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Look at the picture

on the cover. Work in
pairs and answer the
questions.

Activity box
1 The children are creating a dance routine. What programme could you use to
record it?
2 What would the algorithm for the dance look like?
3 Can you write out the algorithm for each dancer to get to their starting spot on
the stage?
 Cambridge Primary

Computing
Learner’s
Book 21 Roland Birbal
Carissa Gookool
Michelle Koon Koon
Nazreen Mohammed
Michele Taylor
Series editor:
Roland Birbal
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 Contents

How to use this book 4

Term 1
Unit 1 Be a game developer 8
Unit 2 Be a data analyst 24
Unit 3 Computers and their functions 40
Unit 4 Be an animator 54

Term 2
Unit 5 Devices and networks 66
Unit 6 Be a designer 80
Unit 7 Be a data scientist 92
Unit 8 Be an artist 106

Term 3
Unit 9 Connected and sharing 122
Unit 10 Be a storyteller 134
Unit 11 Computers and robots 149

Glossary 164
 How to use this book

Get started!

Get started! Talk Look at the following instructions. They are for the game ‘Simon says’.
1 Which instructions are clear?
about the new topic 2 What is missing in the instructions?

with a partner or ❶ Simon says, “Move 4

small group. steps forward”

❷ Simon says, “Move”

❸ Simon says, “Run”

❹ Simon says, “Clap your

hands two times”
Simon says, “Run to
You will learn: A list
❺
the tree”

of things you will

learn in the unit. You will learn:
• that an algorithm is a precise set
In this unit, you
will learn about
of instructions algorithms and
• that programs tell computers programs.
what to do
• how to write programs from
algorithms.

Warm up
You will need a sheet of paper. Follow the instructions below.
1 Draw a rectangle.
2 Draw a triangle over the rectangle.

Warm up: An
3 In the rectangle, draw three small squares.
• Show your drawing to your classmates.
• Do your pictures look different?
The instructions are to draw an object. Your teacher will show you.
offline activity to
Talk in groups. Why are some people’s drawings different? start your learning.

Do you remember?
Before starting this unit, check that you:
• know what an algorithm is
•
•
can follow an algorithm
know that the order of instructions is important
Do you remember?
• know that algorithms are used to write code. A list of things you
In this unit, you will use ScratchJr. There is should know before
an online chapter all about ScratchJr.
you start the unit.

4
 How to use this book

Learn
Computer devices look different. However, they are all made from
hardware and software.
Hardware
Hardware are the physical objects that make up a computing device.
Here are some examples of hardware:

This processor is hardware. It is hidden inside all computing

devices. You cannot see it, but a computing device cannot work
without it.
Learn: Learn new
computing skills
Mia uses a keyboard to write a letter to her friend on the with your teacher.
computer. The keyboard is hardware.
Look at the
instructions to help
you.
Zhu can use headphones to listen to music on her smartphone.
Headphones are hardware.

Practise
For these questions, use the website your teacher gives you.
1 Use data from the table to make a bar graph.

Name Favourite fruit

Zara Banana

Viti Banana

David Orange

Practise: Answer Jack Orange

questions to learn Annay Orange

more and practice Sara Banana

your new skills. Liam Apple

Favourite fruit Number of people

Hint: First, count the Banana 3

data. Put it in a table
or tally chart, like this: Orange

Apple

5
How to use this book

Go further
1 Liam is getting dressed for school. What is the error in
the algorithm?
Step ❶ Put on T-shirt

Go further: Step ❷ Put on trousers

Activities to make Step ❸ Put on shoes

you think carefully Step ➍ Put on socks

about computing. Computational thinking ?

What are some additional steps to get dressed if it is
winter time? Write a new algorithm to get dressed
during winter.

2 Here is an algorithm for a Seahorse character.

Step Instruction A

❶ Start on Green Flag

❷ Move up 4
❸ Move up 4 B

❹ Shrink by 2
❺ Shrink by 2
C
❻ Shrink by 2
➐ Stop program
Which program does the same thing as this algorithm?

Challenge yourself!
1 Start a new project. Add the correct
code from the Go further activity to the
Seahorse character.
2 Add a Fish character.
3 Create a program for the Fish to match
this algorithm.
Step Instruction
Challenge yourself!
❶ Start on Green Flag Test your code A harder activity to
❷ Say “Hi Seahorse”
to see if you
get the correct test your new skills.
results.
❸ Move right (6)

❹ Move left (2)

❺ Play Pop sound

❻ Repeat steps 3 to 5 two more times

➐ Stop program
4 Add the Starfish character to your project.
5 Add the code below to the Starfish and run it.
All links to additional
resources can be found at:
6 Change the code for the Starfish so it uses the Repeat block. https://www.hoddereducation.
The new code should get the same results.
7 Run your final program. co.uk/cambridgeextras

6
 How to use this book

My project
1 Look at the algorithm to get out of a maze. It has one error. My project: A
What is the error? How would you correct it?
Algorithm
longer activity at
Move right (2) the end of the unit
Move up (3)
Move right (4)
to test the skills you
Move up (1) have learnt so far.
2 Think about the things you do every night when you go to bed.
Write an algorithm for going to bed. Include all the things you
do in the correct order.
3 a Create a program from the algorithm below for the
Basketball character. Use the Repeat block. Did you know?
TCM-4 TH
NED PA
Step Instruction The Mars Climate Orbiter was a PLAN
TCM-4
Include the start spaceship. 22
6k
m
ACTU
AL PAT
H

❶ Start on Green Flag and end steps in km

A bug in the program controlling 57

❷ Jump (1) your algorithm. the spaceship caused an error.

The mission could not
❸ Move right (2) be completed!

❹ Jump (1)
❺ Move right (2)

❻ Jump (1)

➐ Move right (2) Did you know? Learn

➑ Stop program about interesting
b Run your code and check that you get the correct results. facts and information.

What can you do?

Good job! Now you can
What can you do? Read and review what you can do.
✔ I can find and correct errors in
create algorithms and
programs that repeat
Find out how much algorithms.
✔ I can identify the steps to
instructions.

you have learnt and perform tasks.

what you can do. ✔ I can create programs that use the
repeat command.

Computational thinking ?
Complete the algorithm in the table below with the Keywords
steps to get the mouse to the cheese. output: the results of
an algorithm
Step Instruction
input: the data that is
❶ Move right __________ given to an algorithm
❷ Move __________
❸ Move __________
❹ Move __________ (2)

Keywords: Understand new

computing words. The Glossary
Computational thinking: at the end of the book also lists
A task that tests your all of these words.
computational thinking skills.
7
Unit 1 Be a game developer

Giving instructions
Get started!
Look at the following instructions. They are for the game ‘Simon says’.
1 Which instructions are clear?
2 What is missing in the instructions?

❶ Simon says, “Move 4

steps forward”
❷ Simon says, “Move”

❸ Simon says, “Run”

❹ Simon says, “Clap your

hands two times”
❺ Simon says, “Run to
the tree”

You will learn: In this unit, you

• that an algorithm is a precise set will learn about
of instructions algorithms and
• that programs tell computers programs.
what to do
• how to write programs from
algorithms.

8
 Unit 1: Be a game developer

Warm up
You will need a sheet of paper. Follow the instructions below.
1 Draw a rectangle.
2 Draw a triangle over the rectangle.
3 In the rectangle, draw three small squares.
• Show your drawing to your classmates.
• Do your pictures look different?
The instructions are to draw an object. Your teacher will show you.
Talk in groups. Why are some people’s drawings different?

Do you remember?
Before starting this unit, check that you:
• know what an algorithm is
• can follow an algorithm
• know that the order of instructions is important
• know that algorithms are used to write code.

In this unit, you will use ScratchJr. There is

an online chapter all about ScratchJr.

9
Unit 1: Be a game developer

Algorithms
Be precise
Learn
An algorithm is a precise set of instructions. The instructions need
to be in the correct order. An algorithm that is not precise can lead
to the wrong result.
In the Warm up, you were asked to draw a house.
However, the instructions were not precise.
Here are two algorithms for making a chocolate milkshake.
Algorithm 1
Step Instruction
❶ Pour milk
❷ Add chocolate powder
❸ Stir
Algorithm 2
Step Instruction
❶ Pour milk in glass
❷ Add 1 spoon of chocolate powder
❸ Stir for 1 minute
Which algorithm is more precise?

Hint: Which instructions

Keyword
are clearer?
precise: exact,
clear and correct

10
 Unit 1: Be a game developer

Practise
1 Choose all the words that describe an algorithm.
exact unclear wrong clear correct
2 Here are two algorithms to prepare a bowl of cereal with milk.
Choose the algorithm that is more precise.
Algorithm 1 Algorithm 2
Step Instruction Step Instruction
❶ Get cereal ❶ Get bowl, cereal and milk
❷ Pour cereal ❷ Pour cereal in bowl
❸ Pour milk ❸ Pour milk in bowl
3 Help Kai get home. Complete this algorithm. Two instructions
are missing. Add the most precise instructions.
Step Instruction Move up
❶ Start
Go to the right 11 steps
❷
Walk right
❸
❹ Stop Move up 6 steps

11
Unit 1: Be a game developer

Programs and algorithms

Giving instructions
Learn
An algorithm is a precise set of
instructions to complete a task.
A program is a set of instructions
that a computer understands.
An algorithm must be turned into a
program for a computer to run it.
A computer carries out a task by
following program instructions.
A program is created when each step
in an algorithm is changed into code.
The algorithm below moves an object
12 steps right.
Algorithm

Step Instruction

❶ Start on Green Flag

❷ Move right (12) 12

❸ Stop

12
 Unit 1: Be a game developer

The instructions in a program must be precise.

This is because computers are machines. They follow instructions.

Start on
Stop
Green Flag

Move right 12 steps

We can use the

algorithm to create a
program in ScratchJr.

Did you know? Keywords

Computer games program: a set of instructions for
are examples of a computer
programs! code: the instructions in a program

13
Unit 1: Be a game developer

Practise
1 Say if the sentences are true or false.
Sentences True/False
a Computers can think on their own.
b Instructions for a computer must be unclear.
c Computer games are examples of programs.
d A computer follows a program to do a task.
2 Which ONE of the two options can a computer carry out?
A B
Step Instruction
❶ Start on Tap
❷ Move right (11)
❸ Move up (6)
❹ Stop program

3 Look at the algorithm and code below.

Algorithm Code
Step Instruction
❶ Start on Green Flag
❷ Move right (11)
❸ Jump (2)
❹ Stop program
a Does the code match the algorithm? Yes No
b Give a reason for your answer.

14
 Unit 1: Be a game developer

Coding
Algorithms to programs
Learn
To produce a program, we must write an algorithm.
Each step in the algorithm is changed to code.
Let us look at this task.
We want the Whale to spin around. We want it to do a full
right spin.
There are FOUR steps to create the program.

Step 1: Break the task into smaller tasks.

• Add a Background.
• Add one character: the Whale.
• Add one main action – the Whale spins around.
Look at the algorithm for the Whale in Step 2.

It is good to write
an algorithm before
writing code.

15
Unit 1: Be a game developer

Step 2: Write an algorithm for the task

This is an algorithm for the Whale to do a full right spin.
The Whale spins when tapped.

Step Instruction

❶ Start on Tap

❷ Spin right (12) 12

❸ Stop program

Step 3: Match a block of code to each instruction in

the algorithm
Here is the program for the Whale to make a full spin.

Step Instruction

❶ Start on Tap

❷ Spin right (12) 12

❸ Stop program

Remember the blocks

must be joined.

Step 4: Run the program

Tap on the Whale to see if it does a full right spin.

16
 Unit 1: Be a game developer

Practise
We will create a program for the Whale to do a full left spin.
1 Look at the algorithm for the Whale character.
Whale algorithm
Step Instruction
❶ Start on Green Flag
❷ Spin left (12) 12
❸ Stop program
a Open ScratchJr.
b Add a Background like this.
c Add the Whale character.
d Choose the correct blocks of code
to match the algorithm.

A B C D E

2 Add the blocks of code for the Whale in ScratchJr.

3 Run your code. Does the Whale spin left?

Run the program. The Whale

should do a full left spin.

17
Unit 1: Be a game developer

Go further
1 Here are two algorithms for a Crab. The Crab should:
• spin around 2 times
• say “I am dizzy!”

Which algorithm is more precise?

Crab algorithm 1
Step Instruction
❶ Start
❷ Spin
❸ Talk
❹ Stop
Crab algorithm 2
Step Instruction
❶ Start on Tap
❷ Spin right (24)
❸ Say “I am dizzy!”
❹ Stop program

18
 Unit 1: Be a game developer

2 Choose the correct blocks of code to match this algorithm.

One step is done for you.
Algorithm Program
Step Instruction Block of Code
❶ Start on Tap
❷ Spin right (24) 24
❸ Say “I am dizzy!”
❹ Stop program A

A B C D E
3 Create the program in ScratchJr.

a Open ScratchJr.
b Add a Background as shown.
c Add the Crab character.
d Add the blocks of code you chose in question 2.
e Run the program.

19
Unit 1: Be a game developer

Challenge yourself!
Algorithmic thinking
1 Clara follows this path to her house.

Complete the algorithm for Clara. Choose the correct numbers

to fill in the blanks for Steps 4 and 5.
1 2 3
Algorithm
Step Instruction
❶ Start on Green Flag
❷ Move up (3) 3
❸ Move right (1) 1
❹ Move up ____ ?
❺ Move right ____ ?
❻ Stop

20
 Unit 1: Be a game developer

2 Here is an algorithm for a girl to:

• jump
• do a full spin and
• say “I did it!”
Step Instruction Block of code
❶ Start on Green Flag
❷ Jump (3)
❸ Spin right (12)
❹ Say “I did it!”
❺ Stop program
Choose the correct blocks of code to match the algorithm.

it

A B C D E F G

3 Create a program in ScratchJr.

a Open ScratchJr.
b Add a Background as shown.
c Add a Child character.
d Add the blocks of code you
chose in question 2.
e Run the program.

21
Unit 1: Be a game developer

My project
1 Work in groups.
Which algorithm is more precise, Algorithm 1 or Algorithm 2?
Algorithm 1 Algorithm 2
Step Instruction Step Instruction
❶ Start on Tap ❶ Start
❷ Move up 5 steps ❷ Move up
❸ Spin right (12) ❸ Turn
❹ Spin left (12) ❹ Turn
❺ Move right (10) ❺ Move right
❻ Stop program ❻ Stop program
2 Which program matches Algorithm 1?

3 Create a program in ScratchJr.

a Open ScratchJr.
b Add a Background like this.
c Add the Pilot character.
d Add the blocks of code you chose in
question 2.
e Run the code.

22
 Unit 1: Be a game developer

4 Open the program that was created in question 3. Add a

Chicken character like this.

The Chicken must do the following when tapped.

• Say “Help!” • Jump (2)
• Move right (13) • Stop
a Use the algorithm to select and join the correct blocks for
the program.
b Run the program.

Did you know?

Scratch and ScratchJr are named after a way
of making music called ‘scratching’.

What can you do?

Read and review what you Awesome job! Now

can do. you know more about
✔ I know an algorithm is a algorithms and programs.
precise set of instructions.
✔ I know that programs tell computers
what to do.
✔ I can write a program in ScratchJr.

23
Unit 2 Be a data analyst

Categorical data
Get started!
We can show data in pictures.
Favourite Number of
colour students 15

Red 10

Blue 0

Colours
Green

Yellow

Pink

Work with a partner. Hint: Which graph

has bars? Which
1 Point to the bar graph.
chart has pictures?
2 Point to the pictogram.
3 What do the charts show?
You will learn: In this unit, you
• about storing data and information will learn about
on computers grouping data.
• how to use a computing device to
present data
• about collecting data for a reason.

24
 Unit 2: Be a data analyst

Warm up
1 Work in pairs. Put the animals in the correct boxes.
An animal can be in more than one box.
Water animals

Land animals

Animals that fly

2 Can you think of any other ways to group the animals?

Do you remember?
Before starting this unit, check that you:
• know that computing devices can answer questions
• know that computing devices can sort and organise data
• know that computing devices can record data
• know about data tables.

25
Unit 2: Be a data analyst

Computer data storage

Advantages
Learn
Computers can store data and information. This is a good
idea because:

1 Computers can store lots of data.

2 Searching for data is quick and easy.

3 The data can be presented in different ways

such as graphs and charts.

4 Data can be shared across computers.

5 Data can be added or changed using

a computer.

6 It is easy to copy data. This means data

can be replaced if it is lost. A copy of data is
called a backup.

Keyword
backup: a copy of data that is stored in a safe place

26
 Unit 2: Be a data analyst

Practise
1 Say if the statements are true or false.
Statement True or false?
a Making changes to data on a
computer is hard.
b Data can be shared across
computers.
c It is hard to copy data
on computers.
2 Circle the picture that shows a faster way to find a book at
the library.

A B
3 Circle the picture that shows the best way to store lots of data.

A B
4 Circle the picture that shows the easier way to get graphs
and charts.

A B

27
Unit 2: Be a data analyst

Data
Presenting data in groups
Learn
Some data can be put into groups.
For example, data about eye colour can be put into four groups:
amber, green, blue, brown.
Software is used to present data in different ways.
Data can be shown as a bar graph or pictogram.

pictogram

bar graph
We can present the data
Name Favourite colour in this table as a bar
graph or a pictogram.
Zara red
Viti red
David blue
Jack green
Annay green
Sara green Keyword
Liam green present: to show

28
 Unit 2: Be a data analyst

Step 1: Count the number of people that like each colour.

Draw a data table like this one.
Favourite colour Number of people
red 2
blue 1
green 4
Step 2: Use an online chart creator. Your teacher will help you.
Once you are on the website, choose the Bar option at the top.

Type the text below. (The data and labels are from the table in
Step 1.)
X: Colours Y: Number of people

Title: Favourite colours

Values: 2, 1, 4

Labels: red, blue, green

29
Unit 2: Be a data analyst

To change the colour of the bars/columns:

• Click on the column/bar.
• Click on the drop-down arrow.
• Choose the colour you want.

Wow, you created

your first chart!

30
 Unit 2: Be a data analyst

Practise
For these questions, use the website your teacher gives you.
1 Use data from the table to make a bar graph.

Name Favourite fruit

Zara Banana

Viti Banana

David Orange

Jack Orange

Annay Orange

Sara Banana

Liam Apple

Favourite fruit Number of people

Hint: First, count the Banana 3

data. Put it in a table
or tally chart, like this: Orange

Apple

31
Unit 2: Be a data analyst

Computing devices
Collecting categorical data
Keyword
Learn category: group
We can collect data and put it into groups or categories.
Computing devices collect categorical data every day for different
reasons. Data can be collected in different ways. Let us look at
some of the ways to collect and use data.
Electronic forms
One way to collect data is by using an electronic form. People can
complete electronic forms on devices such as laptops, desktops,
smartphones and tablets. For example, schools may collect data
on students’ activities and likes. They can ask students to complete
and submit a form. The answer to each question can be put into
different categories.
1
Question 1 has
two categories:
Yes, No.

Question 2 has 2
five categories:
Chess, Robotics,
Book, Math,
Other.

Question 3 has
three categories:
1, 2, 3 – where 3
1 is the lowest
rating and 3 is the
highest rating.

32
 Unit 2: Be a data analyst

Three types of questions that can be included

on a form to collect categorical data are:
Yes/No, Checkboxes and Rating Scale.

Traffic systems
Traffic systems count the traffic on roads.

They can group different types of traffic, such as:

cars
lorries

bicycles pedestrians
Once collected, the results can be shown as graphs or charts.

33
Unit 2: Be a data analyst

Supermarkets
Keyword
At a supermarket, each item has a
barcode: black lines that
barcode. The barcode contains data
contain information
about the item such as what type of
about an item
food it is and its price.
At the check-out, a computerised till can read the barcode.
It collects data about how many items were sold each day.
Items can then be grouped into categories, such as:

dairy meat vegetables

This data shows how much meat was sold on one day, or which
vegetable was the most popular in June.

Did you know?

Online shopping sites use data to help
you find what you are looking for.

34
 Unit 2: Be a data analyst

Practise
1 Circle the computing devices that can be used to complete
an electronic form.

2 Draw a line to match the questions to the question types.

A Yes/No

B Rating
scale

C Checkbox

3 Tick (✔) the device a supermarket uses to collect data.

A Camera

B Barcode reader

C Monitor

35
Unit 2: Be a data analyst

Go further
1 Say if these statement are true or false.
a A computer can only present data in bar graphs.

b Lost data can be replaced with backup copies.

c It is very difficult to share data and information on a

computer.

d It is hard to search for data on a computer.

2 Match the descriptions on the left with the computing devices

or technologies on the right.
A Can group different types
Computerised till
of vehicles
B Can collect data on
Traffic system
students’ likes
C Scans barcodes on items Electronic form

36
 Unit 2: Be a data analyst

Challenge yourself!
1 Fill in the correct answers. Choose from the words in the
word bank.
pictogram bar graph backup
a A copy of data is a called a __________________.

b Data can be presented as a __________________.

c Data can be presented as a __________________.

2 Give TWO advantages of storing data on a computer.

3 Use the data table to produce a bar graph. Follow the steps
from the Learn panel – Presenting categorical data. Use this
website to create the charts:
www.mathsisfun.com/data/data-graph.php

Favourite candy Number of people

Chocolate 9

Gummies 7

Lollipops 5

Toffees 2

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Unit 2: Be a data analyst

My project
1 Work in groups.
a Ask seven students what their favourite candy is. They must
choose from the four candies in the table.
b Complete the table with the data you collect.
Favourite candy Number of people

Chocolate

Gummies

Lollipops

Toffees

c Follow the steps in the Learn panel on pages 29–30. Create

a chart from the data you collect. Use this website to create
the chart:
www.mathsisfun.com/data/data-graph.php
2 Jasmine wants to know the eye colours in her class.
a What can she use to collect data from her classmates?
b State TWO computing devices that her classmates can use
to enter the data.
c What type of question is best for collecting data on eye colour?
A Yes/No
B Checkbox
C Rating scale

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 Unit 2: Be a data analyst

What can you do?

Read and review what you can do.

✔ I know why data and information are stored on computers.
✔ I know how to use a computing device to present data.
✔ I know that computing devices collect data for a reason.

Awesome job! You now know about

storing data and how computing devices
collect and present data!

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Unit 3 Computers and their functions

Computers consist of hardware and software

Get started!
Discuss with your partner:
What do you use computers for?

Playing games Watching movies

Sending messages

Video calling friends Listening to music

You will learn: In this unit, you

• about hardware and software will learn about
• that some features make digital hardware and
devices easy to use software.
• about the difference between
input and output devices.

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 Unit 3: Computers and their functions

Warm up
Work in pairs.
• Point to pictures of computing devices.
• Point to pictures of software.

Do you remember?
Before starting this unit, check that you:
• know that computers can do different things
• know that computers can run many different programs.

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Unit 3: Computers and their functions

Functions of hardware and software

Learn
Computer devices look different. However, they are all made from
hardware and software.
Hardware
Hardware are the physical objects that make up a computing device.
Here are some examples of hardware:

This processor is hardware. It is hidden inside all computing

devices. You cannot see it, but a computing device cannot work
without it.

Mia uses a keyboard to write a letter to her friend on the

computer. The keyboard is hardware.

Zhu can use headphones to listen to music on her smartphone.

Headphones are hardware.

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 Unit 3: Computers and their functions

A hard drive stores data and

information for later use. Most hard Keywords
drives are hidden in computers. hardware: physical objects
Hard drives are hardware. that make up a computer
software: a set of
instructions for a computer
app: a program that
performs a task

Software
Software is another name for a computer program. Software is a
set of instructions. Software tells hardware what to do. Without
software, hardware cannot do anything.
• Some software controls the computing device.
• Other software does a task. This kind of software is called
an app.
Here are some examples of software:

File software lets users open, close, save and delete files.

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