Computing

Vision

In this technological age where computers are an integral aspect of our modern lives our main aim is to ensure that children are safe users of technology. At Village Primary we want to raise safe and healthy children who are mindful, active producers of technology not mindless consumers. Children need to know how to navigate the online world safely, maturely and sensitively; ensuring they use their critical, ‘computational thinking’ skills when presented with a range of views and information that will enable them to participate effectively and safely in a digital world. Meaningful links are made to the UNICEF Rights of the Child where relevant. Class teachers will make topical and contextual links to Global Goals as and when appropriate.

Technology is rapidly changing at an inordinate and incomprehensible speed. As the famous quote from Richard Riley (former US Secretary of Education) says “We are preparing children for jobs that have not yet been invented, in order to solve problems we don’t even know are problems yet.” We recognise that as a school we have a responsibility to prepare the pupils for this uncertain future by improving their knowledge of and understanding how imperative technology is as an aid to learning and the real world beyond.

We aim to ensure that children are active, resilient users of technology and teachers use ‘unplugged’ activities to ensure children have a deeper concrete understanding of the curriculum before moving onto the abstract. Where possible technology is used to enhance areas of the curriculum but staff and children are aware of ensuring technology is not just used for the sake of it and has a real purpose and enrichment. Creative and imaginative cross curricular teaching aims to give children the flexibility to explore, dream and discover in real life and purposeful contexts. Through the study of computing, children are able to develop a wide range of essential skills, knowledge and understanding that they will need for the rest of their lives.

Curriculum Map

  Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2

Year 1

Article 16 and 17

Using Programmable Toys

Article 31

Making videos of instructions

 

Creating an eBook

 

Finding Images using the web

Article 17 and 36

Creating a talking book

 

Creating a digital card

 

 

·          To use the buttons on the Bee-bots.

·          To follow instructions to get a Bee-bot to move.

·         To use the Bee-bot game independently on the iPad.

·          To independently use the camera and video software on an iPad.

·          To follow simple instructions.

·         To view their video back and evaluate with good and bad points.

 

·          To read a range of e-books.

·          To access book creator on the iPads.

·         To type a simple story using the touch screen.

·          To login independently.

·          To open Internet Explorer and Google.

·         Search for appropriate images.

·          To listen to audio books.

·          To use a microphone and sound recorder on the iPads.

·         To retell a story and add recorded sound effects.

·          To save a relevant image from the internet.

·          To copy and paste into a Publisher document.

·         To use the keyboard to add text.

Year 2

Article 16 and 17

Programming (on screen)

 

Exploring how computer games work

Global Goal 9

Taking photographs

 

Researching a topic

Article 17

 

Emailing

Article 36

Collecting data

Article 17

 

 

·         I know I need to ask an adult for help when I am unsure or uncomfortable when I am playing a game, using a device or using the internet.

·          I can create a simple algorithm using the building blocks on Scratch

·          I can predict the behaviour of a game using logical reasoning.

 

 

·         I know that I have to keep all my personal information private when using a game, using a device or the internet.

·         I can use the internet safely to search for information

·         I can take a clear and focussed photograph for a purpose

·         I can talk about what ‘digital footprint’ means know how other people could use this information.

·         I know how to send an email and how this could be useful to me.

·          I know that I can choose appropriate websites to gather information

Skills

KS1

·         use technology safely and respectfully, keeping personal information private; identifying where to go for help and support when they have concerns about content or contact on the internet or other online technology*

·         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

Year 3

Article 16 and 17

Programming an animation

 

Finding and correcting bugs in programs

 

Video performance

 

Exploring computer networks, including the internet

Article 17 and 36

Communicating safely on the internet (email)

Article 17 and 36

 

Collecting and analysing data

 

 

·   To understand what an animation is.

·   To begin to use Scratch and allow the sprite to move.

·   To use repetition in a sequence.

·   To understand what a computer bug is.

·   To create small instructions.

·   To find a mistake in instructions and fix it.

·  To use an iPad to create a short video.

·  To learn a short play script in a small group.

·   To describe how a computer can help us.

·    To understand how information is on the internet.

·    To describe how the internet can help me when I’m at school.

·  To create an e-mail independently.

·   To reply to an e-mail.

·  To understand how to spot a safe e-mail.

·   To create a written questionnaire.

·    To create a short questionnaire online.

·   To begin to analyse data using Excel.

Year 4

Article 16 and 17

Developing a simple educational game

Global Goal 9

Interactive toys

Global Goal 9

Producing digital music

Editing and writing HTML

Article 17

Producing a wiki

Article 17 and 36

Presenting Data
 

·         use technology safely, respectfully and responsibly

·         Design a program to accomplish specific goals and work systematically to debug any errors in their coding.

·         Use a program (scratch) to develop a sequence of movements

 

·         Recognise acceptable/unacceptable behaviour.

·         To use the ipad to record and produce a short piece of music.

·         Use logical reasoning to edit and improve own work and to provide constructive feedback.

·         Identify a range of ways to report concerns about content and contact.

·         Understand and use the internet recognising the opportunities on offer.

·         Use search technologies effectively to design and create own Wiki.

·         Collect data from chosen criteria and use a program to display data in a variety of ways.

 

Year 5

Article 16 and 17

Developing and interactive game

Global Goal 9

Cracking codes Art and Patterns

Creating a website

Global Goal 9 and 36

Blogging

Global Goal 9

Article 12 and 13

3D modelling
 

·       I know the features of a powerful password.

·       I know the features of successful games.

·       I can design a game and use Scratch to develop it.

·         I know how to act respectfully and responsibility online and that my actions online have consequences.

·         I can design and develop a website.

·        I know that everything I see or read online is not necessarily real or true.

·        I know there are a range of ways to report concerns about content of contact online

Year 6

Article 16 and 17

 

Planning an app

Global Goal 9

Developing project management skills

Global Goal 9

Researching the app market

Global Goal 9

Article 17

Designing and interface for an app

Global Goal 9

Designing a simple mobile phone app

Global Goal 9

Creating video and web copy
 

·        I know that APP means an application that can be used on a computing devise.

·         I know that Apps use algorithms to work.

·         I can design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by – Skill

·         I know how to use a questionnaire to access the market.

·         I know that for an App to be successful it must appeal to the market.

·         I understand how computer networks, including the internet, can provide multiple services, such as the World Wide Web, and the opportunities for communication and collaboration – Skill

·       I know that search engines sort their results.

·       I know how to evaluate search engine results.

·       I can 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, evaluation and presenting data and information – Skill

Skills KS2

·         use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify aa range of ways to report concerns about content and contact*

·         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 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, evaluation and presenting data and information