Computing

Subject Vision: "What a computer is to me is the most remarkable tools that we have ever come up with. It’s the equivalent of a bicycle for our minds.” Steve Jobs

Technology is everywhere and will play a pivotal part in children’s lives. Therefore, we want to model and educate our children on how to use technology positively, responsibly and safely. We want our children to be creators, not consumers, and our broad curriculum encompassing computer science, information technology and digital literacy reflects this. We want our children to understand that there is always a choice with using technology and as a school we utilise technology (especially social media) to model positive use. We recognise that the best prevention for a lot of issues we currently see with technology/social media is through education. Building our knowledge in this subject will allow children to effectively demonstrate their learning through creative use of technology. We recognise that technology can allow children to share their learning in creative ways. We also understand the accessibility opportunities technology can provide for our children. Our knowledge-engaged curriculum has to be balanced with the opportunity for children to apply their knowledge creatively which will in turn help our children become skilful computer scientists. We encourage staff to try and embed computing across the whole curriculum to make learning creative and accessible. We want our children to be fluent with a range of tools to best express their understanding so that children have the independence and confidence to choose the best tool to fulfil the task, effectively preparing children for life in the twenty-first century.

Statement of Intent

We intend to build a computing curriculum that develops pupil’s learning and results in the acquisition of knowledge of the world around them. We intend to ensure that all children can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms, data representation as a means to analyse data and problems in computational terms and repeated practical experience of writing computer programs in order to solve such problems.

Through the teaching of digital literacy, we wish for children to be able to find/evaluate and communicate information using the internet and to ensure that children can do this in a safe, responsible and way. We intend that children from EYFS onwards will understand how to behave in an acceptable way when using computers and being online and to be able to report things that concern them.

We intend to build a computing curriculum that prepares children to live safely in an increasingly digital British society where children can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems.

It is our intention to enable children to find, explore, analyse, exchange and present information. We also focus on developing the skills necessary for children to be able to use information in a discriminating and effective way. We want children to know more, remember more and understand more in computing so that they leave primary school computer literate. Computing skills are a major factor in enabling children to be confident, creative and independent learners and it is our intention that children have every opportunity available to allow them to achieve this.

This means following a skills-progression curriculum model with knowledge underpinning the application of skills. The 2002 Education Act requires schools to provide a ‘balanced and broadly based curriculum’ which promotes the spiritual, moral, cultural, mental and physical development of children at our schools and prepares them for the opportunities, responsibilities and experiences of later life. The school curriculum is broader than the National Curriculum and our intention is to give children a richer and deeper experience that is not limited by the National Curriculum.

Statement of Implementation

Our computing curriculum follows a clear, effective scheme of work that provides coverage in line with the National Curriculum and ensures appropriate progression in knowledge and skills. Teaching and learning facilitate progression across all key stages within the strands of digital literacy, information technology and computer science. Our main scheme of work for Computing is Purple Mash, which we use across the school from EYFS to Year 6 Children as our main vehicle for curriculum delivery however we then enhance this through the use of other schemes or resources such as BBC Micro:Bit and 1decision (our PHSE scheme of work which enriches our E-safety work). Through this scheme, children have access to high quality lessons and access to resources and software which aid in the acquisition of skills and knowledge. They have access to the hardware (computers, tablets, programmable equipment) and software that they need to develop knowledge and skills of digital systems and their applications. Wider Curriculum links and opportunities for the safe use of digital systems are considered in curriculum planning and cross-curricular links are exploited wherever possible to strengthen learning and make it more purposeful and memorable.

Through our curriculum, children have the opportunity to explore and respond to key issues such as digital communication, cyber-bullying, online safety, security, plagiarism and social media. The importance of online safety is made explicitly clear, and units of work based around the themes of online safety run concurrently to our computing scheme throughout the year.

Our curriculum has been written to support all pupils. Each lesson is sequenced so that it builds on the learning from the previous lesson of year group, and where appropriate, activities are scaffolded so that all pupils can succeed and thrive. The units for key stages 1 and 2 are all based on the three main areas of Computing (Computer Science, Information Technology and Digital Literacy), so that by the end of each year group, each strand has been covered in line with the NC14 objectives. This means that each of the strands are revisited regularly (at least once in each year group), and pupils revisit each strand through a new unit that consolidates and builds on prior learning within that theme. This style of curriculum design reduces the amount of knowledge lost through forgetting, as topics are revisited yearly.

Statement of Impact

Through our Computing curriculum, we prepare our children to be able to play active roles in tomorrow’s rapidly changing world. We enable our children to become creative problem-solvers, both as individuals and as part of a team. Using the knowledge gained in this subject, children are able to effectively demonstrate their learning through the creative use of technology. Children are given the opportunity to apply their knowledge creatively which encourages them to become skilful computer scientists. We embed computing across the whole curriculum to make learning creative and accessible.

The impact of our curriculum will be seen when talking to and observing children and by looking at the work they produce. Pupils are able to improvise, adapt and overcome problems. They feel supported and secure in making mistakes and understand there will always be areas for improvement.

Early Years Foundation Stage

Terms 1,2 and 3

Nest

EYFS

Birth -3

Repeat actions that have an effect. UW
Explore different materials and tools. PD

EYFS

3-4

Remember rules without needing an adult to remind them. PSED Match their developing physical skills to tasks and activities in the setting. PD
Explore how things work. UW

Lower Robins

EYFS

ELG

Show resilience and perseverance in the face of a challenge. PSED
Know and talk about the different factors that support their overall health and wellbeing: -sensible amounts of ‘screen time’ PSED Develop their small motor skills so that they can use a range of tools competently, safely and confidently. PD Explore, use and refine a variety of artistic effects to express their ideas and feelings. EA&D

Be confident to try new activities and show independence, resilience and perseverance in the face of challenge. PSED
Explain the reasons for rules, know right from wrong and try to behave accordingly. PSED
Safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function. EA&D

Lower Robins (Year 1)

EYFS R

Show resilience and perseverance in the face of a challenge. PSED
Know and talk about the different factors that support their overall health and wellbeing: -sensible amounts of ‘screen time’ PSED
Develop their small motor skills so that they can use a range of tools competently, safely and confidently. PD
Explore, use and refine a variety of artistic effects to express their ideas and feelings. EA&D

ELG

Be confident to try new activities and show independence, resilience and perseverance in the face of challenge. PSED
Explain the reasons for rules, know right from wrong and try to behave accordingly. PSED
Safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function. EA&D

Upper Robins (Year 2)

Autumn Term - Half Term 1

A - Introduction to Purple Mash Y1

Through a range of activities, children will learn about 2Dos, saving work and navigating to key areas.

A - Creative computing Y1

Develop mouse, keyboard and basic computing skills using creative tools. Use the 2DIY tools to paint, create jigsaws and make simple drag and drop games.

B - Introduction to Purple Mash Y2

Become familiar with logging into the platform, managing work and accessing 2Dos.

B - Creating and following instructions Y1

Understand simple algorithms and algorithmic thinking though unplugged activities before moving to sequencing activities on digital devices. Introduce the basis of logical thinking in preparation for coding.

Autumn Term - Half Term 2

A - Questioning Y2

Explore how to ask questions to collect useful information. Learn to organise data using tally charts, pictograms, and simple branching databases to help sort and identify objects.

A - Making Music Y2

Explore digital music creation through the use of the music tool, 2Sequence. Learn about structuring a tune, creating music to represent a feeling and also making music to play in the background of a video clip.

B - Animated stories Y1

Create digital books using the 2Create a Story tool. Learn how to work with images, text and sound and how to animate simple objects.

Spring Term - Half Term 1

A - Data Explorers Y1

Use software tools to group and sort recognisable objects. Develop understanding of how this relates to organising and interpreting data. Collect simple data and present it in a pictogram.

B - Coding Y1

Using the block coding tool, 2Code, explore simple instructions and relate this to code blocks. Make a simple program.

Spring Term - Half Term 2

A - Creating pictures Y2

Explore digital art creation through the use of a digital art tool - 2Paint A Picture. Learn about famous art styles and how a digital art tool can be used to reproduce art in that style. Learn about the flexibility of digital art and how it can be shared with an audience electronically.

B - Spreadsheets Y2

Learn the basics of using spreadsheets with 2Calculate, focusing on how to enter, organise, and manage data in rows and columns. Build confidence in formatting, carrying out simple calculations, using tools and creating block diagrams to present information clearly.

Summer Term - Half Term 1

A - Coding Y2

Explore, modify and create programs that includes the use of timers and button objects. Build on testing and debugging skills to ensure programs work as expected.

B - Technology around us Y1

Define and understand what technology is. Relate this to school, home, outside and to its use in the wider world.
Making beats Y1
Use the tools 2Explore and 2Beat to make digital music.

Summer Term - Half Term 2

A - Presenting ideas Y2

Present ideas using the concept mapping tool, 2Connect. Organise information using the features of a concept map, and think about how to present thoughts clearly to an audience.

A - Route explorers Y2

Code using the tool, 2Go. Build simple algorithms to move a screen turtle along routes. Consider direction and distances and create commands.

B - The internet Y2

Introduction to the fundamentals of the internet, including its purpose, how we access it, and how to use it safely and effectively. Explore the roles of browsers and search engines, websites and webpages and develop the skills needed to search for and evaluate information online.

Online Safety – Delivered throughout the year using 2BeSafe – Being Safe in a Digital World

Kingfishers (Years 3 & 4)

Autumn Term - Half Term 1

A - Introduction to Purple Mash Y4

Become familiar with using 2Dos, accessing work and activities from key areas.

A - Coding Y3

Explore timers, the repeat command and the importance of nesting code. Build up to using design documentation to code a program.

B - Introduction to Purple Mash Y3

Become familiar with using 2Dos, accessing work and activities from key areas.

B - Coding Y4

Learn to use selection, co-ordinates, looping and variables. They will use these coding skills to create their own game.

Autumn Term - Half Term 2

A - Route Planners Y3

Plan algorithms and write code that includes angles of turn to create routes for screen turtles, testing them using 2Go. Experiment with using the repeat command to make shapes that have 90° and 45° angles.

A - Microbits Y4

Code a micro:bit to make simulations of real-world tools such as dice and step counters. Explore how logic can be coded into a micro:bit so that it can make decisions on what outputs it gives based on the inputs it receives.

B - Effective searching Y4

Search technologies effectively by selecting clear keywords, understanding how results are ranked, refining searches for accuracy, and evaluating online content to judge whether it is reliable and trustworthy.

B - Mircobits Y3

Introduction to micro:bits and the coding program used to give it instructions to work. Explore how to make basic outputs occur from the micro:bit when inputs are detected. Use Free Code micro:bit to write, test and transfer code to the micro:bit.

Spring Term - Half Term 1

A - Branching databases Y3

Explore and create branching databases. Learn how binary questioning is used to sort data records and about the importance of testing and debugging databases.

A - Logo Y4

Introduction to Logo programming, focusing on developing understanding of basic commands and programming concepts. Learn to create shapes and letters using instructions that contain advanced features such as procedure

B - Email Y3

Explore electronic communication using 2Email. Learn how to respond to, compose and add attachments to emails as well as consider the safety aspects of email communication.

Spring Term - Half Term 2

A - Spreadsheets Y3

Using 2Calculate in Advanced Mode, moving beyond basic data entry to explore how spreadsheets can calculate and solve problems. Learn to use formulae and functions to organise and analyse data effectively, and apply knowledge independently to create and use spreadsheets that model real-life scenarios and answer practical questions.

B - Animation Y4

Introduction to animation and the common techniques used by animators. Use traditional animation methods and compare these methods with using animation software (2Animate). Learn techniques, such as onion skinning, ending with the production of their own digital 2D animation.

Summer Term - Half Term 1

A - Presentations -Microsoft Powerpoint Y3

Introduction to using Microsoft PowerPoint to create presentations. Explore features of the presentation software then create and present slideshow presentations.

B - Sound stories Y4

Introduction to 2Cast, an audio recording tool in Purple Mash. Explore the features of effective audio books and work as a team to script, record and edit their own.

B - Touch Typing Y3

Learn correct posture, finger positioning and typing techniques to develop speed and accuracy, while understanding how these skills support safe and effective computer use.

Summer Term - Half Term 2

A - Intro to AI Y4

Introduction to Artificial Intelligence, exploring what it is, what it can do, and how it is used in today’s digital world. Learn to write clear prompts to communicate effectively with AI tools, consider the responsibilities of being a good digital citizen when using them, and reflect on how AI might evolve in the future.

A - Unpacking Hardware and Software Y4

Develop understanding of technology and computer systems in relation to their hardware and software. Understand the role of hardware, the role of software and how they interact together to complete tasks.

B - Composing beats Y4

Explore the different elements of music, experiment with beats, and compose engaging music using the Purple Mash tool, Busy Beats.

Online Safety – Delivered throughout the year using 2BeSafe – Being Safe in a Digital World

Herons (Years 5 & 6)

Autumn Term - Half Term 1

A - Coding Year 5

Learn about the importance of simplifying code, as well as how tags, functions and different variable types can be used within a program.

B - Coding Y6

Learn how to use cloning and hotspots within programs. Use more complex flowcharts to help test and debug existing simulations, building up to developing a text-based adventure game

Autumn Term - Half Term 2

A - Python Y6

Introduction to text-based coding through the use of Python. Learn some of the key language rules for Python. output text to the screen, use loops to repeat code and make a sprite move by coding it.

A - 3D Modelling

Explores 3D Modelling design using the CAD software, 2Design and Make, on Purple Mash. Create, refine and evaluate models with creativity and purpose.

B - Blogging Y6

Explore blogs and their features, including how they can be used to engage an audience effectively. Plan and create blog posts as well as commenting on other's blog posts.

B - Microbits Y6

Use micro:bits to collect data on environmental conditions. Create programs that use the micro:bit's pin input to create outputs when testing materials for conductivity. Explore using its sensors to collect data which will be presented automatically when downloaded to 2Graph.

Spring Term - Half Term 1

A - Databases Y5

Introduction to databases beyond branching databases. Create databases as well as query existing databases to find information. Explore single and multiple table databases to solve problems.

A - Microbits Y5

Explore the use of the temperature sensor and pins on the micro:bit as well as sensors and inputs covered in the previous year's micro:bits unit. Explore the use of variables, If Statements and events in their code to make meaningful projects.

B - Networks Y6

Learn more about what networks are, what they do and how they connect devices. Consider the safety aspects of networks, including the possible positive and negatives uses of networks.

B - Graphing Y6

Explore the benefits of creating common graph types, digitally. Create a range of familiar graph types using the 2Graph and 2Calculate tools, exploring features that make it easy to present data in the best possible way.

Spring Term - Half Term 2

A - Spreadsheets Y5

Builds on existing spreadsheet knowledge and applys it in increasingly realistic situations. Through measurement conversions, graphing, weather analysis, budgeting, and planning a holiday, learn how spreadsheets support real-world decision-making and problem-solving.

B - Spreadsheets Y6

Introduction to spreadsheets using the Desktop version of Microsoft Excel. Explore how to create spreadsheets and use their functionality to support real-world decision-making and problem-solving.

Summer Term - Half Term 1

A - Concept maps Y5

Explore how concept maps can be used to organise, develop and present ideas using 2Connect. Learn to create structured concept maps based on non-fiction topics and present work clearly to an audience.

A - Data Detectives Y6

Introduction to Data Detectives, an interactive set of databases challenges that children work through. Interpret information being requested and query databases to find the information.

B - Word Processing Y5

Introduction to word processing using the Desktop version of Microsoft Word. Explore how to edit, format and create their own documents.

Summer Term - Half Term 2

A - Quizzing Y5

Design and create interactive quizzes using Purple Mash's 2Quiz tool. Through exploring question types, adding creative features, and debugging, develop their technical skills and creativity while producing engaging quizzes for others to enjoy.

B - Game Creator Y5

Learn more about the world of gaming. Design and make own 3D maze adventure game using the 2DIY3D tool, assessing the effectiveness of their own and other's creations.

Online Safety – Delivered throughout the year using 2BeSafe – Being Safe in a Digital World

Computing Progression of Skills
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