Computing

Overview

Coleridge Primary School – Unit Coverage linked to KAPOW
 Autumn 1Autumn 2Spring 1Spring 2Summer 1Summer 2
EYFS      
Y1Getting started Introducing children to logging in and using technology for a purpose, including creating art  Programming: Bee-Bots Using Bee-Bots to navigate an area and constructing simple algorithms, through the story of The Three Little PigsAlgorithms unplugged Learning how computers handle information by exploring ‘unplugged’ algorithms- completing tasks away from the computerDigital imagery Taking and manipulating digital photographs, including adding images found via a search engine  Introduction to data Learning about what data is and how it can be represented and using these skills to show the findings of a mini beast huntRocket to the moon Appreciating the value of computers, understanding that they helped us get to the moon  
Y2What is a computer? Children explore exactly what a computer is, identifying and learning how inputs and outputs work, how computers are used in the wider world and designing their own computerised invention  Word processing Using their developing word processing skills, pupils write simple messages to friends and learn why we must be careful about who we talk to onlineProgramming: ScratchJr Using the app ‘ScratchJr’, pupils programme a familiar story and an animation of an animal, make their own musical instruments and follow an algorithm to record a joke  Algorithms and debugging Identifying problems with code using both ‘unplugged’ and ‘plugged’ systems to diagnose and correct errors in an algorithm- a process known as ‘debugging’International Space Station Building on their understanding of how computers sense the world around us, pupils learn how data is collect- ed, used and displayed to keep astronauts safe on-board the I.S.S  Stop motion Pupils create simple animations, storyboarding their ideas then decomposing it into small parts of action to be captured using Stop Motion Animation Software  
Y3Emailing Pupils learn how to send emails, including attachments and how to be responsible digital citizens  Journey inside a computer Children learn about the different parts of a computer through role-play and develop their understanding of how they follow instructions  Top trumps databases Developing their understanding of data and databases, children play with and create their own Top Trumps cards, learning how to interpret information by ordering and filtering  Digital literacy Developing their video skills, pupils create a book trailer, storyboarding their trailers before then filming and editing their videos, adding effects such as transitions, music, voice and text  Programming: Scratch Using Scratch, with its block-based approach to coding, pupils learn to tell stories and create simple games  Networks and the internet To understand how computers communicate, children learn about networks and the internet, and how they are used to share information.  
Y4Collaborative learning Learning to work collaboratively in a responsible way using tools including Google Docs and Sheets  Further coding with Scratch The coding program Scratch is explored fur- ther by revisiting key fea- tures and introducing the children to the crucial concept and execution ofWebsite design Pupils design and create their own websites, considering content and style, as well as understanding the importance of workingHTML   Pupils explore the language behind well-known websites, while developing their understanding of how to change the coreInvestigating weather Children investigate the role of computers in forecasting and recording weather as well as how technology is used to present forecastsComputational thinking Through developing their understanding of the four pillars of computational thinking, children learn to identify them in different contexts  
  using ‘variables’ in code scripts.  collaboratively  characteristics of a website using HTML and CSS    
Y5Online safety Pupils create an online safety resource for younger children using tools such as presentation software, video tools or a simple stop-motion animation Micro:bit Programming a small device called a micro:bit to display animations or messages on its simple LED display using block coding  Search engines To enable children to quickly and accurately find information and become independent learners, they need to develop their searching skills and learn how to identify trustworthy sourcesSonic Pi Composing music using code through Sonic Pi, pupils can import samples, add drum beats and compose simple tunes culminating in a ‘battle of the bands’ using live loops of music  Mars Rover 1 Pupils explore inputs and outputs as well as Binary numbers to understand how the Mars Rover transmits and receives data and how scientists are able to control it to explore another planet!  Mars Rover 2 Children learn how the Mars Rover is able to send images all the way back to Earth and experiment with online CAD software to design new tyres for it  
Y6Bletchley Park 1 & 2 Children learn about the history of Bletchley Park, including: key historical figures, how the first modern computers were created at as part of a WWII code breaking team and consider how computers have evolved over time. They then go on to investigate secret codes and how they are created, exploring ‘brute force’ hacking and learn how to make passwords more secure  Intro to Python Building on their knowledge of coding from previous years, children are introduced to the textbased programming language Python, which is the language behind many apps and programs, such as Dropbox  Big Data 1 Children learn how data is collected and stored by exploring barcodes, QR codes and RFID chips, and investigate how collecting big data can be used to help people in a variety of different scenarios  Big Data 2 Children learn the difference between mobile data and WiFi and how data is transferred and use their understanding of big data to design their own smart school  Skills Showcase Reflecting on and showcasing their computing skills, pupils create an entire project around a specific theme  
Coleridge-Primary-School-unit-overviewDownload

Rationale

At Coleridge we want our children to love computing. We want them to have no limits to what their ambitions are and grow up wanting to be software engineers, video game designers, web developers or IT consultants. We want them to embody our core value of ‘Aspire, Desire, Believe, Achieve. The computing curriculum has been carefully crafted so that our children develop their digital capital. We want our children to remember their computing lessons in our school, to cherish these memories and embrace the opportunities they are presented with!  At our school we firmly believe that to make the most of the internet, children need to make smart decisions when online. We work closely with an Internet Safety Officer called Tim Pinto, who helps ensure that our children can remain safe whilst online. Our curriculum is also tailored so that our children are taught throughout the year about making safe choices whilst using the internet.

The computing curriculum promotes curiosity and a love and thirst for learning. It is ambitious and empowers our children to become independent and resilient – like all curriculum areas. 

We want to equip them with not only the minimum statutory requirements of the computing National Curriculum but to prepare them for the opportunities, responsibilities and experiences of later life.

Computing subject specific characteristics, which we expect the children to demonstrate, have been developed and shared with all stakeholders. These characteristics underpin all work in computing and form a focal point for display areas and provide a common subject specific vocabulary for staff and pupils. These characteristics are:

  • Competence in coding for a variety of practical and inventive purposes, including the application of ideas within other subjects.
  • The ability to connect with others safely and respectfully, understanding the need to act within the law and with moral and ethical integrity. An understanding of the connected nature of devices.
  • The ability to communicate ideas well by using applications and devices throughout the curriculum.
  • The ability to collect, organise and manipulate data effectively.

We have worked along our staff to upskill their subject knowledge by using the supportive resources from KAPOW. Teachers are then best placed to make any adaptations in their planning and lessons. Staff develop year group specific long-term curriculum maps which identify when the different subjects and topics will be taught across the academic year. The vast majority of subjects are taught discretely but staff make meaningful links across subjects. They link prior knowledge to new learning to deepen children’s learning.

We encourage staff to teach a weekly computing lesson. This helps to ensure sufficient time is allocated to computing and that computing subject matter can be revisited frequently. We believe that by crafting our curriculum this way, we improve the potential for our children to retain what they have been taught, to alter their long-term memory and thus improve the rates of progress they make.  

Aims

National Curriculum Aims

Purpose of study

A high-quality computing education equips pupils to use computational thinking and creativity to understand and change the
world. Computing has deep links with mathematics, science and design and technology, and provides insights into both natural and
artificial systems. The core of computing is computer science, in which pupils are taught the principles of information and computation, how digital systems work and how to put this knowledge to use through programming. Building on this knowledge and understanding, pupils are equipped to use information technology to create programs, systems and a range of content. Computing also ensures that pupils become digitally literate – able to use, and express themselves and develop their ideas through, information and communication technology – at a level suitable for the future workplace and as active participants in a digital world.

Aims

The national curriculum for computing 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
National Curriculum AimsDownload

Intent, Implementation and Impact

Intent

At Coleridge Primary School aim for children to be excited about computing. We recognise that computing supports and is useful and necessary tool for children to have in the ever-changing world of technology, encouraging them to become digitally literate which will then enhance their knowledge and support them being active participants in the digital world.

Implementation

To ensure a high standard of teaching and learning of a computing at Coleridge, we implement a curriculum that is progressive throughout Foundation, Key Stage 1 and Key Stage 2. At Coleridge, we use the Kapow Scheme of work for teaching ICT, and lessons are taught weekly.  We aim to promote the use of computing and technology within different areas of the curriculum. We feel that embedding computing into the wider curriculum will allow children to be creative with their use of technology.

We feel strongly about Online Safety at Coleridge and we want all children to feel confident when using all aspects of the internet. In a world where technology plays such a vital role in our everyday lives, we aim to ensure all children receive the most up to date knowledge to support them in making sensible, well thought-out choices when online.

Impact

The impact and measure of this is to ensure that children at Coleridge are equipped the knowledge of using modern technology, which will enable them to be ready for the curriculum in the next phase of their education and for life as an adult in the wider world. As well as this, we aim for children to be responsible, thoughtful and safe when using the Internet.

Cultural Capital

The National Curriculum explains that learning a high-quality computing education ‘equips pupils to use computational thinking and creativity to understand and change the world’. It also states that computing has ‘deep links with mathematics, science, and design and technology, and provides insights into both natural and artificial systems’

Throughout their time at Coleridge, children will be provided with opportunities to become more culturally aware, using their home environment, school and local area, with pupils becoming effective communicators. We aim for by the end of primary school, pupils are confident and clear communicators who are able to articulate their views and opinions in a range of situations, thus enabling them to become responsible citizens who enhance the community they live in. With our firm belief that knowledge is transferable, we make cross-curricular links between English, maths and computing.

At Coleridge, we use the Kapow computing curriculum, which is designed to give all pupils, particularly the disadvantaged, the knowledge and cultural capital they need to succeed in life. Computational thinking is at the core of our computing curriculum, developing concepts such as logic, problem solving and collaboration.

Digital safety is embedded in our curriculum, providing our pupils the essential knowledge and tools that will enable all pupils to be confident, competent and responsible members of the digital world. As well as providing opportunities that excite and enthuse pupils within computing, giving them a curiosity of new technology in the world around them. We want every child in our school to be digitally literate in order to enable them to keep pace with the dynamic world of technology.

Progress Models

Progression of Skills

Computing Progression of skillsDownload

Progression of Language

Vocab progressionDownload

Knowledge Organisers

At Coleridge we understand the importance of knowledge organisers and how they can support children’s understanding and learning.

They are also an excellent assessment tool which can help identify gaps in learning and inform planning, teaching and intervention. As we have developed our own curriculum, class teachers have also developed knowledge organisers to work alongside our curriculum. Children will be encouraged to refer to knowledge organisers throughout sessions to help support and enhance their learning.

Knowledge organisers can be a valuable tool for both children, staff and parents. Class teachers are the ones who write the knowledge organiser, to set out their expectations of what pupils should learn about a topic – and to clarify their own thinking around what is important.

School leaders, headteachers and subject leaders then may look at a series of knowledge organisers to check for progression and continuity both within and across curriculum subjects and to ensure standards and expectations for learning are being implemented, and if not, what CPD is required.

Pupils will review, revise and quiz themselves using their knowledge organisers. Knowledge organisers are a really clear and easy to understand way for parents to be more aware of what their children are learning and thus to support them.

Some of the benefits of knowledge organisers

  1. A knowledge organiser makes the teacher think hard about what will be taught.
  2. Knowledge organisers are an endless source of meaningful homework activities.
  3. Knowledge organisers are an excellent tool for inclusion.
  4. Knowledge organisers create opportunities for spaced retrieval practice.
  5. Ahead of a summative assessment at the end of a topic you can inform pupils that some of the questions will refer to previous learning; pupils can then refer to the knowledge organiser to access and practice those topics.
  6. Used appropriately, knowledge organisers can increase retention of facts

At Coleridge, we have several non-negiotiables that need to be included in a knowledge organiser, they are:

  • Key vocabulary (linked to Progression of language)
  • Key places and people
  • Useful diagrams (as required for the topic)
  • Key dates for a subject like history (e.g. when the two World Wars were)
  • Key themes
  • Important quotes
  • Stem sentences for a subject like Science or Maths

We use knowledge organisers throughout school, however, in EYFS they look different to other phases of school due to the away the curriculum is structure. In EYFS, we use a holistic approach to knowledge organisers and have a topic knowledge organiser, whereas, in KS1 and KS2 our knowledge organisers are subject specific.

If you would like any information about our knowledge organisers then please contact us

Online Safety

KO-Y5-Online-Safety-UD2Download

Emailing

KO-Y3-EmailingDownload