Impact
- The children will have been taught, understand and can apply the subject content as laid out in the computing programme of study.
- The children are able to articulate their understanding of computing science, digital literacy and information technology. They are able to give examples of ways to stay safe on-line and recognise acceptable/unacceptable behaviour.
- There is consistency across the year groups in the quality and frequency of learning using technologies and in the progress made by the children.
- The children can cite examples of times when technology has allowed them to access a lesson in the wider curriculum.
- The children can talk enthusiastically about technologies and suggest ways that the digital age differs from that of older generations.
- The children enjoy using technologies, can do so safely and creatively and are receptive to new or unfamiliar technologies, viewing them as a natural development in the modern world.
Key stage 1
Pupils are 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
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Year 1 |
Computing Digital Citizenship |
Safety in my online neighbourhood: How do you go to places safely online?
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Pause for People: How do you say goodbye to technology when you don’t want to? |
Media balance is important: How do we find a happy balance between our online and offline activities? |
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Computing
CS - Computer Science DL – Digital Literacy IT – Information Technology |
Logging in (USO) & mouse skills
Online story sequencing, dressing up online characters, using software to design a plate for a bear - IT |
Giving and following instructions (algorithms) for making toast – CS
Beebots – programming and recording a route - CS |
How does my garden grow? Finding out information from an online game – DL
Using mouse skills and fill options to ‘paint’ pictures (cyberwalk- use castle pictures if possible) - IT |
Creating and sharing ‘blogging’ an image and text – IT
I’m a problem solver – using instructions to control on-screen characters - CS. |
I can sort objects (collecting data, sorting and pictograms – link to maths or weather data) - IT
Robot words – writing simple sentences with word bank support; saving and retrieving work - IT |
I can code (using instructions/blocks to build a simple programme and move an on screen object) - CS |
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Year 2 |
Computing Digital Citizenship |
How technology makes you feel: Why is it important to listen to your feelings when using technology?
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Pause & think online: How can we be safe, responsible and respectful online?
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Internet traffic light: how do you stay safe when visiting a website or an app? |
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Computing
CS - Computer Science DL – Digital Literacy IT – Information Technology |
Logging in (USO) & mouse skills
Using a modified image (use an image of Antarctica) in a poster – IT |
Creating a blog and commenting on the work of others – IT (links back Y1 Spring II – share topic image)
Giving instructions and writing algorithms for everyday objects – CS |
Creating a database about ourselves and investigating it.- IT (link to science)
Finding information from websites – change from Mary Seacole to Nelson Mandela – DL |
Controlling a floor robot and an on screen object – connect to topic map work - CS
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Create and fix a simple online programme – CS
Sorting, clarifying and asking questions (minibeasts database) - IT |
Presenting information graphically – link to local map work - IT
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Key stage 2
Pupils are 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
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Year 3 |
Computing Digital Citizenship |
We the Digital Citizens: How can we be good digital citizens?
Device-Free Moments: Why is it important that we have device-free moments in our lives? |
Putting a STOP to Online Meanness: What should you do if someone is mean to you online? |
Digital Trails: What information is OK to have in your digital footprint? |
That's Private! What kinds of information should I keep to myself when I use the internet?
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Let's Give Credit! How can you give credit for other people's work?
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Who Is in Your Online Community? How are we all part of an online community?
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Computing
CS - Computer Science DL – Digital Literacy IT – Information Technology |
Revisit login (USO) and mouse manipulation.
Do you like my presentation? – DL and IT (Presentation on Britain)
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Can your robot make shapes? – CS (Robot travels around map of Britain)
Journey of an email – DL
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Finding out about keeping healthy – IT
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I can use block coding –CS |
Creating a tessellation –IT
Would I lie to you? – DL
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See and hear my mix – IT
I can make an animation – IT
(animation about Ancient Egypt)
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Year 4 |
Computing Digital Citizenship |
Your Rings of Responsibility: How do digital citizens take responsibility for themselves, their communities, and their world?
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Password Power-Up: How can a strong password help protect your privacy?
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The Power of Words: What should you do when someone uses mean or hurtful language on the internet? |
This Is Me: How does what I post online affect my identity?
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Our Digital Citizenship Pledge: What makes a strong online community?
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Why do people alter digital photos and videos? |
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Computing
CS - Computer Science DL – Digital Literacy IT – Information Technology |
Revisit login and mouse manipulation.
My exciting world landmarks 3BM 4 lessons IT (link to Europe)
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Weather data 3BM 3 lessons IT (European weather trends and patterns and comparisons)
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What’s a spreadsheet? 3BM 3 lessons IT
Dancing with scratch 3BM 4 lessons CS
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Creating an alien landscape (3) 3 Lessons Could edit pictures of places. Add Romans to modern places…
Searching the web – 2 Lessons |
Internet search and presentation 3BM 4/7 Lessons DL (Presentation on plastic pollution) |
I can make a game using j2code 4 lessons CS (link to protecting planet earth) |
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Year 5 |
Computing Digital Citizenship |
Our Online Tracks: How does our online activity affect the digital footprints of ourselves and others? |
Be A Super Digital Citizen: How can we be upstanders when we see cyberbullying?
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My Media Choices: What makes a healthy media choice?
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A Creator's Rights and Responsibilities: What rights and responsibilities do you have as a creator? |
Private and Personal Information: What information about you is OK to share online?
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Keeping Games Fun and Friendly: How can I be positive and have fun while playing online games, and help others do the same?
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Computing
CS - Computer Science DL – Digital Literacy IT – Information Technology |
Revisit login (USO)
Let’s design in 3D – IT
Stop! Check! – DL
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Starting with Scratch – CS
Searching, searching – CS
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Can you finish my story? – DL and IT (Cultural story telling from South America)
Design a poster – IT and DL
Simply Delicious – IT
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I can make an animation 2 – IT (Animation of South America or the water cycle)
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Robot Rampage – (Stand Alone Robot Topic in Computing)
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Year 6 |
Computing Digital Citizenship |
Finding My Media Balance: What does media balance mean for me? |
Digital Friendships: How do you keep online friendships safe? |
What is cyberbullying and what can you do to stop it?
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Beyond Gender Stereotypes: How do gender stereotypes shape our experiences online? |
You Won't Believe This! What is clickbait and how can you avoid it? |
Reading News Online: What are the important parts of an online news article? |
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Computing
CS - Computer Science DL – Digital Literacy IT – Information Technology |
Revisit login (USO)
How can we trust the internet? – IT and DL (Research Victorians)
What is the Internet? |
Have fun with Scratch –CS
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What’s wrong here? – CS
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Do you agree? – DL and IT
Let’s design and combine in 3D – IT |
I can make an animation 2 – IT (An Island Animation) |
Party time (Spreadsheets) – IT (Ancient Greek Recipe) |
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