Why do we learn computing?
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.
(National Curriculum, 2014)
Our approach
Our Computing curriculum focuses on preparing our pupils for a rapidly changing world, in which work and other activities are increasingly transformed by access to varied and developing technology. Through Computing, we teach children to learn how to store, manipulate, retrieve and present information which may consist of text, numbers, images, sound or other signals. These skills are taught through topics consisting of communicating information; handling information, modelling and control based on the ‘Switched On’ schemes of learning.
Aims of the computing curriculum
- Use computational thinking and creativity to understand & change the world
- Understand & apply the fundamental principles and concepts of computer science
- Analyse problems in computational terms and have practical experience of writing computer programs to solve these
- Become digitally literate; responsible, competent, confident and creative users of ICT
Year 1 - Computing
| Autumn 1 | Autumn 2 |
|---|---|
|
Technology around us |
Digital painting |
| Spring 1 | Spring 2 |
|---|---|
| Moving a robot |
Grouping data |
| Summer 1 | Summer 2 |
|---|---|
| Digital writing |
Programming animations |
Year 2 - Computing
| Autumn 1 | Autumn 2 |
|---|---|
|
IT around us |
Digital photography |
| Spring 1 | Spring 2 |
|---|---|
| Robot algorithms |
Pictograms |
| Summer 1 | Summer 2 |
|---|---|
| Digital music |
Programming quizzes |
Year 3 - Computing
| Autumn 1 | Autumn 2 |
|---|---|
|
Connecting computers |
Stop frame animation |
| Spring 1 | Spring 2 |
|---|---|
| Sequencing sounds |
Branching databases |
| Summer 1 | Summer 2 |
|---|---|
| Desktop publishing |
Events and actions in programs |
All Year 3 Subjects Next Year 3 Subject- Modern Foreign Languages
Year 4 - Computing
| Autumn 1 | Autumn 2 |
|---|---|
|
The internet |
Audio production |
| Spring 1 | Spring 2 |
|---|---|
| Repetition in shapes |
Data logging |
| Summer 1 | Summer 2 |
|---|---|
| Photo editing |
Repetition in games |
All Year 4 Subjects Next Year 4 Subject - Modern Foreign Languages
Year 5 - Computing
| Autumn 1 | Autumn 2 |
|---|---|
|
Systems and searching |
Video production |
| Spring 1 | Spring 2 |
|---|---|
| Selection in physical computing |
Flat-file databases |
| Summer 1 | Summer 2 |
|---|---|
| Introduction to venctor graphics |
Selection in quizzes |
All Year 5 Subjects Next Year 5 Subject - Modern Foreign Languages
Year 6 - Computing
| Autumn 1 | Autumn 2 |
|---|---|
|
Communication and collaboration |
Web page creation |
| Spring 1 | Spring 2 |
|---|---|
| Variables in games |
Spreadsheets |
| Summer 1 | Summer 2 |
|---|---|
| 3D modelling |
Sensing movement |
All Year 6 Subjects Next Year 6 Subject - Modern Foreign Languages