Computing
Development of skills in Computing is crucial in preparing children for their future long after their schooling. With ever evolving technology in our modern world, as a school, we want children to leave Haberdashers' Crayford Primary with the ability to be responsible, respectful, resilient, and collaborative when using technology. It for this reason we start developing these skills in EYFS where children learn about how to programme through imaginative play. We challenge our KS2 children to present their learning using the skills they have learned throughout their schooling.
Why do we teach computing at Haberdashers' Crayford Primary?
Developing skills when using technology gives children the opportunity to showcase their creativity, discover learning for themselves, understand and analyse data and work together to present and share their ideas with a wider audience. This prepares children for a life beyond school in a modern world where technology will no doubt be a part of their lives.
Teaching our children to use technology safely is a priority at Haberdashers' Crayford Primary which is why we are a National Online Safety accredited school. We work with our children and families to make ensure everyone in our school community is aware of the dangers online.
When using technology children can develop their understanding of how our school values link beyond the classroom. We encourage our children to think about how they can be respectful, collaborative, responsible, resilient, honest and belong to a community online.
Implementation
We have divided our Computing curriculum into 4 areas.
E-safety
This is an area of the computing curriculum which is woven throughout our curriculum. Making sure that children are prepared for using technology ensures that children are safe and understand the dangers of using the internet. This includes knowing what to do if they see something worrying online, how to keep their personal information safe and understanding the usage rights of different materials they find online and understanding the reliability of different sources of information.
Data
This involves learning how to analyse, collate and understand information. This will enable children to understand the reliability of information they find online, as well as leaning how to use different applications to present their own data.
Programming
This involves learning how to create code, starting in EYFS with simple instructions like how to move from one place to another to KS2 where children design and create their own games using Scratch.
Multimedia
This involves using different applications and devices efficiently. This starts with basic skills like using a keyboard and develops to children choosing an appropriate application or programme to present their learning whilst considering their audience. Children will experiment with using cameras, video and sound working collaboratively to work on a project as a group.
The skill and knowledge the children acquire in these areas prepare them to be safe, confident, and creative users of technology outside in the world.
Digital Literacy
In order to prepare our children to be confident users of technology, we understand the importance of developing our children to be digital citizens, understanding how to use the internet productively as well as understanding what the implications are of their actions online. We aim to create a school of digital workers and creators. We strive for our children to use office-based programmes skilfully, collaborating with others to develop their skills. Children have opportunities to use technology to create:
- Digital Storytelling (Presenting/Film/Animation)
- Digital Publishing (Print/Online)
- Digital Audio (Music/Sound)
- Digital Art & Design (Images/Interactive Design)
- Digital Problem-Solving (Programming/Computational Thinking)
- Digital Data (Using/Managing/Handling Information)
At Haberdashers' Crayford Primary we believe technology is a huge part of adult life, therefore, it is important that children leave our school prepared to use technology in various forms.
Computing across the curriculum
One of the foundations of our curriculum at Haberdashers' Crayford Primary is the use of technology. Our curriculum has been designed to give opportunities for learning across the curriculum. Children research and discover learning for themselves using the big questions in History, Science and Geography. Children design games linked to their learning, for example, creating an interactive map of the local area in geography. We encourage children to work together to present their ideas. Sharing work with each other and within our school community gives our children a sense of pride and accomplishment in their work. Technology is a tool to enhance the curriculum.
Impact
We encourage our children to enjoy and value the curriculum we deliver. We encourage children to make links in their learning and to think about how they can use technology to support their learning and understanding across the curriculum. We will constantly ask the WHY behind their learning and not just the HOW. We want learners to discuss, reflect and appreciate the impact computing has on their learning, development, and wellbeing. Finding the right balance with technology is key to an effective education and a healthy lifestyle. We feel the way we implement computing helps children realise the need for the right balance and one they can continue to build on in their next stage of education and beyond. We encourage regular discussions between staff and pupils to best embed and understand this. The way pupils’ showcase, share, celebrate and publish their work will best show the impact of our curriculum. Progress of our computing curriculum is demonstrated through outcomes and the record of coverage in the process of achieving these outcomes.
Computing Overview
Computing Overview 2022-2023
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Autumn 1 |
Autumn 2 |
Spring 1 |
Spring 2 |
Summer 1 |
Summer 2 |
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EYFS |
E- Safety |
Computer skills: Clicking and dragging
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Computer skills: Typing |
Multimedia Photography |
Multimedia Sound production
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Computer science Programming Bebots and mapping |
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Year 1 |
E- Safety |
Computer skills: Typing Microsoft word/ PowerPoint
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Data |
Multimedia Photography |
Multimedia Sound production |
Computer science Programming |
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Year 2 |
E- Safety |
Computer skills: Typing / Word processing Microsoft word/ PowerPoint |
Data |
Multimedia Video |
Multimedia Sound production |
Computer science Programming |
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Year 3 |
E- Safety |
Computer skills: Typing / Word processing Microsoft PowerPoint/ Publisher |
Data |
Multimedia Video |
Multimedia Sound production |
Computer science Programming |
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Year 4 |
E- Safety |
Computer skills: Typing / Word processing Microsoft PowerPoint/ Publisher |
Data |
Multimedia Project |
Multimedia Sound production |
Computer science Programming |
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Year 5 |
E- Safety |
Computer skills: Presenting / communication Outlook/ PowerPoint |
Data |
Multimedia Project |
Multimedia Sound production |
Computer science Programming |
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Year 6 |
E- Safety |
Computer skills: Presenting/ communication Outlook/ PowerPoint |
Data |
Multimedia Project |
Multimedia Sound production |
Computer science Programming |
Computing Progression Map
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Reception |
Year 1 |
Year 2 |
Year 3 |
Year 4 |
Year 5 |
Year 6 |
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E-Safety
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To ask an adult when I want to use the Internet.
To tell an adult when something worrying or unexpected happens while I am using the Internet.
To be kind to my friends.
To talk about the amount of time I spend using a computer/ tablet/ game device.
I am careful with technology devices.
To use a safe part of the Internet to play and learn. |
Know there are school rules concerning staying safe online. Use passwords to access online resources and know not to share them. |
Understand that private information should never be given out on the internet. Understand why there are e-safety rules and that these apply to all connected devices. Understand they might use different passwords to access different systems (school network, home computer, Online resources) and they should keep them private. Identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies. |
Explain that passwords are used to log in to resources on the web and why these should be kept private. Understand what to do when inappropriate material appears on the screen. Understand that images can be shared and viewed online and consider the privacy of themselves and others. Understand that data is collected and used in the world around us, and understand the need for keeping personal data safe. |
Understand that e-safety rules apply both at school and at home. Understand that personal data is stored on systems; understand the need to be accurate and keep it private. |
Use technology safely, respectfully, and responsibly. Be aware of the school’s e-safety policy and reflect on its relevance to access home and mobile devices. Understand ways of preventing and responding to cyberbullying. |
Understand the responsibility of publishing on the Internet in terms of personal safety, appropriateness, and relevance of content. Follow the schools e-safety policy and help younger pupils to do so. Understand the e-safety rules when working from home and on mobile devices. |
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E-safety Communication
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Show an awareness that information online can be seen by others. |
Show an awareness that information including images online can be shared at home, school and worldwide.
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Understand there is an accepted behaviour when communicating in the real or virtual world.
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Demonstrate an understanding of the rules and possible implications of e-safety when collaborating on projects. |
Understand how their contributions in a connected community can reflect on their self-image. Understand the importance of privacy when online and that certain information should not be publicly available. |
Understand the need for a positive online profile in order to be a responsible member of a connected community. Understand the responsibility of publishing on the Internet in terms of personal safety, appropriateness and relevance of content. |
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Programming and Coding
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To make a floor robot move.
To use simple software to make something happen.
To make choices about the buttons and icons I press, touch or click on.
To operate simple equipment.
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Begin to understand that you need instructions to solve control problems e.g. to move a device from one place to another. Understand that a set of instructions form an algorithm and are used to solve specific problems. Understand that instructions have to be precise. Begin to understand that instructions can be edited and improved. |
Understand that algorithms are a set of instructions that solve specific problems. Understand that algorithms are used to program digital or programmable devices by following instructions or code. Create and write a program using precise and unambiguous instructions; understand that this is coding. Debug a simple code by testing and editing blocks of instructions. Use logical reasoning to predict the behaviour of simple programs or code. |
Write simple algorithms to accomplish specific goals using a programmable device or object on screen. Understand how a program may be broken down into smaller parts and that these are all part of the code. Understand a program can be changed through the use of variables. Use repeat and loop commands in code to make code more efficient. Understand how a program can control outputs, illustrate using block code or flowchart to show how everyday devices work. |
Design, write and debug code that accomplishes a specific goal. Understand the purpose of a procedure to shorten code writing. Write code to create, test and edit a procedure and then combine procedures to produce. Understand the effect of changing values within a procedure. Understand that objects can be controlled by other conditional inputs. |
Debug some pre-prepared code containing errors. Understand that programming may be improved or made more efficient by decomposing code into smaller component parts. Work with conditional commands and use various forms of input and output using onscreen sprites or a control box. Explain the function of the algorithm behind each part of the code. Use selection and repetition in programs. |
Design, write and debug programs that accomplish specific goals. Work with variables, random variables, conditionals and various forms of input and output. Use logical reasoning to explain how some algorithms work and detect and correct errors. Use code to simulate physical systems. Solve problems in writing programs by decomposing them into smaller parts. |
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Multimedia Graphics
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Discuss different kinds of information such as pictures, video, text and sound.
Discuss technology that is used at home and in school.
Use programmes to move objects on a screen.
Create shapes and text on a screen.
Use technology to show my learning.
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Add text to graphics and use sound to communicate their ideas. |
Create presentations for a specific topic or audience using different digital media. |
Record and present information using a range of media combining text and graphics for a printable form or digital form and talk about the differences. |
Design and create their own multimedia projects showing awareness of design and layout for their intended subject and audience. |
Plan a presentation, combined from a range of sources, organised and refined to suit purpose and audience. |
Communicate information having made choices about the appropriate medium, content and structure demonstrating an understanding of audience and purpose. |
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Images
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Use a variety of tools to create and manipulate an image. Use devices to capture still and video images. |
Retrieve digital images, evaluate and make improvements. Use tools to create different effects. |
Select, manipulate and combine images using software to accomplish a task. Take and manipulate digital images using a range of devices, beginning to take account of moods or ideas when framing and editing a shot. |
Combine and evaluate digital images taking account of the audience. Begin to consider the quality of their work and their intended audience when creating animation, images or film. |
Combine and evaluate digital images from a variety of sources, considering the quality of their work and intended audience. Evaluate the difference between object based graphic packages (CAD) and paint packages. |
Choose appropriate tools and techniques to create imagery for a specific task. Evaluate, amend and combine digital images and moving images from different sources for a specific audience or task, refining the quality of their work. |
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Sound
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Record sound using ICT that can be stored and played back. |
Use software to explore sound and musical phrases. Create, edit, and refine musical phrases for a specific purpose and talk about their choices. |
Use music software to organise and reorganise musical phrases using icons to create a piece of music for a theme. |
Use technology to compose music or layer tracks for soundtracks. |
Select and use suitable software and hardware to produce a multi-track audio presentation they can refine and share. |
Create music or soundtracks to accompany a story, multimedia presentation or digital movie considering specific audience and purpose. |
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Data
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Use programmes to move objects on a screen.
Use programmes to create shapes and text on a screen.
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Create a pictogram or chart and answer questions.
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Use tools to chart simple data they have collected. Use a chart to answer questions. |
Understand that ICT can be used to create pictograms, bar charts and tables that illustrate data in different ways. Understand some devices can collect and capture different types of data.
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Use a spreadsheet or data base to understand the importance of entering data correctly. Understand that ICT can create different graph types for different purposes and some are more appropriate and easier to read than others. Understand the difference between a database and a spreadsheet. |
Develop independence in use of data loggers and measuring Apps to investigate and interpret changes in data. Use a prepared database with anomalies and inaccuracies; know how to check for accuracy and plausibility. Use a spreadsheet to carry out calculations that require formulae. |
Understand the use of appropriate tools to represent different types of data by the use of e.g., pie chart, bar chart or line graph. Use formulae within a spreadsheet to model data. Plan and carry out how data from a data logger or measuring apps can be used to prove various hypotheses. |
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Data Digital Exploration
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Begin to share work with my class |
Explore information from a variety of sources. Use the given webpages to help find answers to questions.
Understand different types of messages can be sent electronically.
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Use the Internet safely to search and find a range of information to answer questions. Understand that different keywords will give different answers. Describe common uses of information technology at home and at school.
Communicate ideas through a connected community. |
Begin to understand the parts of a computer network in school and that it connects to wider worldwide networks.
Compare and use different forms of communication, considering their advantages and disadvantages. |
Understand how computer networks can provide different services, such as the world wide web. Begin to use search technologies more effectively using key words.
Use a range of tools to communicate and collaborate. Understand the opportunities computer networks offer for communication |
Appreciate how results are selected. Begin to be discerning in evaluating digital content. Understand computer networks including the internet (the hardware; cabling, servers etc.) and how it can provide multiple services such as the world wide web and email. Use search technologies effectively. |
Appreciate how results are selected and ranked. Analyse and evaluate information and data. Understand computer networks, including the internet and mobile networks, and how they can provide multiple services such as the world wide web, SMS. |
