Grade 05: Computing

In this unit, 'Advanced word and slide skills', you learn to format a report with headings, images and a table. Lessons are short and playful, with objects, pictures and talk. You see it, say it, then do it alone.

• See it: watch or try the skill in 'Advanced word and slide skills' on a teacher screen or a safe device.
• Name the parts: write the key words and what each part does.
• Use it: format a report with headings, images and a table. Save your work in a named file or folder.
• Test and fix: run it, find one fault, correct it, and note what you changed.

Step by step.

1. Step 1, Plan the report: Rashid writes a one-page report on 'Water at School'. Structure: a title, two headings called 'How We Use Water' and 'How We Can Save It', one picture of a tap, and a small table of daily use.
2. Step 2, Apply styles: He types the title and sets it to Title style, then selects each heading line and applies Heading 1. Using styles rather than changing size by hand lets the program keep headings consistent and build a contents list later.
3. Step 3, Insert a table: Under the first heading he clicks Insert, Table, and chooses 3 columns by 4 rows. Row 1 holds Place, Litres, Times; rows 2 to 4 hold Sink 10 2, Toilet 6 3, Garden 20 1. The table has 4 rows including the header.
4. Step 4, Check the total: Rashid works out the daily litres: sink 10 times 2 is 20, toilet 6 times 3 is 18, garden 20 times 1 is 20. The total is 20 plus 18 plus 20, so 58 litres, which he types under the table.
5. Step 5, Insert the picture and caption: He inserts tap.png beside the second heading, sets text wrapping to Square, shrinks it to a quarter page width, and adds the caption 'Turn off the tap'. Alt text says 'A running tap'.
6. Step 6, Slide version: He makes one summary slide titled 'Save 58 Litres?' with three bullets: Fix leaks, Turn off taps, Water plants early. Then he saves the report as 'water-report' and the slides as 'water-slides'.
7. Your turn: Add a table of 3 rows for daily steps (Mon 4000, Tue 5000, Wed 6000). Total? Model answer: Insert Table, 2 columns by 4 rows with a header row; total is 4000 plus 5000 plus 6000, which is 15000 steps.

Activity. About 20 to 30 minutes of class work, then one short practice task for home. Keep evidence: one page in your learning book.

Standard to meet. Format a report with headings, images and a table: at least 4 of 5 attempts correct, said or written, with one real example from home or school.

In this unit, 'Programming with blocks and sprites', you learn to build a game with variables and conditions. Lessons are short and playful, with objects, pictures and talk. You see it, say it, then do it alone.

• See it: watch or try the skill in 'Programming with blocks and sprites' on a teacher screen or a safe device.
• Name the parts: write the key words and what each part does.
• Use it: build a game with variables and conditions. Save your work in a named file or folder.
• Test and fix: run it, find one fault, correct it, and note what you changed.

Step by step.

1. Step 1, Plan the game: a cat sprite catches falling stars and avoids rocks. Make two variables. Click the start flag, then use the blocks set score to 0 and set lives to 3. Variables are named boxes that store numbers, and the game reads them as it runs.
2. Step 2, Add movement and conditions. Under forever, add: if touching star then change score by 1. Add: if touching rock then change lives by -1. A condition is an if question; the blocks inside run only when the answer is yes. A hidden star or rock does not change anything.
3. Step 3, Add an ending. Inside forever add: if lives = 0 then say Game over and stop all. Test with a pretend list of events: star, star, rock, star, rock, rock. Score goes 1, 2, 2, 3, 3, 3 and lives go 3, 3, 2, 2, 1, 0, so the game stops with a score of 3.
4. Step 4, Make it harder with a condition on the score. Add set speed to 5 at the start, then: if score = 5 then change speed by 1. The stars now fall faster once you reach 5 points. Use = for exact tests, or greater than blocks for at least that many.
5. Step 5, Test and debug. Play three times and watch the variable boxes on the stage. If lives drops by more than 1 for one rock, the rock is touching for many frames; add wait 1 second after the change. Fix one bug at a time and test again after each fix.
6. Step 6, Your turn: add a bonus star worth 5 points. What are the score and lives after the events star, bonus, rock? Answer: score 1 + 5 = 6 and lives 3 - 1 = 2, using if touching bonus then change score by 5.

Activity. About 20 to 30 minutes of class work, then one short practice task for home. Keep evidence: one page in your learning book.

Standard to meet. Build a game with variables and conditions: at least 4 of 5 attempts correct, said or written, with one real example from home or school.

In this unit, 'Spreadsheets and charts', you learn to use simple formulas and choose a chart. Lessons are short and playful, with objects, pictures and talk. You see it, say it, then do it alone.

• See it: watch or try the skill in 'Spreadsheets and charts' on a teacher screen or a safe device.
• Name the parts: write the key words and what each part does.
• Use it: use simple formulas and choose a chart. Save your work in a named file or folder.
• Test and fix: run it, find one fault, correct it, and note what you changed.

Step by step.

1. Step 1, Enter data: Lubna records pocket money saved each day: Monday 5, Tuesday 8, Wednesday 6, Thursday 7, Friday 9. She puts days in A2:A6 and amounts in B2:B6, with headers in row 1.
2. Step 2, SUM: In B7 she types =SUM(B2:B6). The result is 35, because 5 plus 8 is 13, 13 plus 6 is 19, 19 plus 7 is 26, and 26 plus 9 is 35. A formula starts with an equals sign.
3. Step 3, AVERAGE: In B8 she types =AVERAGE(B2:B6) and gets 7, since 35 divided by 5 days is 7. She also types =MAX(B2:B6) in B9 and gets 9, and =MIN(B2:B6) in B10 and gets 5.
4. Step 4, Choose chart: She wants to compare amounts across 5 separate days, so she picks a column chart of A1:B6. A pie chart would be wrong because the days are not parts of one whole choice.
5. Step 5, Edit and read: She titles the chart 'Savings per Day', labels the vertical axis 'Amount saved', and notes Friday is the tallest bar at 9 while Monday is the shortest at 5. Friday minus Monday is 4.
6. Step 6, Change a number: She changes Wednesday from 6 to 10. The sum becomes 39 and the average becomes 7.8 because 39 divided by 5 is 7.8. The chart bar for Wednesday grows by itself, which shows formulas update automatically.
7. Your turn: Rainfall in mm for Jan to Apr is 20, 15, 10, 5. Find the sum, average and chart type. Model answer: sum is 50, average is 12.5, and a line chart suits a change over time, showing a steady fall.

Activity. About 20 to 30 minutes of class work, then one short practice task for home. Keep evidence: one page in your learning book.

Standard to meet. Use simple formulas and choose a chart: at least 4 of 5 attempts correct, said or written, with one real example from home or school.

In this unit, 'Safe and responsible internet use', you learn to check if a website is trustworthy and give credit. Lessons are short and playful, with objects, pictures and talk. You see it, say it, then do it alone.

• See it: watch or try the skill in 'Safe and responsible internet use' on a teacher screen or a safe device.
• Name the parts: write the key words and what each part does.
• Use it: check if a website is trustworthy and give credit. Save your work in a named file or folder.
• Test and fix: run it, find one fault, correct it, and note what you changed.

Step by step.

1. Step 1, The task: Hind researches 'How tall is the tallest tree?' She finds two pages. One is from a university science department, with an author name and a date. The other is a pop-up filled page with no author and loud claims.
2. Step 2, Check the source: She asks four questions. Who wrote it, when, why, and can I find the same fact elsewhere? Page one answers all four. Page two shows no author, no date and tries to sell something, so she trusts it less.
3. Step 3, Check the address: She looks at the address bar. Page one ends in a school or university style address and begins with https and a padlock sign. The padlock shows a secure connection, but it does not prove the facts are right.
4. Step 4, Cross-check: She finds the same height in two more trusted pages: a science museum article and a forestry encyclopedia. Three trustworthy sources agree, so she is confident. One source alone is not enough.
5. Step 5, Give credit: She writes the fact in her own words, 'The tallest living trees are well over 100 metres tall, so check the current figure,' and adds a source line: author, page title, website name, and date visited. Copying words without credit is not honest.
6. Step 6, Safe use: While searching she closes a pop-up that asks for her name and email, and she tells her teacher. Only the school's trusted site needed her login. She keeps personal details private.
7. Your turn: A blog with no author claims a new fruit cures all illness. How do you check it? Model answer: no author or date and an unlikely claim means checking trusted health sources, and if none agree, do not trust it.

Activity. About 20 to 30 minutes of class work, then one short practice task for home. Keep evidence: one page in your learning book.

Standard to meet. Check if a website is trustworthy and give credit: at least 4 of 5 attempts correct, said or written, with one real example from home or school.

On the slide: L1 Basic · What a computer does

Notes: Name the four jobs of a computer: input, process, output and storage. Notes: use a washing machine or a phone and label each job with a sticky note; no screens are needed. Learners say which part is the input and which is the output.

On the slide: L2 Awareness · Steps and algorithms

Notes: Describe an algorithm as ordered steps and put a set of steps in the right order. Notes: cut up the steps for making a sandwich and mix them; learners order them and find what breaks if two swap. Work unplugged. Safe knife use is for an adult only.

This course: Grade 05 Computing is at this level. Its units include Advanced word and slide skills; Programming with blocks and sprites; Spreadsheets and charts; Safe and responsible internet use.

On the slide: L3 Foundation · Code loops and variables

Notes: Write a short program that uses a variable and a loop to give a predicted output. Notes: for i in range(1,6), print the square of i. The output is 1, 4, 9, 16, 25 and their total is 55. Learners predict the output first, then run and compare. Take breaks to rest eyes.

On the slide: L4 Practitioner · Binary and image size

Notes: Apply binary and storage sums to convert numbers and estimate file size. Notes: 45 in binary is 101101, since 32 plus 8 plus 4 plus 1 is 45. A raw picture of 800 by 600 pixels at 24 bits needs 1,440,000 bytes. Learners check by working back from binary to decimal.

On the slide: L5 Specialist · Network transfer and security

Notes: Analyse how data moves over a network and compare protections against common threats. Notes: a 50 MB file is 400 megabits; at 20 megabits per second the transfer takes 20 s. Learners work out the time on a slower link and list two safe habits for passwords and updates.

On the slide: L6 Advanced · Complexity and search

Notes: Apply Big O reasoning to compare linear and binary search. Notes: a sorted list of 1,000,000 items needs at most 20 comparisons by binary search, since 2 to the 20 is 1,048,576, instead of up to a million for linear search. Learners trace a search on 16 numbers by hand.

On the slide: L7 Super expert · Secure system design

Notes: Evaluate a small system for security risk and design controls. Notes: a 12-character password from 62 symbols holds about 71.5 bits of entropy, since 12 times log2 of 62 is 71.45. Learners rank threats, choose controls, and test only on systems they own or have written permission to test.