“It’s not that we use technology, we live technology.” –Godfrey Reggio
Technology is consistently evolving in the lives of our children and we aim to give them the knowledge and skills to equip them for a technological world that does not exist yet. This intent is inclusive to all pupils and delivered through a sequential computing curriculum with ambitious aims and an understanding of cultural impact. We believe it is important to ensure that our pupils know how to use technology responsibly, safely and positively. Being technologically literate is essential and therefore we endeavour to provide increasing fluency and independence in computing skills and knowledge. Our youngest children will start to learn that technology is all around us and comes in many different forms. We build on this understanding and skill acquisition to develop our learners to prepare them for the next stage of their education. We link computing to all aspects of the curriculum as it is reflected in every day practice. We believe in the importance of our children developing their knowledge of e-safety; ensuring they understand there is always a choice when using technology (especially social media). When children understand how to use this positively, we can prevent any issues we see with technology/social media through education. Through consistently embedding accurate vocabulary from early on, we hope our children will not only use, but fully understand computing language.
Our Early Years setting supports our youngest children to develop a dexterity and familiarisation with computing, preparing them for the Key Stage 1 curriculum. The Teach Computing Curriculum uses the National Centre for Computing Education’s computing taxonomy to ensure comprehensive coverage of the subject. Our learning outcomes are:
Computing progression of skills
|Creating media||Programming A||Data and information||Creating media||Programming B|
|Early Years||Shows an interest in technological toys with knobs or pulleys, real objects such as cameras, and touchscreen devices such as mobile phones and tablets, R5.||Plays with a range of materials to learn cause and effect, for example, makes a string puppet using dowels and string to suspend the puppet, R5.||Knows how to operate simple equipment. Shows skill in making toys work by pressing parts or lifting flaps to achieve effects such as sound, movements or new images.||Uses ICT hardware to interact with age appropriate computer software. Completes a simple program on electronic devices.||Can create content such as a video recording, stories, and/or draw a picture on screen, R6.
|Knows how to operate simple equipment. Shows skill in making toys work by pressing parts or lifting flaps to achieve effects such as sound, movements or new images.|
|Year 1||Technology around us
Recognising technology in school and using it responsibly.
Choosing appropriate tools in a program to create art, and making comparisons with working non-digitally.
|Moving a robot
Writing short algorithms and programs for floor robots, and predicting program outcomes.
Exploring object labels, then using them to sort and group objects by properties.
Using a computer to create and format text, before comparing to writing non-digitally.
Designing and programming the movement of a character on screen to tell stories.
|Year 2||Information technology
Identifying IT and how its responsible use improves our world in school and beyond.
Creating and debugging programs, and using logical reasoning to make predictions.
Collecting data in tally charts and using attributes to organise and present data on a computer.
Using a computer as a tool to explore rhythms and melodies, before creating a musical composition.
and programs that use events to trigger sequences of code to make an interactive quiz.
|Year 3||Connecting computers
Identifying that digital devices have inputs, processes, and outputs, and how devices can be connected to make networks.
Capturing and editing digital still images to produce a stop-frame animation that tells a story.
Creating sequences in a block-based programming language to make music.
Building and using branching databases to group objects using yes/no questions.
Creating documents by modifying text, images, and page layouts for a specified purpose.
|Events and actions
and programs that
use a range of events
to trigger sequences of actions.
|Year 4||The internet
Recognising the internet as a network of networks including the WWW, and why we should evaluate online content.
Capturing and editing audio to produce a podcast, ensuring that copyright is considered.
|Repetition in shapes
Using a text-based
Programming language to explore count-controlled loops when drawing shapes.
Recognising how and why data is collected over time, before using data loggers to carry out an investigation.
Manipulating digital images, and reflecting on the impact of changes and whether the required purpose is fulfilled.
|Repetition in games
Using a block-based
Programming language to explore count-controlled and infinite loops when creating a game.
|Year 5||Sharing information
Identifying and exploring how information is shared between digital systems.
Planning, capturing, and editing video to produce a short film.
|Selection in physical
Exploring conditions and selection using a programmable microcontroller.
Using a database to order data and create charts to answer questions.
Creating images in a drawing program by using layers and groups of objects.
|Selection in quizzes
Exploring selection in programming to design and code an interactive quiz.
|Year 6||Internet communication
Recognising how the
WWW can be used to communicate and be searched to find information.
Designing and creating webpages, giving consideration to copyright, aesthetics, and navigation.
|Variables in games
Exploring variables when designing and coding a game.
Answering questions by using spreadsheets to organise and calculate data.
Planning, developing, and evaluating 3D computer models of physical objects.
Designing and coding a project that captures inputs from a physical device.
We believe it is essential for e-safety guidance to be given to the pupils on a regular and meaningful basis. We continually look for new opportunities to promote e-safety as ICT and online resources are used across our curriculum.