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.
Kapow! Computing Scheme: We have adopted Kapow! as a scheme for computing to assist us in embedding computing and digital skills across the whole curriculum for KS1 and KS2. It covers computer science, information technology, and digital literacy through a spiral curriculum that builds on prior learning and includes a range of digital tools and real-world software. The scheme ensures broad and balanced coverage of the National Curriculum, develops transferable skills, and promotes digital competence for the modern world.
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.
The Computing Curriculum at Cuddington
Cuddington will “Bring out the Best” in our pupils by providing a language rich and diverse experience both within and beyond the classroom. Our flexible approach enables everyone to thrive personally and academically, overcome challenges and prepare them for lifelong learning.
This is reflected in our curriculum approach to learning Computing, using the aims set out in Development Matters (2021) and the National Curriculum (2014) as frameworks for how we map content, ensure progression in knowledge and sequence our units of work.
Intent, Implementation, Impact
Cuddington will bring out the best by providing a language rich and diverse experience both within and beyond the classroom. Our approach enables everyone to thrive personally and academically, overcome challenges and to prepare them for lifelong learning. Computing at Cuddington will enable children to go on a journey where they are consistently developing their computational skills which enable them to feel confident with applying these in their own lives. Cuddington Primary School use high quality resources from Kapow! Computing for KS1 and KS2 and have developed a comprehensive curriculum that meets the needs of our children. It provides the right balance between substantive knowledge and disciplinary knowledge, which supports teaching, learning and assessment.
Learning is purposeful and follows a clear progression of skills which enables children to use and apply these to solve and debug computational models and programmes. The key computational thinking skills of: Think, Do, Test Debug, will help the children problem solve.
To strengthen children’s development of skills in computing, children will be given a range of opportunities to use technologies across a variety of different contexts.
KS1 and KS2 Curriculum Overview
|
|
Autumn 1 |
Autumn 2 |
Spring 1 |
Spring 2 |
Summer 1 |
Summer 2 |
|
Year 1 |
Computing systems and networks: Improving mouse skills |
Programming 1: Algorithms unplugged |
Skills showcase: Rocket to the moon |
Programming 2: Bee-Bot |
Creating media: Digital imagery |
Data handling: Introduction to data |
|
Online safety |
· To know that the internet is many devices connected to one another. · To know what to do if you feel unsafe or worried online – tell a trusted adult. · To know that people you do not know on the internet (online) are strangers and are not always who they say they are. · To know that to stay safe online it is important to keep personal information safe. · To know that ‘sharing’ online means giving something specific to someone else via the internet and ‘posting’ online means placing information on the internet.
|
|||||
|
Year 2 |
Computing systems and networks: What is a computer?
|
Programming 1: Algorithms and debugging.
|
Computing systems and networks 2: Word processing. |
Programming 2: Scratch Jr |
Creating media: Option 2: Using desktops/laptops
|
Data Handling: International Space Station |
|
Online safety |
· To understand the difference between online and offline. · To understand what information I should not post online. · To know how to create a strong password. · To know that you should ask permission from others before sharing about them online and that they have the right to say ‘no.’ · To understand that not everything I see or read online is true. |
|||||
|
Year 3 |
Computing systems and networks 1: Networks
|
Programming: Scratch
|
Computer systems and networks 2: Emailing
|
Computing systems and networks 3: Journey inside a computer |
Creating media: Video trailers
|
Data handling: Comparison cards databases
|
|
Online Safety |
· That not everything on the internet is true: people share facts, beliefs and opinions online. · The internet can affect people’s moods and feelings. · Privacy settings limit who can access important personal information, such as names, ages, gender etc. · What social media is and that age restrictions apply. |
|||||
|
Year 4 |
Computing systems and networks: Collaborative learning |
Programming 1: Further coding with Scratch |
Creating media: Website design
|
Skills showcase: HTML
|
Programming 2: Computational thinking |
Data handling: Investigating Weather |
|
Online safety |
|
|||||
|
Year 5 |
Computing systems and networks: Search engines |
Programming 1: Music
|
Data handling: Mars Rover 1
|
Creating media: Stop motion animation |
Programming 2: Micro: bit |
Skills showcase: Mars Rover 2 |
|
Online safety |
· Possible dangers online and how to stay safe. · The pros and cons of online communication. · That information on the internet might not be true or correct and ways of checking validity. · What to do if they experience bullying online. · How to use an online community safely. |
|||||
|
Year 6 |
Computer systems and networks: Bletchley Park and the history of computers |
Computer systems and networks: Exploring AI |
Data handling 1: Big data 1
|
Programming: Intro to Python
|
Data handling 2: Big data 2 |
Skills showcase: Inventing a product |
|
Online safety |
· A digital footprint means the information that exists on the internet as a result of a person’s online activity. · What steps are required to capture bullying content as evidence. · It is important to manage personal passwords effectively. · What it means to have a positive online reputation. · Some common online scams. |
|||||