Computing – Class 5 Part A

Curriculum - Part A
Computing
Class 5
2021-2022
Computing – Class 5 Part A

Table of Contents

 Rationale

 Aims

 Values

 ISTE Standards Mapping

 Programme of Study and Specific Learning Objectives

 Subject Period Allocation

 Scope and Sequence of class 5

 Examination and Assessment Criteria

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Computing – Class 5 Part A

Rationale

The purpose of technology integration at The City School is to inculcate the technical skills within all
curricula to help learners moving on their journey towards digital literacy through the use,
management, and understanding of technology. Strategies for the integration and implementation of
technology, with an understanding of its use and impact, will help enable a positive change in the
classrooms and lead to digitally-literate learners.

The Computing Curriculum of 2019-2020 is based on the best practices in learning and teaching with
technology to improve higher order thinking skills of students to prepare them for their future in a
competitive global job market. In this curriculum, technology is used as a tool to integrate 21st century
competencies and expertise such as communication, leadership, critical thinking, complex problem
solving, creativity and collaboration in different subjects.

Latest research indicates that students will best develop computer skills and the ability to use these
skills if they are learned in the context of whatever they are studying. They should be trained to decide
what, when and where these skills are to be used. Hence, the Computing curriculum will teach
technological skills in the context of the whole curriculum so the students work on independent
projects using the technological skills that they have learned.
Cross-curricular projects offer an innovative way to incorporate all strands of learning which enable
students to apply knowledge effectively in a variety of contexts.

Teachers use technology as an effective tool to create a meaningful learning environment for students
and help pupils develop 21st century competencies such as critical thinking, complex problem solving,
communication, creativity, collaboration and computation.

Curriculum Aims

The Computing curriculum builds an understanding of how computers work and how they are
designed and programmed through computing. Computing has strong pedagogical connections with
mathematics, science, design and technology, and provides insights into both natural and artificial
systems. The core of computing is computer science, in which pupils are taught the principles of
information and computation, how digital systems work and how to put this knowledge to use through
programming.

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Computing – Class 5 Part A

The curriculum aims comprise the following features:

• Connecting with the world
• Interacting with each other
• Creating with Information and Communication Technology
• Programming
• Computational thinking
• Reaching out and bridging divides

The Computing curriculum aims at building capacities to handle various technologies appropriate for
use in education; it includes integrating technology effectively across the disciplines, managing the ICT
infrastructure, creating meaningful learning environment and acquiring insights to lead technology
educationally. Computing also ensures that pupils become digitally literate – able to use, and express
themselves and develop their ideas through, information and communication technology – at a level
suitable for the future workplace and as active participants in a digital world.

Computing activities integrate a range of technology skills into student learning: Word Processing,
Programming, Photo Editing, Animation, Video Documentaries, Spreadsheets, Desktop Publishing,
Internet, Databases, Operating Systems, Robotics and Presentation skills. These computing activities
enhance skills in subject areas such as Language, Mathematics, Geography, Science, Social Studies and
Arts.

Values

The aim of values based education is to encourage young people to inculcate values and their
corresponding relationship to the world in which they live. Values based education is used to influence
student attitudes and behaviour to make them a responsible citizen of the society. Also, it creates a
strong learning environment that enhances academic attainment, and develops students' social and
interpersonal skills that last throughout their lives.

Values based education cannot be imparted in isolation; without integration with the rest of the
curricula. Values are incorporated within the Computing Curriculum for the teachers. However, all
teachers must work in close conjunction with each other to impart values education.

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Computing – Class 5 Part A

ISTE Student Standards 2016-2020

The Computing Curriculum is also aligned with the student’s attainment standards of
‘International Society for Technology in Education”.

The ISTE Standards are a framework for students, educators, administrators, coaches and
computer science educators to rethink education and create innovative learning
environments. Today’s students must be prepared to thrive in a constantly evolving
technological landscape. The ISTE Standards for Students are designed to empower student
voice and ensure that learning is a student-driven process.

1. Empowered Learner:
Empowered Learner Students leverage technology to take an active role in choosing,
achieving and demonstrating competency in their learning goals, informed by the
learning sciences. Students:

a. articulate and set personal learning goals, develop strategies leveraging technology
to achieve them and reflect on the learning process itself to improve learning
outcomes.
b. build networks and customize their learning environments in ways that support the
learning process.
c. use technology to seek feedback that informs and improves their practice and to
demonstrate their learning in a variety of ways.
d. understand the fundamental concepts of technology operations, demonstrate the
ability to choose, use and troubleshoot current technologies and are able to transfer
their knowledge to explore emerging technologies.

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Computing – Class 5 Part A

2. Digital Citizen:
Students recognize the rights, responsibilities and opportunities of living, learning and
working in an interconnected digital world, and they act and model in ways that are
safe, legal and ethical. Students:
a. cultivate and manage their digital identity and reputation and are aware of the
permanence of their actions in the digital world.
b. engage in positive, safe, legal and ethical behavior when using technology, including
social interactions online or when using networked devices.
c. demonstrate an understanding of and respect for the rights and obligations of using
and sharing intellectual property.
d. manage their personal data to maintain digital privacy and security and are aware of
data-collection technology used to track their navigation online.

3. Knowledge Constructor:
Students critically curate a variety of resources using digital tools to construct
knowledge, produce creative artifacts and make meaningful learning experiences for
themselves and others. Students:
a. plan and employ effective research strategies to locate information and other
resources for their intellectual or creative pursuits.
b. evaluate the accuracy, perspective, credibility and relevance of information, media,
data or other resources.
c. curate information from digital resources using a variety of tools and methods to
create collections of artifacts that demonstrate meaningful connections or
conclusions.
d. build knowledge by actively exploring real-world issues and problems, developing
ideas and theories and pursuing answers and solutions.

4. Innovative Designer:

Students use a variety of technologies within a design process to identify and solve
problems by creating new, useful or imaginative solutions. Students:

a. know and use a deliberate design process for generating ideas, testing theories,
creating innovative artifacts or solving authentic problems.

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Computing – Class 5 Part A

b. select and use digital tools to plan and manage a design process that considers
design constraints and calculated risks.
c. develop, test and refine prototypes as part of a cyclical design process.
d. exhibit a tolerance for ambiguity, perseverance and the capacity to work with open-
ended problems

5. Computational Thinker:

Students develop and employ strategies for understanding and solving problems in ways
that leverage the power of technological methods to develop and test solutions.
Students:

a. formulate problem definitions suited for technology assisted methods such as data
analysis, abstract models and algorithmic thinking in exploring and finding solutions.
b. collect data or identify relevant data sets, use digital tools to analyze them, and
represent data in various ways to facilitate problem-solving and decision-making.
c. break problems into component parts, extract key information, and develop
descriptive models to understand complex systems or facilitate problem-solving.
d. understand how automation works and use algorithmic thinking to develop a
sequence of steps to create and test automated solutions.

6. Creative Communicator:

Students communicate clearly and express themselves creatively for a variety of

purposes using the platforms, tools, styles, formats and digital media appropriate to
their goals. Students:

a. choose the appropriate platforms and tools for meeting the desired objectives of
their creation or communication.
b. create original works or responsibly repurpose or remix digital resources into new
creations.
c. communicate complex ideas clearly and effectively by creating or using a variety of
digital objects such as visualizations, models or simulations.
d. publish or present content that customizes the message and medium for their
intended audiences.

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Computing – Class 5 Part A

7. Global Collaborator:
Students use digital tools to broaden their perspectives and enrich their learning by
collaborating with others and working effectively in teams locally and globally. Students:
a. use digital tools to connect with learners from a variety of backgrounds and cultures,
engaging with them in ways that broaden mutual understanding and learning.
b. use collaborative technologies to work with others, including peers, experts or
community members, to examine issues and problems from multiple viewpoints.
c. contribute constructively to project teams, assuming various roles and
responsibilities to work effectively toward a common goal.
d. explore local and global issues and use collaborative technologies to work with others
to investigate solutions.

ISTE Student Mapping at Class 5:

Class Level Chapter Name ISTE Standards Mapping

Working with Media 1a 1c 2c 3a 6a 6c 1d 6d

Presenting Your Ideas 6a 6b 6c 6d 1d 1a
Desktop Publishing 6a 6b 6c 4b 6d 1d 1a
Class 5 3d 5a 5d 6c 1d 1a 6d
Spreadsheet Formatting
Building a Website 4c 4b 3a 3b 1d 1a 6d
Interactive Stories and
5d 5c 1d 1a 6d
Robotics

ISTE Standards Colour Coding KEY

S. No ISTE Standard Colour Code
1 Empowered Learner
2 Digital Citizen
3 Knowledge Constructor
4 Innovative Designer
5 Computational Thinker
6 Creative Communicator
7 Global Collaborator

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Computing – Class 5 Part A

Subject Period Allocation

Classes Number of Periods per Duration per lesson
week
KG- Class 8 2 35 minutes (single)
70 minutes (club)

Programme of Study and Specific Learning Objectives of Class 5

Topic Student Learning Objectives

Learners can use Filmora to create video documentaries and

Working With animated stories by Importing images, videos and music and
Media applying titles, transitions, effects and filters and export them in
different formats.
Learners can create a presentation on MS PowerPoint with different
types of slides, themes, animations and transitions and use audio
Presenting Your
and images and export the presentation as a video. They can use
Ideas
SmartArt and charts and adjust their options and print the
presentation with different settings.
Learners show understanding of desktop publishing tools like Edraw
max. They can create a publication by using a template and adjust
Desktop Publishing
document properties and add shapes. They can add images and
objects and adjust layers and transparency.
Learners can use mathematical and condition functions of MS Excel
and adjust borders, colour and alignment of cells. They can also
Analysing Data
adjust the page layout and add a header and footer before printing it
out.
Learners can use Mobirise to create a website using a theme, insert
images and new pages and modify the navigation bar and export the
Building a Website
website files. They can add video backgrounds, hyperlinks, location
maps and social media to a website before publishing it
Learners show understanding of computer programs and Scratch
programming. They can use Scratch to create a program with sprites,
backgrounds, blocks and scripts. They can use Scratch to load and
create a program with sprites, backgrounds, blocks and scripts. They
Interactive Stories can use the motion, looks, sound, pen, event and control blocks to
create an animation. They show understanding of robots, their parts
and their different types. They can program the Edison robot using
barcodes and can use the EdScratch online interface to connect the
Edison Robot.

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Computing – Class 5 Part A

Scope & Sequence of Class 5

Week No. Chapter / Unit ICT Software
Term 1
1-5 Working With Media Filmora9
6-9 Presenting Your Ideas Microsoft PowerPoint
10 – 14 Desktop Publishing Edraw Max9.0
Term 2
1-4 Analysing Data Microsoft Excel
5-8 Building a Website Mobirise
9 - 13 Interactive Stories Scratch and EdScratch

Assessment and Examination

Assessment provides important information to both the students and the teacher throughout
the learning process. Students are motivated and challenged to learn when they understand
the goals of learning, and when they themselves have strategies in setting their own goals.
Assessment is a regular part of the teaching and learning processes.

Computing Assessments

From KG till class 2, students will be assessed on their computing skills performance in the computing
lessons throughout the year.

From classes 3 to 8, students will be assessed on their computing skills performance in the computing
lesson, which will be considered as course learning marks.

Course Learning percentage will be calculated on the marks obtained by students in practical activities
of computing subject.

MYE examination will be conducted from class 6 to class 8, exam marks will be entered in the exam
percentage column of the report card.

EOY examination will be conducted from class 5 to class 8, marks will be entered in the exam
percentage column of the report card.

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Computing – Class 5 Part A

Bifurcation of Computing Assessments (KG to Class 8)

Class Course Exam % Exam Grade Calculation

Learning %

KG to Class 4 100% - 100% weightage of Course

Learning %

Class 5 (MYE) 100% - 100% weightage of Course

Learning %

Class 5 (EOY) 100% 100% 60% weightage of Course

Learning % and 40% weightage of
Exam %

Class 6 to Class 8 100% 100% 60% weightage of Course

Learning % and 40% weightage of
(MYE and EOY)
Exam %

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