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### Lesson 2 - Enter the data

During this lesson, pupils will become familiar with the term ‘pictogram’. They will create pictograms manually and then progress to creating them using a computer. Learners will begin to understand the advantages of using computers rather than manual methods to create pictograms, and use this to answer simple...

### Lesson 1 - Counting and comparing

During this lesson pupils will begin to understand the importance of organising data effectively for counting and comparing. They will create their own tally charts to organise data, and represent the tally count as a total. Finally, they will answer questions comparing totals in tally charts using vocabulary such...

### Lesson 3 - Asking questions

In this lesson, pupils consider how the ‘if… then... else…’ structure can be used to identify two responses to a binary question (one with a ‘yes or no’ answer). They identify that the answer to the question is the ‘condition’, and use algorithms with a branching structure to represent the actions that will be...

### Lesson 2 - Selecting outcomes

In this lesson, pupils will develop their understanding of selection by using the ‘if… then… else...’ structure in algorithms and programs. They will revisit the need to use repetition in selection to ensure that conditions are repeatedly checked. They identify the two outcomes in given programs and how the...

### Lesson 1 - Exploring conditions

In this lesson, pupils revisit previous learning on ‘selection’ and identify how ‘conditions’ are used to control the flow of actions in a program. They are introduced to the blocks for using conditions in programs using the Scratch programming environment. They modify the conditions in an existing program and...

### Programming B – Selection in quizzes Overview

In this unit, Year 5  pupils will build on their understanding of programming, through selection in quizzes. Teach Computing have provided a detailed Unit Overview and Learning Graph which explain each theme and how they link together across the...

### Lesson 6 - Making a step counter

In this lesson, pupils will use the design that they have created in Lesson 5 to make a micro:bit-based step counter. First they will review their plans, followed by creating their code. Depending on their level of confidence, they can use a scaffolded or part-complete project, otherwise they can start a new...

### Lesson 5 - Designing a step counter

In this lesson, pupils will be working at the design level. They will pick out features of a step counter, a piece of technology with which they are likely to be familiar. They will then relate those features to the sensors on a micro:bit. Having seen a simulated example of a micro:bit step counter, pupils will...

### Lesson 4 - Finding your way

In this lesson, pupils will initially work at code level by applying their knowledge from the previous lesson to make their micro:bit perform the function of a compass. They will then design a program which will enable the micro:bit to be used as a navigational device. To code this, they will adapt the code they...

### Lesson 3 - Sensing inputs

In this lesson, pupils will initially use the buttons to change the value of a variable using selection. They will then develop their programs to update the variable by moving their micro:bit using the accelerometer to sense motion. Finally, they will learn that a variable can be displayed after it is updated or in...