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The Computing Curriculum at Brownlow Fold
The Learning Challenge
The Learning Challenge concept is built around the principle of greater learner involvement in their work. It requires deep thinking and encourages learners to work using a question as the starting point. In designing the curriculum, teachers and learners are using a prime learning challenge, expressed as a question, as the starting point. Using the information gained from pre learning tasks and our school context, a series of subsidiary challenges are then planned. Each subsidiary learning challenge is also expressed as a question. Importantly, the learning challenges need to make sense to the learners and be something that is within their immediate understanding. Within each Learning Challenge unit of work, we always include a ‘Green for Growth Challenge.’ These challenges are designed to enable pupils to work at greater depth within a particular unit. Some of the characteristics of a child who is working at greater depth might include:
Working independently Applying what they have learned in one area of a subject to other areas Applying their knowledge consistently, confidently and fluently Being able to explain what they have been doing to others, including teaching other children what they have
learned.
Pre-learning tasks to ensure that our pupils are directly involved in the planning process. Well planned pre-learning tasks to help bring out what our pupils already know; what misconceptions they may have and what really interests them. Our teachers then take account of the outcomes from pre-learning tasks to plan the subsidiary learning challenges for each major area of study.
Empowered Learners
By adopting the ‘Empowering Learning’ skills, we recognise the impact that personal skills can have on the academic success and well-being of our children. They play a vital role in developing the ability of learners to enjoy and reflect on their learning across the curriculum. The six areas for personal development; Self-Management, Effective Partnership, Resourceful Thinkers, Reflective Learners, Independent Enquirers and Team Workers; form what we class as personal skills which are worked upon throughout a child’s time at Brownlow Fold Primary School.
Self-Manager Ability to organise themselves and work out goals and priorities
Show personal responsibility, initiative, creativity and enterprise
Anticipate, take and manage risks
Commit themselves to learning and self-improvement
Respond positively to change
Effective Participators Engage actively with issues that affect them and those around them.
Play a full part in the life of the school
Take responsible action to bring improvement for others as well as themselves
Discuss issues of concern, seeking resolution
Present a persuasive case for action
Propose practical ways forward
Try to influence others, negotiating and balancing diverse views
Resourceful Thinker Think creatively by generating and exploring relevant ideas, and making original connections
Find links and see relationships
Explore and experiment with resources and materials
Ask ‘why’, ‘how’ and ‘what if’ questions
Apply imaginative thinking to solve a problem
Try different ways to tackle a problem
Work with others to find imaginative solutions and outcomes that are of value
Reflective Learner Evaluate their strengths and limitations as learners
Review their work and act on outcomes
Set themselves realistic goals and criteria for success
Monitor their own performance and progress
Invite feedback and deal positively with praise, setbacks and criticism.
Make changes to improve their learning
Communicate their learning in relevant ways to different audiences
Independent Enquirer Gather, process and evaluate information in their investigations
Plan what to do and how to go about it
Draw conclusions and evaluate outcomes
Take informed and well-reasoned decisions, recognising that other have different beliefs and attitudes
Use range of techniques to collect and organise information
Team Worker Work confidently with others, adapting to different contexts and taking responsibility for their own role
Listen and take account of others’ views
Form collaborative relationships, resolving issues and reaching agreed outcomes
Adapt behaviours to suit different roles and situations
Show fairness and consideration towards others
Prime Learning Challenge Year 6 Digital Citizenship: Online Safety
Can you use technology safely, respectfully and responsibly, and identify a range of ways to report concerns about content and contact?
Online relationships Can you explain how impulsive
and rash communications online may cause problems
(e.g. flaming, content produced in live streaming)?
Self-image and Identity Can you describe ways in which
media can shape ideas about gender and challenge why it is
important to reject inappropriate messages about
gender online?
Self-image and Identity Can you give examples of how
you might get help, both on and offline, explaining why you
should keep asking until you get the help you need?
Online reputation Can you explain how you are
developing an online reputation, which will allow
other people to form an opinion of yourself?
Online bullying
Can you identify a range of ways to report concerns in both school and at home
about online bullying?
Online bullying Can you describe how to
capture bullying content as evidence (e.g. screen-grab, URL,
profile) to share with others who can help you?
Health, wellbeing and lifestyle Can you assess and action
different strategies to limit the impact of technology on my health (e.g. night-shift mode,
regular breaks, correct posture, sleep, diet and exercise)?
Health, wellbeing and lifestyle Can you describe common systems that regulate age-related content (e.g. PEGI,
BBFC, parental warnings) and describe their purpose?
Digital Citizenship: Online Safety Key Vocabulary
GDPR
phishing
netiquette
propaganda
biometrics
FOMO
encryption
geolocation
whistle-blowing / social
reporting
grooming
Big Question
Small Questions Which help to
answer the big
question.
Green for Growth Challenge
Can you apply the knowledge and skills you have acquired to
create an information leaflet about staying safe
online?
Empowered Learner Links
Self-manager
I am able to assess risk and make sensible decisions.
I cope well with additional pressure.
I am confident and capable when allowed to organise my own time and space.
I can call on a range of strategies to help me overcome a problem.
I appreciate that feelings change over time and I can cope with it.
I can empathise with others, appreciating that different people react in different ways to certain situations.
Growth Mindset Links
Cross-Curricular Writing Opportunities
Poetry- online safety.
Information text- What are the physical feature of North America?
Balanced argument- Should the wreckage of the Titanic be salvaged
or left as a resting place?
Diary entry writing – first-hand eyewitness accounts;
Persuasive writing - writing from the viewpoint of one of the
Titanic’s key culprits, justifying why you are not to blame?
Text
Photo/Picture
Possible equipment to be used Laptops
Router
Modem
Server
Digital footprint activities
Online safety debating
PEGI activity – PowerPoint, PEGI info and cards
Glossary
Netiquette The correct or acceptable way of using the Internet. GDPR The General Data Protection Regulation (GDPR) is a regulation that sets rules related to the protection of personal data, with regard to the processing of personal data and the free movement of personal data by automated means. Phishing A term used to describe a malicious individual or group of individuals who scam users. Geolocation The identification or estimation of the real-world geographic location of an object, such as a radar source, mobile phone, or internet-connected computer terminal. Biometrics In computer security, biometrics refers to authentication techniques that rely on measurable physical characteristics that can be automatically checked. FOMO FOMO (fear of missing out) is a phenomenon in which a person is anxious to know what others are doing or experiencing.
Useful APPs, websites or resources My Online World.
http://www.getsafeonline.org/
http://www.thinkuknow.org.uk/
http://www.digizen.org/
Exploring positive and negative attention – Jigsaw / Tom’s Story videos
https://www.commonsensemedia.org/
Assessment Criterion
Emerging
Expected Exceeding
Enrichment opportunities
Accessing interactive online program “Our online World” to set up an online profile.
Online safety day.
Using role play to act out and understand computer networks.
Home Learning/Parental Links
Pupils research their network at home.
Pupils use the school blog to complete a writing piece.
Prime Learning Challenge Year 6 Digital Literacy
Can you select, use and combine a variety of software to design and create a range of programs and systems with a specific focus on
analysing, evaluating and presenting data and information?
Applying skills Can you choose, select and use a combination of software to
present your work?
Applying skills Can you select appropriate tools to add emphasis and
effect to your work, explaining why you have chosen the layout
and formatting?
Applying skills Can you draft and redraft your
written work by deleting, inserting and replacing text to
improve clarity and create mood?
Applying skills Can you review and edit your work, talk about the changes
you made and explain why your work is suitable for the
intended audience?
Databases Can you interpret graphs of
data collected from a variety of sources?
Databases Can you create a database
structure of your own and enter the data independently?
Databases Can you prepare a data
collection form and collect quality information, then use a spreadsheet to create a graph
for this data?
Databases Can you decide on the most
appropriate form of graph for a data set giving multiple reasons
for your choice?
Digital Literacy Key Vocabulary
database
formula
insert
formatting
cell
total
budgeting
column
row
average
Big Question
Small Questions Which help to
answer the big
question.
Green for Growth Challenge
Can you independently use the skills you have learnt across multiple application programs
to create a spreadsheet
independently to budget?
Empowered Learner Links
Effective participator
I can act as an advocate for views and beliefs that may differ from my own.
I show maturity when acting as a mediator.
I can be a good role model for good learning behaviour.
I am able to control my own mood swings.
I know what the risks are when considering my work.
I can cope with criticism and learn from it.
Growth Mindset Links
Cross-Curricular Writing Opportunities
Diary entry- Write from the perspective of a soldier in the Trenches.
Story writing- Use the poem Dulce Et Decorum Est, to create a story of the battle front.
Informal letter- To write a letter home from the perspective of a soldier to his mum from the front line.
Pupils write a postcard in French describing their home country.
Text
Photo/Picture
Possible equipment to be used Formatting
Bar charts and graphs
Book creator
Photostory
iMovie
Garageband
Laptops
Glossary
Database A structured set of data held in a computer, especially one that is accessible in various ways. Formula A mathematical relationship or rule expressed in symbols. Insert Place, fit, or push (something) into something else. Formatting Arrange or put into a format. Cell Individual cells are usually identified by a column letter and a row number. Budgeting Allow or provide a particular amount of money in a budget. Column A vertical division of a page or text Row A horizontal line of entries in a table.
Useful APPs, websites or resources Simon Haughton website
Microsoft excel
Book creator / Photostory / iMovie / Garageband
Touch Typing – Purplemash Unit3.4
Spreadsheets - PurpleMash Unit6.3
Blogging - PurpleMash Unit6.4
Text Adventures - PurpleMash Unit6.5
Assessment Criterion
Emerging
Expected Exceeding
Enrichment opportunities
Pupils are provided with a budget for half term activities and a price
list.
Home Learning/Parental Links Pupils create a spreadsheet at home using data given.
Pupils clarify some key words they will use such as cell, formula etc.
Discuss with parents whether they use Excel within their job.
Prime Learning Challenge Year 6 Computer Science
Can you design, write and debug programs, and work with variables and various forms of input and output, with a specific
focus on ‘variables’?
Can you explain what a variable is in coding? Can
you use a variable in a variety of programming
software?
Can you confidently use events, repeats, selection
and variables?
Can you confidently break a problem down and
methodically create a program to solve it, testing
and adapting as you go?
Can you evaluate the effectiveness of your
programming and suggest improvements?
Can you confidently use the Blockly programming
language?
Can you accurately use many other programming
languages, such as C+, C#, java, Python, Ruby?
Computer Science Key Vocabulary
algorithm
movement
sprite
debugging
program
sequence
variable
speed
direction
plugged
Big Question
Small Questions Which help to
answer the big
question.
Green for Growth Challenge
Can you transfer your programming
knowledge and skills to other platforms, such as Scratch 3, Python or Ruby?
Empowered Learner Links
Resourceful thinker
I am always prepared to explore more than the first possible solution to a problem.
I am aware that solutions can depend on an understanding of other issues.
I can generate questions which promote higher order thinking.
I can adapt and apply learning to new situations.
Growth Mindset Links
Cross-Curricular Writing Opportunities
Explanation text- Writing the journey of a red blood cell through the body.
Explanation text- How does exercise affect the heart?
Balanced argument- Was Operation Dynamo a success?
Text
Photo/Picture
Possible equipment to be used Beebots
Ipads
Laptops
CS without a computer – Unplugged Activities
Lots of practical learning & unplugged activities
Glossary
Algorithm - A process or set of rules to be followed in calculations or other problem-solving operations, especially by a computer.
Sprite- A computer graphic, which may be moved on-screen and otherwise manipulated as a single entity.
Debugging - The process of identifying and removing errors from computer hardware or software.
Program - A series of coded software instructions to control the operation of a computer or other machine.
Variable - A value that can change, depending on conditions or on information passed to the program.
Direction - A course along which someone or something moves.
Useful APPs, websites or resources Scratch offline program
Scratch activity cards
Purple Mash assessment sheets
PurpleMash Unit6.1 -2Code – lessons plans & resources in teacher section
Quizzing - PurpleMash Unit6.
Online and Ipad –Scratch 3, Daisy Dinosaur, Kodable
Assessment Criterion
Emerging
Expected Exceeding
Enrichment opportunities
Creating a game for other pupils to enjoy.
Home Learning/Parental Links
Pupils use purple mash at home to complete 3 chimp levels
Prime Learning Challenge Year 6 Information Technology
Can you use search technologies effectively, understand how internet search engine results are selected and ranked and
explain how to increase privacy and security?
Can you demonstrate the use of search tools to find and access online content, which can be
reused by others? Do you know how to make references to and acknowledge sources you have
used from the internet?
Can you describe effective strategies for managing
passwords (e.g. password managers, acronyms, stories)?
Can you explain how and why some people may present
‘opinions’ as ‘facts’? Can you identify flag and report
inappropriate content?
Can you demonstrate strategies to enable you to analyse and evaluate the validity of ‘facts’ and explain why using these
strategies are important?
Can you define the terms ‘influence’, ‘manipulation’ and ‘persuasion’ and explain how you might encounter these
online (e.g. advertising and ‘ad targeting’)?
Can you describe ways in which some online content targets
people to gain money or information illegally?
Can you describe strategies to help you identify such content
(e.g. scams, phishing)?
Information Technology Key Vocabulary
password managers
acronyms
flag
validity
influence
manipulation
persuasion
ad targeting
scams
phishing
Big Question
Small Questions Which help to
answer the big
question.
Green for Growth Challenge
Can you use and apply the knowledge and
skills you have acquired across this unit to suggest what
technology might look like in twenty years’
time?
Empowered Learner Links
Independent enquirer
I can use feedback from a range of sources to help solve a problem.
I give more than one reason to support an argument.
I can plan a complex task, anticipating blocks and apply skills to overcome them.
I can listen to a range of opinions and reach a conclusion from them.
Growth Mindset Links
Cross-Curricular Writing Opportunities
Information text- How is an animal adapted to their environment.
Biography- Pupils write the biography of Carl Linnaeus explaining his impact on classification
Text
Glossary Password managers a software application or a hardware device used to store and manage a person’s passwords and strong passwords. Ad targeting Ad targeting is an advertisement technique where advertisements are placed in specific areas of the screen to increase visibility and "clickability" or to give tailor-made ads based on the user's past behaviors and preferences. Validity Online validity is the extent to which information shared online is well-founded and corresponds accurately to the real world. Flag In computer science, a flag is a value that acts as a signal for a function or process. The value of the flag is used to determine the next step of a program.
Phishing Phishing is a type of online scam where criminals send an email that appears to be from a legitimate company and ask you to provide sensitive information.
Photo/Picture
Useful APPs, websites or resources Digital crimes PowerPoint – contact SICT
KS2 Reference - BBC Computing
CS without a computer – Unplugged Activities
Networks- Purplemash Unit6.6
Binary - Purplemash Unit6.8
How does the internet work? http://www.bbc.co.uk/guides/z3tbgk7
What is the World Wide Web? http://www.bbc.co.uk/guides/z2nbgk7
Possible equipment to be used
An example hard drive.
Access to the internet.
Ipads
Laptops
CS without a computer – Unplugged Activities
Lots of practical learning & unplugged activities
Assessment Criterion
Emerging
Expected Exceeding
Enrichment opportunities
Home Learning/Parental Links
Photographic evidence of the curriculum in action at Brownlow Fold