Computing at Paddocks Primary
Our Vision and why computing is important
Computing is an integral part of our everyday life and will play an immeasurable part in our children’s futures. At Paddocks, we provide all of our children with the skills, creativity and enthusiasm to live and thrive in a world increasingly dependent on Computing. Our children become digitally literate and are increasingly able to join the rest of the world on its digital platform. They will be equipped, not only with the skills and knowledge to use technology effectively and for their own benefit, but also safely. We want to ensure our children understand the consequences of using the internet and are aware of how to keep themselves safe online. As children become more confident in their abilities in Computing, they will become more independent and key life skills, such as problem-solving, logical thinking and self-evaluation, become second nature.
What does Computing look like at Paddocks Primary School?
Our Computing curriculum has been specifically designed to not only provide children with the advanced computational skills that they require, but also to address the basic skills of digital literacy that they will need throughout their futures. We believe that Computing is a significant part of daily life and children should be able to access and utilise the latest technology and software. We provide a wealth of learning opportunities and transferrable skills, explicitly within Computing lessons and also across other curriculum subjects. As a school, we offer a broad and balanced curriculum that prepares pupils to ‘use computational thinking and creativity to understand and change the world’. At Paddocks we approach our computer lessons using D.A.R.E.S projects. These allow children to design, apply, review, edit and then share their work. They use lots of different apps and software on both iPads and Chromebooks. In addition, children are also taught about the principles of staying safe online, through a proactive not reactive approach. Children are taught about and exposed to situations that they may otherwise feel unprepared to deal with, so that they can safely and confidently access online content.
What do our pupils think?
“I enjoyed making characters move and talk using Scratch.”
“Making interviews with characters from our book was great fun.”
“I love seeing what other people have completed when we share our work using QR codes.”
“I really loved making games and playing them with my friends.”
“Making posters using Pic Collage was great.”
Computing Progression across the School
An EYFS pupil can
A Year 1 pupil can
A Year 2 pupil can
· play on a touch screen game and use computers/keyboards/mouse in role play
· type letters with increasing confidence using a keyboard and tablet.
· dictate short, clear sentences into a digital device.
· identify a chart.
· sort physical objects, take a picture and discuss what I have done.
· present simple data on a digital device.
· record my voice over a picture
· create a simple digital collage
· move and resize images with my fingers or mouse.
· animate a simple image to speak in role
· create a simple animation to tell a story including more than one character.
· know the difference between a photography and video.
· record a short film using the camera
· record and play a film
· watch films back
· take a photograph
· take a photograph and use it in an app
· use a painting app and explore the paint and brush tools
· scan a QR code.
· explore a 360 image.
· talk about AR objects in my class
· record sounds with different resources
· find ways to change your voice (tube, tin can, shouting to create an echo)
· record sounds/voices in storytelling and explanations
· recognise that I can say ‘no’ / ‘please stop’ / ‘I’ll tell’ / ‘I’ll ask’ to somebody who asks me to do something that makes me feel sad, embarrassed or upset.
· explain how this could be either in real life or online.
· recognise some ways in which the internet can be used to communicate.
· give examples of how I (might) use technology to communicate with people I know.
· identify ways that I can put information on the internet.
· describe ways that some people can be unkind online.
· offer examples of how this can make others feel.
· talk about how I can use the internet to find things out.
· identify devices I could use to access information on the internet.
· give simple examples of how to find information (e.g. search engine, voice activated searching).
· identify rules that help keep us safe and healthy in and beyond the home when using technology.
· give some simple examples.
· identify some simple examples of my personal information (e.g. name, address, birthday, age, location).
· describe the people I can trust and can share this with; I can explain why I can trust them.
· know that work I create belongs to me.
· name my work so that others know it belongs to me.
· follow simple oral algorithms
· spot simple patterns
· sequence simple familiar tasks
· use a mouse, touch screen or appropriate access device to target and select options on screen
· input a simple sequence of commands to control a digital device with support (Bee Bot)
· confidently type words quickly and correctly on a digital device.
· use the space bar to make space and delete to delete letters/ words
· make a new line using enter/return
· dictate into a digital device more accurately and with punctuation.
· sort images or text into two or more categories on a digital device.
· collect data on a topic.
· create a tally chart and pictogram.
· record myself explaining what I have done and what it shows me.
· add voice labels to an image
· add a voice recording to a storyboard.
· add speech bubbles to an image to show what a character thinks.
· import images to a project from the web and camera roll
· add filters and stickers to enhance an animation of a character.
· create an animation to tell a story with more than one scene.
· add my own pictures to my story animation.
· record a film using the camera app.
· select images and record a voiceover.
· highlight and zoom into images as I record.
· edit a photo with simple tools
· use a paint/drawing app to create a digital image
· begin to cut out an image to layer on another image.
· explore an interactive 360 image.
· scan a trigger image to begin a AR experience.
· pretend to interact with AR objects.
· create a sequence of sounds (instruments, apps/software)
· explore short and long sounds.
· record my voice and add different effects.
· understand what algorithms are
· write simple algorithms
· understand the sequence of algorithms is important
· debug simple algorithms
· understand that algorithms are implemented as programs on digital devices
· create a simple program e.g. sequence of instructions for a Bee Bot
· use sequence in programs
· locate and fix bugs in my program
· recognise that there may be people online who could make me feel sad, embarrassed or upset.
· if something happens that makes me feel sad, worried, uncomfortable or frightened I can give examples of when and how to speak to an adult I can trust.
· use the internet with adult support to communicate with people I know.
· explain why it is important to be considerate and kind to people online.
· recognise that information can stay online and could be copied.
· describe what information I should not put online without asking a trusted adult first
· describe how to behave online in ways that do not upset others and can give examples. use the internet to find things out.
· use simple keywords in search engines
· describe and demonstrate how to get help from a trusted adult or helpline if I find content that makes me feel sad, uncomfortable worried or frightened.
· explain rules to keep us safe when we are using technology both in and beyond the home.
· give examples of some of these rules.
· recognise more detailed examples of information that is personal to me (e.g. where I live, my family’s names, where I go to school).
· explain why I should always ask a trusted adult before I share any information about myself online.
· explain how passwords can be used to protect information and devices.
· explain why work I create using technology belongs to me.
· say why it belongs to me (e.g. ‘it is my idea’ or ‘I designed it’).
· save my work so that others know it belongs to me (e.g. filename, name on content).
· use the space bar only once between words and use touch to navigate to words letter to edit
· copy and paste images and text
· use caps locks for capital letters.
· add images alongside text in a word processed document.
· dictate longer passages into a digital device with accurate punctuation.
· sort digital objects into a range of charts such as Venn diagrams, carroll diagrams and bar charts using different apps and software.
· orally record myself explaining what the data shows me.
· create a branching database using questions
· add voice labels to an image.
· add a voice recording to a storyboard.
· add speech bubbles to an image to show what a character thinks.
· import images to a project from the web and camera roll Animation
· create multiple animations of an image and edit these together.
· create a simple stop motion animation.
· explain how an animation/flip book works
· write and record a script using a teleprompter tool.
· use tools to add effects to a video
· begin to use green screen techniques with support
· edit a photo (crop, filters, mark up etc)
· select and use tools to create digital imagery - controlling the pen and using the fill tool
· cut images with accuracy to layer on other images.
· draw my own 360 image and explore it in VR.
· bring objects into my surroundings using Augmented Reality.
· create my own QR code.
· Create a musical composition using software record my own sound effects.
· record my voice over compositions to perform a song.
· write algorithms for everyday tasks
· use logical reasoning to predict the outcome of algorithms
· understand decomposition is breaking objects/processes down
· implement simple algorithms on digital devices (Bee Bots, Apps: Daisy the Dino)
· debug algorithms
· understand programs execute by following precise and unambiguous instructions
· create programs on a variety of digital devices
· debug programs of increasing complexity
· use logical reasoning to predict the outcome of simple programs
· explain how other people’s identity online can be different to their identity in real life.
· describe ways in which people might make themselves look different online.
· give examples of issues online that might make me feel sad, worried, uncomfortable or frightened; I can give examples of how I might get help.
· use the internet to communicate with people I don’t know well (e.g. email a penpal in another school/ country).
· give examples of how I might use technology to communicate with others I don’t know well.
· explain how information put online about me can last for a long time
· know who to talk to if I think someone has made a mistake about putting something online.
· give examples of bullying behaviour and how it could look online.
· understand how bullying can make someone feel.
· talk about how someone can/would get help about being bullied online or offline.
· use keywords in search engines.
· demonstrate how to navigate a simple webpage to get to information I need (e.g. home, forward, back buttons; links, tabs and sections).
· explain what voice activated searching is and how it might be used (e.g. Alexa, Google Now, Siri)
· explain the difference between things that are imaginary, ‘made up’ or ‘make believe’ and things that are ‘true’ or ‘real’.
· explain why some information I find online may not be true.
· explain simple guidance for using technology in different environments and settings.
· say how those rules/guides can help me
· describe how online information about me could be seen by others
· describe and explain some rules for keeping my information private.
· explain what passwords are and can use passwords for my accounts and devices.
· explain how many devices in my home could be connected to the internet and can list some of those devices.
· describe why other people’s work belongs to them.
· recognise that content on the internet may belong to other people.