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Computing

The Computing Curriculum provides essential skills which our children require to actively participate in the digital world both now and in the future. We recognise the importance of ensuring that our children are digitally literate and are aware of the risks that working online can bring.

The computing curriculum provides for the progressive development of computational skills across the school. Skills are taught in discrete lessons and these are embedded cross curricular.

We are fortunate to be well equipped with resources so children do not need to share but can have individual access to Chromebooks or Laptops.

Online Safety

We place a strong emphasis on ensuring that the children in school are made aware both of the value of using technology but equally of the dangers it can pose.

Planned e-safety lessons are timetabled and taught in every class. We use Project Evolve which resources all of the statements from UK Council for Internet Safety’s (UKCIS) framework Education for a Connected World. Thinkuknow resources and Internet Legends are used as part of our e-safety lessons. We are also members of Parent Zone which provides resources for use in school and free support for our parents.

EYFS                                                                                                                                                                  

Children select and use technology for particular purposes including IWB, audio mini recorders, ipads and phones.  The early stages of programming commences in EYFS with the use of programmable toys including Beebots.

Key stage 1

Year 1 explore digital texts before creating images for their own digital texts using a variety of paint programs.

Children use different approaches to develop their understanding of algorithms and programming, including simple onscreen and physical devices.

Year 2 children develop their understanding of the term algorithm. They explore writing algorithms in both Logo and Scratch. Children learn to create algorithms which control a sprite’s movements and speech. They edit Sprite’s costumes and create backgrounds. The children are expected to use their reasoning skills to debug simple programmes and make predictions about what will happen when the algorithm is run. By the    end of year 2 children will have explored editing images and creating animations.

Laptops are also used cross curricular for publishing and research.  

DB Primary is our Learning platform across EYFS and Key Stage 1. It provides a wide range of activities that the children can use for self-selected learning and provides a platform for teachers to set learning activities directly linked to class activities. The platform allows children to communicate with their peers in a safe and monitored setting.

DB Primary is also available to Key Stage 2 children. Google Classroom is used across key stage 2 both in school and for homework.

Lower Key stage 2

Year 3 children develop their understanding of digital images, they capture and import sounds which they manipulate to create new effects.  Further animation opportunities are provided which build on their knowledge of animations gained in Year 2. The children also learn how to use data bases including using results from data loggers.

Year 4 focus on digital research and develop their understanding of the use of spreadsheets. The programming focus involves the creation of games and simulations and builds on the children’s understanding of algorithms. Scratch and Logo are used as well as Code for Life. Multimedia texts are created based on themes from other curriculum areas.

 Upper Key stage 2

Year 5 explore further the use of data bases. The children design, debug and refine algorithms to solve problems. They review effectiveness and learn how a well-designed algorithm supports improved design and efficiency in programming. By the end of year 5 the children will also have explored 3D modelling using Sketchup.

Year 6 children learn to use Blogs and Wikis. They critically review their learning and edit to improve outcomes. Further experience of using spreadsheets allows the children to create and adapt these sheets, using appropriate formulae and functions. Sound recordings which combine sounds from many sources are created. Children then select sound editing tools and techniques to organise and modify layered sounds.