Short Term Planning Year 6 Term 1 Ancient Civilizations
Resources:
Objectives:
Access to World Wide
Web
Technology in our lives

Understand computer networks including the internet; how they can provide multiple services, such as the world-wore web; and the
opportunities they offer for communication and collaboration.

Use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content.
Scratch
(Online or downloaded
version)
e-Safety
 Explain the consequences of spending too much time online or on a game
Suggested text for letter
to parents re use of
Programming
Scratch online is
• Understand that efficient algorithms can be used to solve problems and to plan for specific outcomes.
available from link above.
• Design and write programs that accomplish specific goals.
• Use sequence, selection and repetition in programs.
• Use logical reasoning to detect and correct errors in algorithms and programs.
Multimedia
• Select, use and combine a variety of software (including internet services) to design and create a range of programs and content that
accomplish given goals, including collecting, analysing, evaluating and presenting data and information.
e-Safety focus

Discuss with the children their own personal use of the Internet and choices that they
make including excessive use, personal information and password security. Discuss the
importance of keeping an adult informed about what they are doing on line, and how to
report concerns.

Watch ‘Kieran’s Story’ http://www.bbc.co.uk/newsround/13908828 (part of BBC Caught
in the Web at 6 mins).

In addition children could use ‘ThinkUKnow Cybercafe activities’
http://www.thinkuknow.co.uk/8_10/cybercafe to explore how safe online spaces and use
mobile phones and chat rooms.
Silver: Can I demonstrate an
understanding of how to use technology
safely, respectfully and responsibly?

Agree class rules for the responsible use of technology. Children could create posters /
presentations / videos / leaflets of the rules.
Bronze: Can I identify simple steps to take
to stay safe online?

Extension: Ask the children to keep a diary of their own online use.
e-Safety
1
I can explain the
consequences of
spending too much
time online or on a
game
Denise Flagg, Ilchester Community Primary School and ELIM
Gold: Can I demonstrate a good
understanding of how to use technology
safely, respectfully and responsibly,
identifying acceptable/unacceptable
behavior and ways to report concerns?
Short Term Planning Year 6 Term 1 Ancient Civilizations
How does the Internet work?

What do you know about the Internet? How many different services can you name that
are parts of the internet? Model different services available on the internet (email, World
Wide Web by using search engines or visiting school website, FTP File Transfer
Protocol by sending an attachment, uploading documents to SLP or Dropbox, VOIP
Voice Over Internet Protocol using Skype). Collect a class list of services identified.

Which of these services might we need in order to create, share and evaluate a game
programmed using Scratch? Create a class list.

Find out more information about the Internet and World Wide Web: ‘Information for less
confident readers’ http://www.gcflearnfree.org/internet101/1

and ‘more confident readers’. http://www.20thingsilearned.com/en-GB/what-is-theinternet/1

Children to create a poster to help teachers in your school understand the Internet.
Technology in our
Lives
2
I can tell you the
Internet services I
need to use for
different purposes.
Gold: Can I recognise and understand the
different services that are part of the
internet and identify those parts which are
required to create, share and evaluate a
game?
Silver: Can I recognise the different
services that are part of the internet and
identify some parts that are required to
create, share and evaluate a game?
Bronze: Can I recognise some different
services that are part of the internet and
begin to understand how some are
required to create, show and evaluate a
game?
Understanding how searching works and different types of information

Technology in our
Lives

3
I can talk about the
way search results
are selected and
ranked.
I can check the
reliability of a
website.
Look at a variety of web pages and label the different elements, describing what they are
for, including e-safety considerations.
How do we search for information? Which search engines do we use? List common
engines used by the class.

‘Investigate how searching for information happens’ http://csunplugged.org/searchingalgorithms

Consider how a search engine works. Look at

http://www.google.com/insidesearch/howsearchworks/crawling-indexing.html

http://computer.howstuffworks.com/internet/basics/search-engine.htm

Consider ‘types of information’
http://www.educationscotland.gov.uk/informationliteracy/secondlevel/choose/CheckingInf
o/resources/index.asp found on webpages. In particular thinking about primary and
secondary sources of information.
Denise Flagg, Ilchester Community Primary School and ELIM
Gold: Can I recognise and understand the
elements within a webpage, and
recognise that search results are selected
and ranked?
Silver: Can I understand the elements
within a webpage and recognise that
election and ranking of search results?
Bronze: Can I recognise some elements
of webpages and am I aware that search
results are selected and ranked?
Short Term Planning Year 6 Term 1 Ancient Civilizations
Searching the Internet to find information for a purpose
Technology in our 
Lives
4
I can talk about the
way search results
are selected and
ranked and select
information to use
within a game.


Begin to identify information and resources required to create an ‘authentic game’ based
on the Mayan Civilisation topic. What information will the children require (information
about clothing, buildings etc)? What type of resources will be required (images, sounds
etc)? Children to record ideas.
Gold: Can I use search engines
effectively and productively to include
appropriate facts and resources in my
game, recording sources?
Silver: Can I use search engines
Using knowledge about search engines, web pages and reliability from previous lessons, effectively to locate and record the
children to begin to find information and resources that could be used in a game,
information and resources I need in my
recording the web addresses of their findings.
game?
Look at planning an ‘effective strategy to use search engines as part of research’ to help
Bronze: Can I use search engines to find
focus research http://www.kyvl.org/kids/homebase.html
information and resources I need in my
game?
Acknowledging sources of information
Technology in our
Lives
5
I can tell you about
copyright and
acknowledge the
sources of
information that I
find online.

Why do we need to acknowledge who resources belong to that have been found on the
internet?

Use the ‘Digizen Copyright resources’ http://www.digizen.org/digicentral/copyright.aspx
including a Moral Compass activity to consider the effects of using other’s content
without permission.

Start a ‘working document’ of sources for the game. Draw a diagram of the resources
located so far for the game and record where the content has come from. Use this
‘working document’ to continue to record and label the sources of all the
information/resources planned to be used in the finished game.
Collaborating to make a game
Technology in our 
Lives
6
I can select an
appropriate tool to
communicate and
collaborate online.
Continue to research information and resources required for game, using knowledge
from previous lessons and e-safety understanding.
Gold: Can I recognise my responsibly to
check copyright and acknowledge all the
sources for resources and information
used in my game?
Silver: Can I recognise my responsibility
to acknowledge the sources for resources
used in my game?
Bronze: Can I acknowledge sources for
some resources in my game?
Gold: Can I identify and use internet
services to collaborate with others in a
safe manor?

Ask the children how they could collaborate to create a game together. Ask them to
explore Scratch online independently and report back. How could a blog be used for this
purpose?
Silver: Can I identify internet services
which allow me to collaborate with
others?

Refer back to e-safety issues, making good choices when presenting themselves online
and respecting the rights of other users.
Bronze: Can I understand which services
I could use online to collaborate with
others?
Denise Flagg, Ilchester Community Primary School and ELIM
Short Term Planning Year 6 Term 1 Ancient Civilizations
Creating a Times Table game using Scratch

Ask the children what Scratch programming skills they already possess? Are they
familiar with the computational language? What are sequences, selection and repetition?
What are variables? Inputs and outputs? What does debug mean? Record any
terminology that the children are not familiar with to refer to later.

Tell the children we’ll be developing a game using what we have learnt about Mayan
Civilisation topic but first we are going to use something familiar to increase our
knowledge of what we can do with Scratch. Introduce them to the Times Tables quiz
game.

What do you do when you play a times tables game on a computer/tablet? Guide the
children to the basic things which are part of any such game –

Ask a question – the program will need to sense the question and whether this is right

If the answer is right say ‘that’s right’

Identify the need to repeat this basic idea to make it a proper quiz game.

https://www.youtube.com/watch?v=YHGyPfGg1x8&list=PLmyx4navrph4grpPotKfjFRZAurR_yok is a useful video to watch as a teacher but it is also Silver: Can I detect an error in a program?
good to show to children to let them see how a programmer thinks. (Note: it is not just a
Bronze: Can I spot a bit of code which
case of a process where the algorithm is planned, programmed into the computer and
then debugged – you are continually moving between these aspects. Some children will may be wrong in a program?
need to begin programming before they complete the algorithm.)

Ask the children for additional ideas that would individualise their own Times Tables
Quiz Game. Can they recognise which is the essential bit of the algorithm that can be
repeated for different purposes?

Allow time for children to create their own Times Tables Quiz. Emphasis the need to
keep testing sets of programming blocks to check they are doing what you want them to.

Children to add to or adapt the program to customise it. Keep testing how the program is
working, correcting any errors in programming.

What have you learnt from this activity? How could we apply this to creating a game
based on a Mayan quiz? What could it look like on screen?

Refer back to the terminology list from earlier. What have we learnt? Can we define all
the words now?
Programming
7
I can use logical
reasoning to detect
and correct errors
in algorithms and
programs.
I can recognize
when I need to use
a variable to
achieve a required
output.
If the answer is wrong say ‘that’s wrong’
Denise Flagg, Ilchester Community Primary School and ELIM
Gold: Can I detect and correct errors in a
program?
Short Term Planning Year 6 Term 1 Ancient Civilizations
Multimedia
I can talk about
audience,
atmosphere and
structure when
planning a
particular outcome.
8
Multimedia
I can combine a
range of media,
recognizing the
contribution of each
to achieve a
particular outcome.
Programming
10

‘Plan a quiz game’ based on our Mayan Civilisation topic.

What skills have the children learnt? Which can they use in their game? What algorithm
will they need to follow?

Children to think about how they will manage the questions and answers.

Think about the ways colours can be used to select actions. Consider how variables can
measure what is happening in a game.
I can explain and
program each of
the steps in my
algorithm to
achieve a planned
Gold: Can I plan an algorithm to achieve a
specific goad?
Silver: Can I plan a sequence of steps to
Children to begin to plan their game
https://slp.somerset.org.uk/sites/edtech/Primary%20Programming%20Support/Scratc make something happen?
h/Planning%20Games/Create%20your%20own%20Scratch%20game.pdf
Bronze: Can I think of bits of code to
Think about the audience for their game. What will the atmosphere be like? How will it
make something happen?
be structured? Will it have different levels? Think about using variables to add
scoring/timing.

Programming
I can deconstruct a
problem into
smaller steps,
recognizing
similarities to
solutions used
before.
9
Planning a game using Scratch


Consider the sprites, background and programming they will need. Begin to think about
the algorithm.
Creating a game and considering the possibilities

Children to continue planning their game/refining their game ideas. Remind the children
to remain focused on the theme and their identified audience and atmosphere whilst
planning and designing their game.

Create or discover backgrounds and sprites for planned game.

What are the reasons for creating your own backgrounds/sprites? - no need to worry
about copyright, the image is just what you need

Collect/create image files to use within the game for different backgrounds, characters
and objects.

Remind the children about copyright and the need to acknowledge the source of any
resources used in the game.

Create sound files to use within the game and continue to design and program it.
Denise Flagg, Ilchester Community Primary School and ELIM
Gold: Can I solve a problem by designing
a program and collecting/creating
resources to achieve a specific goal?
Silver: Can I use a sequence of steps to
make things happen and collect/create
appropriate resources?
Bronze: Can I select the bits of code to
make things happen and collect/create
resources?
Short Term Planning Year 6 Term 1 Ancient Civilizations
outcome.
I can evaluate the
effectiveness and
efficiency of my
algorithm while I
continually test the
programming of
that algorithm.
11
e-Safety
I protect my
password and
other personal
information.
12
Multimedia
I can be digitally
discerning when
evaluating the
effectiveness of my
own work and the
work of others.

Use ‘Audacity’ to record music or sound and explore how to repeat sounds.

Explore online sources of sounds/music that could be used in the game e.g.
www.freeplaymusic.com and www.soungle.com

Remind the children about copyright and the need to acknowledge the source of any
resources used in the game.

Children to continue to program their game, refining ideas and identifying any errors in
algorithms and programs, debugging as appropriate.

Don’t be too quick to fix pupils coding. Provide a paper copy of code that does work and Silver: Can I detect an error in a program?
let them compare the two to spot where their code is different. Praise those who find and
fix errors.
Bronze: Can I spot a bit of code which
may be wrong in a program?
Gold: Can I detect and correct errors in a
program?
Modifying my game and making it better

Test and improve games. Evaluate and make appropriate changes.

Children could upload projects onto the ‘Scratch community website’
http://scratch.mit.edu/

This will allow them to play each other’s games online in school and at home.

Comments can be made on each other’s games after modelling and guided writing of
responsible and appropriate peer assessment.

Discuss the importance of keeping their passwords private. What are the consequences
if someone logs in as you and makes a comment? Ask children to remind each other
Bronze: Can I say what I think about my
about the details they should not include when commenting online.
own and other work?
See ‘information about ‘Scratch community’ and letter for parents.

Denise Flagg, Ilchester Community Primary School and ELIM
Gold: Can I evaluate my own and others
work, making constructive and
appropriate comments and making
relevant changes?
Silver: Can I evaluate my own and other
work and offer constructive comments for
improvement?