Computing
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
- 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.
| Year 1 | Year 2 | Year 3 | Year 4 | Year 5 | Year 6 |
|---|---|---|---|---|---|
| TT: To recognise common uses of information technology in the home and school environment. | TT: To recognise common uses of information technology beyond school. | TT: To recognise familiar forms of input and output devices and how they are used. | TT: To use other input devices such as cameras or sensors. | TT: To begin to use internet services to share and transfer data and a third party. | TT: To understand how computer networks enable computers to communicate and collaborate. |
| TT: To use technology purposefully to create digital content. | TT: To use technology purposefully to create, organise, store, manipulate and retrieve digital content. | TT: To make efficient use of familiar forms of input and output devices. | TT: To understand what servers and how they provide services to a network. | TT: To independently select and use appropriate software for a task. | TT: To begin to use internet services within his/her own creations to share and transfer data to a third party. |
| To create a set of sequences on the computer. | TT: To use technology purposefully to create digital content comparing the benefits of different programs. | TT: To understand that computer networks enable the sharing of data and information. | TT: To select and use, with support, a variety of software on a range of digital devices. | TT: To independently select, use and combine a variety of software to design and create content for a given audience. | TT: To independently select, use and combine a variety of software to design and create content for a given audience, including collecting, analysing, evaluating and presenting data and information. |
| TT: To understand that some content or contact on the internet or other online technologies is unsuitable for children. | TT: To use technology safely and keep personal information private. | To use email and other tools to communicate online. | TT: To select, use and combine a variety of software on a range of digital devices to accomplish given goals, with support. | TT: To understand the need to only select age appropriate content. | TT: To design and create a range of programs, systems and content for a given audience. |
| To know who to talk to if I feel uncomfortable on the internet. | To know how to stay safe on the internet. | TT: To understand that the internet is a large network of computers and that information can be shared between computers. | TT: To use technology responsibly and understand that communication online may be seen by others. | TT: To use filters in search technologies effectively. | TT: To independently select, use and combine a variety of software to collect, analyse, evaluate and present data and information. |
| TT: To predict the behaviour of simple programmes. | TT: To use logical reasoning to predict the behaviour of simple programs. | To know how a website is developed. | To know that people aren’t always who they say they are. | TT: To use filters in search technologies effectively and appreciates how results are selected and ranked. | To detect and correct errors in algorithms and programs. |
| To predict what will happen in a simple simulation. | To look at a set of instructions and predict what will happen. | TT: To select and use a variety of software to accomplish goals, with support. | TT: To understand where to go for help and support when he/she has concerns about content or contact on the internet or other online technologies. | To know which information sources are reliable. | TT: To use technology respectfully and responsibly. |
| TT: To understand what algorithms are and how they are implemented on digital devices. | TT: To create simple sets of instructions. | To write an algorithm to reach a simple goal. | TT: To understand how results are selected and ranked by search engines. | To discover if a website is trusted and reliable. | To know how to be a safe and responsible online member. |
| To present and save ideas in a variety of ways. | To understand the word algorithm and can create and edit a set of instructions. | To program a robot to complete a task or reach a goal. | To use a programmes of tools to present information. | TT: To design, input and test an increasingly complex set of instructions to a program or device. | TT: To identify a range of ways to report concerns about content and contact in and out of school. |
| TT: To create and debug simple programs. | TT: To use technology safely and respectfully, keeping personal information private. | TT: To decompose programs into smaller parts. | To write a simple code. | TT: To be discerning when evaluating digital content. | |
| To test and edit a robot to make instructions more effective. | TT: To use technology safely and recognise acceptable and unacceptable behaviour. | To pick apart a programme to reveal how it works. | TT: To design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems. | TT: To use filters in search technologies effectively and is discerning when evaluating digital content. | |
| TT: To debug programs by using logical reasoning to predict the actions instructed by code. | TT: To use technology safely and recognise acceptable and unacceptable behaviour. | TT: To use logical reasoning to detect and correct errors in algorithms and programs. | To understand how inputs and outputs work. | To use a variety of different types of searches. | |
| TT: To understand that programs execute by following precise and unambiguous instructions. | To know how to talk appropriately on the internet. | To understand how simple coding works. | TT: Design, write and test simple programs that follow a sequence of instructions or allow a set of instructions to be repeated. | TT: To include use of sequences, selection and repetition with the hardware used to explore real world systems. | |
| To understand how a website is organised. | To use tools to improve presentation of ideas. | To program a robot using a sequence and repetition to complete a task. | To solve a problem by breaking a program into several smaller parts. | TT: To solve problems by decomposing them into smaller parts. | |
| To open, edit and save ideas and use a variety of different programmes. | TT: To select use and combine a variety of software, systems and content that accomplish given goals. | TT: To design, write and test simple programs with opportunities for selection, where a particular result will happen based on actions or situations controlled by the user. | TT: To create programs which use variables. | ||
| To use collaborative programmes and the internet to share and present ideas. | TT: To use logical reasoning to explain how increasingly complex algorithms work to ensure a program’s efficiency. | To create an algorithm to create a simulation or game. | |||
| TT: To use variables, sequence, selection and repetition in programs. | |||||
| TT: To use logical reasoning to explain how increasingly complex algorithms work and to detect and correct errors in algorithms and programs efficiently. | |||||
| To test and edit programs. |
Spiritual
Computing supports spiritual development by looking at how computing can bring rapid benefits to discussions and tolerance to an individual’s beliefs. However, children are also exposed to the limitations and abuse of the internet where they question and justify the aims, values and principles of their own and others’ belief systems.
Moral
Computing supports moral development by looking at how computing developments have had an impact on the environment as technology has meant that old ways of working have been changed to help the environment.
Social
Computing supports social development by completing of group work within lessons as well as practical tasks. Children are required to understand about social media and the advantages these sites have brought as well as the numerous problems such as cyber bullying.
Cultural
The development in technology has impacted different cultures and backgrounds in different ways. More developed countries are able to keep pace with the developments in technology whilst less developed ones can’t.
