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 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. 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. 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)

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 about e-safety relating to the use of search engines. Also included is some teaching of the technical processes behind how engines work. The unit ends with a mini project where children are taught how to use what they have learnt about search engines in order to research an idea relating to their curriculum topic. Seven Lessons: LO: To know how a search engine functions. LO: To know how to use search engines effectively to get appropriate results. LO: To know how to save and share websites safely. LO: To know how webpages are ranked in search results. LO: To know the risks involved in online communication. LO: To know how to select an idea to research. LO: To know how to use a search engine safely to complete research. Unit is targeted at lower key stage 2, but would be suitable for all of key stage 2, if children had not experienced this topic already. 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.

As above. A unit of work using Scratch (scratch.mit.edu) to code a very simple platform style game. Children will learn about the computer science principles around the creation of algorithms including: selection, decomposition, abstraction and debugging. The unit includes four lessons and the example and student files for use in scratch. Children can open the student files in scratch to use to complete the learning activities and teachers can do the same to use the example files as a starting point to model all of the game’s functions at different stages. This unit is aimed at establishing early understandings in programming so is ideal for year 2 children. However it would work well as a foundation in year 3 or 4 to give the children a start in understanding the basic concepts. Objectives: 1: LO: To know that selection is used to make things happen. 2: LO: To know how to use selection to create algorithms. 3: LO: To know how to use a repeat to create a loop. 4: LO: To know that a conditional is something that happens sometimes.

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)

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

A unit of work using Scratch that teaches children to code a racing style game. covers a wide array of computer science and digital literacy areas of the KS2 curriculum so is suitable for years 3-5, possibly even 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 conditionals and variables and using messages and other events to organise the game. Developed over six or seven weeks, with extra time at the end for completion and sharing of the work. Includes ALL scratch files and examples for teacher modelling, toolkits, images, sounds, an overall example that chn look at in each lesson and a broken example chn use to practice debugging code toward the end of the unit. Objectives covered includes: LO: To code sprites to move based on user input. LO: To use conditionals to cause sprites to react to backdrop. LO: To use conditionals to cause sprites to react other sprites. LO: To use conditionals to effect events. LO: To use a variable to effect events. LO: To debug code to make it work as intended. LO: To digitally share work and feedback with other users. 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 Microsoft PowerPoint. Focuses on intermediate skills, beyond simple word processing. Children will need to have some experience using Microsoft Office and be able to find and collect information and digital media from an online source safely. This was aimed at children in Years 3 and 4, as it was used as part of a rolling curriculum cycle. It includes a range of skills that could be covered in years 3, 4 or 5 depending on the coverage of the Computing curriculum in place at your school. The example context is ‘Light and shadows’ from a science persepctive, but you can easily change this by using another powerpoint (not included) as an example. There is a large focus upon evaluating digital medias, in addition to a full range of skills relating to the use of PowerPoint and creating a presentation for a viewer. To extend the challenge, more focus could be paid to the intended audience and how this would effect the choices of content made. Please note, the example PowerPoint is an example of what the presentation could look like. It is not a presentation of teaching content for children to learn from. Please refer to the planning to see what objectives and input are included for delivery to childrn to learn computing from. Lessons cover: Organising a PPT, Choosing a visual style, Presenting information clearly, Adding and Editing Images, Adding Transitions and Animations, Adding Hyperlinks and Evaluating a PPT. Includes lesson resources to support the teaching of the seven above areas. Links to e-resources can be found in the planning document. 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 knowledge around what computers are, types of information technology, networks and e-safety. Children will learn to identify computers and technology at school as well as considering networks and the Internet in very straightforward contexts. They will also develop an understanding of technology beyond school and begin to learn how to use and navigate parts of the Internet safely. Each lesson has a differentiated main activity, greater depth activity and an input presentation. Seven Lessons: LO: To recognise information technology around us. LO: To know what a computer is. LO: To understand how computers are connected in a network. LO: To understand the basic functions of a computer. (For schools with desktop/laptop computers) LO: To know the different parts of a tablet device. (For schools with tablet computers/devices) LO: To know how to login to a computer and access shared folders. (Split over two lessons) LO: To know how to keep safe online. 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

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 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

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

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

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

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.