Intent  

At Monkton Church of England School, we aim to prepare our learners for their future by giving them the opportunities to gain knowledge and develop skills that will equip them for an ever changing digital world. Knowledge and understanding of ICT is of increasing importance for children’s future both at home and for employment. Our Computing curriculum focuses on a progression of skills in digital literacy, computer science, information technology and online safety to ensure that children become competent in safely using, as well as understanding, technology. These strands are revisited repeatedly through a range of themes during children’s time in school to ensure the learning is embedded and skills are successfully developed. Our intention is that Computing also supports children’s creativity and cross curricular learning to engage children and enrich their experiences in school. 

 

Implementation  

Our Computing curriculum encourages all to flourish to become the very best version of themselves they can possibly be. We teach the National Curriculum, supported by a clear skills and knowledge progression using the Teach Curriculum scheme. To ensure a broad range of skills and understanding, Computing is taught across three main strands: digital literacy, computer science and information technology. As part of information technology, children learn to use and express themselves and develop their ideas through ICT for example writing and presenting as well as exploring art and design using multimedia. Within digital literacy, children develop practical skills in the safe use of ICT and the ability to apply these skills to solving relevant, worthwhile problems for example understanding safe use of internet, networks and email. In computer science we teach children to understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation. Also to analyse problems to computational terms, and have repeated practical experience of writing computer programs in order to solve such problems.  

At Monkton, we give children access to a wide range of good quality resources and provide cross curricular opportunities for children to apply their Computing knowledge and skills. Online safety is taught within each unit and on a continuous basis as we ensure all children know how to remain safe online. Online safety procedures are communicated with all staff and parents. 

 

Impact  

The implementation of this curriculum ensures that when children leave Monkton school, they are competent and safe users of ICT with an understanding of how technology works. They will have developed skills to express themselves and be creative in using digital media and be equipped to apply their skills in Computing to different challenges going forward.  

Computing Skills Progression - Cycle A

Cycle A

Class

2

3

4

Aspect

 

Theme(s)

Moving a Robot

Robot algorithms

Sequence in music

Repetition in shapes

Sharing Information

Selection in physical computing

Variables in games

 

 

 

 

Programming

Knowledge

To choose a series of words that can be acted by giving someone instructions.

To match a command to an outcome.

Explain that objects have attributes and recognise that commands are given in blocks to create a project following a design,

To combine sound and action commands.

To create a code snippet for a given purpose

To explain that data is transferred over networks and that networked digital devices have unique codes. 

To build a simple circuit to connect a multicontroller to a computer to control an LED.

To decide where in a program to change a variable, make use of an event in a program to set a variable and recognise that the value of a variable can be used by a program

Skill

understand what algorithms are, how they are implemented as programs on digital devices, and that programs execute by following precise and unambiguous instructions

design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts

design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts

 

Theme(s)

Moving a Robot

Robot algorithms

Connecting computers

Sequence in music

Repetition in shapes

Sharing information

Selection in physical computing

Variables in games

 

 

 

Data and information

Knowledge

To choose and order a command and debug where necessary.

 To create an algorithm to meet a desired goal and change it for different parts of the task.

To identify several possible solutions.

To explain that digital devices accept inputs and classify input and output devices

Identify everyday tasks that include repetition and identify patterns use controlled loops

Explain that computer systems include input , processes and outputs and explain the human elements of computer systems.

To connect more than one output device and design sequences.

Explain that the way that a variable changes can be defined and examples of information that is variable and identify that variables can hold numbers or letters

Skill

create and debug simple programs

use sequence, selection, and repetition in programs; work with variables and various forms of input and output

use sequence, selection, and repetition in programs; work with variables and various forms of input and output

 

Theme(s)

Moving a Robot

Robot algorithms

Sequence in music

Repetition in shapes

Selection in physical computing

Variables in games

 

 

Programming

Knowledge

To compare forwards and backwards movements and experiment with turns – predicting the outcome.

To compare predictions to program outcome 

To explain that an object will react to an exact command and start a program in a range of ways.

To test algorithms and create a template.

To develop a program by debugging it and make use of a design.

To test and debug to produce an intended outcome describing what the project will do (the task) and identify a condition to start an action (real life)

To choose the artwork for my project, create algorithms and explain my design choices

Skill

use logical reasoning to predict the behaviour of simple programs

use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs

use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs

 

Theme(s)

Technology around us

Digital Painting

Grouping data

Stop-frame animation

Branching databases

Audio editing

Video editing

Flat-File databases

 

Creating Media

Knowledge

To explain how these technology examples help us and locate examples of technology in the classroom

To name the main parts of a computer, switch on and log into a computer and use a mouse to click and drag including click and drag to make objects on a screen, using a mouse to create a picture and to open a program.

To save work to a file, to tell you that writing on a computer is called typing and to type on a computer and delete letters.

To use paint tools to draw a picture.

To use the shape and line tools effectively and say which were useful and why.

To change the colour, brush size and use dots to create a picture.

To explain that pictures can be created in lots of different ways.

To describe objects using labels, describe the properties of an object and choose how to group these. To record and share what they have found

To create a flipbook animation to draw a sequence of pictures, explain why little changes are needed to create an effective stop-frame animation.

To evaluate the quality of their animation, checking work and make small changes. To add other media to their animation and evaluate the final film.

To create two groups of objects separated by one attribute and investigate yes/no questions to arrange objects in a tree structure.

To compare two branching databases and create own yes/no questions and explain that these need to be ordered carefully.

To identify digital devices that can record and playback sound, suggest how to improve recordings and plan and write content. Edit sections of sounds and save digital recordings.

To explain that a video can be both audio and visual, and explain the benefits of this.

To choose the most suitable digital device for recording and demonstrate suitable methods for recording including safe use and handling.  To explain why lighting and angle are important – explaining how to reshoot and edit using correct tools by storing, retrieving and saving work.

Share final piece with others and understanding that their choices effects the final outcome.

To create multiple questions about the same field and explain how information can be recorded.

To explain what field and record is in a database and to navigate a flat file database to compare different views.  

To choose multiple criteria and outline how ‘and’ and ‘or’ can be used to refine data.

Explain the benefits of using a computer to create a graph and refine by selecting a particular filter.

Skill

use technology purposefully to create, organise, store, manipulate and retrieve 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

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

 

Theme(s)

Digital photography

Connecting computer

Audio editing

Sharing information

Webpage creation

 

Computing systems

Knowledge

I can capture digital images, explain how to take a good photograph, experimenting with different light and give images a desired effect.

To explain how they use digital devices for different reasons, and the role of a switch, server and wireless access

 To describe how networks are connected to one another int.

To discuss what people use in a podcast, choose suitable sounds for their own podcast and explain that these need to shared for others to hear them.

 

To explain that internet allows different digital media to be shared and compare working online and offline.

I can explain how the internet enables effective collaboration

To  identify different ways of working together online.

To discuss different types of media used online and know that they use HTML addresses

To draw a webpage layout, recognising common features and suggest media to use.

To describe why navigation paths are useful and make multiple webpages and  link them using hyperlinks. 

Skill

recognise common uses of information technology beyond school

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

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

 

Theme(s)

Technology around us

Grouping Data

Audio Editing

Sharing information

Webpage creation

 

 

Knowledge

To discuss how we benefit from rules to keep us safe and healthy when we are using technology in and beyond the home

To explain how to share audio safely

To recognise that working together on the internet can be public or private

To know what is meant by fair-use and find copyright free images

Skill

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

use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact

use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact

 

Computing Skills Progression - Cycle B

 

Cycle B

Class

2

3

4

Aspect

 

Theme(s)

Programming animations

An introduction to quizzes

Events and actions

Repetition in games

Selection in quizzes

Sensing

 

 

 

 

Programming

Knowledge

To compare different programming tools to give commands to a sprite.

To open a program, start a sequence and run a program.

To choose a character. ensuring they are the right size for a maze

To list an everyday task as a set of instructions and modify the snippet of a code and modify loops.

- To identify conditions in a program and create a program with different outcomes using selection using if, then, else statements.

Skill

understand what algorithms are, how they are implemented as programs on digital devices, and that programs execute by following precise and unambiguous instructions

design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts

design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts

 

Theme(s)

Programming animations

An introduction to quizzes

Events and actions

Data Logging

 Repetition in games

Sensing

 

 

 

Data and information

Knowledge

To run a program, to add sprites and delete sprites.

To change the outcome of a sequence, building blocks, choosing backgrounds to create an algorithm.

To explain the difference between an event and an action and choose appropriate keys for this.

To choose data to answer a given question. To explain that sensors are input devices. To identify a suitable place to collect data, plan how to collect data and use a data logger.

To choose an action to be repeated and add this to a loop and explain the effects of changes. To evaluate the use of repetition.

To create a program to run a controllable device.

To experiment with different physical inputs, and use a condition to change a variable.

To explain the importance of the order of conditions in else if statements, modify a program to achieve a different outcome and use an operand (e.g. <>=) in an if… then… statement

Skill

create and debug simple programs

use sequence, selection, and repetition in programs; work with variables and various forms of input and output

use sequence, selection, and repetition in programs; work with variables and various forms of input and output

 

Theme(s)

Programming animations

An introduction to quizzes

Events and actions

Repetition in games

Selection in quizzes

Sensing

 

 

Programming

Knowledge

To test algorithms and change blocks where necessary.

I can improve my algorithm by debugging and comparing my project to others.

To match a piece of code to an outcome and modify it to match a design.

To evaluate and refine steps made in a project.

To identify the outcome of user input in an algorithm, and implement an algorithm to create the first section of a program.

To design what variables to include and design own algorithms for a program. To use a range of approaches to fix and find bugs.

Skill

use logical reasoning to predict the behaviour of simple programs

use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs

use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs

 

Theme(s)

Digital writing

Pictograms

Making music

Desktop Publishing

The internet

Data logging

Phot editing

Vector Drawing

Introduction to spreadsheets

3D Modelling

Knowledge

To use a word processor to write, entering text and using the backspace for mistakes.

To begin to change the font and make improvements to writing. To compare what is produced with a pencil and paper compared to a computer.

To compare and use tally charts and enter data into a computer and view the data in different formats.

To explain what a pictogram shows and answer questions based on it.

To create a rhythmic pattern, connecting images with sounds and use a computer to experiment with pitch and sound.

 To reopen work to make it better and explain how you did it.

To explain the different between text and images and change these to fit a purpose and to be clearer. 

To create a template for a particular format including page orientation choosing a suitable layout.

To compare work made on desktop publishing compared to work created by hand.

To create media which can be found on websites and explain that new content can be created online.

To choose data to answer a given question. To explain that sensors are input devices. To identify a suitable place to collect data, plan how to collect data and use a data logger.

To explain the effects editing can have on a photo, change the composition of it and choose effects. To combine parts of images to create new ones to sort images into fake and real.

To discuss how a vector drawing is different from paper-based drawings, identify the main drawing tools and recognise that vector drawings are made using shapes.

To explain that each element added to a vector drawing is an object, identify the shapes used to make a vector drawing and move, resize, and rotate objects I have duplicated.

To explain how alignment grids and resize handles can be used to improve consistency, modify objects to create different effects and use the zoom tool to help me add detail to my drawings

To answer questions from an existing data set and explain the relevance of data headings

To apply an appropriate number format to a cell and construct a formula in a spreadsheet, explain the relevance of a cell’s data type

and identify that changing inputs changes outputs

To apply a formula to calculate the data and explain why it should be organised. To produce a graph and explain when best to use a table/graph

To use a computer to create and manipulate 3D shapes – change the colour, resize, position and rotate.

Skill

use technology purposefully to create, organise, store, manipulate and retrieve 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

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

 

Theme(s)

Technology around us

The internet

Desktop publishing

Communication

 

Computing systems

Knowledge

To compare and explain the purpose of computers.

To demonstrate how computers are used in shops to help people.

 

I can demonstrate how information is shared on the internet as a network of networks.

I can explain how the internet allows us to view the world wide web and how it contains webpages. I can explain how to use the www and explain the types of media shared on it.

To copy and paste images and text.

I can create media which can be found on websites and explain that new content can be created online.

To compare results from different search engines and refine a search.

To recognise the role of web crawlers in creating an index.

Explain that a search engine follows rules to rank relevant pages and explain that results are ordered. 

Describe how search results can be influenced and how search engines make money

Skill

recognise common uses of information technology beyond school

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

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

 

Theme(s)

Technology around us

Pictograms

The internet

Photo editing

Communication

 

 

Knowledge

To use a variety of computer systems and identify choices made when using it.

To give examples of why information should not be shared

To explain that there are rules to protect content online.

To explain that not everything online is the truth and that they should think carefully before sharing anything online.

To combine parts of images to create new ones to sort images into fake and real.

To compare different methods of communicating on the internet and decide when this should and should not be shared.

To choose appropriate methods to communicate and know various options.

Skill

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

use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact

use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact

 

 

For further information about the Computing Programme of Study followed as detailed in the National Curriculum please follow this link:

https://www.gov.uk/government/publications/national-curriculum-in-england-computing-programmes-of-study

At Monkton CEP School we also have an open door policy so that any more specific questions can be directed towards your child's class teacher or the Computing  Coordinator Mrs J Guilder.

 

 

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