The 2014 Computing Curriculum (previously known as ICT)
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.
In 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.
At SS Alban and Stephen Junior School our children are taught the above by following the Herts for Learning Computing scheme for the Primary Phase. This scheme is taught through the following units on a two year rolling cycle:
|Autumn 2014||Spring 2015||
|Year 3 / 4||
Bringing images to life
Children develop understanding of digital images. They transform and edit images, respecting copyright and ownership. They explore stop animation creating their own versions. They produce programmed animations, using sequence, repeat and selection.
|Programming and games
Children explore simulations, investigating the structure and exploring how they might be programmed. They begin to note that abstraction can simplify them. They decompose tasks, creating and debugging algorithms and understanding how algorithms support the programming process. They write, test, debug and refine programs to achieve specific objectives, using sequence, repetition and procedures. They explore natural selection in digital and natural systems.
Children understand the difference between data and information. They use sensors, dataloggers and other tools as part of their investigations. They use branching and flat-file databases to enter, organise and search data, deriving information which they present in different forms. .
|Year 5/ 6||
Children develop safe and appropriate use of online technologies, considering what they can use and what information is shared about them. They create blogs for collaborative projects, checking and uploading digital content. They build a class wiki, taking editorial responsibility for their work. They know the school’s eSafety rules and are proactive in encouraging other children to keep safe online.
Children develop expertise in spreadsheets, using formulae and functions. They import and analyse data collected on dataloggers. They use conditional formatting to vary the format of cells and create tools for specific user needs. They create models, identifying variables and using what-if modelling.
Children use 3D graphical modelling to create and explore objects. They review operating systems. They evaluate films and animations, going on to create live film or animations for specific audiences. They demonstrate their understanding of copyright and ownership.
|Autumn 2015||Spring 2016||Summer 2016|
|Year 3 /4||
Children investigate computing storage capacities and ways of saving data. They develop understanding of the school network and operating systems. They use varied resources to create digital content, creating and manipulating images and words. They select and use software to create non-linear content for specific audience and objectives.
Children discuss computer networks including the internet and the services it offers. They explore how search engines work and what influences results, evaluating search engines and using sources. They learn about the threat from computer viruses and develop understanding of intellectual property and relate this to their own content. They use spreadsheet software to create graphs and to explore number patterns.
|Developing communication and sound
Children use online communication tools such as email, blogs and discussion forums to support collaborative learning, safely and respectfully. They begin to investigate the technology used in digital communication networks. They use simple sound editing software to record and manipulate sound clips.
|Year 5/6||Robotics and systems
Children investigate automated systems in the wider world and the sensors within them. They consider natural systems and use abstraction to represent them. They create, test, debug and refine algorithms and the related programs using sequence, selection, repetition and variables. They program physical devices, controlling inputs and outputs, relating to their study of automated systems.
Children investigate the concept of “big data” and its use in the world. The review file types and protection. They explore binary form and develop understanding of computer networks. They search more efficiently and investigate their digital footprints, building safe and responsible use of online spaces. They create and search flat-file databases, developing accuracy and efficiency.
Children review how digital sound is used in the world and how it has developed over time. They create multi-track sound recordings for specific audiences, incorporating different content and demonstrating their understanding of the rules of copyright. They use programming languages to create their own sound clips.