Computing at D’Eyncourt Primary School
At D’Eyncourt we are working hard to provide a high-quality computing education that equips pupils to understand and change the world through logical thinking and creativity, including by making links with mathematics, science, and design and technology. We also promote a strong online safety message and enable children to stay safe when using technology.
The core of computing is computer science, in which pupils are taught the principles of information and computation, and how digital systems work. Computing equips pupils to use information technology to create programs, systems and a range of media. It 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.
Over the past few years, we have invested heavily in infrastructure and technology to ensure that all pupils can meet the aims of the new curriculum for computing and more.
We have also focussed heavily on online safety and every year now includes units of work on how to mitigate the dangers potentially faced by children when using the internet and other online platforms. To further our safety message, a group of Year 5 pupils receives termly external ‘Digital Ambassador’ training to help their peers with any concerns they may have and promote digital awareness.
The new national curriculum for computing aims to ensure that all pupils:
- can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation
- can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems
- can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems
- are responsible, competent, confident and creative users of information and communication technology.
Key Stage 1
At D’eyncourt all pupils at Key Stage 1 will be taught to:
- understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions to create and debug simple programs
- use logical reasoning to predict the behavior of simple programs
- use technology purposefully to create, organise, store, manipulate, and retrieve digital content
- use technology safely and respectfully, keeping personal information private; know where to go for help and support when they have concerns about material on the internet
- recognise common uses of information technology beyond school.
Key Stage 2
In Key Stage 2 pupils will be taught to:
- 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 simple 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; 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
- use technology safely, respectfully and responsibly; know a range of ways to report concerns and inappropriate behaviour
- select, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting data and information.
|Years 1 and 2 (as EYFS plus…)||Years 3 and 4
(as EYFS, Year 1 and 2 plus…)
|Years 5 and 6
(as EYFS, Year 1/2/3/4 plus…)
|E-Safety||choices, internet, website||rules, online, private information, email, appropriate/inappropriate sites, cyberbullying, digital footprint, keyword searching||e-safety, rules, secure passwords, report abuse button, gaming
|responsible, online, communication, informed choices, virus, threats, blogs, messaging|
|Programming||equipment, buttons, movement||instructions, buttons, robots, patterns program, forward, backward, right-angle turn, algorithm, sequence, debug, predict||sequence instructions, sequence debugging, test + improve, logo commands, sequence programming, type + edit logo commands, sensors, open-ended problems, bugs in programs, complex programming||explore procedures, refine procedures, variable, hardware + software control, change inputs, different outputs, articulate solutions, commands, predicting outputs, plan, program, test and review a program, program writing, control mimics + devices, sensors, measure input, create variables, link errors|
|Multimedia||screen, mouse, images, keyboard, paint||videos, camera stills, sounds, image bank, word bank, space bar, paint effects, templates, animation, documents, index finger typing, enter/return, caps lock backspace
|multimedia, presentations, alignment, brush size, repeats, reflections, green screening, amend, copy, paste, creating + modifying, specific purpose, photo modifying, keyboard shortcuts, bullet points, spell check, constructive feedback||online sharing, multimedia effects, multimedia modification, transitions, hyperlinks, editing tools, refining, online sharing, appropriate online tool, audience, atmosphere, structure, copyright, information collection, html code, storing
At D’Eyncourt we empower the children by providing them with a ‘Knowledge Organiser’ for each unit of work. These allow children quick access to key vocabulary and concepts allowing them to become more independent learners. Some examples of these Knowledge Organisers are linked below.
The National Curriculum explains that learning a high-quality computing education ‘equips pupils to use computational thinking and creativity to understand and change the world’. It also states that computing has ‘deep links with mathematics, science, and design and technology, and provides insights into both natural and artificial systems’
Throughout their time at D’Eyncourt, children will be provided with opportunities to become more culturally aware, using their home environment, school and local area, with pupils becoming effective communicators. We aim for by the end of primary school, pupils are confident and clear communicators who are able to articulate their views and opinions in a range of situations, thus enabling them to become responsible citizens who enhance the community they live in. With our firm belief that knowledge is transferable, we make cross-curricular links between English, maths and computing.
At D’Eyncourt, we use the PlanIt computing curriculum, which is designed to give all pupils, particularly the disadvantaged, the knowledge and cultural capital they need to succeed in life. Computational thinking is at the core of our computing curriculum, developing concepts such as logic, problem solving and collaboration.
Digital safety is embedded in our curriculum, providing our pupils the essential knowledge and tools that will enable all pupils to be confident, competent and responsible members of the digital world. As well as providing opportunities that excite and enthuse pupils within computing, giving them a curiosity of new technology in the world around them. We want every child in our school to be digitally literate in order to enable them to keep pace with the dynamic world of technology.