Computing
The Computing Curriculum allows all children to learn about the important areas of Online Safety, Computing Systems and Networks, Programming, Creating Media and Data Handling.
In Computing, pupils interact with age-appropriate computer software for particular purposes. In Key Stage 1, they learn basic skills of creating, organising, and storing, manipulating and retrieving digital content. As they progress into Key Stage 2, pupils learn to work more independently, selecting, using and combining a variety of software (including internet services) on a range of digital devices. When applying ICT in society, all pupils learn to use technology safely, respectfully and responsibly and identify where to go for support when they have concerns about the internet/other online technologies. Computer networks; how they provide multiple services and he opportunities they offer for communication and collaboration. E-safety is regularly addressed in school.
Year | Term 1 | Term 2 | Term 3 | Term 4 | Term 5 | Term 6 |
EYFS |
| Computing Systems and Networks: Using a Computer | Programming: All About Instructions | Computing Systems and Networks: Exploring Hardware | Programming: Bee-bots | Data Handling: Introduction to Data |
1 | Online Safety | Computing Systems and Networks: Improving Mouse Skills | Programming 1: Algorithms Unplugged | Programming 2: Bee-bots | Creating Media: Digital Imagery | Data Handling: Introduction to Data |
2 | Online Safety | Computing Systems and Networks 1: What is a Computer? | Programming 1: Algorithms and Debugging | Computing Systems and Networks 2: Word Processing | Creating Media: Stop Motion | Data Handling: International Space Station |
3 | Online Safety
| Computing Systems and Networks 1: Networks and the Internet | Programming: Scratch | Computing Systems and Networks 2: Emailing | Creating Media: Video Trailers | Data Handling: Comparison Cards Databases |
4 | Online Safety
| Computing Systems and Networks: Collaborative Learning | Programming 1: Further Coding with Scratch | Creating Media: Website Design | Programming 2: Computational Thinking | Data Handling: Investigating Weather |
5 | Online Safety
| Computing Systems and Networks: Search Engines | Programming 1: Programming Music | Data Handling: Mars Rover | Programming 2: Micro:bit | Creating Media: Stop Motion Animation |
6 | Online Safety
| Computing Systems and Networks: Bletchley Park | Programming: Python | Data Handling: Big Data 1 | Creating Media: History of Computers | Data Handling: Big Data 2 |
Computing Coverage Key Stage 1 and Key Stage 2
SCHOOL COVERAGE |
Online Safety |
Computing Systems and Networks |
Programming |
Data Handling |
Creating Media |
EYFS |
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X |
X |
X |
X |
Year 1 |
X |
X |
XX |
X |
X |
Year 2 |
X |
XX |
X |
X |
X |
Year 3 |
X |
XX |
X |
X |
X |
Year 4 |
X |
X |
XX |
X |
X
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Year 5 |
X |
X |
XX |
X |
X |
Year 6 |
X |
X |
X |
XX |
X |
How does Computing reflect the intent of Hawthorn Tree Primary School?
- Resilience
Children learn to use a variety of technology types. This shows their resilience to learning new skills which are continuously changing, e.g. switching between a mouse, a keyboard mouse, touch screens etc. Resilience means being trusting of your instincts which applies to Online Safety where they may have to be curious to explore the internet but instinctive about the risks and dangers which come with being online. Children also have to be resilient to debug issues which may occur during programming.
- Diversity
Children are taught that there is a diverse range of people in the world who have a diverse range of access to different technologies. Technology varies all over the world and even from household to household. Children learn to be aware that diversity occurs across families and how technology enters their lives.
- Respect
Children are taught that being online is no different to being in person when it comes to respect. Children should not be disrespectful because they are behind a screen. At HTS, we want out children to be respectful to all people in a variety of situations, including communicating or searching online.
- Innovation
Children are taught to be innovative with their learning through our Computing curriculum. All year groups learn about programming which allows children to use innovation skills to try different methods and algorithms and to debug issues which may occur in their work.
- Compassion
Children are taught to have compassion for others through safeguarding themselves and others against sharing personal information online. They should show compassion by helping their friends to inform adults or CEOP of any issues online that should be reported.
National Curriculum – Computing Overview
Key Stage 1
Pupils should be 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.
Key Stage 2
Pupils should be 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.
| Term 1 | Term 2 | Term 3 | Term 4 | Term 5 | Term 6 |
EYFS | Settling In | Computing Systems and Networks To be able to understand what a computer keyboard is and recognising some letters and numbers.
To know that a mouse can be used to click, drag and create simple drawings.
To know that to use a computer you need to log in to it and then log out at the end of your session. | Programming To know that being able to follow and give simple instructions is important in computing.
To understand that it is important for instructions to be in the right order.
To understand why a set of instructions may have gone wrong.
| Computing Systems and Networks To know that different types of technology can be found at home and in school.
To know that you can take simple photographs with a camera or iPad.
To know that you must hold the camera still and ensure the subject is in the shot to take a photo.
| Programming To know that you can program a Bee-Bot with some simple commands.
To understand that debugging means how to fix some simple programming errors.
To understand that an algorithm is a set of clear and precise instructions. | Data Handling To know that sorting objects into various categories can help you locate information.
To know that using yes/no questions to find an answer is a branching database.
To know that a pictogram is a way of showing information. |
Year 1 | Online Safety To know that the internet is many devices connected to one another. To know that you should tell a trusted adult if you feel unsafe or worried online. To know that people you do not know on the internet (online) are strangers and are not always who they say they are. To know that to stay safe online it is important to keep personal information safe. To know that 'sharing online means giving something specific to someone else via the internet and 'posting' online means placing information on the internet. | Computing Systems and Networks To know that "log in and log out" means to begin and end a connection with a computer. To know that a computer and mouse can be used to click, drag, fill and select and also add backgrounds, text, layers, shapes and clip art. To know that passwords are important for security. To know that when we create something on a computer it can be more easily saved and shared than a paper version. To know some of the simple graphic design features of a piece of online software. | Programming To understand that an algorithm is when instructions are put in an exact order. To know that input devices get information into a computer and that output devices get information out of a computer.
| Programming To understand the basic functions of a Bee-Bot.
To know that algorithms move a bee-bot accurately to a chosen destination. | Creating Media To understand that holding the camera still and considering angles and light are important to take good pictures.
To know that you can edit, crop and filter photographs.
To know how to search safely for images online. | Data Handling To know how that charts and pictograms can be created using a computer.
To understand that a branching database is a way of classifying a group of objects.
To know that computers understand different types of 'input'. |
Year 2 | Online Safety To understand the difference between online and offline.
To understand what information I should not post online.
To know what the techniques are for creating a strong password.
To know that you should ask permission from others before sharing about them online and that they have the right to say 'no.'
To understand that not everything I see or read online is true. | Computing Systems and Networks To know the difference between a desktop and laptop computer.
To know that people control technology.
To know that buttons are a form of input that give a computer an instruction about what to do (output).
To know that computers often work together. | Programming To understand what machine learning is and how that enables computers to make predictions.
To know that loops in programming are where you set a certain instruction (or instructions) to be repeated multiple times.
To know that abstraction is the removing of unnecessary detail to help solve a problem.
To know that coding is writing in a special language so that the computer understands what to do.
To understand that the character in ScratchJr is controlled by the programming blocks.
To know that you can write a program to create a musical instrument | Computing Systems and Networks To know that touch typing is the fastest way to type.
To know that I can make text a different style, size and colour.
To know that "copy and paste" is a quick way of duplicating text. | Creating Media To understand that an animation is made up of a sequence of photographs.
To know that small changes in my frames will create a smoother looking animation.
To understand what software creates simple animations and some of its features e.g. onion skinning. | Data Handling To understand that you can enter simple data into a spreadsheet.
To understand what steps you need to take to create an algorithm.
To know what data to use to answer certain questions.
To know that computers can be used to monitor supplies. |
Year 3 | Online Safety To know that not everything on the internet is true: people share facts, beliefs and opinions online.
To understand that the internet can affect your moods and feelings.
To know that privacy settings limit who can access your important personal information such as your name, age, gender etc.
To know what social media is and that age restrictions apply. | Computing Systems and Networks To know what a tablet is and how it is different from a laptop/desktop computer.
To understand what a network is and how a school network might be organised.
To know that a server is central to a network and responds to requests made.
To know how the internet uses networks to share files.
To know that a router connects us to the internet.
To know what a packet is and why it is important for website data transfer.
To know the roles that inputs and outputs play on computers. | Programming To know that Scratch is a programming language and some of its basic functions.
To understand how to use loops to improve programming.
To understand how decomposition is used in programming.
To understand that you can remix and adapt existing code. | Computing Systems and Networks To understand that email stands for 'electronic mail.'
To know that an attachment is an extra file added to an email.
To understand that emails should contain appropriate and respectful content.
To know what some of the different components inside a computer are e.g. CPU, RAM, hard drive, and how they work together. | Creating Media To know that different types of camera shots can make my photos or videos look more effective.
To know that I can edit photos and videos using film editing software.
To understand that I can add transitions and text to my video. | Data Handling To know that a database is a collection of data stored in a logical, structured and orderly manner.
To know that computer databases can be useful for sorting and filtering data.
To know that different visual representations of data can be made on a computer. |
Year 4 | Online Safety To understand some of the methods used to encourage people to buy things online.
To understand that technology can be designed to act like or impersonate living things.
To understand that technology can be a distraction and identify when someone might need to limit the amount of time spent using technology.
To understand what behaviours are appropriate in order to stay safe and be respectful online. | Computing Systems and Networks To understand that software can be used collaboratively online to work as a team.
To know what type of comments and suggestions on a collaborative document can be helpful.
To know that you can use images, text, transitions and animation in presentation slides. | Programming To understand that a variable is a value that can change (depending on conditions) and know that you can create them in Scratch.
To understand that variables can help you to create a quiz on Scratch.
To understand that algorithms can be used for a number of purposes e.g. animation, games design etc. | Creating Media To know some of the features of web design software.
To know that a website is a collection of pages that are all connected.
To know that websites usually have a homepage and subpages as well as clickable links to new pages, called hyperlinks.
To know that websites should be informative and interactive. | Programming To know what a conditional statement is in programming.
To know that combining computational thinking skills (sequence, abstraction, decomposition etc) can help you to solve a problem.
To understand that pattern recognition means identifying patterns to help them work out how the code works. | Data Handling To know that computers can use different forms of input to sense the world around them so that they can record and respond to data. This is called ‘sensor data’.
To know that a weather machine is an automated machine that responds to sensor data.
To understand that weather forecasters use specific language, expression and pre-prepared scripts to help create weather forecast films.
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Year 5 | Online Safety To know different ways we can communicate online.
To understand how online information can be used to form judgements.
To understand some ways to deal with online bullying.
To know that apps require permission to access private information and that you can alter the permissions.
To know where I can go for support if I am being bullied online or feel that my health is being affected by time online.
| Computing Systems and Networks To know how search engines work.
To understand that anyone can create a website and therefore we should take steps to check the validity of websites.
To know that web crawlers are computer programs that crawl through the internet.
To understand what copyright is.
To know the difference between ROM and RAM. | Programming To know that a soundtrack is music for a film/video and that one way of composing these is on programming software.
To understand that using loops can make the process of writing music simpler and more effective.
To know how to adapt their code while performing their music. | Data Handling To know that Mars Rover is a motor vehicle that collects data from space by taking photos and examining samples of rock.
To know what numbers using binary code look like and be able to identify how messages can be sent in this format.
To understand that RAM is Random Access Memory and acts as the computer’s working memory.
To know what simple operations can be used to calculate bit patterns. | Programming To know that a Micro:bit is a programmable device.
To know that Micro:bit uses a block coding language similar to Scratch.
To understand and recognise coding structures including variables.
To know what techniques to use to create a program for a specific purpose (including decomposition). | Creating Media To understand that stop motion animation is an animation filmed one frame at a time using models, and with tiny changes between each photograph.
To know that decomposition of an idea is important when creating stop-motion animations.
To know that editing is an important feature of making and improving a stop motion animation. |
Year 6 | Online Safety To know that a ‘digital footprint’ means the information that exists on the internet as a result of a person’s online activity.
To know what steps are required to capture bullying content as evidence.
To understand that it is important to manage personal passwords effectively.
To understand what it means to have a positive online reputation.
To know some common online scams. | Computing Systems and Networks To understand the importance of having a secure password and what "brute force hacking" is.
To know that the first computers were created at Bletchley Park to crack the Enigma code to help the war effort in World War 2.
To know about some of the historical figures that contributed to technological advances in computing.
To understand what techniques are required to create a presentation using appropriate software. | Programming To know that there are text-based programming languages such as Logo and Python.
To know that nested loops are loops inside of loops.
To understand the use of random numbers and remix Python code. | Data Handling To know that data contained within barcodes and QR codes can be used by computers.
To know that infrared waves are a way of transmitting data.
To know that Radio Frequency Identification (RFID) is a more private way of transmitting data.
To know that data is often encrypted so that even if it is stolen it is not useful to the thief. | Creating Media To know that radio plays are plays where the audience can only hear the action so sound effects are important.
To know that sound clips can be recorded using sound recording software.
To know that sound clips can be edited and trimmed. | Data Handling To know that data can become corrupted within a network but this is less likely to happen if it is sent in ‘packets’.
I know that devices or that are not updated are most vulnerable to hackers.
To know the difference between mobile data and WiFi. |