Computing
Through our Christian Faith, we acknowledge our responsibility to all, to enrich lives and show love and respect within our school family. We believe in lifelong learning aiming to equip our children to live life today and for tomorrow rooted in Christian love.
For with God nothing shall be impossible (Luke 1:37)
What does Computing at our school look like?
Be Community Minded: Our children will begin to understand how technology and the internet can be used as a tool to help strengthen community bonds and understand their place and responsibilities in God’s world.
Our computing curriculum will help pupils gain a better understanding of the world they are living in. They will have access to learning opportunities and tools to help them understand their place and responsibilities and they will have the opportunities to develop their own strengths and find their passion.
Be Empowered: Digital technology is fast moving and is a huge part of the present and the future. We will lay the foundations for pupils to become responsible, competent users of digital technology.
Our computing curriculum aims to enable enquiring and critical minds tools to approach their learning confidently and with a sense of responsibility. Our computing curriculum promotes a progression in learning within each discipline to enable our pupils to push themselves to reach their personal best.
Be Inspired: Our children can use digital technology as a tool to actively engage in their learning, making their ideas come to life and achieving things they never thought possible.
Our computing curriculum aims to make learning relevant, fun and interesting, leading to wide-ranging experiences. Using a range of digital technologies, It encourages collaboration and brings learning to life by promoting a sense of awe and wonder and creating memories. It inspires in all pupils a love of learning and desire to continue to learn.
Be Inquisitive: Our children can use digital technology to safely find the answers to questions and satisfy their curiosity about God’s World.
Our computing curriculum aims to enable children to use technology to help them question and investigate what is happening around them and think about issues locally and globally. They will use technology to develop and nurture their own interests and explore new ideas. Our children will investigate and be encouraged to be brave and ask questions that matter.
Be Articulate: Our children will develop the necessary skills to be able to speak clearly about how they can be responsible users of technology.
Our computing curriculum aims to develop and help our children find their own ‘voice’. Our children will become increasingly confident, fluent and effective communicators using various digital technologies. They will be able to express their understanding respectfully to reflect the Christian ethos of the school.
February 2023- Year 6 Coding Club- we have been coding Micro:bits to make flashing patterns in time to music
We have been looking at Computing Systems and Networks across the school during Autumn term 1- here are some pictures of the great learning that has been happening throughout the school!
ELG | Personal, Social and Emotional Development | Managing Self | Be confident to try new activities and show independence, resilience and perseverance in the face of challenge. Explain the reasons for rules, know right from wrong ad try to behave accordingly. |
Expressive Arts and Design | Creating with Materials | Safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function. |
Computing Systems and Networks | |||||
Year 1 | Year 2 | Year 3 | Year 4 | Year 5 | Year 6 |
To identify technology
To identify a computer and its main parts
To create rules for technology responsibly | To identify information technology in the home, school and beyond school
To show how to use information technology safely
To recognise that choices are made when using information technology
| To recognise how digital devices can change the way we work
To explore how digital devices can be connected
| To outline how websites can be shared via the World Wide Web
To recognise how the content of the WWW is created by people
| To outline how websites can be shared via the World Wide Web
To recognise how the content of the WWW is created by people
| To identify how to use a search engine
To describe how search engines select results
To explain how search results are ranked
To recognise why the order of results is important, and to whom
To recognise how we communicate using technology
To evaluate different methods of online communication
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Creating Media | |||||
Year 1 | Year 2 | Year 3 | Year 4 | Year 5 | Year 6 |
To use a computer on my own to paint a picture
To use a computer to write
| To use a digital device to take a photograph
To create music for a purpose
| To explain that animation is a sequence of drawings or photographs
To plan an animation
To review and improve an animation
To recognise how text and images convey information
To consider how different layouts can suit different purposes
| To identify that sound can be digitally recorded
To use a digital device to record sound
To explain that a digital recording is stored as a file
To explain that digital images can be changed
To change the composition of an image
To evaluate how changes can improve an image
| To recognise video as moving pictures, which can include audio
To identify digital devices that can record video
To capture video using a digital device
To recognise the features of an effective video To identify that video can be improved through reshooting and editing
To identify that drawing tools can be used to produce different outcomes
To create a vector drawing by combining shapes
To use tools to achieve a desired effect
To evaluate my vector drawing
| To review an existing website and consider its structure
To plan the features of a web page
To consider the ownership and use of images (copyright)
To outline the need for a navigation path
To recognise the implications of linking to content owned by other people
To use a computer to create and manipulate three-dimensional (3D) digital objects
To compare working digitally with 2D and 3D graphics
To construct a digital 3D model of a physical object
To design a digital model by combining 3D objects
To develop and improve a digital 3D model
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Programming | |||||
Year 1 | Year 2 | Year 3 | Year 4 | Year 5 | Year 6 |
To plan a simple programme | To design an algorithm
To create and debug a program that I have written | To explore a new programming environment
To identify that commands have an outcome
To recognise that a sequence of commands can have an order
To create a project from a task description
To explain how a sprite moves in an existing project
To create a program to move a sprite in four direction
To develop my program by adding features
To identify and fix bugs in a program
To design and create a maze-based challenge
| To create a program in a text-based language
To modify a count-controlled loop to produce a given outcome
To create a program that uses count-controlled loops to produce a given outcome
To develop the use of count-controlled loops in a different programming environment
To explain that in programming there are infinite loops and count-controlled loops
To develop a design that includes two or more loops which run at the same time
To design a project that includes repetition
To create a project that includes repetition
| To control a simple circuit connected to a computer
To write a program that includes count-controlled loops
To design a physical project that includes selection
To create a controllable system that includes selection
To explain how selection is used in computer programme
To design a program which uses selection
To create a program which uses selection
| To define a ‘variable’ as something that is changeable
To explain why a variable is used in a program
To design a project that builds on a given example
To use my design to create a project
To evaluate my project
To create a program to run on a controllable device
To design a project that uses inputs and outputs on a controllable device
To develop a program to use inputs and outputs on a controllable device
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Data and information | |||||
Year 1 | Year 2 | Year 3 | Year 4 | Year 5 | Year 6 |
To compare groups of objects
| To create a pictogram
| To create questions with yes/no answers
To create a branching database
To identify objects using a branching database
To compare the information shown in a pictogram with a branching database
| To explain that data gathered over time can be used to answer questions
To use a digital device to collect data automatically
To explain that a data logger collects ‘data points’ from sensors over time
To use data collected over a long duration to find information
To identify the data needed to answer questions
To use collected data to answer questions
| To use a form to record information
To compare paper and computer-based databases
To outline how grouping and then sorting data allows us to answer questions
To explain that computer programs can be used to compare data visually
To apply my knowledge of a database to ask and answer real-world questions
| To identify questions which can be answered using data
To explain that objects can be described using data
To explain that formulas can be used to produce calculated data
To apply formulas to data, including duplicating
To create a spreadsheet to plan an event
To choose suitable ways to present data
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Digital Literacy | |||||
Year 1 | Year 2 | Year 3 | Year 4 | Year 5 | Year 6 |
To use the internet to find things out.
To explain rules to keep us safe when we are using technology.
To save work so I know it belongs to me.
| To explain how peoples online identity can be different to their real life identity.
To understand how information put online about me can last for a long time
To understand how bullying could look online
To use keywords in search engines
| To explain what is meant by the term ‘identity’.
To describe ways people can get together online.
To understand need to be careful before sharing anything online.
To explain what bullying is and describe how people may bully others
To understand difference between fact and opinion
To understand how spending too much time using technology can have a negative impact on me
| To explain how online identities can be different to real life identities
To give example of how to be respectful online
To describe how others can find information about me by looking online
To identify online technologies where bullying may take place.
I can describe methods used to encourage people to buy things online.
To explain what a strong password is | To explain how identity online can be copied, modified or altered.
To explain some people I communicate with online may want to do me harm.
To understand that information about people online can be used to make a judgment about a person.
To recognise when someone is hurt, angry or upset online
To understand information online may be inaccurate or untrue
To describe ways technology can affect healthy sleep.
| To explain why it is important to reject inappropriate messages about gender online
To know ways of reporting problems (including bullying) online for both myself and my friends
To use search technologies effectively
To identify, flag and report inappropriate behaviour
To explain importance of self-regulating screen time and identify strategies to do this
To explain how free apps or services may read and share private information
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