Menu

Market Drayton Infant & Nursery School

‘An excellent, happy school, where we enjoy learning’

Computing

Intent

In Computing we aim to give all children experiences of different technologies and programmes, as well as a comprehensive understanding of being safe when using technology. This links closely with our values.

 

The breadth of our computing curriculum is designed with three goals in mind: 

 

1. To provide appropriate experiences to develop as confident, responsible citizens. 

2. To provide a rich cultural capital. 

3. To provide a coherent, structured, computing curriculum that leads to sustained mastery for all and a greater depth of understanding for those who are capable. 

 

Our Values in Computing

Collaboration

Respect

  • Working together through online communication
  • Paired work to code and achieve a shared goal
  • Debugging programmes – working with a partner to improve a programme
  • Working in groups to create work to be presented (e.g. poster, graph)

 

  • Respect for others online
  • Respect for technology and how to use it
  • Respect for self and how we are represented online
  • Respect for the value of technology

Aspirations

Positivity

  • Technology in jobs and how it is used
  • Emphasis on computing vocabulary
  • Inclusion and equality for all children to access computing and technology – Laptops/iPads shared during lockdown.
  • Everyone has a go – exciting, fun, curriculum for all
  • How technology helps us in all aspects of life and the improvements it makes

In Computing we want children to:

Implementation

How Do We Deliver the Computing Curriculum?

Our Computing Curriculum is based on the Chris Quigley Essentials curriculum and threshold concepts. We have also used the NCCE curriculum tied with Purple Mash to create a comprehensive curriculum providing full coverage and a variety of skills for our children. Purple Mash is a child friendly computing system that mirrors a lot of programmes seen in the ‘real’ word (e.g. font buttons are the same, email formats are the same). By using Purple Mash we are exposing the children to real-word systems but giving them freedom to explore using a child-friendly interface. It is also safe in terms of who and what they can access.

As well as using Purple Mash we use NCCE materials and guidance to formulate our curriculum. This has helped create a cohesive structure with clear activities that match our threshold concepts.

In the Early Years children are exposed to different technology, including toys, tablets and Beebots and how these work, through child initiated time. They also develop skills of communication, which is then built on in Key Stage 1 using computers. 

Year 1 and Year 2 cover the same threshold concepts but at different levels. We expect Year 1 to achieve a basic level of these concepts by the end of Year 1. We expect all children to be at an advance level by the end of Year 2 with many reaching a deep level of understanding.

 As they progress into KS2 (Year 3-6), they build on the skills covered in KS1 and develop further develop their programming skills.  Online safety is frequently addressed within lesson, as well as the national ‘Safer Internet Day’ and regular updates for parents.

The road map gives you a really good overview of our computing curriculum from nursery to Year 6.

 

The ‘threshold concepts’ are what pupils should understand and the skills they should develop.  In Computing, these are returned to again and again across all year groups, they are what develops us as artists.  These include:

  • To code
  • To connect
  • To communicate
  • To collect

This returning to the same thing again and again is called interleaving.

The detailed progression can be found in the document below.

Computing Curriculum Map Coming Soon.

Year 1 and 2 Planning Overview

Year 1

Parts of a computer and text manipulation

 

2Publish

Using a computer to create a simple sound sequence.

 

 

2Explore

Different ways of communicating using a computer and dangers associated.

Coding to move from A to B.

 

2Go

Coding to move from A to B – how many steps?

 

2Go

Writing an email.

Online behaviour.

 

 

2Email

Creating a picture.

 

2Paint

Creating a simple graph.

 

 

2Count

Making a poster

 

2Publish

Writing a multi-choice quiz

 

2quiz

Creating a graph

 

2count

Coding – on go and when clicked.

 

2code - Fish

Year 2

Parts of a computer and text manipulation

 

2Publish and 2Type

Using a computer to create a complex multi-stranded sound sequence.

 

 

2Sequence

Different ways of communicating using a computer and dangers associated.

Coding by building an algorithm – When clicked.

 

2code – Air Traffic Control

Coding by building an algorithm – multi steps.

 

2code – Air Traffic Control

Composing, sending and writing an email.

Online behaviour

 

2Email

Creating an animation.

 

2Animate

Creating a graph.

 

 

2Count

Making a leaflet

 

2Publish

Writing a quiz

 

 

2quiz

Creating a graph

 

2graph

Lego coding kits

Special Educational Needs and Computing

How do we ensure all children can access computing lessons?

Although a child may have been identified as having a special educational need, they may not have a special educational need in computing. Effective quality first teaching is the key to enabling all children to participate and develop their historical knowledge and skills. Differentiation within lessons is a vital component to ensure that a balance of support and challenge are achieved for all abilities. This is the same in every subject and differentiation is adjusted as expectations of individual pupils rise through progress.

                            

Challenge and support specific to computing may include:

•             Open ended tasks allowing for children to explore as far as comfortable

•             First hand and hands on experiences

•             Teaching advance and specific vocabulary, which can be pre-taught as required

•             Using videos, small group or 1:1 recapping of programmes

•             Pupil knowledge organisers

 

Pupils not secure within a lesson sequence are noted and adjustments made to the differentiation or level of support given. Similarly, added challenge is given if pupils are identified as requiring it. This may be noted by the teacher through questioning or the use of written work. Using an interleaving approach means that pupils continually revisit their learning, gradually building a deeper understanding. The way computing also appears in other subjects allows those skills to be consistently revisited in different contexts.

Links to Other Subjects

 

Subject

How Computing may be linked

English

Communication:  Children learn to communicate using the computer. When doing this we discuss vocabulary choices and punctuation.

Vocabulary: Children learn new and specific computing vocabulary and are expected to use it throughout the lessons and beyond.

Writing: Children will use computers to display and produce writing, whether that be on a poster/leaflet or through an email.   

Maths

Data Handling: Children will use Purple Mash programmes to look at how they can use computing programmes to display data in an effective graph.  

History

Historical figures:  Children will learn about Tim Berners Lee who is an excellent example of STEM and ties directly with Computing.   

Geography

Maps: The children will have the opportunity to explore Google Earth to look at different locations.

Investigating Places: They will also use the internet and online webcams to explore different places (e.g. Llandudno).  

Art

Creating: The children will use Purple Mash programmes to create their own pictures and animations. They will have to code the computers to get desired results.

D & T

Evaluation and Data Handling: When evaluating a smoothie, made in DT, the children will survey opinions and then display these opinions using the computer.

Impact - How Do We Help Children Get to a Deep Level of Understanding?

Through the explicit teaching of Computing skills, both the teachers and the pupils assess their learning continuously throughout the lesson. To help children get to a deep level of understanding we use quizzes and knowledge maps that we return to again and again.  This is known as interleaving.  The knowledge maps outline what we want the children to know within each threshold concept.  These can be found in the planning cycle higher up the page. These threshold concepts are revisited to allow children to build on skills and knowledge.

 

Children develop each concept over time and it takes a two-year period to get to a deeper level of understanding at the appropriate age.  For example, in Year 1, children will have a basic understanding of coding at an age appropriate level, but by revisiting this they should have a deeper level of understanding by Year 2. 

 

By nature computing is going to be practical and hands on.  We use 'floor books' to record the learning the children have done in Computing, as well as giving the children the opportunity to record individually, particularly as they move towards the end of Year 2. Thoughts and ideas are recorded here as well as pictures of work. 

Home Learning 

Children have access to a variety of websites at home, that we provide log-ins for. 

https://app.discoveryeducation.com/learn/signin

https://www.purplemash.com/sch/marketdrayton

https://login.mathletics.com/

 

These websites can allow children to develop computing skills but also access other areas of the curriculum using technology. When we access these sites in school, children are reminded they can use them at home.

 

During the Coronavirus Pandemic, we used Seesaw as a platform for home learning. This proved successful and we have continued to use it for homework setting and allow home learning for those who are isolating due to COVID. 

https://app.seesaw.me/#/login

 

What do the children say about Computing?

Examples of work in Computing

Top