Computing systems and networks – Connecting computers
The children will be challenged to develop their understanding of digital devices, with an initial focus on inputs, processes, and outputs. They will start by comparing digital and non-digital devices, before being introduced to computer networks that include network infrastructure devices like routers and switches.
Programming A - Sequencing sounds
This unit explores the concept of sequencing in programming through Scratch. It begins with an introduction to the programming environment, which will be new to most learners. They will be introduced to a selection of motion, sound, and event blocks which they will use to create their own programs, featuring sequences. The final project is to make a representation of a piano. The unit focuses on all aspects of sequences, and makes sure that knowledge is built in a structured manner. Learners also apply stages of program design through this unit.
Data and information – Branching databases
Learners will develop their understanding of what a branching database is and how to create one. They will use yes/no questions to gain an understanding of what attributes are and how to use them to sort groups of objects. Learners will create physical and on-screen branching databases. To conclude the unit, they will create an identification tool using a branching database, which they will test by using it. They will also consider real-world applications for branching databases.
Creating media - Stop-frame animation
Learners will use a range of techniques to create a stop-frame animation using tablets. They will apply those skills to create a story-based animation. This unit will conclude with learners adding other types of media to their animation, such as music and text.
Creating media – Desktop publishing
During this unit, learners will become familiar with the terms ‘text’ and ‘images’ and understand that they can be used to communicate messages. They will use desktop publishing software and consider careful choices of font size, colour and type to edit and improve premade documents. Learners will be introduced to the terms ‘templates’, ‘orientation’, and ‘placeholders’ and begin to understand how these can support them in making their own template for a magazine front cover. They will start to add text and images to create their own pieces of work using desktop publishing software. Learners will look at a range of page layouts thinking carefully about the purpose of these and evaluate how and why desktop publishing is used in the real world.
Programming B - Events and actions in programs
This unit explores the links between events and actions, whilst consolidating prior learning relating to sequencing. Learners will begin by moving a sprite in four directions (up, down, left and right). They will then explore movement within the context of a maze, using design to choose an appropriately sized sprite. This unit also introduces programming extensions, through the use of pen blocks. Learners are given the opportunity to draw lines with sprites and change the size and colour of lines. The unit concludes with learners designing and coding their own maze tracing program.