Curriculum – Computing

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Policy

The National Curriculum and Statutory Requirements

‘A high-quality computing education equips pupils to use computational thinking and creativity to understand and change the world. Computing has deep links with mathematics, science, and design and technology, and provides insights into both natural and artificial systems. The core of computing is computer science, in which pupils are taught the principles of information and computation, how digital systems work, and how to put this knowledge to use through programming. Building on this knowledge and understanding, pupils are equipped to use information technology to create programs, systems and a range of content. Computing also ensures that pupils become digitally literate – able to use, and express themselves and develop their ideas through, information and communication technology – at a level suitable for the future workplace and as active participants in a digital world.’ – The National Curriculum, 2013

 It is expected that by the end of each key stage pupils will be able to understand and apply the knowledge and skills taught in computing lessons as detailed in the National Curriculum programmes of study.

Aims

As a maintained school, our computing curriculum is based on the National Curriculum and reflects the statutory requirements therein. By the end of Key Stage 2, all children should:

  • Understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation
  • Analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems
  • Evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems
  • Be responsible, competent, confident and creative users of information and communication technology

At Hawkhurst CEP School we recognise that computer literacy and confidence in working with a range of technologies are fundamental skills to prepare children for the next step in their education journey and their everyday lives. It is therefore essential that all children receive regular and high-quality computing lessons. We recognise that a key element of this provision is that pupils have high-quality hardware and software and so the computing subject leader works closely with our IT network manager to maintain these resources. We are also committed to teaching children how to engage with technology safely and responsibly and so e-safety constitutes a significant element of computing teaching. Further detail and context for this can be found in our e-safety policy http://hawkhurst.kent.sch.uk/e-safety-policy/.

Teaching and Learning

At Hawkhurst CEP School, children learn computing regularly and in every year group, starting in reception, giving children the opportunity to interact with age-appropriate equipment and software. In the EYFS, children explore a wide range of different technology and explore toys and devices that make sounds, movements and images. They learn how to use simple equipment and technological toys and can use these to create simple computer programs and algorithms. In Key Stage 1, pupils build on this foundation to develop their understanding of algorithms and create and debug simple programs. They learn how to recognise common uses for technology in everyday life and how they can use technology, particularly online technologies, safely. In Key Stage 2, children learn how to create and debug increasingly complex programs and expand their experience of working with technologies to create sounds, videos and animations. They also engage with e-safety lessons to support them with using technology safely and respectfully.

Each term, classes will make links between what they are learning in computing and the school value that the whole school is focussing on. Through this, children will develop a sense of the role that our school values play in both our curriculum and the whole school community, including our special place in the community of St Laurence Church.

We are committed to ensuring all children in our school have equal opportunities to access learning and lessons are planned and taught in line with our SEN and inclusion policies.

Recording and Assessment

At Hawkhurst CEP School, children’s learning in computing lessons will almost always be practical. Work may be saved to computer systems for assessment purposes and to build a body of work for each child but this will generally occur as pupils progress through the school and can be expected to be recorded to a greater extent in Key Stage 2.

Teachers will assess children’s work regularly and this will be through observation and feedback given orally during lessons. Children’s progress will be checked against the computing skills progression documents for each year group.

Monitoring and Evaluating

The quality of education in computing will be monitored by SLT and the computing subject leader. The subject leader will carry our regular learning walks (each seasonal term) and will monitor progress throughout the school by checking the quality of learning opportunities and the standard of outcomes through observation and pupil conferencing.

The subject leader will be responsible for managing the computing budget and liaising with our IT network manager to ensure classes have sufficient resources to deliver high-quality computing lessons across the year.

Skills Progression

EYFS KS1 KS2
To recognise that a range of technology is used in places such as homes and schools.

To select and use technology for particular purposes.

Pupils should be taught to:

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

Use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies.

Pupils should be taught to:

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 to 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, evaluating and presenting data and information

Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.

EYFS Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
To show skill in making toys work by pressing parts or lifting flaps to achieve effects such as sound, movements or new images. To use various tools such as brushes, pens, eraser, stamps and shapes, and set the size, colour and shape.

Use applications and devices in order to communicate ideas, work, messages and demonstrate control.

Begin to use key vocabulary to demonstrate knowledge and understanding e.g. colour, paint, brush, tools, settings, undo, redo, text, image, size, poster, launch, application, software, window, minimize, restore, size, move, screen, close, click, drag, log on, log off, keyboards, keys, mouse, click, button, double click, drag, present.

Consolidate the skills learnt in Year 1.

Add text strings, text boxes and show and hide objects and images, manipulating the features.

Save, retrieve and organise work.

Use key vocabulary to demonstrate knowledge and understanding e.g. colour, paint, brush, tools, settings, undo, redo, text, image, size, poster, launch, application, software, window, minimize, restore, size, move, screen, close, click, drag, log on, log off, keyboards, keys, mouse, click, button, double click, drag, present.

With support:

To create different effects with different technological tools, demonstrating control.

To use appropriate keyboard commands to amend text on a device.

Use applications and devices in order to communicate idea, work and messages.

Save retrieve and evaluate work.

Insert a picture/text/graph/hyperlink from the internet or a personal file.

Begin to use key vocabulary to demonstrate knowledge and understanding e.g. draw, object, shape, line, line colour, fill colour, group, ungroup, font size, text box, format, wrap text, plan, link, object, link, hyperlink, minimize, restore, screen, split, create, organise, file, folder, exit, search, print, password, screenshot, snipping tool, shift, undo, redo, menu, dictionary, highlight, cursor, toolbar, spellcheck.

Independently:

To create different effects with different technological tools, demonstrating control.

To use appropriate keyboard commands to amend text on a device.

Use applications and devices in order to communicate idea, work and messages.

Save retrieve and evaluate work.

Insert a picture/text/graph/hyperlink from the internet or a personal file.

Use key vocabulary to demonstrate knowledge and understanding e.g. draw, object, shape, line, line colour, fill colour, group, ungroup, font size, text box, format, wrap text, plan, link, object, link, hyperlink, minimize, restore, screen, split, create, organise, file, folder, exit, search, print, password, screenshot, snipping tool, shift, undo, redo, menu, dictionary, highlight, cursor, toolbar, spellcheck.

With support:

Use the skills developed in KS1 and LKS2 to create content using unfamiliar technology.

Select, use and combine the appropriate technology tools to create effect.

To evaluate and improve their own work and support others in doing so.

To save and retrieve their work and be able to make amendments.

To be able to insert a picture/text/graph/hyperlink from the internet or a personal file.

Begin to use key vocabulary to demonstrate knowledge and understanding e.g. window, layout, format, heading, hyperlink, 2D shape, 3D shape, orbit, pan, zoom, eraser, dimension, measurement, guide.

Independently:

Use the skills developed in KS1 and LKS2 to create content using unfamiliar technology.

Select, use and combine the appropriate technology tools to create effect.

To evaluate and improve their own work and support others in doing so.

To save and retrieve their work and be able to make amendments.

To be able to insert a picture/text/graph/hyperlink from the internet or a personal file.

Use key vocabulary to demonstrate knowledge and understanding e.g. window, layout, format, heading, hyperlink, 2D shape, 3D shape, orbit, pan, zoom, eraser, dimension, measurement, guide.

EYFS Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
To show skill in making toys work by pressing parts or lifting flaps to achieve effects such as sound, movements or new images. Use software to record sounds.

Use key vocabulary to demonstrate knowledge and understanding e.g. commands, add sound.

Consolidate the skills learnt in Year 1.

To be able to change the sounds recorded.

To save, retrieve and organise work.

With support:

To be able to use software to record, create and edit sounds and capture still images.

To change records sounds, volume, duration and pauses.

To be able to use software to capture video for a purpose.

To crop and arrange clips to create a short film.

Plan an animation and move items within each animation for playback.

Begin to use key vocabulary to demonstrate knowledge and understanding e.g. audio, sound, video, movie, embed, link, file, format, animate, still image, record, stop, play.

Independently:

To be able to use software to record, create and edit sounds and capture still images.

To change records sounds, volume, duration and pauses.

To be able to use software to capture video for a purpose.

To crop and arrange clips to create a short film.

Plan an animation and move items within each animation for playback.

To use the vocabulary developed in Year 3 and the following: thaumatrope, zoetrope, zoopraxiscope, stereoscope, flip book, frame, onion skinning, loop, frame rate, stop motion, stop frame.

With support:

Collect audio from a variety of resources including own recordings and internet clips.

Use a digital device to record sounds and present audio.

To be able to trim, arrange and edit audio levels to improve quality.

To publish animation and use a movie editing package to edit/refine and add titles.

Begin to use key vocabulary to demonstrate knowledge and understanding e.g. audio, record, edit, play, stop, skip, waveform, input, output, podcast, digital context, downloadable, back track, voiceover, mute, gain, production, post-production, documentary, project, evaluation, screening, ceremony, upload.

Independently:

Collect audio from a variety of resources including own recordings and internet clips.

Use a digital device to record sounds and present audio.

To be able to trim, arrange and edit audio levels to improve quality.

To publish animation and use a movie editing package to edit/refine and add titles.

Use key vocabulary to demonstrate knowledge and understanding e.g. audio, record, edit, play, stop, skip, waveform, input, output, podcast, digital context, downloadable, back track, voiceover, mute, gain, production, post-production, documentary, project, evaluation, screening, ceremony, upload.

EYFS Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
With support:

To talk about the different ways in which data can be organised.

To be able to sort and organise information to use in other ways.

Search a ready-made database to answer questions.

Begin to use vocabulary to demonstrate knowledge and understanding e.g. insert, table

Independently:

To talk about the different ways in which data can be organised.

To be able to sort and organise information to use in other ways.

Search a ready-made database to answer questions.

Begin to use vocabulary to demonstrate knowledge and understanding e.g. insert, table

With support:

To use the most appropriate application to construct data.

To know how to interpret data, including spotting inaccurate data and making comparisons.

To be able to use keyboard shortcuts and functions to unput data on spreadsheets.

Begin to use key vocabulary to demonstrate knowledge and understanding e.g. spreadsheet, cell, row, column, formula, calculate, format, edit, insert, ascending, descending.

To consolidate Year 5 skills.

To be able to use keyboard shortcuts and functions to unput data on spreadsheets and create formulas on spreadsheets.

Use key vocabulary to demonstrate knowledge and understanding e.g. spreadsheet, cell, row, column, formula, calculate, format, edit, insert, ascending, descending.

 

EYFS Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
To know how to operate simple equipment.

To show an interest in technological toys with knobs or pulleys, or real objects.

To show skill in making toys work by pressing parts or lifting flaps to achieve effects such as sound, movements or new images.

To know that information can be retrieved from computers.

To interact with age appropriate computer software.

To be able to recognise the ways in which technology can be used in the home and the community.

To use links to age-appropriate websites and use safe search filters with the help of an adult.

Begin to use key vocabulary to demonstrate knowledge and understanding e.g. filter, Google, search engine, image, keyboard, email, subject, address, communicate, sender, safe, secure, internet, world wide web, social media.

To be able to recognise the ways in which technology can be used in the home and the community.

To use links to websites to find information.

To recognise age-appropriate websites.

Use safe search filters.

Use key vocabulary to demonstrate knowledge and understanding e.g. filter, Google, search engine, image, keyboard, email, subject, address, communicate, sender, safe, secure, internet, world wide web, social media.

To know that the internet can be used to communicate with others.

To be able to add a website to a favourites list.

To use search tools to find appropriate websites and content.

To use correct technical vocabulary.

To consolidate Year 3 skills.

To understand and be able to describe the world wide web as the part of the internet that contains websites.

To use strategies to improve results when searching online.

With support:

Search for information using appropriate websites and advanced search functions within a search engine.

To be able to use strategies and other resources to check the reliability of information.

To discuss the way in which search results are selected and ranked.

Understand the reliability of a website.

Talk about copyright and acknowledge the sources of information.

Begin to use key vocabulary to demonstrate knowledge and understanding e.g. world wide web, advanced search, browser, terms of use, bias, authority, citation, plagiarism, source, https, domain, address bar.

Independently:

Search for information using appropriate websites and advanced search functions within a search engine.

To be able to use strategies and other resources to check the reliability of information.

To discuss the way in which search results are selected and ranked.

Understand the reliability of a website.

Talk about copyright and acknowledge the sources of information.

Use key vocabulary to demonstrate knowledge and understanding e.g. world wide web, advanced search, browser, terms of use, bias, authority, citation, plagiarism, source, https, domain, address bar.

EYFS Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
To complete a simple program on a computer. Give commands one at a time to control direction and movement e.g. straight, forwards, backwards, turn.

To give a set of instructions to follow and predict what will happen.

Begin to use key vocabulary to demonstrate knowledge and understanding e.g. instruction, order, program, turn, left, right, clockwise, anticlockwise, grow, shrink.

Consolidate the skills learnt in Year 1.

To control the nature of events e.g. repeat, loop, single events and add/delete features.

To be able to improve or change their sequence of commands by debugging.

To confidently learn the vocabulary introduced in Year 1 and: algorithm, debug, blocks, sequence, project, repeat, repeat forever, invisible.

With support:

Use logical thinking to solve an open-ended problem by breaking it up into smaller parts.

Write a program, putting commands into a sequence to achieve a specific outcome.

To be able to keep testing a program and recognise when it needs to be debugged.

Use variables to create an effect e.g. repetition, if, when, loop.

Begin to use key vocabulary to demonstrate knowledge and understanding e.g. decompose, decomposing, logical sequence, flowchart, sprite, block, command, algorithm, answer, correct, errors, program, instructions, commands, forward, left, right, move, turn, clear screen, variable.

Independently:

Use logical thinking to solve an open-ended problem by breaking it up into smaller parts.

Write a program, putting commands into a sequence to achieve a specific outcome.

To be able to keep testing a program and recognise when it needs to be debugged.

Use variables to create an effect e.g. repetition, if, when, loop.

Use key vocabulary to demonstrate knowledge and understanding e.g. decompose, decomposing, logical sequence, flowchart, sprite, block, command, algorithm, answer, correct, errors, program, instructions, commands, forward, left, right, move, turn, clear screen, variable.

Follow a sequence of instructions e.g. in a flowchart and modify a flowchart using symbols.

Use conditional statements and edit variables.

Keep testing a program and recognise when it needs to be debugged.

Begin to use key vocabulary to demonstrate knowledge and understanding e.g. control, output, symbol, start, stop, delay, process, decision, loop, backdrop, script, commentary, sequence, consequence, debug, Kodu, world, object, tool, palette, program environment, smooth, flatten, raise.

Consolidate the skills learnt in Year 5.

Use external triggers and infinite loops to demonstrate control.

Decompose a problem into smaller parts to design an algorithm for a specific outcome and use this to write a program.

Use key vocabulary to demonstrate knowledge and understanding e.g. control, output, symbol, start, stop, delay, process, decision, loop, backdrop, script, commentary, sequence, consequence, debug, Kodu, world, object, tool, palette, program environment, smooth, flatten, raise.

EYFS Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
To interact with age appropriate computer software. KS1

Identify what is personal information.

Identify what is appropriate and inappropriate behaviour on the internet.

Agree to and follow sensible online safety rules.

Seek help from an adult if they see something that is unexpected or worrying.

To demonstrate how to safely open and close applications and log on and log off from websites.

Use key vocabulary to demonstrate knowledge and understanding e.g. safe, meet, accept, reliable, tell, online, trusted, adult, information, safety, personal, key, question, tell, safe, share, stranger, danger, internet.

LKS2

Reflect on their own digital footprint and behaviour online.

Identify what is appropriate and inappropriate behaviour on the internet, recognizing the term ‘cyberbullying’.

Agree to and follow sensible online safety rules.

Seek help from an adult if they see something that is unexpected or worrying.

Demonstrate an understanding of age-appropriate websites and adverts.

Use key vocabulary to demonstrate knowledge and understanding e.g. safe, meet, accept, reliable, tell, online, trusted, adult, information, safety, personal, internet, world wide web, communicate, message, social media, email, password, cyberbullying, plagiarism, profiles, account, private, public.

UKS2

Understand how to protect their password and other personal information.

Know how to be a good online citizen.

Judge what sort of privacy settings might be relevant to reducing different risks.

Seek help from an adult when they see something that is unexpected or worrying.

Discuss scenarios involving online risk.

Use key vocabulary to demonstrate knowledge and understanding e.g. spam, link, privacy, virus, scam, phishing, inbox, junk, sender, subject, secure, safe, account, online, private, social media, adverts, cyberbullying, reporting, anonymous, victim, fraud, policy, private/personal.

Enrichment Activities
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