Computing

Key Staff

Coordinator: Mrs McDonald

Governor: Mr Brown

St Francis Horndale CE Computing Curriculum

Computing is playing more and more of an everyday part of our children’s lives.

Digital technology is driving extraordinary global changes that some are calling the Fourth Industrial Revolution. Navigating these changes effectively and safely requires a significant understanding of digital literacy, information technology and computer science. This knowledge is also crucial if business, industry and individuals are to exploit the opportunities offered by this revolution. The national curriculum makes it clear that computing is mandatory at key stages 1 to 4 and that ‘a high-quality computing education equips pupils to use computational thinking and creativity to understand and change the world’. (Research Review: Computing, May 2022)

St Francis Horndale CE Computing Curriculum Vision

Our vision is to provide all children with the skills needed to computationally think through a wide-range of devices, software and out-put device use. We are supporting children to critically analyse potential risk factors, act as responsible digital citizens and “be the best they can be” (Matthew 5:14-16).

EYFS & Key Stage 1

Computing

Intent

At St Francis Horndale CE Primary School, we believe Computing is inclusive and we aim to prepare our learners for their future by giving them the opportunities to gain knowledge and develop the early digital skills that will equip them for an ever-changing digital world. Knowledge and understanding of ICT is of increasing importance for children’s future both at home and for employment. Our Computing curriculum focuses on a progression of skills in digital literacy, computer science, information technology and online safety to ensure that children become competent in safely using, as well as understanding, technology. Our intention is that Computing also supports children’s creativity and cross curricular learning to engage children and enrich their experiences in school.

Implementation

In EYFS, the children have opportunities throughout their provision to explore a range of different technology to begin learning those early digital skills. In Key Stage One, the children follow the National Curriculum. To ensure high standards of teaching and learning in Computing, we implement a curriculum that is progressive throughout the school, allowing the children to embed their learning over time. Our planning and teaching of Computing ensures full coverage of the ‘National Curriculum programmes of study for Computing including digital literacy, computer science, information technology and online safety. To ensure a progressive curriculum, we utilise Purple Mash to ensure the children are utilising a wide range of programs that progress throughout the Key Stage.

Wherever possible, Computing is utilised within lessons to support their application of skills, the children are able to access a wide range of technology including iPads.

Impact

As a result, our pupils will:

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.

Key Stage 2

The National Curriculum aims to ensure that all pupils:

Can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation.
Can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems.
Can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems.
Are responsible, competent, confident and creative users of information and communication technology.

Through using the four main pillars of computing: Digital Literacy, Online Safety, Computer Science and Information Technology, we are discretely teaching the skills, whilst embedding these skills where possible across the curriculum. By providing key re-learning opportunities, they skills the children learn are being used to provide the creative understand and communication skill within the wider world currently and supporting their legacy within the professions they may hold.

To ensure effective teaching and learning, we use the following hardware:

- Ipads

- Satellite Pros

- Lenovos

- Microbits

- Recordable microphones

The curriculum is laid out to provide reinforcement within the three key strands and offer progression within skills and vocabulary.

EYFS & Key Stage 1 Overview

Accordion content

Key Stage 2 Overview

St Francis' Computing Curriculum

	Autumn	Spring	Summer
Year 3	Computer Science: Scratch – Racing Game Information Technology/Digital Literacy: Typing skills Online Safety: Health, Wellbeing and Lifestyle Online Safety: Online bullying	Computer Science: Use sound within a sprite – Animals Information Technology/Digital Literacy: iMovie – images, sound, voice-over, cutting Online Safety: Image and Self-identity Online Safety: Privacy and Security	Computer Science: control or simulate physical systems – AR? Information Technology/Digital Literacy: software usage Online Safety: Managing online information Online Safety: Online relationships
Year 4	Computer Science: To sequence and repeat - Code It Gold – Sequence to repeat Information Technology/Digital Literacy: Presenting information Online Safety: Health, Wellbeing and Lifestyle Online safety: Online bullying	Computer Science: To decompose sequence into small parts – Code It – Toy Give Away Information Technology/Digital Literacy: Appreciate how search results are ranked and devaluating digital content Online Safety: Self-image and identify Online Safety: Privacy and Identity	Computer Science: Using logical reasoning to detect and correct errors – Code It Gold Animation Information Technology/Digital Literacy: Creating content that accomplishes a given goal Online Safety: Managing online information Online safety: Online relationships
Year 5	Computer Science: Scratch with variables, conditions, looping Information Technology/Digital Literacy: Presenting data and information Online Safety: Health, Wellbeing and Lifestyle Online Safety: Online bullying	Computer Science: Physical systems with variables – Microbits + input/output Information Technology/Digital Literacy: Analysing and Evaluating Data - Excel Online Safety: Self-image and Identity Online Safety: Privacy and Security	Computer Science: Scratch - Solving problems within coding Information Technology/Digital Literacy: present data using a range of software Online Safety: Managing online information Online Safety: Online relationships
Year 6	Computer Science: Espresso with variables, conditions, looping. Information Technology/Digital Literacy: analyse and evaluate information and data Online Safety: Health, Wellbeing and Lifestyle Online Safety: Online bullying	Computer Science: Physical systems with variables – Microbits + input/output Information Technology/Digital Literacy: Use and combine software on a range of devices. Online Safety: self-image and Identity Online Safety: Privacy and Security Art (Spring 2) - digital art links – using IMovie – skills will cross-over.	Computer Science: detect and correct errors in algorithms - Microbits Information Technology/Digital Literacy: select, use and combine software on a range of devices – Microsoft Office Software Online safety: Managing online information Online Safety: Online relationships

Teachers share formative and summative assessment information with each other allowing the year group planning to be adapted annually. This ensures that the cohort of children know more and remember more and have mastered and refined their skills.

Teachers plan a sequence of lessons using the St Francis' Computing Curriculum to focus on the computing knowledge and skills being taught. Children master techniques in painting, collage, sculpture, drawing, printing, and digital media.

We have planned what we want children to know by the end of LKS2 (Year 4) and UKS2 (Year 6) so that children can learn, practise and develop computing knowledge and skills ready for their Year 7 curriculum. The knowledge and skills we want children to know are set out below.

	Year 3 and Year 4	Year 5 and Year 6
Key Concepts: I understand how to code using a variety of software and hardware (COMPUTER SCIENCE)	The child can design and write a program using block language, without user interaction. The child can explore simulations of physical systems on screen. The child can develop their own simulation of a simple physical system on screen. The child can plan a project. The child can use sequence in programs. The child can write a program to produce an output on screen. The child can explain a simple, sequence-based algorithm in their own words. The child can explain an algorithm using sequence and repetition in their own words. The child can use logical reasoning to detect errors in programs. The child can use logical reasoning to detect and correct errors in programs.	The child can design, write and debug a program using a block language based on their own ideas. The child can design, write and debug a program using a second programming language based on their own ideas. The child can experiment with computer control applications. The child can design, write and debug their own computer control application. The child can plan a solution to a problem using decomposition. The child can use sequence, selection and repetition in programs.
Key Concepts: I understand how to use electronic devices to retrieve and present information. (INFORMATION TECHNOLOGY) Key Concepts: I understand how to use technology in a safe and competent way. (DIGITAL TECHNOLOGY)	The child can understand that computer networks transmit information in a digital (binary format). The child can understand that email and video conferencing are made possible through the internet. The child can understand how the internet makes the web possible. The child can device whether a web page is relevant for a given purpose or question. The child can decide whether digital content in relevant for a given purpose or question. The child can use email and videoconferencing in class. The child can work collaboratively with classmates on a shared wiki. The child can use a range of programs on a computer. The child can design and create content on a computer. The child can design and create content on a computer in response to a given goal. The child can collect and present information. The child can collect and present data. The child can search for information within a single site. The child can use a standard search engine to find information. The child can understand that search engines select pages according to keywords found in the content. The child can understand that search engines rank pages according to relevance. The child can design and write a program using a block language to a given brief, including simple interaction. The child can work with others to plan a project. The child can use sequence and repetition in programs. The child can write a program that accepts keyboard input and produces on-screen output. The child can understand that the internet transmits. The child can use and combine a range of programs on a computer.	The child can write a program that accepts keyboard and mouse input and produces output on screen through speakers. The child can write a program that accepts inputs other than keyboard and mouse and produces outputs other than screen or speakers. The child can explain a rule-based algorithm in their own words. The child can give clear and precise logical explanation of a number of algorithms. The child can use logical reasoning to detect errors in algorithms. The child can use logical reasoning to detect and correct errors in algorithms (and programs). The child can understand how data routing works on the internet. The child can understand how mobile phone or other networks operate. The child can understand how web pages are created and transmitted. The child can understand how domain names are converted into IP addresses on the internet. The child can work collaboratively with classmates on a class website or blog. The child can use and combine a range of programs on multiple devices. The child can design and create programs on a computer in response to a given goal. The child can design and create systems in response to a given goal. The child can analyse and evaluate information. The child can analyse and evaluate data. The child can use filters to make more effective use of a standard search engine. The child can make use of a range of search engines appropriate to finding information that is required. The child can understand that search engines use a cached copy of the crawled web to select and rank results. The child can solve problem using decomposition, tackling each part separately. The child can use sequence, selection, repetition and variables in programs. The child can use online tools to plan and carry out a collaborative project. The child can select, use and combine a range of programs on multiple devices. The child can appreciate that search engines rank pages based on the number and quality of in-bound links.
Key Concepts: I understand the benefits and risks on being online on a range of devices (ONLINE SAFETY) Key Concepts: I understand how to use technology in a safe and competent way. (DIGITAL TECHNOLOGY)	The child can use digital technology safely and show respect for others when working online. The child can recognise unacceptable behaviour when using digital technology. Know who to talk to about concerns and inappropriate behaviour in school. The child can understand the difference between acceptable and unacceptable behaviours when using digital technology. Know who to talk to about concerns and inappropriate behaviour at home or in school. The child can demonstrate that they can act responsibly when using computers. The child can understand that search engines select pages according to keywords found in the content.	The child can demonstrate that they can act responsibly when using the internet. The child can show that they can think through the consequences of their actions when using digital technology. The child can discuss the consequences of particular behaviours when using digital technology. The child can identify principles underpinning acceptable use of digital technologies. Know how to report concerns and inappropriate behaviour in a range of contexts. The child can decide whether digital content is reliable and unbiased. The child can form an opinion about the effectiveness of digital. Know a range of ways to report concerns and inappropriate behaviour in a variety of contexts.

Educating for Equality, Diversity and Inclusivity

From April 2023, we have a focus on ensuring we have a wide range of perspective in our curriculum so we can educate in a way that is inclusive of the viewpoints of a wide range of protected characteristics. This is a long term journey and we are starting by ensuring the identity of individuals studied is explicitly taught.