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Computing

Computing at Phillimore

 

The 2014 National Curriculum has introduced a new subject, Computing, which replaces the old ICT curriculum. It focuses more on how computers and computer systems work, and how they are designed and programmed, and less on how to use a computer for everyday functions. We have found this an exciting change as the pupils at Phillimore are great at using computers, and we think they will enjoy the challenges associated with design, programming and building their own working programs.

 

One of the main skills that we teach during computing lessons is Computational thinking. This is an empowering skill that children need to develop to allow them to solve problems, design systems and conceptualise and develop a deeper understanding of computer-based technologies, making them better prepared for today’s world and future.

 

Our Aims

 

• Children will develop competence in coding for a variety of practical and inventive purposes, including the application of ideas within other subjects.

• Children will have the ability to connect with others safely and respectfully, understanding the need to act within the law and with moral and ethical integrity.

• Children will have an understanding of the connected nature of devices.

• Children will have the ability to communicate ideas well by using applications and devices throughout the curriculum.

• Children will have the ability to collect, organise and manipulate data effectively


Our Curriculum

 

At Phillimore Primary School, we use the Sheffield Computing scheme of work and Teach Computing in order to achieve the aims of the national curriculum.

 

By the End of Key Stage 1 the children will

• Understand what algorithms are, how they are implemented as programs on digital devices, and that programs execute by following a sequence of instructions.

• Write and test simple programs.

• Use logical reasoning to predict the behaviour of simple programs.

• Organise, store, manipulate and retrieve data in a range of digital formats.

• Communicate safely and respectfully online, keeping personal information private and recognise common uses of information technology beyond school.

By the End Key Stage 2 the children will

  • Design and write programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts.
  • Use sequence, selections and repetition in programs; work with variables and various forms of input and output; generate appropriate inputs and predicted outputs to test programs.
  • Use logical reasoning to explain how a simple algorithm works, 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.
  • Describe how internet search engines find and store data; use search engines effectively; be discerning in evaluating digital content; respect individuals and intellectual property; use technology responsibly, securely and safely.
  • Select, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting data and information.

In today's world, we see the teaching of ICT as an integral part of the school curriculum. To facilitate this, we have a purpose designed STEM (Science Technology Engineering & Maths) Discovery Centre which reflects the school's creative ethos.

 

The school is connected to Broadband and fully networked. All classrooms have interactive whiteboards and PCs to enhance children's learning. There is also access to laptops, digital cameras and Interactive Whiteboards in classrooms. We also have 32 iPads which are used as a cross-curricular resource.

 

Phillimore Computing Progression Document

Vocabulary Progression Document

Computing at Phillimore in the EYFS

 

The EYFS framework is structured very differently to the national curriculum as it is organised across seven areas of learning rather than subject areas.

The table below outlines the most relevant statements taken from the Early Learning Goals in the EYFS statutory framework and the Development Matters age ranges for Three and Four-Year-Olds and Reception to match the programme of study for computing. The most relevant statements for computing are taken from the following areas of learning:

 • Personal, Social and Emotional Development

• Physical Development

• Understanding the World

• Expressive Arts and Design

Nursery.

Personal, Social and Emotional Development

• Increasingly follow rules, understanding why they are important.

Physical Development

• Match their developing physical skills to tasks and activities in the setting.

Understanding the World

• Explore how things work.

Reception

Personal, Social and Emotional Development 

• Show resilience and perseverance in the face of a challenge.

Physical Development

• Develop their small motor skills so that they can use a range of tools competently, safely and confidently. • Know and talk about the different factors that support their overall health and wellbeing: -sensible amounts of ‘screen time’.

Expressive Arts and Design

• Explore, use and refine a variety of artistic effects to express their ideas and feelings

ELG

Personal, Social and Emotional Development Managing Self

• Be confident to try new activities and show independence, resilience and perseverance in the face of challenge. • Explain the reasons for rules, know right from wrong and try to behave accordingly.

Expressive Arts and Design Creating with Materials

  • Safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.

 

How you can support your child at home

In school we use a free web program called 'scratch' when we make games. If you follow the link below you can use scratch at home with your child

http://scratch.mit.edu/

 

Below are links to useful websites that help your child to practise the skill of coding

http://www.purplemash.co.uk/#/home/2code_lessons

http://www.bbc.co.uk/schools/0/computing/28972462

 

Below are links to useful (free) apps that help your child to practise the skill of coding

https://itunes.apple.com/gb/app/scratchjr/id895485086?mt=8

https://itunes.apple.com/gb/app/daisy-the-dinosaur/id490514278?mt=8

https://itunes.apple.com/gb/app/hopscotch-hd/id617098629?mt=8

https://itunes.apple.com/gb/app/bee-bot/id500131639?mt=8&ls=1

https://itunes.apple.com/gb/app/cargo-bot/id519690804?mt=8

 

Long Term Progression Document

At Phillimore we recognise that the pandemic had an effect on our children’s learning. We have implemented a long term progression document to ensure that that all children at Phillimore will achieve their end of Key stage expectations.

 

 

Strand 0 Key Skills

Strand 1 Communicating: Text and Images

Strand 2 Communicating: Multimedia

Strand 3 Understanding & Sharing Data

Strand 4 Programming A

Strand 5 Programming B

2021-22

All year level s 2021-22

Year 1 only 2022 onwards

 

1.1 How do I use the school computer independently?

2.1 How do I record sounds and pictures?

3.1 How do I present data using pictures?

Year 1 only

4.1 What is an algorithm?

5.1 What is a program?

Year 2-6

4.2 How do I improve my algorithms?

5.2 How do I improve my programs?

2022-23

Years 2-6 2022-23

Year 2 only 2023 onwards

1.2 How do I use a computer as a writer?

2.2 How do I create a multimedia story?

3.2 What is a branching database?

Year 2 only

4.2 How do I improve my algorithms?

5.2 How do I improve my programs?

Year 3 - 6

4.3 How do I use repetition in programs?

5.3 How do I use forever loops in programs?

2023-24

Years 3-6 2023-24

Year 3 only 2024 onwards

1.3 What makes a good poster?

2.3 How do I use a computer as a musician?

3.3 How do we use databases to find out information?

Year 3 only

4.3 How do I use repetition in programs?

5.3 How do I use forever loops in programs?

Year 4-6

4.4 How do I write efficient programs?

5.4 How do I use selection in a program?

2024-25

Years 4-6 2024-25

Year 4 only 2025 onwards

1.4 How do I use a computer as an artist?

2.4 What makes an excellent multimedia story?

3.4 How is data shared online?

Year 4 only

4.4 How do I write efficient programs?

5.4 How do I use selection in a program?

Year  5 & 6

4.5 How do I program physical systems?

5.5 How do I use variables in programs?

2025-26

Years 5-6 2025-26

Year 5 only 2026 onwards

1.5 How do we collaborate online?

2.5 How do I create a radio advert?

3.5 How do I find and share data safely and responsibly?

Year 5

4.5 How do I program physical systems?

5.5 How do I use variables in programs?

Year 6 only

4.6 How do I build complex physical systems?

5.6 How do I design complex programs?

2026-27

Years 6 2026-27

All year groups should now be teaching their own computing curriculum relevant to their year level. Computing is now embedded at Phillimore.

1.6 How do I use a computer as a designer?

2.6 What makes an excellent film?

3.6 Why do we use spreadsheets?

Year 6 only

4.6 How do I build complex physical systems?

5.6 How do I design complex programs?

 

 

 

 

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