Computing Scheme of Work and Planning

All Saints Upton Primary School Computing Curriculum

 Area Key Stage 1 Aims Key Stage 2 Aims

Computer 1. Understand what algorithms are; how they are implemented as 4. Design, write and debug programs that accomplish specific goals,
Science (CS) programs on digital devices; and that programs execute by following including controlling or simulating physical systems; solve problems by
precise and unambiguous instructions decomposing them into smaller parts

2. Create and debug simple programs 5. Use sequence, selection, and repetition in programs; work with
variables and various forms of input and output
3. Use logical reasoning to predict the behaviour of simple programs
6. Use logical reasoning to explain how some simple algorithms work and
to detect and correct errors in algorithms and programs

7. Understand computer networks including the internet; how they can

provide multiple services, such as the World Wide Web

8. Appreciate how [search] results are selected and ranked

Information 1. Use technology purposefully to create, organise, store, manipulate 2. Use search technologies effectively
Technology (IT) and retrieve digital content
3. Select, use and combine a variety of software (including internet
services) on a range of digital devices to design and create a range of
programs, systems and content that accomplish given goals, including
collecting, analysing, evaluating and presenting data and information

Digital Literacy 1. Recognise common uses of information technology beyond school 3. Understand the opportunities [networks] offer for communication and
(DL) collaboration
2. Use technology safely and respectfully, keeping personal information
private; identify where to go for help and support when they have 4. Be discerning in evaluating digital content
concerns about content or contact on the internet or other online
technologies 5. Use technology safely, respectfully and responsibly; recognise
acceptable/unacceptable behaviour; identify a range of ways to report
concerns about content and contact

The Computing Curriculum - Computing can be divided into 3 areas: Computer Science, Information Technology and Digital Literacy (Inc eSafety)
All Saints Upton Primary School Computing Curriculum
eSafety

It is important that we educate our children to be safe and responsible whilst using the internet and technology. As part of their education, we need to teach them how to
remain safe whilst online and how to use technology both appropriately and effectively. This module will concentrate on creating a society that is well informed about how
to protect themselves online whilst promoting the use of technology.
Children are learning that appropriate, respectful ways to communicate are important and this should include digital communications, whether online or offline.

Digital Citizenship & Technology (DL) eSafety Level 1 Digital Citizenship & Technology (DL) eSafety Level 2 (Year Digital Citizenship & Technology (DL) eSafety Level 3 (Year
(Reception, Year 1 & 2) 3 & 4) 5 & 6)

eSafety Awareness Raising (Video & Class Discussion) eSafety Awareness Raising (Video & Class Discussion) eSafety Awareness Raising (Video & Class Discussion)

Sending emails and messages (Maily) Communicating On-line and images, Social Communicating On-line and images, Social
Networking Networking, Sexting, images and grooming (What
are you sharing)
Introducing on-line life and what it is? Including Gaming and collaboration Gaming and collaboration
gaming e.g. Minecraft
What is Cyber Bullying? Cyber Bullying & Report Abuse Cyber Bullying & Report Abuse
Stranger Danger Friend or Foe Friend or Foe
Copy Right, what is it? Copy Right, what is it?
Passwords & Security (Virus, downloads, pop ups Passwords & Security (Virus, downloads, pop ups
and scams) and scams)
In App Purchases & Mobiles (iPads, Phones etc)

Key Stage 1

All Saints Upton Primary School Computing Curriculum

 Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 eSafety
Rec Little Computers Junior Explorers A is for Art Attack Fantastic Tales Let’s Celebrate Digital
What is a Children will Algorithm Children use Children learn a Children will Citizenship &
computer? learn to give The importance different drawing popular tale and send their first Technology (DL)
sequences of
Children will of sequencing by apps/find images then re-tell by email. (An email Level 1
instructions to
make their own control Bee-Bots breaking down using the web producing their to Santa)
computer using popular stories own animation (eSafety)

Year 1 Walking with Pictures Tell a App Attack - Crazy Creatures Young We are all Digital
Dinosaurs Thousand Words Games Design Further develop Investigators Connected Citizenship &
Understand the Understand the Introduce their Learn how to Show children Technology (DL)
term algorithm importance of children to the understanding of search the how the web Level 1
internet develop
and able to use images/Picture concepts of control, works. The
basic web skills.
a simple app on books – Learn games design. directional The children will children will
an iPad functions of a Inc sequencing, language and use Thinglink to produce a simple
digital camera computational programming, by produce and eBook or
thinking, programming a publish an presentation
directional Bee-Bot interactive image
language and
problem solving
Year 2 You’ve got mail Super Sci-Fi Whatever the Code-tastic Young Authors Let's Fix IT Digital
children explore Children create a Weather Introduction to Technological Using scratch - Citizenship &
how they can simple space Presenting and the language of journey and children to Technology (DL)
use email to invader game interpreting data code. How show them how analyse simple Level 1
communicate and interactive computer technology has computer;
with real people quiz programs advanced over identify any
within their actually run the years. Create errors within the
schools, families, their own eBook code, they can
and communities find a solution

All Saints Upton Primary School Computing Curriculum

KEY STAGE 2
Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 eSafety
Year 3 Get Blogging We are Class We love Games Big Robots My First Digital
Children will Publishers Democracy Children will use Children will Program Citizenship &
develop an Children will Children will be gaming apps to write their own Children will Technology (DL)
understanding of create an eBook introduced to develop algorithm create their very Level 2
how wikis work retelling a the concept of computational first computer
and will create famous book democracy and thinking skills game in Scratch
their own wiki create their own and a simple
and blog bill program
Year 4 We built this city Final score Back to the Making Games Hurray for Interface Digital
Children to Children will Future Children to Hollywood Designer Citizenship &
create their own create their own Children will create their first Children create Children will Technology (DL)
3D world using sports news create their own computer game characters, plot build a basic web Level 2
Minecraft report then blog about in Scratch and storyboard page
share online different before filming a
using iWork or technologies/ short movie
Google Docs inventors
Year 5 Cars Website News Room Interactive Art Code Breakers Let's change the Website
Create a detailed Designers Children create a Exhibition Children look at world Inventors Designers
2 player game Children creating news report Introduce binary codes and creating their
that includes own website Children to how they can be own animation Interactive Art
racing cars using free Superimposed deciphered using I Can
around a track WordPress images Animate
Year 6 Young Authors Stocks and Let's learn a Appy Times Pt 1 Appy Times Pt 2 Heroes & Digital
Children use Shares language Children design a Experiment with Villains Citizenship &
Book Creator Children analyse Introduce the piece of the basics of -Graphics Technology (DL)
and Brushes to data, make children to the wearable programming Children create Level 3
create an eBook informed world of technology that and app their own Heroes
inc text, choices, present programming links in with a development and Villains style
illustrations and and critique their languages smart phone app using a variety of game using the
audio decisions development program Scratch
platforms and
styles of code

All Saints Upton Primary School Computing Curriculum

 Year 5

eSafety
WILMA Main Teaching Success Criteria Assessment Opportunities
Understanding Discuss with the class what they do online and how they think they can stay Children are able to discuss What is meant by a private
the risks of using safe online. the risks of using the internet profile?
the internet Discuss what information children share on the internet and the importance and identify ways of
of protecting our personal information online, use the video below to inform protecting themselves. Who do you speak to line?
this discussion:
All Saints Upton Primary School Computing Curriculum
 http://www.youtube.com/watch?v=_o8auwnJtqE How do you protect yourself
online?
What mistakes does Becky make in this video? Write down each of the
childrens answers and then work through each of the answers and ask them What do you do online, which
what could she have done differently. sites do you use?
To finish the session ask the children what they can do to protect
themselves.
Social networking Show the children the video below to act as a catylst for discussing social What is a social network?
sites and networks online: Do you use a social networking
protecting http://www.youtube.com/watch?v=ecr6OJmT3Mg site?
ourselves Ask the children to come up with their top tips for staying safe for when Who do you speak to?
they setup online profiles and when they are using social networking sites. How would you protect
yourself when using social
networking sites?
Cyber Bullying Discuss with children what they understand cyberbullying to be and if they Children understand what What is cyberbullying?
and reporting are familiar with the term? Do they know who they can talk to if they are cyberbullying is.
abuse victims of cyberbullying? Are they aware that most online games have a What effect on a child’s life
report feature for foul and abusive language? Show the following video. Children know how to report can cyberbullying have?
http://www.digizen.org/resources/cyberbullying/films/uk/lfit-film.aspx - any concerns they may have.
Now ask the children for their thoughts on the video. Split the children into
groups and ask them to draw up their own ‘code of conduct’ for using the
internet and respecting others online

Identifying who Class discussion: Children know they can and Who do you speak to online?
you should talk Ask the children who they speak to online – whether it’s through a social can’t talk to on-line
to online networking site, online gaming site or another site. Do they know everyone If you don’t know them in real
they are speaking to, for example when playing online games its very easy to life how do you know they are
end up playing against a stranger. If you don’t know them how do you know telling the truth?
whether they are telling the truth or not?
How can you protect yourself
Ask the children to play the game ‘Pic your Friends’ from the link below: online?

All Saints Upton Primary School Computing Curriculum

 http://www.cybersmart.gov.au/Kids/Have%20Fun/cybersmartaccess.aspx
Copy Right and Discuss issues of copyright and downloading materials e.g. mp3, images, Children can explain what is What do we mean by
what it is videos etc and how they should always reference sources when using other meant by copyright copyright?
peoples work in their own work.
Understand the uses of copyright and how they apply to their own work. Why do we have copyright?
Split the children into 4 groups and give each group a different hoax website.
Some examples are: GBall www.google.com.au/intl/en/gball / Do you believe everything you
Dog island www.thedogisland.com / Stop alien abductions read online?
http://stopabductions.com / Save the mountain walrus
http://mountainwalrus.webs.com How do you know if someone
Add in a true news story but one that is hard to believe, one such as the
is telling the truth online?
story below about zig zag traffic lines:
http://www.bbc.co.uk/news/blogs-news-from-elsewhere-27036953
What is meant by plagiarism?
If you don’t want to use this story there are normally some hard to believe
stories available at BBC Also in the News:
http://www.bbc.co.uk/news/also_in_the_news
Ask the children to read the information and record anything that surprises
them about what they read. Feedback to the class what they have found
out. Reveal to the class that only one of these sites was genuine, this
demonstrates to them that people can put anything they like on the internet
so although copying from one of these sites may not infringe copyright the
information may actually be inaccurate – emphasise the importance of cross
referencing what they read online and putting it into their own words.
Recognising risks Class Discussion: Who plays online games? Children know people who Who do you play online games
of playing online are safe to talk to and who are against?
gaming and know Ask the children what games they are playing and on what consoles, this not
how to protect normally encourages them to open up about this topic as they enjoy talking How can you protect yourself
yourself about this topic. Ask them who they play against – their answers will fall when you are playing online
into one of four categories – the computer, their family, their friends or games?
strangers. Remind the children of Stranger Danger, just because it is on a
computer doesn’t make any difference.

All Saints Upton Primary School Computing Curriculum

 Class Teacher: It may help to read the advice given in the link below to
inform this discussion:

http://www.microsoft.com/en-gb/security/family-safety/gaming-about.aspx

Curriculum Links

Activity Eng Maths Sci PE Art & D&T Geog His Music PSHE RE MFL
Design
Cars

All Saints Upton Primary School Computing Curriculum

 Activity Eng Maths Sci PE Art & D&T Geog His Music PSHE RE MFL
Design
Website Designers X X
News Room X X
Interactive Art Exhibition X X X X
Code Breakers X
Let's change the world: X X
Inventors

Cars
WILMA Main Teaching Success Criteria Assessment Opportunities
Lesson 1 Open the resource “Racing Cars – Lesson Guide” (Ref 31.1). Children are able to create a What is a sprite?
sprite.
Understanding Explain the Scratch user interface and how to create your own sprite in Scratch. How do we shrink our sprites if they
how to create are too big?
multiple sprites for Ask the children to complete Activity 1 from the guide where they are asked to
their project and create their own sprite.

All Saints Upton Primary School Computing Curriculum

how to resize them
Lesson 2 Open the resource “Racing Cars – Lesson Guide” (Ref 31.1). Children are able to explain What is the stage?
how to change the
Understanding Explain how to change the background image of the stage. background image. Why do we want to check if the car is
how to make touching the colour green?
sprites move and Ask the children to complete Activity 2 from the guide. Children understand what the
how to control code block is. Why do we want to check if the car is
them through Next, explain the code block to make the cars move around the track. touching the colour grey?
keyboard input
Ask the children to complete Activity 3 & Activity 4 from the guide.

Lesson 3 Open the resource “Racing Cars – Lesson Guide” (Ref 31.1). Children are able to create Why do we have a variable for the
variables. red car and a variable for the yellow
Understanding Explain how to create variables for different sprites. car?
variables and how
to create multiple Ask the children to complete Activity 5 & Activity 6 from the guide.
variables for
sprites

Lesson 4 Open the resource “Racing Cars – Lesson Guide” (Ref 31.1). Children are able to use and Why are we asking if red = 3?
explain what conditional
Use conditional Explain the code block on how to use conditional statements to confirm the statements are. Why are we checking if the car sprite
statements to winner of the game. has touched the colour yellow?
decide the winner
of the game Ask the childrento complete Activity 7 & Activity 8 from the guide.

Lesson 5 Open the resource “Racing Cars – Lesson Guide” (Ref 31.1). Children are able to create a Why do we check if red = 3 OR
timer for their game. yellow = 3?
Understanding and Explain the code block on how to use conditional statements to create a timer
using a variable for the game.
and a conditional
statement to Ask the childrento complete Activity 9 from the guide.
create a counting
timer.

All Saints Upton Primary School Computing Curriculum

Lesson 6 Open the resource “Racing Cars – Lesson Guide” (Ref 31.1). Children are able to add Why do we change the direction the
additional features into their sprite is pointing when it touches the
Understanding Explain the code block on how to build extra features such as speed up and slow game. speed up or slow down sprites?
how random down into the game.
numbers can be
used to affect a Ask the children to complete Activity 10 & Activity 11 from the guide.
sprites behaviour.

Website Designers
WILMA Main Teaching Success Criteria Assessment Opportunities
Lesson 1 Discuss what content is and what content would be appropriate for different Identify what types of digital What is a website?
kinds of websites (show examples). content can be used in
Planning contents websites. Why do we use websites?
and theme for For example look at the differences between:
their website Children decide on a theme What are the differences between
Your school website compared to the BBC website – what are the target for their website. these sites?
All Saints Upton Primary School Computing Curriculum
 audiences? Although they display different information (local vs international)
both aimed primarily at adults so is the layout etc. significantly different? Next Why do you think there are
compare your schools website to that of Moshi Monsters or Club Penguin. The differences in the appearance of
target audiences are significantly different and the sites reflect this – compare these two sites?
the fonts used, graphics, colours etc.
Why do you think this site has used
Working in small groups, children must decide on a theme for their own this Font style?
website. This could be their class topic for the term or the one they have just
completed. Alternatively, they may want to create a website that is aimed at an
interest they have.

Children should then consider who their website is aimed at – if they’re doing
their school topic they could aim this at other children who would be studying
this topic.
Children make a list of content that they want to include in their site.
Alternative toPopplet – Flowol or Microsoft PowerPoint/ Word
Level 2 Look at ‘content’ in more detail. Be able to identify which What do we mean by content?
software can produce which
Creating and Making your own content: show examples of content and the type of content What is copyright?
sourcing contents applications/software that created them.
Identify which websites they Why do you think we have copyright
Sharing others content: identify what Copyright protection is and what it is can safely share content from laws?
designed to do, use Google images as an example.
Define what copy right
Show methods of sharing other people’s content e.g. creating links, embed protection is
code, RSS feeds, podcasting and film/animation.
Children investigate what content would be appropriate for their site.
Lesson 3 Teacher reference – this is a step by step guide on how to sign up to and use Create and sign up for a free What is a site map?
http://learn.wordpress.com/ website.
Building a website Why do you think a site map can
Groups must sign up to WordPress, (using school not personal email address) Create a site map for their help when producing a website?
site.
Show class what a site map is and how it helps in planning – example site map
available (ref 32.1). Plan content for each page.

All Saints Upton Primary School Computing Curriculum

 Plan what pages and content they want on their site on paper (create a site
map).

Start collating the resources they want to use and type up any text in a Word
document and create any other content.
Lesson 4 Show children how to use WordPress andhow to copy and paste, edit and Finish designing their website. Which media types are you using on
format text, how to add pictures and embed content. your website?
Continue lesson
Children finish adding content totheir site. Why have you included that
particular picture/ movie?

Where have you got your

information from?
Lesson 5 Groups can work together to finish their website. Testing links and checking Ensure all links work.
that all content is correct. Is your site free from any copyright
Testing and making Ensure all content is correct. images?
amendments to Groups will then swop with each other to test each other’s sites. Feedback
website recorded on paper. Using a small questionnaire e.g. on a scale of 1-5 how Ensure all spelling and How does it differ from your original
easy/hard is it to navigate the site and how would you improve upon the site. grammar is corrected. site map plan?

Ask others to test their site.

Lesson 6 Each group has 5 minutes to present their website, highlighting: Groups present their website Answering questions in main
and rational behind their teaching
Presenting our a. Why they chose their content? decision making.
website b. What did they make themselves and what did they source from the internet?
c. How does their site suit their target audience?
d. If they designed their site again, what would they do differently?
Newsroom
WILMA Main Teaching Success Criteria Assessment Opportunities
Lesson 1 Explain to the childrenhow news is delivered via traditional and new media Children understand how What is the difference between local
outlets. Look at examples of local (e.g. Merseymart) and national publications news is delivered and the and national news?
Understanding and discuss how they differ. difference between local and
how news is national news.
communicated. In groups, ask the children to create a mind map using Popplet to show
different media outlets they use. Ask each group to feedback to the class. Children can create a mind

All Saints Upton Primary School Computing Curriculum

 map.
Lesson 2 Discuss ideas about what would constitute a local news story and what the Children are able to identify What are you reporting on?
current issues in their local area are. Alternatively, you could discuss news news items.
Gaining an based around a current school topic. Where have you found your
understanding of Children are able to use the information?
news issues As a class, the children must decide on stories to investigate. Split the children internet to research.
into groups of 4 and ask them to research their story on-line. Children must find Have you looked at the story from
out the 5 ‘WH’ questions (who, what, where, why and how) of their story. both sides?

Lesson 3 Using research collected last session, the groups must now plan how they are Children are able to plan and What is your role in the group and
going to report their story. fulfil their role. what are you responsible for?
Reporting our Give the children in each group one of the following roles:
story  News reporter: they need to write a script for their news report and type it What is the difference between
up. reporting and interviewing?
 Interviewer:must contact and arrange an interview with a relevant person
and decide on the questions they would like to ask. What does the producer do?
 Producer: plan and story board their news item and decide if they need
props etc. Why do you need a script?
 Camera operator / Technician: they will be in charge of all technical aspects
of productione.g. laptop, cameras, operation of software and saving work Why must you make sure you
(with teacher supervision) thoroughly investigate the story?
Ask the children to script their reports and the setting for the different stages of
the report – For example, Start in the studio – out to location – interview at
another location – back to studio get pictures for the backdrop of each of these
scenes.
Are children able to do any mock interviews were the children could pretend to
be one of the characters in the story?
Lesson 4 Continue with work on the script and settings. Rehearse reports.

Continue previous
lesson
Lesson 5 Groups record the rest of their report using a flipcam and tripod. Children are able to record What do we mean by ‘editing’ your
their news report. footage?
Filming our news The children could use Green screen functionality so they can later edit their
report footage to add their own news studio background in iMovie. How are you applying a different

All Saints Upton Primary School Computing Curriculum

 background?

What is green screening?

Lesson 6 Children to edit their movie using iMovie, add introductions, music and any text Children show and tell. What would you do differently next
they would like to add and then export their report. time?
Reflect on our
reporting and Groups present the news footage they have created. How did you edit your footage?
producing skills
They must reflect on the process and how they might do it differently next Why did you use that clip?
time.
Could you have interviewed anybody
Alternative to iMovie – Microsoft Movie Maker else in the story?

Interactive Art Exhibition

WILMA Main Teaching Success Criteria Assessment Opportunities
Lesson 1 We are going to look at famous works of art and the artists that created them. Can you think of other ways AR
could be used in the real world?
Understanding Open the introduction presentation (ref 34.1) and run through it. See if children
that the term can guess or name the artists and artwork.
“Augmented
Reality” (AR) Then ask “wouldn’t it be good if paintings could talk to us?” At this point show

All Saints Upton Primary School Computing Curriculum

means to layer the the AR and Art Video of Robert Burns. To do this, open the Aurasma app on an
real world with iPad/tablet and place the iPad/tablet over the image (within ref 34.1).
digital content.
Explain what AR is, this can also be found in the presentation.

Tell the children that during the next lesson, they will be asked to tell the story
behind famous art and bring them to life using Augmented Reality (AR).

Assign children a piece of art and artist for lesson 2.

Lesson 2 Set the children the task of internet research, they will need to write a short Children to use the internet to What websites did you visit to
story/script all about their piece of art. This will provide the basis of the filming research a given artist and research about your artist?
Researching the in session 4 & 5. piece of art
internet What drawing app did you use?
Ask the children to include these elements in their scripts/stories: Name of
artist, place of birth, style of painting, what the painting is about and who is in
it. The children might also wish to include images from the web. Ask the
children to record what sites they have visited so they can be used in session 3.
Extension:
Children can use a drawing app or application to produce a self portrait in the
style of their given artist.
Lesson 3 Ask the children to make QR research sheets (can be produced using standard Children to make QR research How are QR codes used in the real
word processing software and then printed off). This is a document that sheet world, can you give an examples?
Understanding includes a number of QR codes which when scanned will take the reader to one
that QR are of the websites the child used to research their artwork. See the example Can you explain how QR Codes
triggers that QR resource, Mona Lisa - QRCode (Ref 34.2). work?
reader use to find
content
Demonstrate how QR codes work:
QR codes are like bar codes, children can scan them with smart devices, and
then content (video, audio, websites etc) will be delivered straight to them.
Here is a more detailed explanation:
http://www.whatisaqrcode.co.uk

Watch Scanning your First QR Code video (Ref 34.3).

All Saints Upton Primary School Computing Curriculum

 Making a QR code:
QR codes can do all sorts of things and are extremely easy to make, either on a
tablet,phone (QRafter Pro - QR reader and maker)or via a website (e.g.
http://www.qrstuff.com)

If you are using iPads, please watch the video - Making QR Codes (Ref 34.4).
Lesson 4 Dress up day and filming day: Dressing up is optional but this can help capture Children to produce a video What difficulties did you encounter?
the essence of the period and produces a better video.
Understanding the How would you address these next
fundamentals of View resource presentation, shooting and editing video (Ref 34.5). time?
basic filming, video
editing and saving Ask the children to produce an exciting and interesting video that tells the story Are there any improvements you
video of their artwork. Children should work in pairs to help with filming and ask could make?
them to rehearse their script before filming.

Demonstrate how to use a video camera or iPad/tablet video application to the

children. You will also need to demonstrate editing and saving their video to the
relevant place.

Option: Using green screen can give an extra dimension to the children’s video.
Lesson 5 Continue Filming/Editing: Continue and review
children’s work.
Lesson 6 Demonstrate how to add AR and talk about the Exhibition How could this technology be used
around the school?
Understanding the 1. You will need to register a class account with Aurasma on the
basic ideas behind iPad/Tablet/Phone. All iPads/Tablets or phones that will be used must be
AR and how video logged into that account.
can be overlaid on 2. Print out pictures of all the artworks used, these will be the exhibition
top of the real pictures and used as triggers for the children’s videos to play.
world. 3. Model how to use the Aurasma app. See Teaching with Aurasma video(Ref
34.6).

More demos can be found here:

http://www.aurasma.com/#/whats-your-aura

4. Once you have shown the children how to use the app, they will need to add

All Saints Upton Primary School Computing Curriculum

 their videos to the app and apply the relevant trigger image.

5. Set up the exhibition by placing the artwork pictures around the room. The
children can then hold the iPad/Tablet over the picture to play the videos. You
could then invite parents in to see the interactive art exhibition.

Code Breakers
WILMA Main Teaching Success Criteria Assessment Opportunities
Lesson 1 Open the resource ‘Code Breakers’(ref 35.1) and guide the children through Children are aware of what
lesson 1. codes are used for and
Codes and understand the concept of
deciphering deciphering code
Lesson 2 Open the resource ‘Code Breakers’ (ref 35.1) and guide children through Children are aware of binary Which part of a computer is its
lessons 2-3 code and can translate binary brain?
Binary codes and codes

All Saints Upton Primary School Computing Curriculum

what they are used To deliver this activity you will need the ‘Code Crackers Worksheet’ (ref 35.2) What is binary code?
for
How do you translate binary code?
Lesson 3 Continue from last session. Children are aware of binary What is binary code?
code and can translate binary
Explaining what codes. How do you translate binary code?
binary code are
and what they are
used for
Lesson 4 Open the resource ‘Code Breakers’ (ref 35.1) and guide them through ‘Code Children are able to explain What does decipher code mean?
Hunt Activity’ lessons 4-6 what QR codes are and use
Identifying what a them. How did you decipher that code?
QR code is and for
what it is used Children can translate binary What is binary code?
code.
Lesson 5 Continue from previous lesson Children are able to explain What does decipher code mean?
what QR codes are and use
Working together them. How did you decipher that code?
to decipher codes
Children can translate binary What is binary code?
code.
Lesson 6 Continue from previous lesson Children are able to explain What does decipher code mean?
what QR codes are and use
Deciphering codes them. How did you decipher that code?
Children can translate binary What is binary code?
code.
Let’s change the World – Inventors
WILMA Main Teaching Success Criteria Assessment Opportunities
Lesson 1 Tell the children about early animation including the zoetrope. Demonstrate to the class Children are able to create a
the concept of flipbooks using examples from the internet such as this example from Sky flipbook using a template.
Sports Flipbook 2013 - http://www.youtube.com/watch?v=VWfA_NKsqsU
The concept that
still images create Children are able to film using
Flipbooks are a great way to introduce children to the idea that animation is
a moving scene a flipcam.
created by producing a series of still images (hand-drawn, photos of objects,
when played
plastercine models), which are then quickly played in one sequence.
rapidly in a Children are able to create

All Saints Upton Primary School Computing Curriculum

sequence Using Resource ref 36.1,ask the children to create their own stickman flipbook. their own images to use as
part of their flipbook.
Extension activity: in pairs, they can film their partner (using a flipcam) flicking
through the flipbook similar to the Sky Sports example above.
Lesson 2 Explain to the children that they are going to make their first animated cartoon. Children are able to produce How have you created that?
To do this give the children the stickman resource (Ref 36.1) and using the iPad their own short animation.
Filming an app ‘I Can Animate’ ask the children to take two shots of each frame (i.e. How does stop frame animation
animated position the image and take two shots/pictures of it, then reposition the image work?
sequence in the next position and take two shots/pictures and so on.)

Make sure the children photograph the flipbook images in sequence.

Play images as a motion clip - once all frames are photographed, the play
button will rapidly run through these images in order and will give the
appearance that the stickman is taking off his hat and a balloon will inflate and
then burst.

Save and export animation - it is important to explain that when filming the
animation in I Can Animate, the project can be saved and edited as necessary.
The project must be exported as a movie to be viewed as a video on a laptop
and to be able to import into iMovie as part of the next session. Discuss
naming conventions and file types as well as filing hierarchy using folders and
sub-folders.
Alternative to I Can Animate - http://stop-motion-animator.software.informer.com/1.1/
or http://monkeyjam.org/ (both free)
Lesson 3 Ask the children to import their animation from the previous session into Children can add music and Why have you chosen that particular
iMovie - once the animation is saved as a movie file it can be imported into sound effects to compliment piece of music?
Exporting iMovie so the children can insert vocals, music, sound effects and titles(all the their movies.
animation into finishing touches). What do you think that that sound
iMovie and add Class Discussion: What is the benefit of music? Answers could include adding effect adds to that clip?
backing music drama and atmosphere to a situation, providing a background for a montage or
supporting the opening and closing credits. In addition, titles can be added to
introduce interviewees or to display additional information that may not be
covered by the clip for example help-line info.
Ask the children to add backing music, opening titles and closing creditsto their

All Saints Upton Primary School Computing Curriculum

 movie. All projects, whether it is a TV ad, a documentary or a factual based
drama, will include titles, music and sound effects. iMovie offers a library of
sounds that can be searched or browsed then dragged onto the timeline.
Alternative to iMovie app - Windows Movie Maker
Lesson 4/5 Explain to the children they will now be making their own movie – this could be Children can create story Can you talk me through your
based on a theme you are currently doing in class or our suggestions is to base board storyboard?
Producing a it around an Inventor.
storyboard and a Children can create props and Are you choosing to narrate your
script for our 1. Divide the children into groups (ideally 4 children to a group) and ask them a 3D background audio or are you going to add
movie work together to produce props, a set, a storyboard for their movie and a dialogue? Why?
script. Explain to each group they will need to discuss an idea and then allocate
tasks to each other. Have you considered the sizes of
your set and props? Are they in
2. Create a storyboard - A storyboard is a loose plan of what will happen, by proportion?
whom and where. It should be a sequence of drawings along with some
direction and dialogue/text. This can be amended as necessary but should be
used to keep the film within the agreed parameters.

2. Create Props and a 3D background - Props play a big part in providing the
familiar items associated with the scene. If a conversation is taking place in the
living room then pictures on the wall, a TV in the corner, a vase of flowers on
the shelf will help set the scene. Talk about proportion – if your characters are
3 inches tall then the vase of flowers need only be maybe an inch tall. Use
bright colours as they tend to look faded during filming - good lighting will
improve the quality.
A 3D set is a good way of providing a background when filming models. A
cardboard box works perfectly well and printed images, drawn pictures or
coloured paper work equally well. It is important to spend time creating props
and a set as this is an integralpart of the animation process.

3. Produce a script – will this be a narration explaining what is happening or will

there be dialogue within the text. NB When you are creating an animation,
audio is added after filming not at the same time.
Lesson 6 Using the I Can Animate App ask the children to record their movie – tell them Children can add music and Why have you chosen to add that
to take two shotsfor each frame (like they did in session 2). Emphasise the sound effects to their movie particular piece of music?

All Saints Upton Primary School Computing Curriculum

Enhancing need for only very slight movements between each shot otherwise it will
animation using appear as though characters are jumping around on the sets. Why that sound effect? What does
music and sound Once the movie is recorded, import it into iMovie to addtext, music and sound it add to the movie?
effects effects.
What have you learnt about Stop
Ask the children to experiment with music and audio, making use of sound Frame Animation?
effects to emphasise specific clips and music to create a feeling or mood.
What would you do differently next
Once all groups have exported their final film they can all be collated into one time?
project, sequenced accordingly and any additional titles and transitions applied
before viewing as a group. The finished film can be uploaded onto your school
website or reproduced on DVD.

NB Steamboat Willie is the first animation to apply ‘synchronised sound’ and

was recorded live over the top in a studio using a real band and instruments.
Discuss how this would be different today.

Resource List
Activity Lesson Resource(s) Needed Resource Reference
YEAR 5
Cars 1-6 Racing Cars – Lesson Guide 31.1

Activities 1 - 11 Ref 31 folder

Website Designers 1 Site Map Example 32.1

All Saints Upton Primary School Computing Curriculum

 Interactive Art Exhibition 1 Introduction presentation 34.1

3 Mona Lisa - QR code.pdf 34.2

Scanning your First QR Code video 34.3
Making QR Code video – ref 34.4
4 Shooting and editing video 34.5
6 Teaching with Aurasma video 34.6
Code Breakers 1-6 Code Breakers 35.1

2-3 Code Crackers Worksheet 35.2

Let’s change the world -Inventors 1-2 Stickman instruction sheet 36.1

All Saints Upton Primary School Computing Curriculum