CAMBRIDGE

Primary Computing
Learner’s Book 6
Ceredig Cattanach-Chell, Luke Craig
& Sarah Matthews
Endorsement statement
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3
 Introduction

Introduction
Welcome to Stage 6 of Cambridge Primary Computing!
Digital technology has changed the world over the past 50 years.
We use technology in so many areas of our life, it is more important
than ever that we try to understand how technology works.
In this book you will:
• learn how to use programming constructs such as sub-routines
• create a game for a physical computing device that uses variables
• learn how data is collected and stored on a computer system
• investigate how data is processed
• explore how we can use artificial intelligence.
These computing ideas are not only part of our daily lives, but can be part
of certain jobs that people do. People can have an entire career within
computing, and learning about computing here may just be the start of your
future in computing! Using the computing knowledge and skills that you learn
from this book, you’ll gain a sense of how people who work in computing
may carry out parts of their jobs. For example, programmers often work on
projects as part of a team, and work together to test that their programs
work. Perhaps you could find a friend at school to work on a project with you.
We have created lots of activities and questions where you
can work with a partner or a group. Sharing your ideas
with other learners is fun and helps you have exciting
conversations about how computers and technology
are used.
There is also a project for you to complete at the end
of each unit. These will cover the learning in each
unit and help you to develop your understanding.
We hope you find learning about computers and
technology exciting, and that you will continue to
keep learning about computers as you grow older.

Ceredig Cattanach-Chell, Luke Craig and Sarah Matthews

4
 Contents

Contents
How to use this book 6

1 Computational thinking and programming

1.1 Planning flowcharts 9
1.2 Programming constructs 19
1.3 Sub-routines 34
1.4 Planning programs 52
1.5 Evaluating and testing programs 67
1.6 Using variables with a physical device 77

2 Managing data
2.1 Capturing data 95
2.2 Creating a spreadsheet 119
2.3 Creating a database 135
2.4 How is data used? 149

3 Networks and digital communication

3.1 Storing and transferring data on a network 159
3.2 Securing data 174

4 Computer systems
4.1 Selecting hardware and software 184
4.2 Programming environments 201
4.3 Storing data 209
4.4 Inside a computer 218
4.5 Robots in industry 224

Glossary 234
Acknowledgements 247

Note for teachers: Throughout the resource there is a symbol to indicate where additional digital only content is
provided. This content can be accessed through the Digital Learner’s Book on Cambridge GO. It can be launched
either from the Media tab or directly from the page. The symbol that denotes additional digital content is: .
The source files can also be downloaded from the Source files tab on Cambridge GO. In addition, this tab contains
a teacher guidance document which supports the delivery of digital activities and programming tasks in this
Learner’s Book.

5
 How to use this book

How to use this book

In this book you will find lots of different features to help your learning.

What you will learn in

the topic.

Important words
to learn.

A reminder about what you

already know and an activity
to start you off.

Fun activities about computing.

Sometimes, you will use
a computer.

Some activities do not need a

computer. These are called
unplugged activities. They help
you to understand important ideas
about computing.

Sometimes, you will see

this question. It will help
you to think about your work.

6
 How to use this book

Tasks to help you to practise

what you have learnt.

Programming tasks are in

Unit 1.

Practical tasks are in

Unit 2.

Look out for this icon. You are going

to do an activity at the computer
using a source file or website link.
This content can be found in the
Digital Learner's Book on
Cambridge GO. Your teacher
will help you to get started.

Questions that help you to

practise what you have just
learnt. Are you ready to move on?

Things to remember when

you are doing a task.

Interesting facts connected

to the topic.

7
 How to use this book

Questions to help you think

about how you learn.

What you have learnt

in the topic.

At the end of each unit, there

is a project for you to carry out,
using what you have learnt.
You might make something
or solve a problem.

Questions that cover what you

have learnt in the unit. If you can
answer these, you are ready to
move on to the next unit.

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1 Computational
thinking and
programming
1.1 Planning flowcharts
We are going to:
• understand that we can present algorithms as flowcharts
• understand the shapes used in a flowchart
• predict the results of flowcharts.
decision
flowchart
input
output
prediction

Getting started

What do you already know?

• Algorithms follow a sequence (top to bottom, left to right).
• Algorithms can use inputs and outputs.
• A conditional (IF THEN ELSE) block causes an algorithm to do
either one thing or another.

9
 1 Computational thinking and programming

Continued
Now try this!
Work with a partner. Think of something
you do every day. Describe the task to
your partner as if it was an algorithm
that a computer could follow. Include all
of the steps in the task, even if they might
seem obvious. Try to include a conditional
statement in your algorithm.
For example:
IF it is a school day THEN take out my school
uniform, ELSE take out my weekend clothes.
IF it is raining THEN . . . ELSE . . .

Flowcharts
There are many ways to represent algorithms. In Scratch, you use
Start
blocks to represent an algorithm. In the Getting started activity,
you used speech. You could have also written it down as text.
A flowchart is another way to represent an algorithm. Get a bowl
A flowchart is a diagram that shows each step of an algorithm.
This is an example of a simple flowchart:
Pour in some
cereal

Add milk

Use your Eat your breakfast

finger to follow
the flowchart.
End

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