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Computing

Intent

Our core aims for ICT are to ensure that all children:

  • Navigate a website successfully
  • Use all technology efficiently and creatively
  • Can touch type at a speedy pace
  • Use ICT for effective and appropriate communication
  • Understand what algorithms are
  • Use logical reasoning to predict the behaviour of apps and programs
  • Create, organise, store, manipulate and retrieve digital content
  • Use search technologies effectively in order to research topics across the broader curriculum
  • Understand how computer networks allow for communication and collaboration with the wider community
  • Develop problem solving skills to debug programs
  • Develop skills needed to participate in and contribute positively to an ever connected society now and in the future
  • Develop a positive sense of self and interact ethically with the wider community online

 

Implementation

We believe the following are key ingredients in developing computer literate students at Sayes Court: familiarising students with various technologies from an early age; teaching students to navigate and troubleshot a computer effectively; allowing students to use ICT for both research projects and creative projects; encouraging students to use ICT to present their schoolwork in various subjects to their teachers and peers; providing students with engaging resources that teach ICT skills such as coding.

What this looks like in practice:  

  • All children will have access to iPads from an early age and learn how to navigate them successfully.
  • Student’s in older years will have access to a computer suite where they are first taught basic computer skills (should this be required for the individual) followed by more creative projects such as creating games and art.
  • Students will be encouraged to use ICT to assist with projects across the curriculum, in ways such as researching and presenting their work.
  • Different robotic devices will be rolled out throughout the school to all classes that encourage the development of coding skills at various difficulties.

Schemes, programme and resources used to support ICT:

  • Beebots, Botley and Sphero Bolt Coding Robots
  • Computer suite
  • iPads
  • Kapow Computing Scheme

Impact:

The impact of our reading curriculum is as follows:

  • Pupils will discover with awe and wonder the power of the digital age and reflect on the amazing advances in ICT today.
  • They will have the ability to use ICT safely and ethically, and remain safe and vigilant online.
  • They will be inspired to be creative and communicate their ideas in a variety of ways.

SMSC in ICT:

ICT is key to developing SMSC and for many children their world view is influenced by their connection to the world via the internet. At Sayes Court ICT is used to develop SMSC across the curriculum.

Spiritual development: Students will discover with awe and wonder the power of the digital age and reflect on the amazing advances in ICT today. They will reflect on how computers can now perform better than humans at many activities and how this will affect where they ‘fit’ within society.

Moral development: Students will be taught to use ICT safety and ethically, and remain safe and vigilant online. Online safety will be taught explicitly once a year, and students will be reminded of this throughout all units. They will apply critical thinking to solve problems faced during their programming and coding tasks.

Social development: Students will be given the opportunity to be creative and communicate their ideas in a variety of ways. They will be given the opportunity to present what they have created to the class, and wider community. They will create presentations based on their learning which will also be presented to their peers.

Cultural development: Students will discuss how the internet has ‘connected’ the world and allowed us more access to other cultures. They will consider how the widespread use of ICT has changed our culture, particularly the use of social media. They will find that ICT has allowed us to cross cultural and language barriers, through the use of instant messaging and language translators.

Progression of Skills and Knowledge

 

Year 1 

Year 2 

Year 3  

Year 4  

Year 5  

Year 6  

Computer Skills 

  • Turn on computer 

  • Log on and off correctly 

  • Save/retrieve files 

  • Locate files 

  • General understanding of programs/locations of programs 

  • Printing- Documents and pictures  

  • Turn on computer 

  • Log on and off correctly 

  • Save/retrieve files 

  • Locate files 

  • General understanding of programs/locations of programs 

  • Printing- Documents and pictures 

  • Turn on computer 

  • Log on and off correctly 

  • Save/retrieve files 

  • Locate files 

  • General understanding of programs/locations of programs 

  • Printing- Documents and pictures 

  • Turn on computer 

  • Log on and off correctly 

  • Save/retrieve files 

  • Locate files 

  • General understanding of programs/locations of programs 

  • Printing- Documents and pictures 

  • Turn on computer 

  • Log on and off correctly 

  • Save/retrieve files 

  • Locate files 

  • General understanding of programs/locations of programs 

  • Printing- Documents and pictures 

  • Turn on computer 

  • Log on and off correctly 

  • Save/retrieve files 

  • Locate files 

  • General understanding of programs/locations of programs 

  • Printing- Documents and pictures 

Keyboard Skills 

  • Locate letter keys 

  • Locate number keys 

  • Improve keyboard speed- program on typing.com (teachers to create login and class) 

  • Begin to understand/use keyboard shortcuts 

  • Locate letter keys 

  • Locate number keys 

  • Improve keyboard speed- program on typing.com (teachers to create login and class) 

  • Begin to understand/use keyboard shortcuts 

  • Locate letter keys 

  • Locate number keys 

  • Improve keyboard speed- program on typing.com (teachers to create login and class) 

  • Begin to understand/use keyboard shortcuts 

  • Locate letter keys 

  • Locate number keys 

  • Improve keyboard speed- program on typing.com (teachers to create login and class) 

  • Begin to understand/use keyboard shortcuts 

  • Locate letter keys 

  • Locate number keys 

  • Improve keyboard speed- program on typing.com (teachers to create login and class) 

  • Begin to understand/use keyboard shortcuts 

  • Locate letter keys 

  • Locate number keys 

  • Improve keyboard speed- program on typing.com (teachers to create login and class) 

  • Begin to understand/use keyboard shortcuts 

Technology Safety 

  • Keep personal information private 

  • Identify where to go for help and support when they have concerns about content or contact (online/social media) 

  • Use technology safely, respectfully and responsibly 

  • Recognise acceptable and unacceptable behaviour and identify there are a range of ways to report concerns. 

  

  • Keep personal information private 

  • Identify where to go for help and support when they have concerns about content or contact (online/social media) 

  • Use technology safely, respectfully and responsibly 

  • Recognise acceptable and unacceptable behaviour and identify there are a range of ways to report concerns. 

  

  • Keep personal information private 

  • Identify where to go for help and support when they have concerns about content or contact (online/social media) 

  • Use technology safely, respectfully and responsibly 

  • Recognise acceptable and unacceptable behaviour and identify there are a range of ways to report concerns. 

  

  • Keep personal information private 

  • Identify where to go for help and support when they have concerns about content or contact (online/social media) 

  • Use technology safely, respectfully and responsibly 

  • Recognise acceptable and unacceptable behaviour and identify there are a range of ways to report concerns. 

  

  • Keep personal information private 

  • Identify where to go for help and support when they have concerns about content or contact (online/social media) 

  • Use technology safely, respectfully and responsibly 

  • Recognise acceptable and unacceptable behaviour and identify there are a range of ways to report concerns. 

  

  • Keep personal information private 

  • Identify where to go for help and support when they have concerns about content or contact (online/social media) 

  • Use technology safely, respectfully and responsibly 

  • Recognise acceptable and unacceptable behaviour and identify there are a range of ways to report concerns. 

  

Online skills 

  • Use a search engine, knowing to type ‘for kids’ at the end of searches 

 

  • Use a search engine, knowing to type ‘for kids’ at the end of searches 

 

  • Use search technologies effectively, appreciate how results are selected and ranked and be deserting in evaluation of digital content. 

  • Use search technologies effectively, appreciate how results are selected and ranked and be deserting in evaluation of digital content. 

  • Use search technologies effectively, appreciate how results are selected and ranked and be deserting in evaluation of digital content. 

  • Use search technologies effectively, appreciate how results are selected and ranked and be deserting in evaluation of digital content. 

Understanding algorithms 

  • Understanding what algorithms are, how they are implemented as programs on digital devices and that programs execute by following processes and unambiguous instructions. 

 

 

  • Understanding what algorithms are, how they are implemented as programs on digital devices and that programs execute by following processes and unambiguous instructions. 

 

  • 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. 

  • 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. 

  • 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. 

  • 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. 

Design/publishing 

  • Design, write and debug programs that accomplish specific goals, including controlling and stimulation physical systems; solve problems by decomposing them into smaller parts.  

  • Design, write and debug programs that accomplish specific goals, including controlling and stimulation physical systems; solve problems by decomposing them into smaller parts. 

  • Design, write and debug programs that accomplish specific goals, including controlling and stimulation physical systems; solve problems by decomposing them into smaller parts. 

  • Design, write and debug programs that accomplish specific goals, including controlling and stimulation physical systems; solve problems by decomposing them into smaller parts. 

  • Design, write and debug programs that accomplish specific goals, including controlling and stimulation physical systems; solve problems by decomposing them into smaller parts. 

  • Design, write and debug programs that accomplish specific goals, including controlling and stimulation physical systems; solve problems by decomposing them into smaller parts. 

Computing Topics by Year Groups

Year group 

Nursery 

Reception  

Year 1 

Year 2 

Year 3  

Year 4  

Year 5  

Year 6  

Autumn 1 

 

 

Improving Mouse Skills 

 

Computing Systems and Networks 

 

Online Safety 

 

Value – Mutual Respect 

Learning Habit - Resilience 

EDI – Equity  

What is a computer? 

 

Computing Systems and Networks 

 

Online Safety 

 

Value – Mutual Respect 

Learning Habit - Resilience 

EDI – Equality  

Networks and the Internet  

 

Computing Systems and Networks 

 

Online Safety 

Value – Mutual Respect 

Learning Habit - Resilience 

EDI – Equity 

Collaborative Learning 

 

Computing Systems and Networks 

 

Online Safety 

 

Value – Mutual Respect  

Learning Habit –Teamwork  

EDI – Inclusion  

 

Search Engines 

 

Computing Systems and Networks 

 

Online Safety 

 

Value – Mutual Respect 

Learning Habit - Resilience 

EDI – Equity 

Bletchley Park  

 

Computing Systems and Networks 

 

Online Safety 

 

Value – Mutual Respect 

Learning Habit - Resilience 

EDI – Equity 

Autumn 2 

Using an iPad 

 

Computing Systems and Networks 

 

Value – Mutual Respect 

Learning Habit - Resilience 

EDI – Equity 

 

Using a Computer  

 

Computing Systems and Networks 

 

Value – Mutual Respect 

Learning Habit - Resilience 

EDI – Equity 

Algorithms unplugged  

 

Programming 1 

 

Online Safety 

 

Value – Mutual Respect  

Learning Habit –Teamwork  

EDI – Inclusion  

Algorithms and debugging 

 

Programming 1 

 

Online Safety 

 

Value – Mutual Respect  

Learning Habit –Teamwork  

EDI – Inclusion  

Programming: Scratch  

 

Programming  

 

Online Safety 

 

Value – Mutual Respect  

Learning Habit –Teamwork  

EDI – Inclusion  

Further coding with Scratch 

 

Programming 1 

 

Online Safety 

 

Value – Mutual Respect  

Learning Habit –Teamwork  

EDI – Inclusion  

 

Programming Music  

 

Programming 1 

 

Online Safety 

 

Value – Mutual Respect  

Learning Habit –Teamwork  

EDI – Inclusion  

 

Intro into Python 

 

 

Programming 1 

 

Online Safety 

 

Value – Mutual Respect  

Learning Habit –Teamwork  

EDI – Inclusion  

 

Spring 1 

What are instructions? 

 

Programming 1 

 

Value – Mutual Respect  

Learning Habit –Teamwork  

EDI – Inclusion 

 

All about Instructions 

 

Programming 1 

 

Value – Mutual Respect  

Learning Habit –Teamwork  

EDI – Inclusion  

Rocket to the Moon 

 

Skills Showcase 

 

Online Safety 

 

Value – Democracy 

Learning Habit – Reflection  

EDI – Inclusion  

Word Processing  

 

Computing Systems and Networks 2 

 

Online Safety 

 

Value – Mutual Respect 

Learning Habit - Resilience 

EDI – Equity 

Emailing  

 

Computing Systems and Networks 2 

 

Online Safety 

 

Value – Mutual Respect 

Learning Habit - Resilience 

EDI – Equity 

 

Website Design  

 

Creating Media 

 

Online Safety 

 

Value – Individual Liberty  

Learning Habit – Teamwork  

EDI – Diversity  

Mars Rover 1 

 

Data Handling 

 

Online Safety 

 

Value – Rule of Law  

Learning Habit – Responsibility   

EDI – Diversity 

 

Big Data 1 

 

Data Handling 

 

Online Safety 

 

Value – Rule of Law  

Learning Habit – Responsibility   

EDI – Diversity 

 

Spring 2 

Paint  

 

Computing Systems and Networks 

 

Value – Mutual Respect 

Learning Habit - Resilience 

EDI – Equity 

 

Exploring Hardware 

 

Computing Systems and Networks 

 

Value – Mutual Respect 

Learning Habit - Resilience 

EDI – Equity 

Digital Imagery  

 

Creating Media 

 

Online Safety 

 

Value – Individual Liberty  

Learning Habit – Teamwork  

EDI – Diversity 

Programming ScratchJr 

 

Programming 2 

 

Online Safety 

 

Value – Mutual Respect  

Learning Habit –Teamwork  

EDI – Inclusion  

Journey inside a Computer  

 

Computing Systems and Networks 3 

 

Online Safety 

 

Value – Mutual Respect 

Learning Habit - Resilience 

EDI – Equity 

HTML 

 

Skills Showcase 

 

Online Safety 

 

Value – Democracy 

Learning Habit – Reflection  

EDI – Inclusion 

Stop Motion Animation  

 

Creating Media 

 

Online Safety 

 

Value – Individual Liberty  

Learning Habit – Teamwork  

EDI – Diversity 

History of Computers 

 

Creating Media 

 

Online Safety 

 

Value – Individual Liberty  

Learning Habit – Teamwork  

EDI – Diversity 

Summer 1 

Programming a Bee-Bot using a Tactile  

  

Programming 2  

  

Value – Mutual Respect   

Learning Habit –Teamwork   

EDI – Inclusion   

  

Programming Bee-Bots 

 

Programming 2 

 

Value – Mutual Respect  

Learning Habit –Teamwork  

EDI – Inclusion  

Programming Bee-Bots 

 

Programming 2 

 

Online Safety 

 

Value – Mutual Respect  

Learning Habit –Teamwork  

EDI – Inclusion  

Stop Motion  

 

Creating Media 

 

Online Safety 

 

Value – Individual Liberty  

Learning Habit – Teamwork  

EDI – Diversity 

Video Trailers 

 

Creating Media 

 

Online Safety 

 

Value – Individual Liberty  

Learning Habit – Teamwork  

EDI – Diversity 

Computational Thinking  

 

Programming 2 

 

Online Safety 

 

Value – Mutual Respect  

Learning Habit –Teamwork  

EDI – Inclusion  

 

Micro:bit 

 

Programming 2 

 

Online Safety 

 

Value – Mutual Respect  

Learning Habit –Teamwork  

EDI – Inclusion  

 

Bit Data 2 

 

Data Handling 

 

Online Safety 

 

Value – Rule of Law  

Learning Habit – Responsibility   

EDI – Diversity 

Summer 2 

Programming an Early Years Roamer  

  

Programming 3  

  

Value – Mutual Respect   

Learning Habit –Teamwork   

EDI – Inclusion  

Introduction to Data 

 

Data Handling  

 

Value – Rule of Law  

Learning Habit – Responsibility   

EDI – Diversity 

Introduction to Data 

 

Data Handling 

 

Online Safety 

 

Value – Rule of Law  

Learning Habit – Responsibility   

EDI – Diversity 

International Space Station  

 

Data Handling 

 

Online Safety 

 

Value – Rule of Law  

Learning Habit – Responsibility   

EDI – Diversity 

Comparison Cards Databases 

 

Data Handling 

 

Online Safety 

 

Value – Rule of Law  

Learning Habit – Responsibility   

EDI – Diversity 

Investigating weather 

 

Data handling  

 

Online Safety 

 

Value – Rule of Law  

Learning Habit – Responsibility   

EDI – Diversity 

Mars Rover 2 

 

Skills Showcase 

 

Online Safety 

 

Value – Democracy 

Learning Habit – Reflection  

EDI – Inclusion 

Inventing a Product  

 

Skills Showcase 

 

Online Safety 

 

Value – Democracy 

Learning Habit – Reflection  

EDI – Inclusion 

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