Computing
St Martin and St Mary C of E Primary School
Computing Subject Progression Grid
St Martin & St Mary School Vision
As a Christian school, St Martin and St Mary is an inclusive and happy community; nurturing confidence, a thirst for learning and resilience in a safe loving environment. Our priority is developing the whole child spiritually, emotionally, physically and academically to live the most rewarding life.
‘Life in all its fullness’ John 10.10
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
Physical Development
Understanding the World
Expressive Arts and Design
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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
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Spring 1 | Keyboard and Mouse Skills Kidsafe | Digital Literacy Online Safety |
Information Technology Internet Research | Digital Literacy Online Safety | 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.
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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 |
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| 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.
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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) |
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| 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. |