A unit of work teaching children how to use a word processor to created typed writing. There are five direct teaching lessons and then two suggested lessons in which children apply what they have learnt to create a typed document including their own writing about a topic subject and images and other text related objects. The planning is aimed at windows systems and use of microsoft word, but could be done on google docs or PurpleMash with little or no changes of the resources. Each session includes a main activity, greater depth questions and a presentation to aid input and deliver the activities. Seven Lessons: LO: To know how to place typing on the page. LO: To know how to change the case of letters. LO: To know how to format text. LO: To know how to cut, copy and paste. LO: To know how to arrange and organise text around other content. LO: To know how to create a document using a word processor (2 sessions). Unit is targeted at lower key stage 2, but would be suitable for key stage 1. Children in upper key stage 2 could also benefit if they needed to develop these skills. Covers skills mapped in this curriculum document - https://www.tes.com/teaching-resource/computing-skills-progression-grid-ks1-and-2-11727156

A unit of work teaching children basic computing skills involving the mouse and keyboard. Children will learn how to use the mouse including the different clicks and dragging and the how to change case and other keyboard functions related to typing. The unit finishes with the children applying what they have learnt to type up some writing. Each lesson has an main activity, a greater depth activity and a presentation to aid input and deliver the activities. Seven Lessons: LO: To know how to use a mouse. LO: To know how to drag objects around on screen. LO: To know how to start and manipulate apps and windows. LO: To know how to save and open a file. LO: To know how to type sentences. LO: To know how to copy and paste. LO: To use a word processor to create a piece of work. Unit is targeted at key stage 1, but could be suitable for other age groups who need to develop basic skills. Covers skills mapped in this curriculum document - https://www.tes.com/teaching-resource/computing-skills-progression-grid-ks1-and-2-11727156

A unit of work aimed at developing children’s knowledge of e-safety and using the internet. Six Lessons: Spotting Possible Risks, Search Engines, You Tube, Online Communication, Behaving Responsibly and E-Safety Info-graphic Creation. Covers skills mapped in this curriculum document - https://www.tes.com/teaching-resource/computing-skills-progression-grid-ks1-and-2-11727156

A unit of work teaching children basic programming knowledge by drawing basic 2D shapes using a free online coding program (Turtle Academy). Children will learn to identify the number of sides in the different shapes they need to draw, as well as the amount of turn needed to create the internal angles and then use this information to create algorithms that draw shapes and repeating patterns. Each lesson has support suggestions, challenge questions and an input presentation. Four Lessons: LO: To know how to code to draw simple shapes. LO: To know how to use a repeat command to draw simple 2d shapes. LO: To know how to use a repeat to draw 2d shapes. LO: To know how to use nested repeat commands to draw patterns. Unit is targeted at key stage 1, but could be suitable for other age groups who need to develop basic understandings. Covers skills mapped in this curriculum document - https://www.tes.com/teaching-resource/computing-skills-progression-grid-ks1-and-2-11727156

Planning to cover the majority of the book ‘Street Child’ by Berlie Doherty, linked to objectives for reading at a Year 5 level. There is a ‘reading forum’ for each week which introduces the focus and guides you through the associated chapters with questions to ask and discuss. The questions are then collected on sheets for each week for the children to answer. The ‘forum’ lessons can be a single day or cover multiple sessions depending on the speed and ability of the children/readers. Question sheets include a greater depth/challenge section to target more able readers. Objectives Covered: LO: To know how to consider how the author’s use of language impacts the reader. LO: To know how to infer about a character’s thoughts or feelings. LO: To know how to make inferences about a character from their actions. LO: To know how to use evidence from a text to justify inferences. LO: To know how to consider the feelings different characters have to events in a text. LO: To know how to make comparisons between events and ideas within the same book.

An assembly aimed at upper KS2, but delivered successfully to all of KS2, refreshing some key online safety ideas, whilst giving some fresh, ‘enlightening’ information to those savvy (but often careless) Year sixes! Notes are included on most slides to aid in delivery. The overall goal is go give the children a bit of a reality check and to remind them that the majority of the Interent is unsafe, especially so if they do not use what they have learnt to keep themselves safe.

As above. Four lessons covering a range of fluency, reasoning and problem solving skills all relating to 4 digit numbers. Includes resources (additional resources required for lesson 3: hand out with values for Roman Numerals to 100 and a worksheet for children to read and convert numerals into Arabic Numbers - resources freely available online), notebook files for modelling and toolkits. Also includes an assessment activity. Objectives: 1: To find 10, 100 and 1000 more than a 4 digit number. (Fluency) 2: To find 1000 more and less than a 4 digit number. (Reasoning) 3: To read Roman numerals to 100. (Fluency) 4: To read and use Roman numerals to 100. (Problem Solving/Reasoning)

As above. Three lessons covering a range of fluency, reasoning and problem solving skills relating to using Multiplication Arrays, Factors and Square Numbers. Includes differentiated resources for all levels of ability. Also includes an assessment activity. Objectives: 1: To know multiplication facts. (Reasoning) 2: To find factor pairs. (Fluency) 3: To know square numbers. (Problem Solving/Reasoning)

As above. Four lessons covering a range of fluency, reasoning and problem solving skills relating to angles, types of angles and position. These lessons focus upon teaching children to identify different types of angles using what they already know about right angles and also to sort, compare and order angles based upon estimations of their size. Includes differentiated resources for all levels of ability and notebook files for modeling. Objectives: 1: To recognise different types of angles.(Fluency) 2: To compare angles. (Fluency) 3: To order sets of angles. (Fluency) 4. To use angles to classify shapes. (Reasoning)

As above. Four lessons covering a range of fluency, reasoning and problem solving skills relating to finding fractions, fractions of amounts and equivalent fractions. These lessons focus upon teaching children to identify unit and non-unit fractions using shapes and then to find matching equivalent fractions and reason about what they have found. Children also learn to find a fraction of a number or amount. Includes differentiated resources for all levels of ability and some notebook files for modeling. Objectives: 1: To find fractions of shapes. (Fluency) 2: To find the area of regular 2D shapes . (Fluency) 3: To find the area of compound shapes. (Reasoning) 4. To find the area of triangles. (Problem Solving)

As above. Four lessons teaching a Written Method for Addition; this being the Compact Column Addition written method. These lessons focus upon teaching year four children to use the compact written method to add up to 4 digits where carrying across columns is needed. Lessons begin with looking at carrying in 3-digit numbers before progressing onto pairs of three digit numbers with multiple carrying and then onto 4-digit numbers with multiple carrying also. Includes toolkits, differentiated resources for all levels of ability and notebook files for modeling. Objectives: To add numbers up to 3 digits, involving carrying tens, using the formal written method. (Fluency) To add numbers up to 3 digits, involving carrying tens and hundreds, using the formal written method. (Fluency) To add pairs of 3-digit numbers, involving carrying, using the formal column method. (Fluency) To add pairs of 4-digit numbers, involving carrying, using the formal column method. (Fluency)

As above. Four lessons covering a range of fluency, reasoning and problem solving skills relating to finding the area of squares, rectangles, composite 2D shapes, compound shapes and triangles. These lessons focus upon teaching children to use squares to count the area inside shapes before moving on to relate this process to arrays and apply knowledge of repeated addition and multiplication to the process. Includes differentiated resources for all levels of ability and some notebook files for modelling. Objectives: 1: To find the area of squares and rectangles. (Fluency) 2: To find the area of regular 2D shapes . (Fluency) 3: To find the area of compound shapes. (Reasoning) 4. To find the area of triangles. (Problem Solving)

As above. Two lessons covering a range of fluency, reasoning and problem solving skills relating to statistics and interpreting two-way tables and timetables. These lessons focus upon teaching children to interpret the information in a table or timetable and then using the the information they find to reason and solve problems. Includes differentiated resources for all levels of ability and some notebook files and PowerPoints for modeling. Objectives: 1: To interpret data in a two-way table. (Fluency and Problem Solving) 2: To interpret information in a timetable. (Reasoning and Problem Solving)

As above. Five lessons covering a range of fluency, reasoning and problem solving skills all relating to 4 digit numbers. Includes all resources (additional worksheets may be required for lesson 1 if you do not have access to B10 - resources freely available online), notebook files for modelling and toolkits. Also includes an assessment activity to gauge the children’s retention of the teaching across all areas: Fluency, Reasoning and Problem Solving. Objectives: 1: To recognise place value in 4 digit numbers (Fluency) 2: To represent and estimate place value using arrays (Reasoning/Problem Solving) 3: To compare 4 digit numbers (Fluency) 4: To order sets of 4 digit numbers (Problem Solving) 5: To count in multiples of 1000 (Reasoning)

As above. Four lessons covering a range of fluency, reasoning and problem solving skills relating to fractions and the conversion of Mixed Numbers and Improper Fractions. These lessons focus upon teaching children to convert both types of number before being shown how to apply those skills to reason and solve problems. Includes differentiated resources for all levels of ability and notebook files and PowerPoints for each lesson to model the key information and strategies. Objectives: 1: To convert improper fractions to mixed numbers. (Fluency) 2: To convert mixed numbers to improper fractions. (Fluency) 3. To be able to convert between improper fractions and mixed numbers. (Reasoning) 4. To solve problems involving improper fractions and mixed numbers. (Problem Solving)

A unit of work that introduces the basics of Scratch and teaches children to code a simple animated fish tank. Covers a wide array of computer science and digital literacy areas of the KS1 and KS2 curriculum so is suitable for years 2-4, possibly even 5 or 6 if more focus is paid to variables and use of other software and technology to contribute to the final program. Teaches navigation of Scratch software, adding and editing backgrounds and sprites. Coding selection and conditionals using ‘When’ event blocks and motion and looks blocks to simulate animations. Developed over five weeks; the chn build their program each week and have time planned in lessons for testing and debugging. Includes 32 Scratch files: modelling examples for teachers to use to exemplify learning and code and differentiated examples for less able students to add to and complete. Objectives covered includes: LO: To know how to use a repeat. LO: To know how to build an algorithm to simulate movement. LO: To know how to build an algorithm to add animation. LO: To know how to use a conditional. LO: To know how to use selection within algorithms. Covers skills mapped in this curriculum document - https://www.tes.com/teaching-resource/computing-skills-progression-grid-ks1-and-2-11727156

As above. Four lessons covering a range of fluency, reasoning and problem solving skills relating to telling the time to the nearest five and one minutes, converting between time measures and 12hr, 24hr, analogue and digital times. These lessons focus upon teaching children to firstly tell the time on an analogue clock with increasing accuracy, also involving clocks with roman numerals. Before moving onto fluently reading and converting time, between different formats and units of measure. Includes differentiated resources for all levels of ability and notebook files for each lesson modeling concepts and activities. Objectives: 1: To tell the time to the nearest 5 minutes. (Fluency) 2: To tell the time to the nearest minute. (Fluency) 3: To convert between analogue, digital and 24 hour times (Reasoning) 4. To convert between different units of measure. (Problem Solving)

A unit of work teaching children key e-safety concepts relating to online activity and reputation. Unit focuses upon blogging as an outcomes and structures much of the e-safety related themes around this main activity. Use of a free blogging site is needed, of which there are many avaialble. Teachers should sign up for an education account and set up a user for each of the children they teach. Seven Lessons: LO: To know how to practise good e-safety. LO: To know how online communication can be interpreted in different ways. LO: To identify the features of a strong password. LO: To know how to create and edit a blog. LO: To know that not all the information on the internet is accurate. LO: To know what cyberbullying is and how to protect yourself against it. LO: To know how to comment appropriately on the internet. Covers skills mapped in this curriculum document - https://www.tes.com/teaching-resource/computing-skills-progression-grid-ks1-and-2-11727156

As above, a unit of work teaching children about Networks, the Internet, the World Wide Web and some basic HTML coding. The first three lessons are teaching specific computer science knowledge, outlined on the National Curriculum, about Networks and the Internet. These only require children to know about the Information Technology that they find at school and possibly at home and can be completed with straightforward digital literacy skills (PowerPoint/Word and use of a Search Engine). The last two lessons involve using some online guides and tutorials to build some very basic HTML code to create simple web pages - no sign ups, logins or additional purchases necessary. All planning and resources included, some lessons have additional Teacher Notes to support subject knowledge and free online resources are linked to in the planning. LO: To know how a network is organised. LO: To know how data travels around a network. LO: To know the differences between a computer network and the Internet. LO: To know the basics functions of HTML code. LO: To know how to use other tags to edit HTML.

As above, this unit of work is compiled of five lessons and can be taught as a stand alone unit without children having any experience of Scratch beforehand (although this would be beneficial for progressing them toward Greater Depth levelled activities). Scratch is a free-to-use piece of online coding software, so no logins are required. Users can freely access the program and download any creations they produce. Flash is required. It comes complete with coloured coded plans to support teacher input, pre- coded scratch files to upload to the website to show as models or examples, printable colour coded toolkits and links to online hosted video tutorials that can be used to see how to model the steps to the children or for the children to use themselves, especially useful for accessing the greater depth level activities. Objectives: LO: To know how to code simple questions. LO: To know how to code questions with more than one answer. LO: To know how to sequence algorithms. LO: To program a maths quiz. LO: To share work online. Covers skills mapped in this curriculum document - https://www.tes.com/teaching-resource/computing-skills-progression-grid-ks1-and-2-11727156