Computing Teacher Assessments for Spring 2014 Enclosed are trial teacher assessment documents for Spring 2014. * Knowledge Objectives come from the excellent CAS: A Curricu-lum for Schools Planning document/ New National Curriculum for Computing 2014 (attached at the end of this information).

• The middle column (ARE/Ready to Progress) contains the skills/objectives a child working at ARE should be achieving.

• If a child is achieving below ARE write their name in the Emerging left column.• If they are exceeding ARE write their name in the Exceeding ARE right column. • All other children will fit in the ARE/Ready to Progress column and their names do not need to be added.

• Additional comments for individuals could be added to the back of the sheets.• Also take account of the table below ‘Overview of effective learner objectives for all pupils’.

These names can be transferred to the Foundation Subjects data sheets mid-year (February) and at the end of the year (July).

Overview of effective learner objectives for all pupils

Ability to work indepen-dently

Ability to work with each other

Resilience and Challenge Creativity Academic Progress

I can take independent notes at appropriate times

I do not rely on the teacher or other stu-dents for work

I am willing to work with others

I share thoughts and ideas with the rest of the group or class

I communicate relevantly within a group

I attempt tasks set or extension work

I ask relevant questions of the teacher

I engage in different ac-tivities and small com-petitions, accepting and embracing challenges

I can come up with ideas and use these ideas to help myself

I am keen to express my ideas in different ways

I take other’s ideas into account alongside my own

I use a wide variety of sources effectively

I am enthusiastic about the lesson and contribute

I am keen to improve

I understand how to im-prove

At least two objectives should be a focus in addition to the subject specific objectives in each Computing unit. Com-puting Progress Tracker - Year 1

Programming Unit 1: Bee Bots (app)/ Unit 2: Daisy Dino/Bee Bots (app)Term Emerging ARE/Ready to Progress Exceeding ARESpring 1

• Know that algorithms (sets of instructions) can describe ev-eryday activities and can be followed by humans and by computers.

• Recognise that computers need more precise instructions than humans do.

• Understand that computers are controlled by a sequence of instructions.

• Understand that a computer program is like the narrative part of a story, and the computer’s job is to do what the narrator says. Computers have no intelligence, and so fol-low the narrator’s instructions blindly.

• Give a sequence of instructions to complete a simple task.

Multimedia-graphics; text; sound; video; and animation. Unit 1: Graphics, Unit 2: Text (Book Creator) (NC subject content: organise, store, manipulate and retrieve data in a range of digital formats)

Spring 2

Unit 1: Graphics• Use ICT to generate ideas for their work. • Use various tools including brushes, pens, lines, fill, spray and

stamps.• Use save, retrieve, amend and print.

Unit 2: Text (BookCreator)• Use the spacebar, back space, enter, shift and arrow keys.• Start to use two hands when typing.• Word process short texts, rather than copying up written work.

* Knowledge Objectives come from the excellent CAS: A Curriculum for Schools document/ New National Curriculum for Computing 2014

Additional CommentsTerm Emerging Exceeding ARESpring 1

Program-ming

Spring 2

Multi-media

Computing Progress Tracker - Year 2Programming- Unit 1: Bee Bots (app)/ Unit 2: Daisy Dino/Bee Bots (app)/ A.L.E.X (app) /Move the Turtle (app)Term Emerging ARE/Ready to Progress Exceeding ARESpring 1

• Know that algorithms (sets of instructions) can describe ev-eryday activities and can be followed by humans and by computers.

• Know that steps can be repeated within algorithms (use the repeat loop)

• Understand that algorithms can be represented in simple formats [storyboards and narrative text]

• use logical reasoning to predict the behaviour of simple programs

Multimedia- graphics; text; sound; video; and animation. Unit 1: Sound recording (Garageban/Photostory, Unit 2: Text (imovie app) (NC subject content: organise, store, manipulate and retrieve data in a range of digital formats)

Spring 2

Unit 1: Sound recording (Garage Band/Photostory) • Use sound recorders, at and away from, a computer to capture

and playback sound.• Use software to record music and sounds.• Change sounds they have recorded.• Save, retrieve and edit sounds.

Unit 2: Video (iMovie app)• Capture video.• Discuss which videos to keep and why.• Arrange clips to make a short film that conveys meaning.• Add simple titles and credits. • Select text and make simple changes including bold, italic and

underlined.

Additional CommentsTerm Emerging Exceeding ARE

Spring 1

Program-ming

Spring 2

Multi-media

Computing Progress Tracker - Year 3

Programming- Daisy Dino/Bee Bots (app)/ A.L.E.X (app) Hopscotch (app), LogoTerm Emerging ARE/Ready to Progress Exceeding ARESpring 1

• Use the ‘repeat’ (loop) command within a series of in-structions.

• Use the ‘if… then’ (conditional statement) command within a series of instructions

• Write a simple program to produce a line drawing. • Write a program (as a set of instruct ions or flowchart)

to reproduce a define problem, e.g. geometric shape/pattern.

• Test and correct (debugging) algorithms

Multimedia- graphics; text; sound; video; and animation. Unit 1: Graphics, Unit 2: ebooks (Book Creator) (NC subject- select, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting data and information).

Spring 2

Unit 1: Graphics • Acquire, store and combine images from cameras or the in-

ternet for a purpose.• Use the print screen function to capture an image. • Select certain areas of an image and resize, rotate an image.• Edit pictures using various tools in paint or photo-manipula-

tion software.Unit 2: eBooks (BookCreator)• Create a new eBook with a front cover and add or remove

pages. • Combine text and images within each page and embed sound

clips. • Add information about the author and title for publishing. • Get quicker at typing using both hands. • Use different fonts sizes, colours and effects to communicate

meaning. • Align text left, right and centre.

Additional CommentsTerm Emerging Exceeding ARESpring 1

Program-ming

Spring 2

Multi-media

Computing Progress Tracker- Year 4Programming- A.L.E.X (app) Hopscotch , ScratchTerm Emerging ARE/Ready to Progress Exceeding ARESpring 1

• Use the ‘repeat’ (loop) command within a series of instruc-tions.

• Use the ‘if… then’ (conditional statement) command within a series of instructions

• Understand that Algorithms may be decomposed into com-ponent parts (procedures), each of which itself contains an algorithm.

• Know that a program is a sequence of statements written in a programming language [Scratch]

• Write a program as a sequence of statements for their sprite enabling it to navigate a race track

• Plan, test and correct (debugging) parts of algorithms (the set of instructions)

Multimedia- graphics; text; sound; video; and animation. Unit 1: Animation (I can animate app); Unit 2: Video (iMovie trailer) (NC subject- select, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting data and information).

Spring 2

Unit 1: Animation and Unit 2: Video • Plan what they would like to happen in their animation.• Take a series of pictures to form an animation.• Move items within their animation to create movement on play-

back. • Edit/improve their animation. • Capture video for a purpose. • Discuss the quality of videos and chose which to keep and

which to re-shoot.• Trim and arrange clips to convey meaning. • Add titles, credits, slide transitions, special effects and talk

about the effect these have on the audience.

Additional CommentsTerm Emerging Exceeding ARESpring 1

Program-ming

Spring 2

Multi-media

Computing Progress Tracker- Year 5 Programming- Hopscotch , Scratch (The Ghostly Wood, Robot Wars)Term Emerging ARE/Ready to Progress Exceeding ARE

Spring 1

• Use the ‘repeat’ (loop) command within a series of instruc-tions (use triggers and ‘forever’ loops to control sprites.

• Use the ‘if… then’ (conditional statement) command within a series of instructions

• Understand that Algorithms may be decomposed into com-ponent parts (procedures), each of which itself contains an algorithm.

• Know that a program is a sequence of statements written in a programming language [Scratch]

• Plan and write a program as a sequence of statements using conditional statements and variables

• Plan, test and correct (debugging) parts of algorithms (the set of instructions)

Multimedia- graphics; text; sound; video; and animation. Unit 1:ebooks (Book Creator); Unit 2: Sound Recording (Audacity) (NC subject- select, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, in-cluding collecting, analysing, evaluating and presenting data and information).

Spring 2

Unit 1: eBooks (Book Creator)• Create a new ebook with a front cover and add/remove pages/

sub pages.• Produce a multimedia ebook combining video, pictures, text and

audio • Attach author data for publishing and publish book.Unit 2: Sound Recording (Audacity) • Collect audio from a variety of sources including own recordings

and internet clips.• Create a multi-track recording using effects. • Edit and refine their work to improve outcomes.

Additional CommentsTerm Emerging Exceeding ARE

Spring 1

Program-ming

Spring 2

Multi-media

Computing Progress Tracker- Year 6

Programming - Scratch (The Ghostly Wood, Robot Wars, Temple Run then design own game)Term Emerging ARE/Ready to Progress Exceeding ARESpring 1

• Use the ‘repeat’ (loop) command within a series of instructions (use triggers and ‘forever’ loops to control sprites.

• Use the ‘if… then’ (conditional statement) com-mand within a series of instructions

• Use logical reasoning to explain how a simple al-gorithm works and to detect and correct errors in algorithms and programs

• Know that a program is a sequence of statements written in a programming language [Scratch]

• Design and write a program that as a sequence of statements using conditional statements and vari-ables ( including sprites, background, scoring and/or timers)

• generate appropriate inputs and predicted outputs to test programs

Additional CommentsTerm Emerging Exceeding ARESpring 1

Program-ming

Computing Progress Tracker- Year 6

Multimedia- graphics; text; sound; video; and animation. Unit 1: Animation (Monkey Jam); Unit 2: Unit 2: Video (iMovie) (NC subject- select, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given

goals, including collecting, analysing, evaluating and presenting data and information).

Spring 2

Unit 1: Animation (Monkey Jam) • Plan a multi-scene animation including characters,

scenes, camera angles and special effects.• Use stop-go animation software with an external cam-

era to shoot the animation frames. • Adjust the number of photographs taken and the play-

back rate to improve the quality of the animation.• Publish their animation and use a movie editing pack-

age to edit/refine and add titles.•Unit 2: Video (iMovie)• Storyboard and capture videos for a purpose.• Plan for the use of special effects/transitions to en-

hance their video. • Transfer footage to iMacs for more advanced editing. • Trim, arrange and edit audio levels of video to improve

the quality of their outcome.• Add titles, credits, transitions, special effects.• Export their video in different formats for different pur-

poses

Additional CommentsTerm Emerging Exceeding ARESpring 2

Multi-

me-dia

Computing New National Curriculum 2014Purpose of studyA high-quality computing education equips pupils to understand and change the world through computational thinking. It develops and requires logical thinking and precision. It combines creativity with rigour: pupils apply underlying principles to understand real-world systems, and to create purposeful and usable artefacts. More broadly, it provides a lens through which to understand both natural and artificial systems, and has substantial links with the teaching of mathematics, science, and design and technology. At the core of computing is the science and engineering discipline of computer science, in which pupils are taught how digital systems work, how they are designed and programmed, and the fundamental principles of information and computation. Building on this core, computing equips pupils to apply information technology to create products and solutions. A computing education also ensures that pupils become digitally literate – able to use, and express themselves through, information and communication technology – at a level suitable for the future workplace and as active participants in a digital world. Aims The National Curriculum for computing aims to ensure that all pupils:

can understand and apply the fundamental principles of computer science, including logic, algorithms, data represen-tation, and communication

can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems

can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve prob-lems

are responsible, competent, confident and creative users of information and communication technology.

.

Attainment targets

By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant pro-gramme of study.

Subject content

Key Stage 1Pupils should be taught to:

understand what algorithms are, how they are implemented as programs on digital devices, and that programs execute by following a se-quence of instructions

write and test simple programs use logical reasoning to predict the behaviour of simple programs organise, store, manipulate and retrieve data in a range of digital formats communicate safely and respectfully online, keeping personal information private, and recognise common uses of information technology be-

yond school.

Key Stage 2Pupils should be taught to:

design and write programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decompos-ing them into smaller parts

use sequence, selection, and repetition in programs; work with variables and various forms of input and output; generate appropriate inputs and predicted outputs to test programs

use logical reasoning to explain how a simple algorithm works and to detect and correct errors in algorithms and programs understand computer networks including the internet; how they can provide multiple services, such as the world-wide web; and the opportuni-

ties they offer for communication and collaboration describe how internet search engines find and store data; use search engines effectively; be discerning in evaluating digital content; respect

individuals and intellectual property; use technology responsibly, securely and safely select, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, including

collecting, analysing, evaluating and presenting data and information.