stephen james title - sandgate · pdf filestephen james subject leader - computing date...

Author: Title:

Stephen James Subject Leader - Computing

Date created: Last updated:

1 April 2014 1 Feb 2016

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CONTENTS Introduction .............................................................................................................................. 3

Children’s learning experiences with Computing ................................................................. 3

The core principles of the Computing curriculum ................................................................ 3

Digital literacy ................................................................................................................... 3

Skills ................................................................................................................................. 3

Technology in the World .................................................................................................. 3

Technical Understanding ................................................................................................. 4

Safe and Responsible Use ............................................................................................... 4

Curriculum Structure ............................................................................................................ 4

Computing Curriculum by year group ...................................................................................... 5

Year One – Computing Curriculum .................................................................................. 6

Year Two – Computing Curriculum .................................................................................. 7

Year Three – Computing Curriculum ............................................................................... 8

Year Four – Computing Curriculum ................................................................................. 9

Year Five – Computing Curriculum ................................................................................ 10

Year Six – Computing Curriculum .................................................................................. 11

Computing Curriculum Progression of skills .......................................................................... 12

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INTRODUCTION This document sets out the Computing curriculum for Sandgate Primary School. The use of technology within Sandgate Primary School is currently developing, and this curriculum has been written to support this development, and help to make varied and appropriate technology use a day-day feature of learning and teaching within the school. The school uses the ‘Rising Stars – Switched on Computing’ Scheme of work.

CHILDREN’S LEARNING EXPERIENCES WITH COMPUTING Within both KS1 and KS2 this curriculum should be covered primarily through day-day teaching and making use of the range of technology which is available within school. Across Key Stages 1 and 2, an hour session each week should be timetabled for each class. In this session there should be a focus on contextual skill development and these sessions should provide experiences which can then be applied in other work.

THE CORE PRINCIPLES OF THE COMPUTING CURRICULUM The following core principles should underpin all computing teaching and technology use within Sandgate Primary School. [These elements are taken from the Naace ICT Framework, and the text below is adapted from this framework].

DIGITAL LITERACY Digital literacy forms the backbone of the Computing curriculum at Sandgate Primary School. Children should develop Computing skills that can thoughtfully applied in a range of different situations, with children developing increasing independence in the choices they make over which technology to use to help them reach the desired outcome. As they progress through KS1 and 2 children will become increasing confident in the application of their digital skills, becoming increasingly efficient and effective communicators, collaborators and analysts, showing imagination and creativity in their use of ICT in different aspects of their learning and life beyond school.

SKILLS Children should be provided with the opportunity to learn, refine and improve their digital skills, across the range of Computing Curriculum areas.

TECHNOLOGY IN THE WORLD Children should develop an understanding of how technology makes a difference in all aspects of life- at home, at school and in the workplace, as well as considering the impact technology has had on society over the years. Children will, for example, identify the different elements of a webpage (EYFS), develop an awareness of how different technology is used in the world around us (KS1) and begin to evaluate web pages, software and applications and use this evaluation in the planning of their own digital artefacts (KS1à KS2).

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TECHNICAL UNDERSTANDING Children should develop the knowledge and understanding of how technology works.

This extend from an awareness that there is ‘something inside’ a piece of technology to make it work (EYFS), progressing through KS1 and KS2 to children creating their own simple programs including games, utilities and applications with exposure computer codes and scripts.

SAFE AND RESPONSIBLE USE E-safety is a fundamental element of computing teaching and technology use at Sandgate Primary School. The school has a separate E-Safety policy, and E-Safety sessions take place regularly in each year group as part of both computing and PSHE sessions.

CURRICULUM STRUCTURE To help ensure children have the opportunity to develop a wide range of skills, experiences and competencies with technology, the curriculum has been broken down into 6 key areas, with the core principles permeating through each area. [These areas are taken from the Computing at School – Computing Progression Pathways].

Algorithms Programming & Development Data & Data Representation Hardware & Processing Communications & Networks Information Technology

The coverage of each area will vary year group by year group, with some areas being covered primarily in KS1 and others primarily in KS2. The emphasis on Programming increases as children move through Sandgate Primary School. It is important that technology is used as a day-day element of school life and across all subject areas, therefore if opportunities to use ICT arise which do not fall within the curriculum for each year group they should be taken advantage of.

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YEAR ONE – COMPUTING CURRICULUM

Unit Title Unit summary Computing Programme of Study focus Suggested software/hardware

1.1 We are treasure hunters

Using programmable toys Programming Programmable toys

1.2 We are TV chefs Filming the steps of a recipe Computational thinking Paint, Movie Maker/iMovie/j2launchAPP/j2e5

1.3 We are painters Illustrating an eBook Creativity Tux Paint/Paint/2Paint A Picture, IWB software, Word/j2launchAPP/j2e5

1.4 We are collectors Finding images using the web Computer networks Web browser, PowerPoint/IWB software/j2e5

1.5 We are storytellers Producing a talking book Communication/Collaboration PowerPoint/2Create A Story/IWB software/JiTMix/j2e5

1.6 We are celebrating Creating a card electronically Productivity PowerPoint/Word/Clicker 6, Paint/2Paint A Picture/j2e5

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YEAR TWO – COMPUTING CURRICULUM


2.1 We are astronauts Programming on screen Programming Scratch/Kodu/Scratch Jnr

2.2 We are games testers

Exploring how computer games work

Computational thinking Scratch, Screencast-o-matic

2.3 We are photographers

Taking, selecting and editing digital images

Creativity Picasa Web/Pixlr.com/j2eCamera

2.4 We are researchers Researching a topic Computer networks FreeMind, bit.ly, web browser, PowerPoint

2.5 We are detectives Communicating clues Communication/Collaboration Email system, Excel

2.6 We are zoologists Recording bug hunt data Productivity Excel/IWB software, Picasa Web/Photo Gallery, Google Maps/Google Earth

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YEAR THREE – COMPUTING CURRICULUM


3.1 We are programmers Programming an animation Programming Scratch/PowerPoint

3.2 We are bug fixers Finding and correcting bugs in programs

Computational thinking Scratch/PowerPoint

3.3 We are presenters Videoing performance Creativity Movie Maker/iMovie

3.4 We are network engineers

Exploring computer networks, including the internet

Computer networks Access to school network and command prompt

3.5 We are communicators

Communicating safely on the internet

Communication/Collaboration Email system, video conferencing software, presentation software

3.6 We are opinion pollsters

Collecting and analysing data Productivity Google Forms/j2Vote, Google Sheets and Google Slides/ InspireData/Excel, Word

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YEAR FOUR – COMPUTING CURRICULUM


4.1 We are software developers

Developing a simple educational game

Programming Scratch/Snap!

4.2 We are toy designers Prototyping an interactive toy Computational thinking Scratch

4.3 We are musicians Producing digital music Creativity Isle of Tune, Audacity, LMMS/GarageBand, MuseScore

4.4 We are HTML editors Editing and writing HTML Computer networks Firefox, Brackets

4.5 We are co-authors Producing a wiki Communication/Collaboration Learning platform/MediaWiki/Google Sites/j2e5

4.6 We are meteorologists

Presenting the weather Productivity Excel/Google Sheets, PowerPoint/IWB software/j2e5

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YEAR FIVE – COMPUTING CURRICULUM


5.1 We are game developers

Developing an interactive game Programming Scratch/Kodu

5.2 We are cryptographers

Cracking codes Computational thinking Scratch, The Black Chamber

5.3 We are artists Fusing geometry and art Creativity Inkscape/Adobe Illustrator/CorelDRAW, Scratch, Terragen Classic

5.4 We are web developers

Creating a web page about cyber safety

Computer networks Google, Bing, Google Sites/learning platform/WordPress/ j2bloggy/j2webby

5.5 We are bloggers Sharing experiences and opinions Communication/Collaboration WordPress/Blogger/learning platform/j2bloggy/j2webby, GIMP, Audacity, Movie Maker

5.6 We are architects Creating a virtual space Productivity Trimble SketchUp, Screencast-o-matic

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YEAR SIX – COMPUTING CURRICULUM


6.1 We are app planners Planning the creation of a mobile app

Computer networks App Inventor/AppShed/PhoneGap, Picasa Web, Google Drive Presentation/Prezi

6.2 We are project managers

Developing project management skills

Computational thinking Google Apps for Education/VLE/GitHub

6.3 We are market researchers

Researching the app market Productivity Google Drive applications/Office/j2Vote, Movie Maker

6.4 We are interface designers

Designing an interface for an app Communication/Collaboration Justinmind Prototyper/Pencil Project/PowerPoint

6.5 We are app developers

Developing a simple mobile phone app

Programming App Inventor

6.6 We are marketers Creating video and web copy for a mobile phone app

Creativity Publisher, WordPress/Google Sites, Movie Maker

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Algorithms Programming & Development Data & Data Representation Hardware & Processing Communications & Networks Information Technology Understands what an algorithm is and is able to express simple linear (non- branching) algorithms symbolically. Understands that computers need precise instructions. Demonstrates care and precision to avoid errors.

Knows that users can develop their own programs, and can demonstrate this by creating a simple program in an environment that does not rely on text e.g. programmable robots etc. Executes, checks and changes programs. Understands that programs execute by following precise instructions.

Recognises that digital content can be represented in many forms. Distinguishes between some of these forms and can explain the different ways that they communicate information.

Understands that computers have no intelligence and that computers can do nothing unless a program is executed. Recognises that all software executed on digital devices is programmed.

Obtains content from the world wide web using a web browser. Understands the importance of communicating safely and respectfully online, and the need for keeping personal information private. Knows what to do when concerned about content or being contacted.

Uses software under the control of the teacher to create, store and edit digital content using appropriate file and folder names. Understands that people interact with computers. Shares their use of technology in school. Knows common uses o f information technology beyond the classroom. Talks about their work and makes changes to improve it

1.1 We are treasure hunters 1.1 We are treasure hunters 1.2 We are TV chefs 1.1 We are treasure hunters 1.2 We are TV chefs 1.2 We are TV chefs

2.1 We are astronauts 2.1 We are astronauts 1.3 We are painters 2.6 We are zoologists 1.3 We are painters 1.3 We are painters

2.2 We are games testers 3.1 We are programmers 1.5 We are storytellers 1.4 We are collectors 1.4 We are collectors

3.1 We are programmers 2.3 We are photographers 1.6 We are celebrating 1.5 We are storytellers

3.3 We are presenters 1.6 We are celebrating

4.3 We are musicians

Algorithms Programming &

Development Data & Data Representation Hardware & Processing Communications &

Networks Information Technology

Understands that algorithms are implemented on digital devices as programs. Designs simple algorithms using loops, and selection i.e. if statements. Uses logical reasoning to predict outcomes. Detects and corrects errors i.e. debugging, in algorithms.

Uses arithmetic operators, if statements, and loops, within programs. Uses logical reasoning to predict the behaviour of programs. Detects and corrects simple semantic errors i.e. debugging, in programs.

Recognises different types of data: text, number. Appreciates that programs can work with different types of data. Recognises that data can be structured in tables to make it useful.

Recognises that a range of digital devices can be considered a computer. Recognises and can use a range of input and output devices. Understands how programs specify the function of a general purpose computer.

Navigates the web and can carry out simple web searches to collect digital content. Demonstrates use of computers safely and responsibly, knowing a range of ways to report unacceptable content and contact when online.

Uses technology with increasing independence to purposefully organise digital content. Shows an awareness for the quality of digital content collected. Uses a variety of software to manipulate and present digital content: data and information. Shares their experiences o f technology in school and beyond the classroom. Talks about their work and makes improvements to solutions based on feedback received.

3.2 We are bug fixers 3.2 We are bug fixers 2.6 We are zoologists 2.3 We are photographers 1.3 We are painters 1.6 We are celebrating

4.1 We are software developers 4.1 We are software developers 4.6 We are meteorologists 3.3 We are presenters 2.3 We are photographers 2.3 We are photographers

4.2 We are toy designers 4.2 We are toy designers 6.3 We are market researchers 4.2 We are toy designers 2.4 We are researchers 3.3 We are presenters

5.1 We are games developers 5.1 We are games developers 4.6 We are meteorologists 4.5 We are co-authors 3.5 We are communicators 6.1 We are app planners 3.6 We are opinion pollsters 4.1 We are software developers 4.3 We are musicians 4.4 We are HTML editors 4.5 We are co-authors 4.6 We are meteorologists 5.1 We are games developers 5.3 We are artists 5.5 We are bloggers 5.6 We are architects

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Algorithms Programming & Development Data & Data Representation Hardware & Processing Communications & Networks Information Technology Designs solutions (algorithms) that use repetition and two-way selection i.e. if, then and else. Uses diagrams to express solutions. Uses logical reasoning to predict outputs, showing an awareness of inputs.

Creates programs that implement algorithms to achieve given goals. Declares and assigns variables. Uses post-tested loop e.g. ‘until’, and a sequence o f selection statements in programs, including an if, then and else statement.

Understands the difference between data and information. Knows why sorting data in a flat file can improve searching for information. Uses filters or can perform single criteria searches for information.

Knows that computers collect data from various input devices, including sensors and application software. Understands the difference between hardware and application software, and their roles within a computer system.

Understands the difference between the internet and internet service e.g. world wide web. Shows an awareness of, and can use a range of internet services e.g. VOIP. Recognises what is acceptable and unacceptable behaviour when using technologies and online services.

Collects, organises a n d presents da ta and information in digital content. Creates digital content to achieve a given goal through combining software packages and internet services to communicate with a wider audience e.g. blogging. Makes appropriate improvements to solutions based on feedback received, and can comment on the success of the solution.

4.1 We are software developers 4.1 We are software developers 3.6 We are opinion pollsters 4.2 We are toy designers 2.5 We are detectives 2.6 We are zoologists

4.2 We are toy designers 5.1 We are games developers 4.6 We are meteorologists 4.6 We are meteorologists 3.4 We are network engineers 3.3 We are presenters

5.1 We are games developers 6.3 We are market researchers 6.1 We are app planners 3.5 We are communicators 3.5 We are communicators

6.5 We are app developers 4.1 We are software developers

4.4 We are HTML editors

4.5 We are co-authors

4.6 We are meteorologists

5.1 We are games developers

5.3 We are artists

5.4 We are web developers

5.5 We are bloggers

5.6 We are architects

6.3 We are market researchers

6.6 We are marketers


Shows an awareness of tasks best completed by humans or computers. Designs solutions by decomposing a problem and creates a sub-solution for each of these parts (decomposition). Recognises that different solutions exist for the same problem.

Understands the difference between, and appropriately uses if and if, then and else statements. Uses a variable and relational operators within a loop to govern termination. Designs, writes and debugs modular programs using procedures. Knows that a procedure can be used to hide the detail with sub-solution (procedural abstraction).

Performs more complex searches for information e.g. using Boolean and relational operators. Analyses and evaluates data and information, and recognises that poor quality data leads to unreliable results, and inaccurate conclusions.

Understands why and when computers are used. Understands the main functions of the operating system. Knows the difference between physical, wireless and mobile networks.

Understands how to effectively use search engines, and knows how search results are selected, i n c l u d i n g that search engines use ‘web crawler programs’. Selects, combines and uses internet services. Demonstrates responsible use of technologies and online services, and knows a range of ways to report concerns.

Makes judgements about digital content when evaluating and repurposing it for a given audience. Recognises the audience when designing and creating digital content. Understands the potential of information technology for collaboration when computers are networked. Uses criteria to evaluate the quality of solutions, can identify improvements making some refinements to the solution, and future solutions.

4.1 We are software developers 6.5 We are app developers 2.5 We are detectives 3.4 We are network engineers 2.4 We are researchers 2.4 We are researchers

6.5 We are app developers 3.6 We are opinion pollsters 6.1 We are app planners 4.5 We are co-authors 3.3 We are presenters 4.6 We are meteorologists 6.5 We are app developers 4.6 We are meteorologists 4.3 We are musicians 6.3 We are market researchers 5.4 We are web developers 4.5 We are co-authors 5.5 We are bloggers 5.4 We are web developers 5.6 We are architects 5.6 We are architects 6.1 We are app planners 6.2 We are project managers

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6.4 We are interface designers 6.5 We are app developers 6.6 We are marketers


Understands that iteration is the repetition of a process such as a loop. Recognises that different algorithms exist for the same problem. Represents solutions using a structured notation. Can identify similarities and differences in situations and can use these to solve problems (pattern recognition).

Understands that programming bridges the gap between algorithmic solutions and computers. Has practical experience of a high-level textual language, including using standard libraries when programming. Uses a range of operators and expressions e.g. Boolean, and applies them in the context of program control. Selects the appropriate data types.

Knows that digital computers use binary to represent all data. Understands how bit patterns represent numbers and images. Knows that computers transfer data in binary. Understands the relationship between binary and file size (uncompressed). Defines data types: real numbers and Boolean. Queries data on one table using a typical query language.

Recognises and understands the function of the main internal parts of basic computer architecture. Understands the concepts behind the fetch-execute cycle. Knows that there is a range of operating systems and application software for the same hardware.

Understands how search engines rank search results. Understands how to construct static web pages u s i n g HTML and CSS. Understands data transmission between digital computers over networks, including the internet i.e. IP addresses and packet switching.

Evaluates the appropriateness of digital devices, internet services and application software to achieve given goals. Recognises e t h i c a l issues s u r r o u n d in g the application of information technology beyond school. Designs criteria to critically evaluate the quality of solutions, uses the criteria to identify improvements and can make appropriate refinements to the solution.

5.2 We are cryptographers 3.4 We are network engineers 3.4 We are network engineers 5.2 We are cryptographers

3.5 We are communicators 4.4 We are HTML editors 5.4 We are web developers

5.2 We are cryptographers 5.2 We are cryptographers 6.1 We are app planners

5.4 We are web developers 6.2 We are project managers

6.4 We are interface designers

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