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St Martin & St Mary Church ofEngland Primary School

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Welcome toSt Martin & St Mary Church ofEngland Primary School

Computing

Computing is a particular development focus for our school. We have committed to improving our teaching and provision and this is underpinned by our engagement with the National Centre for Computer Education. We will use the Computing Quality Framework to review and improve our work. We have already been awarded a certificate by the NCCE that shows we have made this commitment.

 

Watch this space for further updates...

Computing Subject Progression Grid

Statement of Intent

Through our computing curriculum at St Martin and St Mary’s we aim to give our pupils the life-skills that will enable them to embrace and utilise new technology in a socially responsible and safe way in order to flourish. We want children to become autonomous, independent users of computing technologies, gaining confidence and enjoyment from their activities. We want the use of technology to support learning across the entire curriculum and to ensure that our curriculum is accessible to every child.  Not only do we want them to be digitally literate and competent end-users of technology but through our computer science lessons we want them to develop creativity, resilience and problem-solving and critical thinking skills.  We want our pupils to have a breadth of experience to develop their understanding of themselves as individuals within their community but also as members of a wider global community and as responsible digital citizens.

 

 

 

Computing - Curriculum Subject Statement

Core Values

Early Years

Foundation Stage

Key Stage 1

Key Stage 2

Trust

Honesty

Forgiveness

 

Children are given opportunities to become familiar with a range of input devices, including the keyboard and mouse, in order to develop the required fine motor skills.  Children have opportunities for exploration with a range of working and non-functioning technology devices where they can select and use technology for a particular purpose.  Children will have an understanding of how they can stay safe online.

Children build on their understanding of how to stay safe when using digital and online resources. Children are introduced to the basics of programming (coding) working with toys and on-screen ‘sprites’ to create effects. Children research, present data and information using a range of different software linking their learning to other curriculum areas.

Children secure their knowledge of online safety and how they can keep safe. They learn about systems that protect them and their information. The children develop their programming schools and use simulations to explore outcomes. The children build on their presentation skills and ability to combine information (text, pictures, graphics and sound) in a range of curriculum contexts. The children further develop their understanding of how the internet and the world wide web were developed and how they operate.

 

Purpose of Study

 

A high-quality computing education equips pupils to use computational thinking and creativity to understand and change the world. Computing has deep links with mathematics, science and 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. Building on this knowledge and understanding, pupils are equipped to use information technology to create programs, systems and a range of content. 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.

 

National Curriculum Subject Aims

 

  • Children can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation
  • Children can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems
  • Children can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems
  • Children are responsible, competent, confident and creative users of information and communication technology.

 

 

 

EYFS / National Curriculum Subject Content

EYFS ELG

 

Key Stage 1

Key Stage 2

 Personal, Social and Emotional Development

  • Use voice recording equipment to discuss feelings and relationships

Physical Development

  • Use a range of input devices, including the keyboard and mouse to develop the required fine motor skills.

Understanding the World

  • Use control technology within topics being taught
  • Explore and use a range of technology devices within continuous provision

Expressive Arts and Design

  • Use paint and graphics applications to design and create pictures, cards and other projects

 

 

 

 

  • Understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions
  • Create and debug simple programs
  • Use logical reasoning to predict the behaviour of simple programs
  • Use technology purposefully to create, organise, store, manipulate and retrieve digital content
  • Recognise common uses of information technology beyond school
  • Use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies.
  • Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts
  • Use sequence, selection, and repetition in programs; work with variables and various forms of input and output
  • Use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs
  • Understand computer networks including the internet; how they can provide multiple services, such as the world wide web; and the opportunities they offer for communication and collaboration
  • Use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content
  • Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information.
  • Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.

 

 

 

Topic Progression Grid

Computing Subject Overview Grid

Year Group/Class

EYFS

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Autumn 1

Keyboard and Mouse Skills

 

Digital Maps

Digital Literacy

Online Safety

 

 

Digital Literacy

Online Safety

Digital Literacy

Online Safety

Digital Literacy

Online Safety

Digital Literacy

Online Safety

 

Digital Literacy

Online Safety

Real Love Rocks

Autumn 2

ESafety

 

Paint Programs

Information Technology

Representing Information Graphically

Information Technology

Digital Literacy

Using the internet to search.

Computer Science

Coding and Algorithms

Information Technology

Collecting and Presenting Information

Information Technology

Analysing and evaluating data.

Excel/Spreadsheet

Digital Literacy

Online Safety

Real Love Rocks

 

Spring 1

Keyboard and Mouse Skills

Kidsafe

Digital Literacy

Online Safety

 

Information Technology

Internet Research

Digital Literacy

Online Safety

Email

Computer Science

Programming

Information Technology

Analysing and evaluating data.

Excel/Spreadsheets

Information Technology

Internet Research

PowerPoint

Spring 2

ESafety

Digital maps

Computing Science

Beebots

 

Digital Literacy

Online Safety

Kidsafe

Computer Science

Programming

Computer Science

Animation

Computer Science

Programming

Information Technology

Internet Research

PowerPoint

Summer 1

Keyboard and Mouse SKills

Control Technology

Digital Literacy

Online Safety

 

Digital Literacy

Online Safety

Digital Literacy

Online Safety

Information Technology

Text and Graphics

Digital Literacy

Online Safety

Kidsafe

Information Technology

Internet Research

PowerPoint

Digital Literacy

Online Safety

Summer 2

Exploring Technology

E Safety

Digital Literacy

Communication and Collaboration

 

 Computer Science

Coding

Hour of code

Information Technology

Text and Graphics

Computer Science

Coding and Algorithms

Scratch

 

Computer Science

Programming

Computer Science

Programming

 

Curriculum Progression in Computing      Nursery & Reception Nursery Reception

 

EYFS

Year 1

Year 2

Year 3/4

Year 5/6

Text and

Multimedia

 

Work with others and with support to contribute to a digital class resource which includes text and graphics.

Generate their own work, (with help where appropriate with multimedia) combining text, graphics and sound.

 

Save and retrieve and edit their work.

Record and present information integrating a range of appropriate media combining text and graphics in printable form and sound and video for on-screen presentations which include hyperlinks.

 

Begin to show an awareness of the intended audience and seek feed-back.

Use advanced tools in word processing software such as tabs, appropriate text formatting, line spacing etc. appropriately to create quality presentations appropriate for a known audience.

 

Digital Images (photos, paint, animation)

Use paint and graphic software for projects

Use a range of simple tools in a paint package / image manipulation software to create / modify a picture.

Use a range of tools in a paint package / image manipulation software to create / modify a picture to communicate an idea.

Manipulate digital images using a range of tools in appropriate software to convey a specific mood or idea.

Use images that they have sourced / captured / manipulated as part of a bigger project (eg presentation or document). 

Electronic

Communication

 

 

 

Work collaboratively by email to share and request information of another class or story character.

Begin to understand the need to abide by school e-safety rules when communicating.

Abide by school rules for e-safety.

Research and E

Safety 

Use Smartie the Penguin to learn about e safety

 

Children engage in Kidsafe for E Safety

As a class exercise children explore information from a variety of sources (electronic, paper based, observations of the world around them, etc.). 

 

They show an awareness of different forms of information.

Children use a search engine to find specific relevant information to use in a presentation for a topic. 

 

They save and retrieve their work.

Using another curriculum area as a starting point, children ask their own questions then use ICT sources to find answers, making use of search engines, an index, menu, hyperlinks as appropriate. Children use the information or resources they have found.

 

Children talk about using ICT to find information / resources noting any frustrations and showing an emerging understanding of internet safety.

 

Make use of copy and paste, beginning to understand the purpose of copyright regulations and the need to repurpose information for a particular audience. 

 

 

Independently and with due regard for safety, search the internet using a variety of techniques to find a range of information and resources on a specific topic.

 

Use appropriate methods to validate information and check for bias and accuracy. 

 

Repurpose and make appropriate use of selected resources for a given audiences, acknowledging material used where appropriate.

 

They show an understanding that not all information on the internet is accurate. 

 

Develop a growing awareness of how

to stay safe when using the internet (in school and at home) and that they abide by the school's internet safety policy.

 

Control

(algorithms) 

Control technology is used across the curriculum

Control simple everyday devices to make them produce different outcomes.

Control a device, on and off screen, making predictions about the effect their programming will have. 

Children can plan ahead and predict the effect of their coding.

Children are able to type a short sequence of instructions and to plan ahead when programming devices on and off screen.

Engage in Scratch based problem solving activities that require children to write procedures etc. and to predict, test and modify.

Use control software to control devices (using output commands) or to simulate this on screen. Predict, test and refine their programming.

Independently create sequences of commands to control devices in response to sensing (i.e. use inputs as well as outputs). 

Design, build, test, evaluate and modify the system; ensuring that it is fit for purpose.

Handling information (databases and

graphs)

 

As a class or individually with support, children use a simple pictogram or painting program to develop simple graphical awareness / one to one correspondence. 

 

 

They talk about their experiences of using ICT to process data compared with other methods.

Children work as a class or group to create a data collection sheet and use it to setup a straight forward database to answer questions. 

Enter information and interrogate it ( by searching, sorting, graphing etc). 

Begin to reflect on how useful the collected data and their interrogation was and whether or not their questions were answered.

 

Independently solve a problem by planning and carrying out data collection, by organising and analysing data involving complex searches using a database, and by drawing conclusions and presenting findings. 

The need for accuracy is demonstrated and strategies for spotting implausible data are evident. 

Children should be able to talk about issues relating to data protection and the need for data security in the world at large (eg health, police databases).

Modelling and simulations (spreadsheets, adventure games and

simulations)

Use age-appropriate software to control and complete games

Make simple choices to control a simple simulation program.

Children are able to play an adventure game and use a simple simulation, making choices and observing the results. 

Their conversation shows they understand that computers are good at replicating real life events and allowing them to explore contexts that are otherwise not possible.

Use models and simulations to find things out and solve problems.

Recognise that simulations are useful in widening experience beyond the classroom. 

Make simple use of a spreadsheet to store data and produce graphs.

Set up and use their own spreadsheet, which contains formulae to investigate mathematical models. Ask "what if …" questions and change variable in their model. 

Understand the need for accuracy when creating formulae and check regularly for mistakes, by questioning results.

Relate their use of spreadsheets to model situations to the wider world.

Data logging (science and maths)

 

 

 

Begin to use a data logger to sense physical data (sound, light, temperature).

Children are able to identify their own opportunities for data logging and carry out their own experiments. 

They check and question results and are able to spot trends in data and identify when problems may have occurred.

Understanding

Technologies (individual technologies) 

Children use a range of technology including cameras, remote control devices and walkie talkies

Show an awareness of the range of devices and tools they encounter in everyday life

Show an awareness of a range of inputs to a computer (IWB, mouse touch screen, microphone, keyboard, etc.)

Begin to show discernment in their use of computing devices and tools for a particular purpose and explain why their choice was made.

Make choices about the devices and tools they use for specific purposes and explain them in relation to the context. 

Begin to show an awareness of specific tools used in working life.

 

Evaluate the tools available to them including any that are unfamiliar or new and use them to solve problems. 

Demonstrate an awareness of the appropriateness of outcomes depending on choices regarding tools and devices.

Understanding

Technologies

(networks)

 

Show an awareness that what they create on a computer or tablet device can be shown to others via another device (e.g. printer, projector, Apple TV)

Begin to show an awareness that computers can be linked to share resources

Show an understanding that their password is the key to accessing a personalised set of resources and files (e.g. My Documents).

 

Show an awareness of where passwords are critical in everyday use (e.g. parents accessing bank

 details)

 

Show an understanding of the school network and how it links computers to resources in school and beyond.

Show an understanding of how filtering and monitoring tools affect their use of the school network and Internet and compare this with their experience of access outside school.

Understanding

Technologies

(the internet)

Children have opportunities to use the internet for online learning

 

Use websites and demonstrate an awareness of how to manage their journey around them (e.g. using the back/forward button, hyperlinks)

Show an awareness that not all the resources/tools they use are resident on the device they are using.  

 

Begin to show an understanding of URLs.

Use collaborative tools and e-mail showing a sensitivity for this type of

remote collaboration and communication

Perform a search using different search engines and check the results against each other, explaining why they might be different.  

Show an awareness of the need for accuracy in spelling and syntax to search effectively.

 

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