SCITT - Computing - Curriculum

Teacher Training

Teachers work hard to look at best practice in teaching and learning and have shared findings from their research for other schools or practitioners to also benefit from.

Progression in Computing

Adapted from the Durham County Council Progression in computing skills document.

Computer Science

Year 1 & 2

For instance:

Pupils learn to program a basic floor turtle such as a BeeBot to navigate increasingly complex routes and are able to debug their instructions when the turtle does not reach the intended destination

Pupils learn to program an onscreen app such as BeeBot or Kodable to complete a set task and are able to debug their instructions when the turtle does not reach the intended destination

Pupils use a more complex turtle with standard units to navigate increasingly complex routes, and are able to debug their instructions when the turtle does not reach the intended destination

Extension - Pupils learn to use a simple graphical programming language such as Logo, Scratch or Turtle to navigate around the screen

Extension - Pupils create a 3D environment, using a graphical language such as Kodu. They link this to a story such as an island adventure

Pupils learn about some of the uses of the internet

Year 3 & 4

For instance:

Pupils learn to use graphical programming language, such as Scratch or Logo to draw regular 2D shapes. Pupils add loops or procedures to create a repeating pattern

Pupils learn to sequence instructions, for instance to create an animation using Scratch, or by using the timing features in PowerPoint

Pupils write a simple algorithm, for instance to create a basic traffic light sequence. They then use flowcharting software (such as Go or Flowgo) to create a simple program to control an onscreen icon

Extension - Pupils create a simple game using a graphical language such as Kodu or Scratch

Pupils learn to collaborate electronically by blogging

- mailing and working on shared documents using

the pupil sites of the DLG

Year 5 & 6

For instance:

Pupils write a simple algorithm, for instance to create a basic traffic light sequence. They then use flowcharting software (such as Go or Flowgo) to create a simple program to control an onscreen icon. They are able to explain how their program works

Pupils create a computer game, using a graphical language such as Scratch or Kodu

Extension – Pupils learn to use and program a raspberry pi to complete a basic task

Pupils learn to collaborate electronically by blogging

-mailing, and working on shared documents using

the pupil sites of the DLG. This can be extended to

working with other schools

Pupils learn that connected devices exchange

packets of data and this can convey a range of

information from a text to a video call

Digital Literacy

Year 1 & 2

Pupils learn that the Internet is a great place to develop rewarding online relationships and learn to recognise websites that are good for them to visit; but they also learn to be cautious and to check with a trusted adult before sharing private information

Pupils are introduced to the concept that real people send messages to one another on the Internet and learn how messages are sent and received. They recognise that it may be difficult to distinguish between someone who is real and someone who is not.

Pupils are introduced to the basics of online searching

Pupils learn to explore websites and to say whether they like them or not and why.

Year 3 & 4

Pupils learn that the Internet is a great place to develop rewarding online relationships and learn to recognise websites that are good for them to visit; but they also learn to be cautious and to check with a trusted adult before sharing private information

Pupils learn to make good passwords for their accounts, learn about spam and how to deal with it. They begin to understand the implications for the information that they share online and how some websites might use that information without their knowledge

Pupils are introduced to their roles as digital citizens in an online community, where they reflect on how they are responsible not only for themselves but for others, in order to create a safe and comfortable environment

Pupils learn that the Internet is a public space and then develop the skills to protect their privacy and respect the privacy of others

Pupils explore how they interact with others and are introduced to the concept of cyberbullying. They also learn how to communicate to be a responsible member of a connected culture effectively in order to prevent miscommunication

Pupils are introduced to the basics of online searching, including how to use effective keywords. They also learn to conduct searches that provide them with the most helpful and relevant information

Year 5 & 6

Pupils learn that the internet is a great place where online relationships can be developed. They compare and contrast online friends and real life, face to face friends and learn how to respond if an online friend asks them a personal question.

Pupils learn to create secure passwords for their accounts, learn about spam and how to deal with it, and decode website privacy policies, understanding the implications for the info that they share online.

Pupils explore their roles as digital citizens in an online community, where they reflect on their responsibilities and learn that good digital citizens are responsible and respectful in the digital world.

Pupils begin to explore the nature of online audiences and permanency of information online. They begin to understand the significance of published information and personal information.

Pupils understand what it means to be a good digital citizen as they interact with others online by understanding how to prevent and respond to cyberbullying. They also learn how to communicate effectively to prevent miscommunication in order to be a responsible member of a connected culture

Pupils explore issues relating to online searching, including how to use effective keywords, using directories and subject categories, and how to analyse the usefulness and relevancy of the results. They learn to conduct searches that provide them with the most helpful and relevant information

Pupils develop skills for evaluating websites, online information and advertising by rating the trustworthiness and usefulness of websites, and learning to identify the different types of online advertising

ICT

Year 1 & 2

Digital Publishing: Pupils learn to use basic word processing package and to write and illustrate a short story

Presentation: Pupils learn to make simple presentations

Graphics: Pupils learn to create a simple digital painting

Animations: Pupils learn to make a simple animation for instance in Puppet Pals

Media: Pupils learn to use digital cameras and microphones for a purpose

Working with data: Pupils learn to create and use a pictogram

Modelling: Pupils explore online simulations such as Charlie Chimp

Year 3 & 4

Digital Publishing: Pupils learn how to use software to create an e-book, brochure or poster on a given subject

Presentations: Pupils learn to write and deliver a presentation on a given subject

Graphics: Pupils learn how to take, adapt or create images to enhance or further develop their work

Animations: Pupils learn how to develop a storyboard and then create a simple animation using for instance ‘Puppet Pals’ or ‘Stop Motions’ Animation’

Sound and video: Pupils record and edit media to create a short sequence

Working with data: Pupils learn to search, sort and graph information

Year 5 & 6

Digital Publishing: Pupils learn how to use software to create an e-book, brochure or poster on a given subject, incorporating a range of media

Presentations: Pupils learn to write and deliver a presentation, incorporating a range of media

Graphics: Pupils learn how to take, adapt or create images to enhance or further develop their work and incorporate it in a wider project

Animations: Pupils learn how to develop a storyboard and then create a simple animation using for instance Puppet pals’ or ‘Stop Motions Animation’ - this may be extended by editing the final product in using video editing software

Sound and video: Pupils record and edit media to create a short sequence - extended by editing the final product in using video editing software

Working with data: Pupils learn to search, sort and graph information

Modelling: Pupils learn how to use a spreadsheet to model data