildren can make good attempts to ‘read’ code and predict what will happen in a program (Unit 6.1 Lessons 4 and 6). They can usually interpret a program in parts and can make logical attempts to put the separate parts of a complex algorithm or program together to explain the program as a whole (Unit 6.1 Lesson 6).\nChildren test and debug their program as they go and can use logical methods to identify the approximate cause of any bugs but might need support to identify the specific line of code that is causing the problem as the complexity of the programs increases. They try to improve and debug their own programs (Unit 6.1 All Lessons).\nWithin their programs, they can use features such as interactivity with the end users with the desired effect of adding greater impact. (Unit 6.1. Lesson 5 and 6).\nMost children demonstrate a secure understanding of the impact of changing the position of instructions within 2Code. With this knowledge, they can demonstrate use of the tabs feature to carefully section code for the intention of easier debugging and less code error, as their coding becomes more complex. \nExceeding\nChildren can turn a more complex programming task into an algorithm by identifying the important aspects of the task (abstraction) and then decomposing them in a logical way using their knowledge of possible coding structures and applying skills from previous programs. They can then use this design to write a program using 2Code (Unit 6.1 Lessons 1 and 2). Children’s designs show that they are thinking both of the required task, and of how to accomplish this in code. Children test and debug their program as they go and can use logical methods to identify the approximate cause of any bugs then test systematically to identify the specific line of code that is causing the problem.\nChildren intuitively grasp the concepts of selection, repetition and variables and make use of the various commands to use input from users and produce output including sound and movement. Children like to challenge themselves to combine these with other coding structures to achieve the effects that they design to personalise and to improve their programs (Unit 6.1 Lessons 4-6). They are also thinking about good structure to their code with a view to debugging such as the use of tabs and functions to organise code and the naming of variables.\n"]
[6,6.1,"Coding",2,"Designing and Making a more Complex Program","To design a playable game with a timer and a score.\nTo plan and use selection and variables.\nTo understand how the launch command works. ","•\tChildren can plan a program which includes a timer and a score.\n•\tChildren can follow their plans to create a program.\n•\tChildren can debug when things do not run as expected.","algorithm\naction\noutput\nselection\nvariables\nrepeat\ntimer\nlaunch command\ndebug\nalert\nstring\nx and y properties\ncoordinates\ndecomposition\nobject\nevent","2Code",null,null,null,null,null,null,1,1,1,null,null,null,null,"CS"]
[6,6.1,"Coding",3,"Using Functions","To use functions and understand why they are useful. \nTo understand how functions are created and called.\n","•\tChildren can create a program that makes use of functions. \n•\tChildren can create a program that uses multiple functions with the code arranged in tabs.\n•\tChildren can explain how their code executes when their program is run.","function\nturtle object\ntext object\nexecute\nfunction call\ntabs","2Code",null,null,null,null,null,null,1,1,1,null,null,null,null,"CS"]
[6,6.1,"Coding",4,"Flowcharts and Control Simulations","To use flowcharts to test and debug a program.\n To create a simulation of a room in which devices can be controlled.","•\tChildren can follow flowcharts to create and debug code.\n•\tChildren can create flowcharts for procedures.\n•\tChildren can be creative with the way they code to generate novel visual effects.","flowchart\nsimulation\nprocedure","2Code\n2Chart",null,null,null,null,null,null,1,1,1,null,null,null,null,"CS"]
[6,6.1,"Coding",5,"User Input","To understand the different options of generating user input in 2Code.\nTo understand how user input can be used in a program.","•\tChildren can code programs that take text input from the user and use this in the program.\n•\tChildren can attribute variables to user input.\n•\tChildren are aware of the need to code for all possibilities when using user input.","input\nconcatenation","2Code",null,null,null,null,null,null,1,1,1,null,null,null,null,"CS"]
[6,6.1,"Coding",6,"Using Text-based Adventures","To understand how 2Code can be used to make a text-based adventure game.","•\tChildren can follow through the code of how a text adventure can be programmed in 2Code.\n•\tChildren can design their own text-based adventure game based on one they have played.\n•\tChildren can adapt an existing text adventure so it reflects their own ideas.","text adventure","2Code",null,null,null,null,null,null,1,1,1,null,null,null,null,"CS"]
[6,6.2,"Online Safety",1,"Message in a Game","•\tTo identify benefits and risks of mobile devices broadcasting the location of the user/device, e.g., apps accessing location.\n•\tTo identify secure sites by looking for privacy seals of approval, e.g., https, padlock icon.\n•\tTo identify the benefits and risks of giving personal information and device access to different software.","•\tChildren have used the example game and further research to refresh their memories about risks online including sharing location, secure websites, spoof websites, phishing, and other email scams.\n•\tChildren have used the example game and further research to refresh their memories about the steps they can take to protect themselves including protecting their digital footprint, where to go for help, smart rules and security software.","secure websites\nlocation sharing\nspoof websites\nphising\npassword\nPEGI","2DIY 3D",null,null,null,null,null,null,null,null,null,null,null,null,1,"DL","Self-image and identity\nOnline reputation\nOnline relationships\nHealth, wellbeing and lifestyle\nPrivacy and security","Content, Conduct, Contact, Commerce. ","Emerging\nChildren can refer to the SMART rules to guide them online. They can navigate networks within Purple Mash (Work folders, class folders and group folders), the local network (school) and the Internet (using as a source for research or leisure time). They use these networks to collaborate with support using Purple Mash tools such as 2Write and 2Connect.\nThey can use search tools and have an awareness of the need to select sources carefully.\nThey can recognise features online that are risks and those that exist to protect them (lesson 1). Children are aware that their actions online have an impact not only on themselves but on others as well. They know to ask for help if they are worried or distressed by something online.\nExpected\nChildren have a good knowledge of the benefits and risks to working collaboratively. They have no trouble navigating networks within Purple Mash (Work folders, class folders and group folders), the local network (school) and the Internet (using as a source for research or leisure time). They use these networks to collaborate using Purple Mash tools such as 2Write, 2Connect and 2Blog and can use a variety of networked devices such as webcams, online tools, printers, and tablets in a connected way for their educational benefit.\nChildren can use search tools and routinely try to verify the validity and reliability of their sources. They look for corroborating sources for information and enter keywords that help them to choose the best results.\nChildren demonstrate an understanding of their responsibility to others as well as to themselves when communicating and sharing content online. They can identify a variety of risks and benefits of technology (lessons 1 and 3). They feel confident in having strategies to help them promote a positive online image of themselves in their digital footprint.\nChildren can identify location sharing as a risk to online safety in lesson 1 and could relate this to work done on protecting their identifying private information.\nChildren were able to identify the padlock and https as aids to the online safety in lesson 1 and could explain what these means referring to the work that they did on this in previous years’ online safety units.\nChildren’ work in lesson 1, indicates that they have a clear understanding of terms such as Computer virus, Location sharing, phishing scams, spam email, Malware and Identity theft. In lesson 2, they make sensible contributions to the question of what risks there are when installing an App and the possible risks hidden in the small print.\nChildren’s work as digital footprint detectives in lesson 2 demonstrates that they understand the impact of a positive and negative digital footprint and how to take control of their own online virtual image.\nMost children can balance the positive impact of technology with the reasons for limiting screen time that include the effect on physical and mental health. In lesson 3, they were able to reflect on their own screen time and collective class screen time and begin to make informed decisions about when to limit their own screen time\nHaving studied this aspect in depth in year 5 (lesson 3), children routinely include citations in their research work across subjects. They also take care to credit the artist when using images from the Internet. In lesson 2, as part of the discussion surrounding digital footprints, children explored the existence of metadata to track the source of images.\nHaving studied this aspect in depth in year 5 (lesson 2, step 11+ and lesson 3, step 6+), children take care to credit the artist when using images from the Internet and know how to explore the rights and permissions associated with an image online. They can explain the difference between copyright and privacy and are mindful of both aspects when working with images.\nMost children can make informed choices when communicating online for example selecting the appropriate form of communication for its purpose and audience. They can discuss the use of instant messaging in social contexts, aware of the pros and cons of using such tools.\nExceeding\nChildren view their own/school devices as a means to access a wealth and mixture of networked and local resources. They use these in an integrated way; for example, they can take information and images from one source, compare them to others, include them in their written work alongside their own original images and text to enhance their own understanding and produce high quality comprehensive work. They are implicitly aware of the benefits and risks to working collaboratively. They navigate networks within Purple Mash (Work folders, class folders and group folders), the local network (school) and the Internet and use these networks to collaborate using Purple Mash tools such as 2Write, 2Connect and 2Blog.\nChildren can use search tools effectively, routinely verifying the validity and reliability of their sources. They look for corroborating sources for information and enter keywords that help them to choose the most suitable results. They are aware that search engines are also often money-making ventures for their providers and that this has personal privacy implications. They know where to look to investigate their privacy settings on search engines.\nChildren have an internalised in-depth understanding of the risks and benefits of an online presence (lessons 1 and 3). Their actions demonstrate that they also feel a responsibility to others when communicating and sharing content online. They feel confident in having strategies to help them promote a positive online image of themselves and deal with issues that might arise in the future."]
[6,6.2,"Online Safety",2,"Online Behaviour","•\tTo review the meaning of a digital footprint and understand how and why people use their information and online presence to create a virtual image of themselves as a user.\n•\tTo have a clear idea of appropriate online behaviour and how this can protect themselves and others from possible online dangers, bullying and inappropriate behaviour.\n•\tTo begin to understand how information online can persist and give away details of those who share or modify it.","•\tChildren understand how what they share impacts upon themselves and upon others in the long-term.\n•\tChildren know about the consequences of promoting inappropriate content online and how to put a stop to such behaviour when they experience it or witness it as a bystander.\n•\tExtension: Children’ actions demonstrate that they also feel a responsibility to others when communicating and sharing content online.\n","digital footprint\ninappropriate\n","2Publish template\n2Investigate",null,null,null,null,null,null,null,null,null,null,null,null,1,"DL","Self-image and identity\nOnline reputation\nOnline relationships\nHealth, wellbeing and lifestyle\nPrivacy and security","Content, Conduct, Contact, Commerce. "]
[6,6.2,"Online Safety",3,"Screen Time","•\tTo understand the importance of balancing game and screen time with other parts of their lives, e.g., explore the reasons why they may be tempted to spend more time playing games or find it difficult to stop playing and the effect this has on their health.\t\n•\tTo identify the positive and negative influences of technology on health and the environment.","•\tChildren can take more informed ownership of the way that they choose to use their free time. They recognise a need to find a balance between being active and digital activities.\n•\tChildren can give reasons for limiting screen time.\n•\tChildren can talk about the positives and negative aspects of technology and balance these opposing views.\n•\tExtension: Children have an internalised in-depth understanding of the risks and benefits of an online presence.\n","print screen\nscreen time\ndata analysis","2Publish template\n2Investigate",null,null,null,null,null,null,null,null,null,null,null,null,1,"DL","Self-image and identity\nOnline reputation\nOnline relationships\nHealth, wellbeing and lifestyle\nPrivacy and security","Content, Conduct, Contact, Commerce. "]
[6,6.5,"Text Adventures",1,"What Is a Text Adventure? Planning a Story Adventure","•\tTo find out what a text-based adventure game is and to explore an example made in 2Create a Story.\n•\tTo use 2Connect to plan a ‘Choose your own Adventure’ type story.","•\tChildren can describe what a text adventure is.\n•\tChildren can map out a story-based text adventure.\n•\tChildren can use 2Connect to record their ideas.\n•\tExtension: Children can turn a simple story with 2 or 3 levels of decision making into a logical design","text adventure","2Connect\n2Create a Story",1,null,1,1,null,null,null,null,null,null,null,1,null,"IT\\CS","Self-image and identity","Conduct","Emerging\nChildren can turn a simple story with at least one decision into a logical design using 2Connect (Unit 6.5 Lesson 1). They might need support when completing the decision tree. \nChildren can create individual pages in 2Create a Story (Unit 6.5 Lesson 2) but will need support to link these parts in a logical way.\nIn (Unit 6.5 Lesson 3), they can design a simple map with a sequence of rooms and one item to collect.\nIn (Unit 6.5 Lesson 4), they will need support to turn their designs into code but can succeed in representing the player navigating to different rooms. They can debug a simple program with support.\nIn (Unit 6.5 Lesson 4), they will need support to relate the examples to their own design, especially when using variables, but will be able to code some of the elements of their own design independently and can write code that take input from the user.\nChildren can relate the example design to the example program and can predict what will happen in the program using the design document. \nIn (Unit 6.5 Lesson 4), they can use their design to test whether their program has bugs but will need support to identify where these bugs are in their code and to fix them.\nExpected\nChildren can turn a simple story with 2 or 3 levels of decision making into a logical design using 2Connect (Unit 6.5 Lesson 1). Having seen an example, they can use this to make the story their own.\nChildren can create the pages for the component parts of the design in 2Create a Story (Unit 6.5 Lesson 2) and make good attempts to link these parts in a logical way.  They might need support when debugging the linked pages if things do not proceed as expected.\nIn (Unit 6.5 Lesson 3), they can make a design map with a sequence of rooms including rooms in which the player needs to make a choice to complete the game and collect items.\nIn (Unit 6.5 Lesson 4), they can use the example code to turn their own designs into code. Children will debug as they code and might need some support in identifying the cause of some bugs.\nChildren can relate the example design to the example program and can predict what will happen in the program using the design document. In their own program, they can use their design algorithm to debug their adventure story.\nIn (Unit 6.5 Lesson 4), they can use their design to test whether their program has bugs and identify where in their code, their bugs occur.\nMost children apply their knowledge of coding and the fundamental order of instructions through creating their own story-based adventure game. They can identify errors in their code and specifically errors that could impact on the order of events and specific actions when buttons are pressed (Unit 6.5 Lesson 2).\nMost children demonstrate how algorithms are useful for representing a solution to a problem e.g. During the creation of their own story-based adventure games within 2Code they can systematically test their code against its intended outcome (Unit 6.5 Lesson 2).\nMost children can carefully plan before constructing digital content such as a text adventure game. Using 2Connect, children can carefully identify the data and information they need to incorporate within their intended coded games. As they advance onto coding, the children can extract and manipulate bits of data and strings of text for the purpose of their game functionality (Unit 6.5 Lessons 1 & 4).\nExceeding\nChildren can turn a simple story with 3 or more levels of decision making into a logical design using 2Connect (Unit 6.5 Lesson 1). They can ensure that the design is complete and logical.\nChildren can use 2Create a Story to make the component parts of the design (Unit 6.5 Lesson 2) and link these parts in a logical way.  They can then debug in a logical way using their design document if things do not proceed as expected.\nIn (Unit 6.5 Lesson 3), they can make a comprehensive design map with a sequence of rooms including rooms in which the player needs to make a choice and collect items in a certain order to complete the game.\nIn (Unit 6.5 Lesson 4), they can use the example code to turn their own designs into code. Children will debug as they code using their designs and notes as a guide.\nIn (Unit 6.5 Lesson 4), they understand and can adapt the use of variables to their own design and can write code that takes input from the user and gives output to the user.\nChildren can relate the example design to the example program and can predict what will happen in the program using the design document. In their own program, they can use their design algorithm to debug their adventure story and foresee elements that they need to code.\nIn (Unit 6.5 Lesson 4), they can use their design to test whether their program has bugs and identify where in their code, their bugs occur. While coding, they refer to and annotate, their design with helpful notes and changes to enable them to debug and to enhance their program."]
[6,6.5,"Text Adventures",2,"Making a Story-based Adventure Game","•\tTo use 2Connect plans for a story adventure to make the adventure using 2Create a Story.","•\tChildren can use the full functionality of 2Create a Story Adventure mode to create, test and debug using their plan.\n•\tChildren can split their adventure-game design into appropriate sections to facilitate creating it.","sprite\nlink","2Create a Story\n2Connect \nDisplayboards",1,null,1,1,null,null,null,null,null,null,null,1,null,"IT\\CS","Self-image and identity","Conduct"]
[6,6.5,"Text Adventures",3,"Coding Comprehension of Text Adventure Game","•To read and understand given code for a text adventure game.","•Childre can explain the features and purpose of code within a given text adventure. \n•Childrean are able to step through each line of code and follow the flow of execution. \n","functions\nselection\nvariables\nrepeat\nstep through\nflow of control","2Publish template\n2Code\n2Chart ",1,null,1,1,null,null,null,null,null,null,null,1,null,"IT\\CS","Self-image and identity","Conduct"]
[6,6.5,"Text Adventures",4,"Debugging and Improving a Text Adventure","•\tTo debug a text adventure.\n•\tTo independently design and implement improvements to a text adventure game. ","•\tChildren can make logical attempts to debug more complex code involving a combination of functions, variables and a loop.\n•\tChildren can suggest and implement ideas to further develop the program.","functions\nselection\nvariables\nrepeat\ndebugging\nQR code","2Publish template\n2Code\n2Chart (extension)\n2Blog",1,null,1,1,null,null,null,null,null,null,null,1,null,"IT\\CS","Self-image and identity","Conduct"]
[6,6.9,"Spreadsheets with MS Excel",1,"What is a Spreadsheet?","•\tTo know what a spreadsheet looks like.\n•\tTo navigate and enter data into cells.","•\tChildren know some uses of a spreadsheet tool.\n•\tChildren can navigate around a spreadsheet using cell references.\n•\tChildren can enter data into cells.\n•\tChildren understand new vocabulary relating to spreadsheets: cells, columns, rows, cell names, sheets, workbook.","spreadsheet\ncell\ncell reference\ndata\ncolumn\nrow\nworkbook\nsheet\ncategories ribbon","MS Excel",null,null,null,null,null,null,null,null,null,null,null,1,null,"IT",null,null,"Emerging\nWith support, children can save and open workbooks and navigate to different sheets within a workbook (Lesson 1). Children can enter data into cells (Lesson 1) and find specific cell locations within a spreadsheet (lesson 1).\nChildren understand some of the new vocabulary relating to spreadsheets: cells, columns, rows, cell names, sheets, workbook. Children might need support navigating the different menus and icons within the software.\nWith specific guidance, children can use a spreadsheet to carry out basic calculations including some of the operators (addition, subtraction, multiplication and division) using formulae (lesson 2). They might need support when deciding where to use them and what the information shows.\nWith step-by-step assistance, children can create a spreadsheet to model a specific situation and calculate the answer to a one-step problem (lesson 3 & lesson 7).\nChildren have explored features such as flash fill, convert text to tables and splitting cells and have an understanding that this can make data clearer. They need support to use these functions and interpret the data (lesson 4).\nChildren know that a spreadsheet can create graphs from data. With specific instructions, children can make a graph from data and use it to answer a simple question (lesson 6).\nNB Lesson 8 provides an opportunity for children to demonstrate many of the skills taught in the previous lessons and can be useful as the basis for assessment.\nExpected\nChildren have a good understanding of a variety of purposes for using spreadsheets. Children appreciate the advantage of using a spreadsheet for certain tasks over a paper-based method.\nChildren understand and use the new vocabulary relating to spreadsheets: cells, columns, rows, cell names, sheets, workbook. They can locate frequently used functions and tools and know how to find the functions that they need.\nChildren can use a spreadsheet to carry out basic calculations including all the operators (addition, subtraction, multiplication and division) using formulae (lesson 2).\nChildren know that tools such as series fill exist and can make use of the assistance they provide.\nChildren understand the idea of using a spreadsheet to model a situation. Given a precise situation and guidance on layout, they can create a useful model. They can use it to answer questions (lesson 3 & lesson 7).\nWith direction, children can use flash fill, convert text to tables, splitting cells and sorting for organising and presenting their data in a spreadsheet (lesson 4).\nChildren know how to incorporate formulae for percentages, averages, max and min into their spreadsheets (lesson 5). They are beginning to develop a critical eye when it comes to the conclusions that can be made from data (lesson 5, step 21).\nChildren can use graphic functionality within a spreadsheet program to make their data clearer and use this to answer questions (lesson 6).\nNB Lesson 8 provides an opportunity for children to demonstrate many of the skills taught in the previous lessons and can be useful as the basis for assessment.\nExceeding\nChildren have a good understanding of a variety of purposes for using spreadsheets. Children appreciate the advantage of using a spreadsheet for certain tasks over a paper-based method.\nChildren understand and use the new vocabulary relating to spreadsheets: cells, columns, rows, cell names, sheets, workbook. They can locate frequently used functions and tools and know how to find the functions that they need.\nChildren can use a spreadsheet to carry out basic calculations including all the operators (addition, subtraction, multiplication and division) using formulae (lesson 2).\nChildren know that tools such as series fill exist and can make use of the assistance they provide.\nChildren understand the idea of using a spreadsheet to model a situation. Given a precise situation and guidance on layout, they can create a useful model. They can use it to answer questions (lesson 3 & lesson 7).\nWith direction, children can use flash fill, convert text to tables, splitting cells and sorting for organising and presenting their data in a spreadsheet (lesson 4).\nChildren know how to incorporate formulae for percentages, averages, max and min into their spreadsheets (lesson 5). They are beginning to develop a critical eye when it comes to the conclusions that can be made from data (lesson 5, step 21).\nChildren can use graphic functionality within a spreadsheet program to make their data clearer and use this to answer questions (lesson 6).\nNB Lesson 8 provides an opportunity for children to demonstrate many of the skills taught in the previous lessons and can be useful as the basis for assessment."]
[6,6.9,"Spreadsheets with MS Excel",2,"Basic Calculations","•\tTo introduce some basic data formulae in Excel.\n•\tTo demonstrate how the use of Excel can save time and effort when performing calculations.","•\tChildren can use a spreadsheet to carry out basic calculations including addition, subtraction, multiplication and division formulae.\n•\tChildren can use the series fill function.\n•\tChildren recognise how using formulae allows the data to change and the calculations to update automatically.","formula\nformulae\ncalculation\nformula bar\nseries","MS Excel",null,null,null,null,null,null,null,null,null,null,null,1,null,"IT"]
[6,6.9,"Spreadsheets with MS Excel",3,"Modelling","•\tTo use a spreadsheet to model a situation.","•\tChildren can use a spreadsheet to model a situation.\n•\tChildren can use a spreadsheet to solve a problem.\n•\tChildren can use the SUM function","computational model\ntemplate\nbudget\nexpense\nformatting\ncurrency","MS Excel",null,null,null,null,null,null,null,null,null,null,null,1,null,"IT"]
[6,6.9,"Spreadsheets with MS Excel",4,"Organising Data","•\tTo demonstrate how Excel can make complex data clear by manipulating the way it is presented.","•\tChildren can use a variety of methods including flash fill, convert text to tables and splitting cells for organising and presenting their data in a spreadsheet.\n•\tChildren know what is meant by a delimiter.\n•\tChildren understand how to sort data.","delimiter\nsorting\nflash fill\nauto-fit","MS Excel",null,null,null,null,null,null,null,null,null,null,null,1,null,"IT"]
[6,6.9,"Spreadsheets with MS Excel",5,"Advanced Formulae and Big Data","•\tTo use formulae for percentages, averages, max and min in spreadsheets.","•\tChildren know how to incorporate formulae for percentages, averages, max and min into their spreadsheets.\n•\tChildren gain familiarity with range notation in Excel.\n•\tChildren know some shortcuts that help to make data meaningful.\n•\tChildren begin to develop a critical eye when it comes to the conclusions that can be made from data.","filter\naverage\nminimum\nmaximum","MS Excel",null,null,null,null,null,null,null,null,null,null,null,1,null,"IT"]
[6,6.9,"Spreadsheets with MS Excel",6,"Charts and Graphics","•\tTo create a variety of graphs in Excel.","•\tChildren know that there are ways to represent their data graphically and that Excel can make these calculations for them.\n•\tChildren gain an understanding of how a graphical representation can make data easier to interpret.\n•\tChildren make a chart using Excel recommendations.\n•\tChildren illustrate their data using sparklines and data bars.","graph\nchart\nhorizontal axis\nvertical axis\nconditional formatting","MS Excel",null,null,null,null,null,null,null,null,null,null,null,1,null,"IT"]
[6,6.9,"Spreadsheets with MS Excel",7,"Using a Spreadsheet to Plan a Cake Sale","•\tTo use a spreadsheet to model a real-life situation.","•\tChildren can understand how a spreadsheet can be used to plan an event.\n•\tChildren understand the advantages of using formulae when data is subject to change\n•\tChildren have modelled a real-life situation using a spreadsheet.","budget\nprofit\n","MS Excel",null,null,null,null,null,null,null,null,null,null,null,1,null,"IT"]
[6,6.9,"Spreadsheets with MS Excel",8,"Using a Spreadsheet to Solve Problems","•\tTo apply spreadsheet skills to solving problems.","•\tTo apply all new spreadsheet skills to solving problems and presenting data.\n•\tTo explore printing Excel sheets.",null,"MS Excel",null,null,null,null,null,null,null,null,null,null,null,1,null,"IT"]
[6,6.9,"Spreadsheets with Google Sheets",1,"What is a Spreadsheet?","•\tTo know what a spreadsheet looks like.\n•\tTo navigate and enter data into cells.","•\tChildren know some uses of a spreadsheet tool.\n•\tChildren can navigate around a spreadsheet using cell references.\n•\tChildren can enter data into cells.\n•\tChildren understand new vocabulary relating to spreadsheets: cells, columns, rows, cell names, sheets, workbook.","spreadsheet\ncell\ncell reference\ndata\ncolumn\nrow\nworkbook\nsheet","Google Sheets",null,null,null,null,null,null,null,null,null,null,null,1,null,"IT",null,null,"Emerging\nWith support, children can save and open workbooks and navigate to different sheets within a workbook (Lesson 1). Children can enter data into cells (Lesson 1) and find specific cell locations within a spreadsheet (lesson 1).\nChildren understand some of the new vocabulary relating to spreadsheets: cells, columns, rows, cell names, sheets, workbook. Children might need support navigating the different menus and icons within the software.\nWith specific guidance, children can use a spreadsheet to carry out basic calculations including some of the operators (addition, subtraction, multiplication and division) using formulae (lesson 2). They might need support when deciding where to use them and what the information shows.\nWith step-by-step assistance, children can create a spreadsheet to model a specific situation and calculate the answer to a one-step problem (lesson 3 & lesson 7).\nChildren have explored features such as flash fill, convert text to tables and splitting cells and have an understanding that this can make data clearer. They need support to use these functions and interpret the data (lesson 4).\nChildren know that a spreadsheet can create graphs from data. With specific instructions, children can make a graph from data and use it to answer a simple question (lesson 6).\nNB Lesson 8 provides an opportunity for children to demonstrate many of the skills taught in the previous lessons and can be useful as the basis for assessment.\nExpected\nChildren have a good understanding of a variety of purposes for using spreadsheets. Children appreciate the advantage of using a spreadsheet for certain tasks over a paper-based method.\nChildren understand and use the new vocabulary relating to spreadsheets: cells, columns, rows, cell names, sheets, workbook. They can locate frequently used functions and tools and know how to find the functions that they need.\nChildren can use a spreadsheet to carry out basic calculations including all the operators (addition, subtraction, multiplication and division) using formulae (lesson 2).\nChildren know that tools such as series fill exist and can make use of the assistance they provide.\nChildren understand the idea of using a spreadsheet to model a situation. Given a precise situation and guidance on layout, they can create a useful model. They can use it to answer questions (lesson 3 & lesson 7).\nWith direction, children can use flash fill, convert text to tables, splitting cells and sorting for organising and presenting their data in a spreadsheet (lesson 4).\nChildren know how to incorporate formulae for percentages, averages, max and min into their spreadsheets (lesson 5). They are beginning to develop a critical eye when it comes to the conclusions that can be made from data (lesson 5).\nChildren can use graphic functionality within a spreadsheet program to make their data clearer and use this to answer questions (lesson 6).\nNB Lesson 8 provides an opportunity for children to demonstrate many of the skills taught in the previous lessons and can be useful as the basis for assessment.\nExceeding\nChildren can suggest situations in which a spreadsheet would help them to model a situation and make decisions or accomplish a task.\nChildren actively make use of the in-built functions of a spreadsheet such as series fill, mathematical formulae (lesson 2) and the SUM function (lesson 3) to help them accomplish a task without needing to be specifically instructed which functions to use where.\nChildren understand the idea of using a spreadsheet to model a situation. They can make good attempts to create models using a spreadsheet and can use the relevant functions of the spreadsheet to answer questions (lesson 3 & lesson 7). They are self-motivated to extend the applicability of a spreadsheet model to explore factors of the situation that were not specifically directed by a teacher.\nChildren’ knowledge of methods such as flash fill, convert text to tables and splitting cells (lesson 4) formulae for percentages, averages, max and min (lesson 5) allows them to analyse their own data and helps them to make informed decisions about what data to collect and in what format.\nChildren use a critical eye when it comes to the conclusions that can be made from data. (lesson 5).\nChildren choose from the range of graphical representations within the spreadsheet software to choose the one that makes their data clearest to answer questions (Lesson 6).\nNB Lesson 8 provides an opportunity for children to demonstrate many of the skills taught in the previous lessons and can be useful as the basis for assessment."]
[6,6.9,"Spreadsheets with Google Sheets",2,"Basic Calculations","•\tTo introduce some basic data formulae in Sheets.\n•\tTo demonstrate how the use of Sheets can save time and effort when performing calculations.","•\tChildren can use a spreadsheet to carry out basic calculations including addition, subtraction, multiplication and division formulae.\n•\tChildren can use the series fill function.\n•\tChildren recognise how using formulae allows the data to change and the calculations to update automatically.","formula\nformulae\ncalculation\nformula bar\nseries","Google Sheets",null,null,null,null,null,null,null,null,null,null,null,1,null,"IT"]
[6,6.9,"Spreadsheets with Google Sheets",3,"Modelling","•\tTo use a spreadsheet to model a situation.","•\tChildren can use a spreadsheet to model a situation.\n•\tChildren can use a spreadsheet to solve a problem.\n•\tChildren can use the SUM function","computational model\ntemplate\nbudget\nexpense\nformatting\ncurrency","Google Sheets",null,null,null,null,null,null,null,null,null,null,null,1,null,"IT"]
[6,6.9,"Spreadsheets with Google Sheets",4,"Organising Data","•\tTo demonstrate how spreadsheets can make complex data clearer by manipulating the way it is presented.","•\tChildren can use a variety of methods including flash fill, convert text to tables and splitting cells for organising and presenting their data in a spreadsheet.\n•\tChildren know what is meant by a delimiter.\n•\tChildren understand how to sort data.","delimiter\nflash fill\nauto-fit","Google Sheets",null,null,null,null,null,null,null,null,null,null,null,1,null,"IT"]
[6,6.9,"Spreadsheets with Google Sheets",5,"Advanced Formulae and Big Data","•\tTo use formulae for percentages, averages, max and min into spreadsheets.","•\tChildren know how to incorporate formulae for percentages, averages, max and min into their spreadsheets.\n•\tChildren gain familiarity with range notation.\n•\tChildren know some shortcuts that help to make data meaningful.\n•\tChildren begin to develop a critical eye when it comes to the conclusions that can be made from data.","filter","Google Sheets",null,null,null,null,null,null,null,null,null,null,null,1,null,"IT"]
[6,6.9,"Spreadsheets with Google Sheets",6,"Charts and Graphics","•\tTo create a variety of charts and graphs to understand data.","•\tChildren know that there are ways to represent their data graphically and that spreadsheets can make the process of representing data easier.\n•\tChildren gain an understanding of how a graphical representation can make data easier to interpret.\n•\tChildren make a variety of charts using Sheets.\n•\tChildren illustrate their data using sparklines and data bars.","graph\nchart\nhorizontal\nvertical\naxis\\axes\nformatting","Google Sheets",null,null,null,null,null,null,null,null,null,null,null,1,null,"IT"]
[6,6.9,"Spreadsheets with Google Sheets",7,"Using a Spreadsheet to Plan a Cake Sale","•\tTo use a spreadsheet to model a real-life situation.","•\tChildren can understand how a spreadsheet can be used to plan an event.\n•\tChildren understand the advantages of using formulae when data is subject to change.\n•\tChildren have modelled a real-life situation using a spreadsheet.","budget\nprofit\n","Google Sheets",null,null,null,null,null,null,null,null,null,null,null,1,null,"IT"]
[6,6.9,"Spreadsheets with Google Sheets",8,"Using a Spreadsheet to Solve Problems","•\tTo apply spreadsheet skills to solving problems.","•\tTo apply all new spreadsheet skills to solving problems and presenting data.\n•\tTo explore printing spreadsheets.",null,"Google Sheets",null,null,null,null,null,null,null,null,null,null,null,1,null,"IT"]

{"sheet":"Coding Catch-Up units","index":2,"n_rows":40,"n_cols":24,"rows_kept":40,"cut":false,"hidden":false,"merged":[]}
[]
[null,null,null,null,null,null,null,null,null,"National Curriculum Links"]
["Year","Unit Number","Unit Title","Lesson","Lesson Title","Aims","Success Criteria","Vocabulary","Tools used",1.1000000000000001,1.2,1.3,1.4,1.5,1.6,2.1,2.2000000000000002,2.2999999999999998,2.4,2.5,2.6,2.7,"Strand","Education for a Connected World"]
[2,2.1,"Coding",1,"Introduction to Coding: Objects and Actions","To understand what coding means in computing. \nTo use code to make a computer program.\nTo understand what objects and actions are.","Pupils can explain what coding is.\nPupils know that for the computer to make something happen, it needs to follow clear instructions.\nChildren can create a program using code blocks.\nChildren can use object and action code blocks. ","coding\ncode \nprogram\nprogrammer\ninstructions\nobject\ncontrol\nalgorithm\ndebugging\ncommand","2Code",1,1,1,null,null,null,null,null,null,null,null,null,null,"CS"]
[2,2.1,"Coding",2,"Events","To understand what an event is.\nTo use an event to control an object.","Children can create a simple program using code blocks.\nChildren can use event, object and action code blocks.","event\naction","2Code",1,1,1,null,null,null,null,null,null,null,null,null,null,"CS"]
[2,2.1,"Coding",3,"Algorithms","To understand what an algorithm is.\nTo create a computer program that follows an algorithm.","Children can explain that an algorithm is a set of instructions.\nChildren can describe the algorithms they have created.\nChildren can explain that for the computer to make something happen, it needs to follow clear instructions.","instruction\nexecute\nrun\ndesign\ncollision\nsound\npredict","2Code",1,1,1,null,null,null,null,null,null,null,null,null,null,"CS"]
[2,2.1,"Coding",4,"Collision Detection","To create a program using a given design.\nTo understand the collision detection event.","Children can plan an algorithm in which objects interact by colliding.\nChildren can create a program that uses collision detection.\nChildren can read blocks of code and predict what will happen when it is run.","collide\ninteract\nimplementation\ndebugging","2Code",1,1,1,null,null,null,null,null,null,null,null,null,null,"CS"]
[2,2.1,"Coding",5,"Using a Timer","To understand that algorithms follow a sequence.\nTo design an algorithm that follows a timed sequence.\nTo implement the algorithm in 2Code.","Children can create a program that uses a timer-after command.\nChildren can explain what the timer-after command does in their program.\nChildren can predict what will happen in a program that includes a timer-after command.","timer\nsequence\nnested","2Code",1,1,1,null,null,null,null,null,null,null,null,null,null,"CS"]
[2,2.1,"Coding",6,"Different Object Types","To understand that different objects have different properties.\nTo create a program using a given design.\nTo understand the function of buttons in a program","Children can create a computer program that includes different object types.\nChildren can create a computer program that includes a button object.\nChildren can modify the properties of an object and a button to fit their program design.\nChildren can explain what a button does in their program.","scene\nbackground\nproperties\nimage","2Code",1,1,1,null,null,null,null,null,null,null,null,null,null,"CS"]
[3,3.1,"Coding",1,"Introduction to Coding: Objects, Actions and Events","To understand what coding means in computing. \nTo use code to make a computer program.\nTo understand what objects, actions and events are.\nTo use an event to control an object.","Children can explain what coding is.\nChildren know that for the computer to make something happen, it needs to follow clear instructions.\nChildren can create a program using event, object and action code blocks. \nChildren can explain what events, objects and actions do in a program.","coding\ncode \nprogram\nprogrammer\ninstructions\nobject\naction\nevent\nalgorithm\ndebugging\ncommand","2Code",1,1,1,null,null,null,1,1,1,null,null,null,null,"CS"]
[3,3.1,"Coding",2,"Algorithms","To understand what an algorithm is.\nTo create a computer program using an algorithm.","Children can explain that an algorithm is a set of instructions.\nChildren can describe the algorithms they created.\nChildren can explain that for the computer to make something happen, it needs to follow clear instructions.","instruction\nexecute\nrun\ndesign\ncollision\nsound\npredict","2Code",1,1,1,null,null,null,1,1,1,null,null,null,null,"CS"]
[3,3.1,"Coding",3,"Colllision Detection","To create a program using a given design.\nTo understand the collision detection event.","Children can plan an algorithm in which objects interact by colliding.\nChildren can create a program that uses collision detection.\nChildren can read blocks of code and predict what will happen when it is run.","collide\ninteract\nimplementation\ndebugging","2Code",1,1,1,null,null,null,1,1,1,null,null,null,null,"CS"]
[3,3.1,"Coding",4,"Different Object Types","To understand that different objects have different properties.\nTo create a program using a given design.\nTo understand the function of buttons in a program","Children can create a computer program that includes different object types.\nChildren can create a computer program that includes a button object.\nChildren can modify the properties of an object and a button to fit their program design.\nChildren can explain what a button does in their program.","scene\nbackground\nproperties\nimage","2Code",1,1,1,null,null,null,1,1,1,null,null,null,null,"CS"]
[3,3.1,"Coding",5,"Using Timers","To understand that there are different types of timers.\nTo be able to select the right type of timer for a purpose.","Children can create a program that uses a timer-after command.\nChildren can create a program that uses a timer-every command.\nChildren understand there can be different ways to solve a problem.","timer\nsequence\nnested","2Code",1,1,1,null,null,null,1,1,1,null,null,null,null,"CS"]
[3,3.1,"Coding",6,"Using Repeat","To understand how to use the repeat command.","Children understand how the turtle object moves.\nChildren can use the repeat command with an object.\nChildren can create a computer program that includes use of the repeat command.","repeat","2Code",1,1,1,null,null,null,1,1,1,null,null,null,null,"CS"]
[3,3.1,"Coding",7,"Design and Make Interactive Scene","To design and create an interactive scene.","Children can use the properties table to set the properties of objects.\nChildren can plan their scene and algorithms before they create their program.\nChildren can confidently make several different things happen in a program.","nesting","2Code",1,1,1,null,null,null,1,1,1,null,null,null,null,"CS"]
[4,4.0999999999999996,"Coding",1,"Intro to Coding: Objects, Actions and Events","• To understand what coding means in computing. \n• To use code to make a computer program.\n• To understand what objects, actions and events are.\n• To use an event to control an object.\n","• Children can explain what coding is.\n• Children know that for the computer to make something happen, it needs to follow clear instructions.\n• Children can create a program using event, object and action code blocks. \n• Children can explain what events, objects and actions do in a program.\n","coding\ncode\nobjects\nactions\nprogram\ninstructions\noutput\nalgorithm\ncommand\ndesign\nevent","2Code",1,1,1,null,null,null,1,1,1,null,null,null,null,"CS"]
[4,4.0999999999999996,"Coding",2,"Algorithms","• To understand what an algorithm is.\n• To create a computer program using an algorithm.","• Children can explain that an algorithm is a set of instructions.\n• Children can describe the algorithms they created.\n• Children can explain that for the computer to make something happen, it needs to follow clear instructions.","instructions\nalgorithm\nscene\npredict\nexecute\ndebug / debugging\ncollision detection","2Code\n2Chart",1,1,1,null,null,null,1,1,1,null,null,null,null,"CS"]
[4,4.0999999999999996,"Coding",3,"Different Object Types and Buttons","• To understand that different objects have different properties.\n• To create a program using a given design.\n• To understand the function of buttons in a program.\n","• Children can create a computer program that includes different object types.\n• Children can create a computer program that includes a button object.\n• Children can modify the properties of an object and a button to fit their program design.\n• Children can explain what a button does in their program.","button\nobject types\nactions\nkey event","2Code",1,1,1,null,null,null,1,1,1,null,null,null,null,"CS"]
[4,4.0999999999999996,"Coding",4,"Using Timers","• To understand that there are different types of timers.\n• To be able to select the right type of timer for a purpose.\n","• Children can create a program that uses a timer-after command.\n• Children can create a program that uses a timer-every command.\n• Children understand there can be different ways to solve a problem.\n","timer\ninterval\nsequence\nflowchart","2Code",1,1,1,null,null,null,1,1,1,null,null,null,null,"CS"]
[4,4.0999999999999996,"Coding",5,"IF and IF/ELSE Statements","• To begin to understand selection in computer programming.\n• To understand how IF and IF/ELSE statements work.","• Children can create a program that includes an IF and IF/ ELSE statement.\n• Children can interpret a flowchart that depicts an IF and an IF/ ELSE statement.\n• Children can read code that includes an IF and an IF/ ELSE statement and explain how they work. ","selection\nif statement\nif/else statement\ncommand\npredict","2Code",1,1,1,null,null,null,1,1,1,null,null,null,null,"CS"]
[4,4.0999999999999996,"Coding",6,"Number Variables","• To understand what a variable is in programming. \n• To use a number variable.\n","• To understand what a variable is in programming. \n• To use a number variable.\n","variable\nnumber variable","2Code",1,1,1,null,null,null,1,1,1,null,null,null,null,"CS"]
[4,4.0999999999999996,"Coding",7,"Design and Make an Interactive Scene\n(Recommended Optional Lessons)","• To design and create an interactive scene.","• Children can use the properties table to set the properties of objects.\n• Children can plan their scene and algorithms before they create their program.\n• Children can confidently make several different things happen in a program.\n","interactive\ntrigger\nshow/hide\nnesting\nalert","2Code",1,1,1,null,null,null,1,1,1,null,null,null,null,"CS"]
[4,4.0999999999999996,"Coding",8,"Design and Make an Interactive Scene\n(Recommended Optional Lessons)","• To design and create an interactive scene.","• Children can use the properties table to set the properties of objects.\n• Children can plan their scene and algorithms before they create their program.\n• Children can confidently make several different things happen in a program.\n","interactive\ntrigger\nshow/hide\nnesting\nalert","2Code",1,1,1,null,null,null,1,1,1,null,null,null,null,"CS"]
[5,5.0999999999999996,"Coding",1,"Intro to Coding: Objects, Actions and Events","•\tTo understand what coding means in computing. \n•\tTo use code to make a computer program.\n•\tTo understand what objects, actions and events are.\n•\tTo use an event to control an object.","•\tChildren can explain what coding is.\n•\tChildren know that for the computer to make something happen, it needs to follow clear instructions.\n•\tChildren can create a program using event, object and action code blocks. \n•\tChildren can explain what events, objects and actions do in a program.","coding\ninstructions\nprogram\nevent\nobject\naction","2Code",1,1,1,null,null,null,1,1,1,null,null,null,null,"CS"]
[5,5.0999999999999996,"Coding",2,"Different Object Types and Buttons","•\tTo understand that different objects have different properties.\n•\tTo create a program using a given design.\n•\tTo understand the function of buttons in a program.","•\tChildren can create a computer program that includes different object types.\n•\tChildren can create a computer program that includes a button object.\n•\tChildren can modify the properties of an object and a button to fit their program design.\n•\tChildren can explain what a button does in their program.","button\nproperties","2Code",1,1,1,null,null,null,1,1,1,null,null,null,null,"CS"]
[5,5.0999999999999996,"Coding",3,"Using Repeat","•\tTo understand how to use the repeat command.","•\tChildren understand how the turtle object moves.\n•\tChildren can use the repeat command with an object.\n•\tChildren can create a computer program that includes use of the repeat command.","turtle object\nrepeat command","2Code",1,1,1,null,null,null,1,1,1,null,null,null,null,"CS"]
[5,5.0999999999999996,"Coding",4,"IF and IF/ELSE Statements","•\tTo begin to understand selection in computer programming.\n•\tTo understand how IF and IF/ELSE statements works.","•\tChildren can create a program that includes an IF and IF/ ELSE statement.\n•\tChildren can interpret a flowchart that depicts an IF and an IF/ ELSE statement.\n•\tChildren can read code that includes repeat until and IF/ ELSE and explain how it works. ","selection\nif/else\nrepeat until\nflowchart","2Code",1,1,1,null,null,null,1,1,1,null,null,null,null,"CS"]
[5,5.0999999999999996,"Coding",5,"Number Variables","•\tTo understand what a variable is in programming.\n•\tTo use a number variable.\n","•\tChildren can explain what a variable is in programming.\n•\tChildren can create and use variables when programming.\n","variable","2Code",1,1,1,null,null,null,1,1,1,null,null,null,null,"CS"]
[5,5.0999999999999996,"Coding",6,"Friction and Functions","•\tTo understand how to use friction in code. \n•\tTo begin to understand what a function is and how functions work in code.","•\tChildren can create a program which represents a physical system.\n•\tChildren can create and use functions in their code to make their programming more efficient.","physical system\nfunction","2Code",1,1,1,null,null,null,1,1,1,null,null,null,null,"CS"]
[5,5.0999999999999996,"Coding",7,"Coding Efficiently ","•\tTo review existing coding knowledge.\n•\tTo be able to simplify code. \n•\tTo create a playable game.","•\tChildren can use simplified code to make their programming more efficient.\n•\tChildren can use variables in their code.\n•\tChildren can create a simple playable game.","variable","2Code\n2Quiz",1,1,1,null,null,null,1,1,1,null,null,null,null,"CS"]
[5,5.0999999999999996,"Coding",8,"Making a Playable Game","•\tTo review vocabulary and concepts learnt in Year 5 Coding.\n•\tTo create a playable game.","•\tChildren can read code that includes repeat until and IF/ ELSE and explain how it works.\n•\tChildren can create a program that includes and IF/ ELSE statement.\n•\tChildren can interpret a flowchart that depicts an IF/ ELSE statement.","flowchart","2Code\n2Chart",1,1,1,null,null,null,1,1,1,null,null,null,null,"CS"]
[6,6.1,"Coding",1,"Intro to Coding: Objects, Actions and Events","•\tTo understand what coding means in computing. \n•\tTo use code to make a computer program.\n•\tTo understand what objects, actions and events are.\n•\tTo use an event to control an object.","•\tChildren can explain what coding is.\n•\tChildren know that for the computer to make something happen, it needs to follow clear instructions.\n•\tChildren can create a program using event, object and action code blocks. \n•\tChildren can explain what events, objects and actions do in a program.","coding\ninstructions\nprogram\nevent\nobject\naction","2Code",1,1,1,null,null,null,1,1,1,null,null,null,null,"CS"]
[6,6.1,"Coding",2,"Different Object Types and Buttons","•\tTo understand that different objects have different properties.\n•\tTo create a program using a given design.\n•\tTo understand the function of buttons in a program.","•\tChildren can create a computer program that includes different object types.\n•\tChildren can create a computer program that includes a button object.\n•\tChildren can modify the properties of an object and a button to fit their program design.\n•\tChildren can explain what a button does in their program.","button\nproperties","2Code",1,1,1,null,null,null,1,1,1,null,null,null,null,"CS"]
[6,6.1,"Coding",3,"Using Repeat","•\tTo understand how to use the repeat command.","•\tChildren understand how the turtle object moves.\n•\tChildren can use the repeat command with an object.\n•\tChildren can create a computer program that includes use of the repeat command.","turtle object\nrepeat command","2Code",1,1,1,null,null,null,1,1,1,null,null,null,null,"CS"]
[6,6.1,"Coding",4,"IF and IF/ELSE Statements","•\tTo begin to understand selection in computer programming.\n•\tTo understand how IF and IF/ELSE statements works.","•\tChildren can create a program that includes an IF and IF/ ELSE statement.\n•\tChildren can interpret a flowchart that depicts an IF and an IF/ ELSE statement.\n•\tChildren can read code that includes repeat until and IF/ ELSE and explain how it works. ","selection\nif/else\nrepeat until\nflowchart","2Code",1,1,1,null,null,null,1,1,1,null,null,null,null,"CS"]
[6,6.1,"Coding",5,"Number Variables","•\tTo understand what a variable is in programming.\n•\tTo use a number variable.\n","•\tChildren can explain what a variable is in programming.\n•\tChildren can create and use variables when programming.\n","variable","2Code",1,1,1,null,null,null,1,1,1,null,null,null,null,"CS"]
[6,6.1,"Coding",6,"Friction and Functions","•\tTo understand how to use friction in code. \n•\tTo begin to understand what a function is and how functions work in code.","•\tChildren can create a program which represents a physical system.\n•\tChildren can create and use functions in their code to make their programming more efficient.","physical system\nfunction","2Code",1,1,1,null,null,null,1,1,1,null,null,null,null,"CS"]
[6,6.1,"Coding",7,"Coding Efficiently ","•\tTo review existing coding knowledge.\n•\tTo be able to simplify code. \n•\tTo create a playable game.","•\tChildren can use simplified code to make their programming more efficient.\n•\tChildren can use variables in their code.\n•\tChildren can create a simple playable game.","variable","2Code\n2Quiz",1,1,1,null,null,null,1,1,1,null,null,null,null,"CS"]
[6,6.1,"Coding",8,"Making a Playable Game","•\tTo review vocabulary and concepts learnt in Year 5 Coding.\n•\tTo create a playable game.","•\tChildren can read code that includes repeat until and IF/ ELSE and explain how it works.\n•\tChildren can create a program that includes and IF/ ELSE statement.\n•\tChildren can interpret a flowchart that depicts an IF/ ELSE statement.","flowchart","2Code\n2Chart",1,1,1,null,null,null,1,1,1,null,null,null,null,"CS"]