Chapter library

Chapter 1: What is an algorithm? Steps in the right order

• Can say that an algorithm is a list of steps in the right order to do a job, and put everyday steps in order

Years 1–2 computing

Chapter 2: Precise and unambiguous instructions: robots can't guess

• Can choose instructions that are clear and exact, with only one meaning, and explain that a robot cannot guess what we mean

Years 1–2 computing

Chapter 3: Programs on digital devices: turning an algorithm into a program

• Can explain that a program is an algorithm for a device, that devices follow programs exactly and in order, and enter a short program using a robot's buttons

Years 1–2 computing

Chapter 4: Predicting where a robot's program will take it

• Can read a short floor-robot program of forward, back and turn steps and predict where the robot will stop

Years 1–2 computing

Chapter 5: Using logical reasoning to predict what simple programs do

• Can follow a short program step by step to predict what a device will do next, and say that changing the order changes the result

Years 1–2 computing Years 1–2 computing

Chapter 1: Creating a program: instructions in the right order

• Can put instructions in the right order to make a simple program that does a job

Years 1–2 computing

Chapter 2: Bugs: predicting a program and spotting the mistake

• Can say what a simple program will do, and find the step where it goes wrong

Years 1–2 computing

Chapter 3: Debugging: fixing a wrong step and testing again

• Can fix a mistake in a simple program by changing, adding or taking away a step, then test it again
• Can say what a simple program will do, and find the step where it goes wrong

Years 1–2 computing

Chapter 4: Debugging: adding missing steps and taking away extra steps

• Can fix a mistake in a simple program by changing, adding or taking away a step, then test it again
• Can say what a simple program will do, and find the step where it goes wrong

Years 1–2 computing

Chapter 5: Debugging turns: left, right and testing one step at a time

• Can fix a mistake in a simple program by changing, adding or taking away a step, then test it again
• Can say what a simple program will do, and find the step where it goes wrong

Years 1–2 computing

Chapter 1: Conditions: questions with a true or false answer

• Can explain that a condition is a question a computer answers with true or false, and say whether a condition is true or false

Years 3–6 computing

Chapter 2: Selection with if and else: choosing between two actions

• Can use if and else so a program chooses between two actions, and knows that only one of them runs

Years 3–6 computing

Chapter 3: Inputs, outputs and variables: programs that react

• Can tell inputs from outputs, see how an input decides the output with if and else, and use a score variable

Years 3–6 computing

Chapter 4: Explaining programs: predict what an if-else program will do

• Can read a short program with if and else, predict what it will do for a given input, and explain why

Years 3–6 computing

Chapter 5: Debugging: find and fix errors in if-else programs

• Can test an if-else program, spot the bug that makes it go wrong, and fix it

Years 3–6 computing

Chapter 1: Sequence: putting instructions in the right order

• Can put instructions in the right order so a program does what it should
• Can tell an input (like pressing a button) from an output (like a sound or a movement)

Years 3–6 computing

Chapter 2: Repetition: using repeat loops in programs

• Can use a repeat loop to repeat instructions and choose how many times it repeats

Years 3–6 computing

Chapter 3: Logical reasoning: predicting and explaining what code does

• Can follow a program step by step to predict what it will do and explain why

Years 3–6 computing

Chapter 4: Debugging: spotting and fixing errors in programs

• Can find and fix mistakes (bugs) in a program and test it again

Years 3–6 computing Years 3–6 computing

Chapter 1: What is a variable? Names and values

• Can explain that a variable has a name and stores one value, which can change

Years 3–6 computing

Chapter 2: Scores: setting and changing a variable

• Can use set and change blocks to start a score at 0 and add to it

Years 3–6 computing

Chapter 3: Timers: a countdown variable with repetition and selection

• Can make a timer count down with a repeat loop
• Can use a variable's value in an if… then decision

Years 3–6 computing

Chapter 4: Inputs and outputs: asking, storing and showing

• Can store a person's input in a variable and show it as an output
• Can use a variable's value in an if… then decision

Years 3–6 computing

Chapter 5: Build a game with a score, a timer, inputs and outputs

• Can make a timer count down with a repeat loop
• Can use set and change blocks to start a score at 0 and add to it
• Can store a person's input in a variable and show it as an output

Years 3–6 computing

Chapter 1: Levers: the pivot, the load and the effort

• Can name the pivot, load and effort on a lever, and find the pivot on different levers such as see-saws, crowbars and wheelbarrows

Year 5 science

Chapter 2: Levers: how a lever lets a smaller force lift a heavy load

• Can explain that pushing further from the pivot, or moving the pivot closer to the load, lets a smaller force lift a heavy load, and that the smaller force has to move further

Year 5 science

Chapter 3: Pulleys: a single fixed pulley changes the direction of a pull

• Can explain that a single fixed pulley changes the direction of a pull, so pulling down lifts the load up, with the same size of force

Year 5 science

Chapter 4: Pulley systems: more pulleys and ropes for a smaller pull

• Can explain that a pulley system with more ropes holding the load needs a smaller pull, but more rope has to be pulled

Year 5 science

Chapter 5: Gears: how toothed wheels change speed, turning force and direction

• Can explain that meshing gears turn in opposite directions, and that a small gear turning a big gear makes it turn more slowly, with a bigger turning force

Year 5 science

Chapter 6: Levers, pulleys and gears in everyday machines

• Can spot levers, pulleys and gears in everyday machines and choose the right one to make a heavy job easier

Year 5 science

Chapter 1: Wake the computer

• Can describe how computers changed, from the abacus and gears to valves, chips and today's devices

Chapter 2: The abacus

• Can describe how computers changed, from the abacus and gears to valves, chips and today's devices

Chapter 3: Machines of gears

• Can describe how computers changed, from the abacus and gears to valves, chips and today's devices

Chapter 4: ENIAC, the giant

• Can describe how computers changed, from the abacus and gears to valves, chips and today's devices

Chapter 5: Smaller and faster

• Can describe how computers changed, from the abacus and gears to valves, chips and today's devices

Chapter 6: Bits: on and off

• Can explain that computers store everything as bits: 0s and 1s

Chapter 7: Logic gates

• Can explain how simple logic gates like AND and OR turn inputs into an output

Chapter 8: Build a computer

• Can name the main parts of a computer, like the processor, memory, input and output, and say what they do

Chapter 9: Press a key

• Can explain how the processor fetches, decodes and carries out an instruction when you press a key

Chapter 10: Computer explorer

• Can describe how computers changed, from the abacus and gears to valves, chips and today's devices

Chapter 1: Input devices: how a computer gets information

• Can spot input devices, like keyboards, microphones and sensors, that send information into a computer

Years 3–6 computing

Chapter 2: Output devices: how a computer shows results

• Can spot input devices, like keyboards, microphones and sensors, that send information into a computer
• Can spot output devices, like screens, speakers and printers, that bring results out of a computer

Years 3–6 computing

Chapter 3: Processing: the CPU follows instructions to turn input into output

• Can explain that the processor (CPU) follows instructions to turn input into output, and spot input, process and output in real devices

Years 3–6 computing

Chapter 4: Memory (RAM): the computer's short-term workspace

• Can explain that memory (RAM) holds what the computer is working on now and forgets it without power, while storage keeps saved files for later

Years 3–6 computing

Chapter 5: Storage: saving files to keep them for later

• Can explain that memory (RAM) holds what the computer is working on now and forgets it without power, while storage keeps saved files for later

Years 3–6 computing

Chapter 6: Choosing devices and software to collect, analyse and present data

• Can choose the right devices and software to collect, analyse and present data for a goal

Years 3–6 computing

Chapter 1: How much of Earth's water is fresh and usable

• Can explain how much of Earth's water is fresh: almost all water is salty sea water, most fresh water is frozen or hidden underground, and only a tiny splash is in rivers and lakes

Years 3–6 geography

Chapter 2: Why fresh water is shared out unevenly around the world

• Can explain why fresh water is shared out unevenly: rain falls unevenly, deserts get very little, and places with lots of people must share their water between more people

Years 3–6 geography

Chapter 3: How water is collected and stored: rivers, reservoirs and underground

• Can describe how water is collected and stored: taken from rivers, stored in reservoirs behind dams, and pumped up from rocks underground

Years 3–6 geography

Chapter 4: How water is cleaned at a water treatment works

• Can put the cleaning steps in the right order: screens catch big bits, dirt clumps and settles, sand filters the rest, then a little chlorine kills germs

Years 3–6 geography

Chapter 5: How clean water is piped to our homes, and where it goes next

• Can describe the whole journey from cloud to tap: clean water is pumped up to a service reservoir on a hill, flows downhill through pipes to our taps, and used water goes to a sewage works

Years 3–6 geography