Planet Protectors - Climate

Computing

Curriculum aims

• can evaluate and apply information technology – including new or unfamiliar technologies – analytically to solve problems.

Subject content

• select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information.

Science

• Y4 – Living things and their habitats – recognise that environments can change and that this can sometimes pose dangers to living things.

Art

• to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials.

Technologies – Digital Literacy

• I can explore and experiment with digital technologies and can use what I learn to support and enhance my learning in different contexts. TCH 1-01a

Technologies – Computing Science

• I can explore and comment on processes in the world around me making use of core computational thinking concepts and can organise information in a logical way. TCH 1-13a

Science – Topical Science

• II have contributed to discussions of current scientific news items to help develop my awareness of science. SCN 1-20a

Expressive Arts – Art

• I have the opportunity to choose and explore a range of media and technologies to create images and objects, discovering their effects and suitability for specific tasks. EXA 1-02a

Computing

Curriculum aims

• Can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems.

Subject content

• Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information.

Science

• Y4 - Living things and their habitats - recognise that environments can change and that this can sometimes pose dangers to living things.

Art

• To improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials.

Digital Storytelling: Film and Animation - Level 1 - 3

Pupils should:

• Look at and talk about examples of still images and moving images, for example look at photographs the teacher has taken and tell the story of what they can see or view a short animated film and talk about what it shows and how it makes them feel;
• Plan and create a simple film or animation, adding a title and/or music, if they can;
• Use a storyboard to plan the story they want to tell in their film or animation and create a script to accompany it, if necessary;
• Use a digital device to take still images of objects or models, for example using modelling clay or mini figure models, in graduated poses or positions;
• Use their photographs of an object or person in graduated poses or positions to create an animation, using Windows Live Movie Maker, iMovie or suitable app;

The World Around Us

Foundation Stage: KS1/KS2– Pupils should be enabled to explore:

• How plants and animals rely on each other within the natural world;
• Interdependence of people and the environment;
• The effect of people on the natural environment over time;
• Interdependence of people, plants, animals and place;
• Positive change and how we have a responsibility to make an active contribution;
• The effect of people on the natural and built environment over time;
• The effects of positive and negative changes globally and how we contribute to some of these changes.

Art: KS1

• Use mixed media, including digital media, to make a record of a journey;
• React to what they have seen as a stimulus and use it as a starting point for individual ideas and personal interpretations, for example, develop a sequence of images as a narrative documenting a significant event such as a festival, carnival or cultural occasion.

AoLE
Science and Technology

What Matters Statement
Computation is the foundation for our digital world

Descriptions of learning
Progression Step 2

• I can experiment with and identify uses of a range of computing technology in the world around me.

AoLE
Humanities

What Matters Statement
Our natural world is diverse and dynamic, influenced by processes and human actions.

Descriptions of learning
Progression Step 2

• I can describe how people and the natural world may impact on each other.

DCF Strand: Producing
Element: Planning, sourcing and searching

Y3 Skills

• Use identified success criteria as a plan for completion of digital task.