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Henry GreenPrimary School

‘Learning Together, Learning For Life’

Computing

I

Inclusive

Topics, resources and activities are chosen to reflect the context of our school and the relevance of technology that is always changing.

D

deep Learning

Depth of knowledge and skills are emphasised on pupils evaluating , justifying and independently selecting programs throughout computing.

E

engaging

Lessons are taught through meaningful practicial activities and collaborative tasks which connects to real life problems.  

A

Authentic

Relevant and authentic learning expriences that promotes culturally relevant tasks which ensures an inclusive and challenging environment.

S

Schema building

Prior learning is referred to consistently to enable pupils to build upon existing knowledge and skills  and make new schemas in order to secure it in their long term memory.

INTENT

Our computing aim is to provide a high-quality computing education that equips children to use computational thinking to enable them to participate effectively in this ever changing digital world. We aim to ensure that all of our children become digitally literate and able to make informed choices in a digital world. The use of technology is now essential in many aspects of life and children need to be equipped with the skills to embrace emerging technology and to use it efficiently.

EYFS INTENT

 

Children can recognise a range of technology at home and in school. They can explore, select and use technology for a particular purpose. Communiction and language is developed by giving precise instructions to program each other to complete a task. Children will use a range of input devices to help develop fine motor skills which can be applied to exploring media and producing various outputs.

 

Computer Science

Information Technology

Digital Literacy

Programming

Simulations

Graphs

Databases

Spreadsheets

Multimedia

Desktop publishing software

Online collaboration

E-safety is taught in each half term

Research

Computer systems and networks

Communication

Email

 

EYFS

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Autumn 1

 

 

What technology is around us?

How does technology help us?

What is information technology?

What are the benefits of connecting devices in a network?

What is the internet made of?

How do networks work?

How can we communicate online?

Autumn 2

 

 

How is a mouse and keyboard used?

What makes a good digital writer?

What makes a good photograph?

What are the benefits of using a desktop publishing software?

What is the purpose of podcasts and how are they created?

How are spreadsheets used to solve problems?

How can you use a spreadsheet to plan an event?

Spring 1

 

What are instructions?

What is an algorithm?

Why is logical reasoning useful in programming?

How are physical systems simulated?

When is selection, variables and repetition used in a program?

How are complex commands combined to create an algorithm for a program?

How can a robotic ball navigate accurately?

Spring 2

 

 

What tools are used to create digital art?

What makes a good e-book?

How is music composed?

How does the internet allow us to communicate?

What software will you combine to present information to engage the audience?

What features are needed to make an effective video?

Why are blogs used as an online platform?

Summer 1

 

Why are events sequenced?

How is information presented?

What is the purpose of a binary tree?

Why are graphs useful when interpreting data?

What is the purpose of spreadsheets?

Why are concept maps useful?

How is a movie created to impact on the audience?

Summer 2

 

How are digital devices used?

How are algorithms sequenced to program an object on screen?

How is an animation programmed?

How can you program a multi-page animation?

What algorithm is used to program a quiz?

What do you need to create a multi-layer maze game?

What is needed to make an interactive 3D game?

 Children will be learning the following skills and knowledge in their Computing lessons.

 

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Skills and knowledge progression

DIGITAL LITERACY

  • Understand what to do if they have

concerns about content or contact online

  • Begin to understand what information

about themselves should be kept private.

  • Show awareness of how IT is used
    for a range of purposes beyond school
  • Can keep safe and show respect to others

while using digital technology.

 

  • Stay safe and act respectfully and responsibly when using digital technology.
  • The child should show some awareness of other issues around privacy.
  • Have a range of strategies for dealing with concerns over content or contact online.
  • The child can take a critical stance towards technologies, considering ways in which it has improved things and balancing these with possible disadvantages.
  • Demonstrate that they can act responsibly when using computers.
  • Understand the difference between acceptable and unacceptable behaviour when using digital technology.
  • Know who to talk to about concerns and inappropriate behaviour online at home or in school.
  • Decide whether a web page is relevant for a given purpose or question.
  • Use email effectively for a given purpose.
  • Can demonstrate that they can act responsibly when using computers and the internet.
  • Discuss the consequences of particular behaviours when using digital technology.
  • Know how to report concerns and inappropriate behaviour in a range of contexts.
  • Decide whether digital content is relevant and reliable for a given purpose or question.
  • Show that they can think through the consequences of their actions when using digital technology.
  • Identify principles underpinning acceptable use of digital technologies in a range of contexts.
  • Know a range of ways to report concerns and inappropriate behaviour in a variety of contexts.
  • Form an opinion about the effectiveness of digital content with the intended audience in mind.
  • Provide constructively critical feedback to classmates in a class website or blog project.
  • Consider critically some of the wider implications of the use of digital technology.
  • consider some of the ethical or moral questions raised by the use of digital technology in a range of contexts
  • Consider how to determine the best way to address particular concerns or inappropriate behaviour.
  • Identify some principles that could be used to evaluate digital content
  • Use online tools to plan, carry out and evaluate a collaborative project.

 

COMPUTER SCIENCE

  • Understand the need for precise and unambiguous instructions in

algorithms.

  • Program a digital device using sequences of instructions to implement an algorithm
  • Give a sequence of

instructions to a digital device  correcting

mistakes (debugging)

  • Give logical explanations for

what they think a program will do.

  • Understand algorithms as sequences of instructions or sets of rules in everyday contexts and appreciate that some are more efficient than others.
  • Program on screen using sequences of instructions to implement an algorithm.
  • Can create a simple program on screen, correcting any errors.
  • Give logical explanations for what they think a program will do  and work out some of the underlying algorithm by experimenting with a program while it runs.
  • Design, write and debug a program using a block language
  • Develop their own simulations of a simple physical system on screen.
  • Use sequence and repetition in programs
  • Explain an algorithm using sequence and repetition in their own words.
  • Use logical reasoning to detect and correct errors in programs.
  • Design, write and debug a program using a block language to a given brief
  • Use sequence, selection, repetition and variables in programs.
  • Write a program that accepts keyboard or other input and produces output on screen and through speakers.
  • Explain an algorithm using sequence, repetition and selection in their own words.
  • Give reasons for errors in programs and explain how they have corrected these.
  • Design, write and debug a program using a block language based on their own idea.
  • Solve problems using decomposition, tackling each part separately.
  • Use sequence, selection, repetition and variables in programs.
  • use logical reasoning to detect and correct errors in algorithms.
  • Design, write and debug a program using a block language based on their own idea.
  • Solve problems using decomposition, tackling each part separately.
  • Use sequence, selection, repetition and variables in programs.
  • Use logical reasoning to explain how more complex algorithms work and suggest ways in which the efficiency of algorithms and programs can be improved.

INFORMATION TECHNOLOGY

  • The child can use digital technology to organise, store and retrieve content - use a laptop computer, tablet or smartphone to help organise content
  • create and edit original content using digital technology – this might

include laptop computers, tablets, smartphones, digital cameras,

video cameras and audio recorders.

  • The child can give some explanation of how information is stored on computers and other digital devices.
  • Create and edit original content for a given purpose using digital technology and paying attention to the intended audience.
  • use a range of programs on a computer and attempt to combine them
  • design and create content on a computer in response to a given goal.
  • collect, evaluate and present information
  • Search for information within a single site and understand  that the pages shown include the keywords they have specified.
  • Use and combine a range of programs on multiple devices.
  • Design and create content on a computer in response to a given goal, paying attention to the needs of a known audience.
  • Collect, analyse and present data.
  • Use filters to make more effective use of a standard search engine and  understand that search engines rank pages according to relevance.
  • Select, use and combine a range of programs on multiple devices.
  • design and create programs on a computer in response to a given goal and paying attention to the needs of a known audience.
  • analyse and evaluate information from multiple sources.
  • The child can discuss the differences between smartphones, tablets, laptops and servers. They should be able to compare and contrast different applications
  • Analyse, evaluate and interpret data, being aware of the limitations of any conclusions drawn.
  • Be aware that not all questions can be answered using search engines.
  • Demonstrate some awareness of the Page Rank algorithm.

 

 

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