Computing
Learning in computing
Computing
Why do we teach computing? (Intention)
At Wildground federation we aim to give children the foundations of computing skills to prepare children for a digital 21st century workplace. We want children to embrace new technologies in a safe and socially responsible way. We teach children the foundations of understanding technology and computer programming as well as to be digitally literate using EYFS and the National Curriculum as our base line. We want technology and computing to support learning across the curriculum and to ensure the curriculum is accessible for all. Through computing our learners develop their learning through logical thinking, problem solving, generalising, and predicting skills. They will develop sequential understanding and improve their understanding and selection of computing language. When children are in computer science lessons they will develop their resilience skills to debug programmes.
How do we teach computing? (Implementation)
At Wildground federation computing is taught through continuous provision in EYFS with some discreet teaching and through discreet computing lessons in key stage 1 and 2. The computing curriculum is delivered through our own scheme of work. Each year group teaches an aspect of e-safety as well as computer science, digital literacy and information technology. Every lesson in the scheme has been individually planned so that it can be effectively taught using the infrastructure we have in place at school to meet the needs of our pupils. Having discreet lessons means that the children are able to develop depth in their knowledge and skills over the duration of each of their computing topics. Where appropriate meaningful links are made between the computing curriculum and the wider curriculum. In computing lessons the children will use ipads or the computer suite in order to access apps and software, Discreet lessons will focus on the four areas of online safety; digital literacy; information technology; computer science. We use a variety of ways to teach children including demonstration teaching; dissecting and analysing simple and complex codes; set problems to solve; use collaboration to work on projects and direct teaching.
Curriculum Overview (Progression of Computing from EYFS - Year 6)
Look below at the curriculum overview to see what we do each term in computing.
We use words webs to support our curriculum learning and develop language - one of curriculum drivers. Below are some examples
Our Mastery Curriculum in Computing
Take a look at what we learn in computing below.
National Curriculum Learning Objective: To code (using Scratch) | |||
| Milestone 1 (Year 1 and 2) | Milestone 2 (Year 3 and 4) | Milestone 3 (Year 5 and 6) |
Motion | • Control motion by specifying the number of steps to travel, direction and turn. | • Use specified screen coordinates to control movement. | • Set IF conditions for movements. Specify types of rotation giving the number of degrees. |
Looks | • Add text strings, show and hide objects and change the features of an object. | • Set the appearance of objects and create sequences of changes. | • Change the position of objects between screen layers (send to back, bring to front). |
Sound | • Select sounds and control when they are heard, their duration and volume. | • Create and edit sounds. Control when they are heard, their volume, duration and rests. | • Upload sounds from a file and edit them. Add effects such as fade in and out and control their implementation. |
Draw | • Control when drawings appear and set the pen colour, size and shape. | • Control the shade of pens. | • Combine the use of pens with movement to create interesting effects. |
Events | • Specify user inputs (such as clicks) to control events. | • Specify conditions to trigger events. ( clicks or timers) |
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Control | • Specify the nature of events (such as a single event or a loop). | • Use IF THEN conditions to control events or objects. | Use IF THEN ELSE conditions to control events or objects. |
Sensing | • Create conditions for actions by waiting for a user input (such as responses to questions like: What is your name?). |
| • Create conditions for actions by sensing proximity or by waiting for a user input (such as proximity to a specified colour or a line or responses to questions). |
Variables and lists |
| • Use variables to store a value. • Use the functions define, set, change, show and hide to control the variables. | • Use lists to create a set of variables. |
National Curriculum Learning Objective: To connect | |||
Milestone 1 (Year 1 and 2) | Milestone 2 (Year 3 and 4) | Milestone 3 (Year 5 and 6) | |
• Participate in class social media accounts. • Understand online risks and the age rules for sites. | • Contribute to blogs that are moderated by teachers. • Give examples of the risks posed by online communications. • Understand the term ‘copyright’. • Understand that comments made online that are hurtful or offensive are the same as bullying. • Understand how online services work. | • Collaborate with others online on sites approved and moderated by teachers. • Give examples of the risks of online communities and demonstrate knowledge of how to minimise risk and report problems. • Understand and demonstrate knowledge that it is illegal to download copyrighted material, including music or games, without express written permission, from the copyright holder. • Understand the effect of online comments and show responsibility and sensitivity when online. • Understand how simple networks are set up and used. | |
National Curriculum Learning Objective: To communicate | |||
Milestone 1 (Year 1 and 2) | Milestone 2 (Year 3 and 4) | Milestone 3 (Year 5 and 6) | |
• Use a range of applications and devices in order to communicate ideas, work and messages. | • Use some of the advanced features of applications and devices in order to communicate ideas, work or messages professionally. | • Choose the most suitable applications and devices for the purposes of communication. • Use many of the advanced features in order to create high quality, professional or efficient communications. | |
National Curriculum Learning Objective: To collect | |||
Milestone 1 (Year 1 and 2) | Milestone 2 (Year 3 and 4) | Milestone 3 (Year 5 and 6) | |
• Use simple databases to record information in areas across the curriculum. | • Devise and construct databases using applications designed for this purpose in areas across the curriculum. | • Select appropriate applications to devise, construct and manipulate data and present it in an effective and professional manner. | |