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Computing

Computing at Cloverlea

         

Purpose

At Cloverlea we strive to provide a high-quality computing education that will equip 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.

(National Curriculum 2014)

                                                      

  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                                                                                                                                                                                             

Progression of Skills

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

 

 

Computing Curriculum

 

Autumn Term

Spring Term

Summer Term

Year 1

We are Personal Trainers

(Data Handling, Charts and Graphs)

 

We are Celebrating

(Research, Word Processing and Graphics)

 

Internet Safety

We are TV Chefs

(Research, Video Recording)

 

We are Gardeners

(Simulations)

 

 

Internet Safety

We are Treasure Hunters

(Control and Following Instructions)

 

We are Story Tellers

(Sound Recording)

 

 

Espresso Coding

Year 2

Coding / Espresso Coding

(Inputting, Controlling objects on a Screen)

 

Internet Safety

 

Coding – Writing code to use one object to control another

 

Be E-Aware & E-Safe

We are Detectives

(Communicating Clues)

 

We are Zoologist – Bug Hunt

(Recoding Data)

 

Being Creative with ICT – Creating a Comic Strip

 

 

Year 3

Espresso Coding

Making simple computer games

Design, write and debug an App

 

We are Researchers

 

Internet Safety

We are Animators – Creating a Cartoon

 

Espresso Coding – Conditional Events

 

 

 

Internet Safety

 

We are Artists

Fusing Geometry and Art

 

We are Performers

(Videoing Performances)

Year 4

We are Co-Authors

 

We are Meteorologists

 

Internet Safety

We are Artists

 

We are Travel Presenters

 

Internet Safety

 

We are Musicians

 

We are Historians

Year 5

Computer Science

Espresso Coding & Scratch

 

We are Statisticians

(Excel, Data Handling, Formulas)

Internet Safety

We are Architects

(Sketchup)

 

We are Publishers

(Word, Publisher, Powerpoint)

Internet Safety

We are Game Makers

(Kodu and Scratch)

 

We are Musicians

(Audacity, Music Files)

How Computer Systems Work

Year 6

Espresso Coding

 

We are Web Developers

 

Internet Safety

Junior Computer Science Units

Perimeter Programme & Cartesian Co-ordinates

 

We are App Planners

Internet Safety

E-Safety

 

We are Publishers/Authors

End of Year Book

 

Computing Snapshots

                  

 

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