Computing is taught as a discrete subject and in a cross-curricular way when opportunities present themselves. In EYFS and Key Stage 1 Computing is taught by the class teacher, but in Key Stage 2 it is taught by a specialist.
The curriculum is delivered through a scheme of work called Switched on Computing.
The 2014 National Curriculum states that pupils should be taught to:
| Key Stage 1 | Key Stage 2 | |
|---|---|---|
| Computer Science | Understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions. Create and debug simple programs Use logical reasoning to predict the behaviour of simple programs |
Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts. Use sequence, selection and repetition in programs; work with variables and various forms of input and output. Use logical reasoning to explain how some smple algorithms work and to detect and correct errors in algorithms and programs. Understand computer networks, including the internet; how they can provide multiple services, such as the World Wide Web Appreciate how search results are selected and ranked. |
| Information Technology | Use technology purposefully to create, organise, store manipulate and retrieve digital content. | Use search technologies effectively. 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, evaluation and presenting data and information. |
| Digital Literacy | Recognise common uses of information technology beyond school. Use technology safely and respectfully, keeping personal information private; identify here to go for help and support when they concerns about content or contact on the internet or other technologies. |
Understand the opportunities networks offer for communication and collaboration. Be discerning in evaluating digital content. Use technology safely, respectfully, and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact |
Year 1
- We are treasure hunters
- Using programmable toys
- We are TV chefs
- Filming the steps in a recipe
- We are painters
- Illustrating an eBook
- We are collectors
- Finding images using the web
- We are storytellers
- Producing a talking book
- We are celebrating
- Creating a card electronically
Year 2
- We are astronauts
- Programming on screen
- We are games testers
- Exploring how computer games work
- We are photographers
- Taking, selecting and editing digital images
- We are researchers
- Researching a topic
- We are detectives
- Communicating clues
- We are zoologists
- Recording bug hunt data
Year 3
- We are programmers
- Programming an animation
- We are bug fixers
- Finding and correcting bugs in programs
- We are presenters
- Videoing performance
- We are network engineers
- Exploring computer networks, including the internet
- We are communicators
- Communicating safely on the internet
- We are opinion pollsters
- Collecting and analysing data
Year 4
- We are software developers
- Developing a simple educational game
- We are toy designers
- Prototyping an interactive toy
- We are musicians
- Producing digital music
- We are HTML editors
- Editing and writing HTML
- We are co-authors
- Producing a wiki
- We are meteorologists
- Presenting the weather
Year 5
- We are games developers
- Developing an interactive game
- We are cryptographers
- Cracking codes
- We are artists
- Fusing geometry and art
- We are web developers
- Creating a web page about cyber safety
- We are bloggers
- Sharing experiences and opinions
- We are architects
- Creating virtual space
Year 6
- We are app planners
- Planning the creation of a mobile app
- We are project managers
- Developing project management skills
- We are market researchers
- Researching the app market
- We are interface designers
- Designing an interface for an app
- We are app developers
- Developing a simple mobile phone app
- We are marketers
- Creating video and web copy for a mobile phone app
EYFS
In the Foundation Stage, the Information Communication Technology requirements stated in the Knowledge and Understanding of the World element of the Early Learning Goals are covered through the Switched on Computing EYFS scheme of work.
A selection from the following units will be taught, to fit in with the topics of the Challenge Learning Curriculum.
- We have confidence
- Recording and playing back sounds
- We can take turns
- Manipulating objects on screen
- We are successful
- Taking digital photographs and combining them with text and sound
- We have feelings
- Taking and displaying digital photographs
- We can drive
- Investigating everyday technologies
- We are DJs
- Controlling digital sound files and videos
- We can exercise
- Using digital timers and thermometers
- We are healthy
- Internet research, opening applications
- We can listen
- Using communication to communicate verbally
- We can understand instructions
- Controlling kitchen equipment
- We can understand messages
- Controlling and using sound
- We are talkers
- Using video cameras to record video clips
- We are digital readers
- Choosing and opening applications and engaging with digital texts.
- We can email
- Using email to communicate
- We can blog
- Communication with digital text
- We can count
- Programming a programmable toy
- We are designers
- Controlling a remote control toy
- We are shape makers
- Using light projectors, switching on technology
- We are community members
- Taking and displaying digital photographs, recording sound
- We can observe
- Taking photographs using a digital microscope
- We are games players
- Opening and closing files
- We are creative
- Choosing and using tools in an art application
- We can record sound tracks
- Recording a sound track
- We are film producers
- Recording video clips for a short film