HAREWOOD JUNIOR SCHOOL KEY SKILLS

Transcription

1 HAREWOOD JUNIOR SCHOOL KEY SKILLS Computing Purpose of study A high-quality computing education equips pupils to use computational thinking and creativity to understand and change the world. Computing has deep links with mathematics, science, and design and technology, and provides insights into both natural and artificial systems. The core of computing is computer science, in which pupils are taught the principles of information and computation, how digital systems work, and how to put this knowledge to use through programming. Building on this knowledge and understanding, pupils are equipped to use information technology to create programs, systems and a range of content. Computing 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. Aims The 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. Attainment targets By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study. Key stage 2 Pupils should 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

2 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 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, evaluating and presenting data and information use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact. Year 3 Year 4 Year 5 Year 6 1) Word/ Publisher Skills 2) E-safety Using Google search engine to research Excel to record present data 3) Publisher: Map of Tuffley Take insert digital photos PowerPoint presentation: Welcome to Tuffley 4) / blogging/ VLE forum Video record scenes from Egyptian play 1) E-safety sending/replying to s Respond to a message on the VLE? Branching databases (classify animals) Internet research 2) Digitally record image and sound using Movie Maker Create a piece of music using ICT 3) Using logo (modelling, controlling and sensing) Internet research (search engines) Present information using Word and PowerPoint 1) Animation related to the Anglo Saxon s 2) Use of Blender to create a 3D model of the solar system. 3) Video adverts Filmed on digital camcorders. Edited in Movie Maker and soundtrack created using Audacity. 4) Blogging Using school s VLE to increase security or Teachers could use Blogger or Word Press. Whole School Enrichment: Understanding the importance of e-safety both at home and at school. Knowing where to seek help if needed. 1) Internet safety Skills zone Communication / collaboration 2) A study of an aspect or theme in British history 3) Data analysis Use and combine a variety of software 4) Controlling and simulating physical systems (linked to DT)Photography

3 Using Technology (To be able to use a wide range of technology and decide when it is appropriate to use a certain type) Can I use a range of technology and understand it s purpose. ALL: I can use a variety of available technology Can I continue to become familiar with a range of devices, for example tablets, desktop computers, laptops, microphones, cameras etc? Can I increase my typing speed, Aim to reach the accepted competency rate for children of 15WPM by the end of Year 3? Can I make sensible choices about the technology I use to help with my work, and to justify my choices- for example, why I have chosen to use a tablet rather than a laptop? Can I understand the purpose of and use independently a range of different technology? Can I continue to develop typing speed and accuracy to develop competency in typing, approaching 20 words per minute? Can I make choices about when to use technology, which piece(s) of technology to use, which software/tools to use on the technology and be able to explain my choices to others? Can I become increasingly familiar with a range of devices, for example tablets, desktop computers, laptops, microphones, cameras etc and increasingly develop my independence and confidence in using these devices? Can I continue to increase my typing speed, and be encouraged to use a range of resources to help me with this? Can I increasingly make sensible choices about the technology that I use to help my work, and justify my choices- for example, why I have chosen to use a tablet rather than a laptop, or why I have chosen to use one particular software over another to achieve a task. And be able to give specific reasons to justify my decision? Can I continue to become familiar with a range of devices, for example tablets, desktop computers, laptops, microphones, cameras etc and further develop my independence and confidence in using these devices? Can I continue to increase my typing speed, and be encouraged to play games at home and school which help with this? Can I increasingly make sensible choices about the technology I use to help me work, and to justify my choices- for example, why I have chosen to use a tablet rather than a laptop, or why I have chosen to use one particular software over another to achieve a task. And be able to give specific reasons to justify my decision to a wider audience? Using the internet (To be able to accurately use the internet and understand its restrictions) Can I use the internet to research different information, developing Y3: Can I develop key questions to search for specific information with purpose to answer a problem e.g. to find out about different Egyptian Gods? Can I understand how a search engine works and begin to create and enter appropriate search strings?

4 my use of more advanced search engine features? Can I save and retrieve accessed information through the use of Favourites, History, and Save As? Can I understand that some information found through searching is more relevant than others? Can I use the information purposefully to complete specific tasks e.g. copy, paste and edit relevant information (ref. creating and publishing unit)? Can I talk about and describe the process of finding specific information? Can I understand that a website has a unique web address? Can I begin to recognise that anyone can author on the Internet and sometimes authors on the Internet can produce content which is offensive, rude and upsetting and to follow school rules if anything is found (esafety links to school policy)? Y4: Can I use search engine tools for different types of media e.g. Google Image Search, video, sound, but understand that the results are not always what you expect? I am aware that web sites are not always accurate and that information should be checked before it is used. Can I develop keywords and enter them into a chosen search engine, using more advanced search engine features? Can I present my findings using a word processing or multimedia/publishing package for a specific audience? Can I understand the dynamics of a search engine and know that there are different search engines (some within specific sites e.g. BBC, and some for the whole of the Internet e.g. Google, Yahooligans, Ask Jeeves)? Can I begin to recognise that anyone can author on the Internet and sometimes authors on the Internet can produce content which is offensive, rude and upsetting and to follow school rules if anything is found (esafety links to school policy)? Y5: Can I discuss different strategies for finding relevant information e.g. using different keywords to find information on a given enquiry? Can I use a range of keywords to find different sources of information and enter them into a chosen search engine? Can I modify searches further to find relevant information for a report.? Can I save and use pictures, text and sound, and be able to import these within my computing work? Can I select and combine information from a range of different sources and present their findings using a word processing or multimedia/publishing package for a specific audience?

5 I am aware that web sites are not always accurate and that information should be checked before it is used. Can I discuss issues of copyright and downloading material e.g. mp3s, images, videos etc. Find images which are creative common licenced and understand the importance of stating their sources? Can I recognise that anyone can author on the Internet and sometimes authors on the Internet can produce content which is offensive, rude and upsetting and to follow school rules if anything is found (e-safety links to school policy)? Y6: Can I understand the dynamics of different search engines and know that there are different search engines which may focus on different media? Can I modify searches further to find relevant information for a report? Can I talk about where web content might originate from by looking at web address, author, other linked pages? Can I talk about validity and plausibility of information by checking other sources? Can I recognise the impact of using incorrect information in my work? Can I skim and select information checking for bias and different viewpoints? Can I use a range of sources to check validity and recognise different viewpoints and the impact of incorrect data? Can I understand plagiarism and the importance of acknowledging sources, as well as the consequences of not doing so? Can I recognise that anyone can author on the Internet and sometimes authors on the Internet can produce content which is offensive, rude and upsetting and to follow school rules if anything is found (e-safety links to school policy)? Communicating and collaborating online. (To be able to communicate online with other people / schools in a safe and monitored environment.)

6 Can I use a variety of secure tools available such as kids blog to communicate within a monitored and safe system? Y3: Can I begin to use on-line tools, such as Google docs and sites to collaborate together- for example by working together to add ideas to a word bank, write a shared story using Kid s blog? Can I begin to understand that Cloud based tools can allow multiple people to contribute to shared documents using for example Google docs or Kid s blog? Y4: Can I understand how s work, and send s between people within the secure Harewood Junior domain, including using the cc and bcc fields? Can I use to work completed in school to their teachers and peers. Monitored environment by teachers before posting. (Kid s blog as well) (e-safety issues). Can I collaborate with peers on a project to produce a finished piece to support topic work- using Microsoft Office (shared story)? Can I contribute/edit/refine contributions to a shared document and understand that all changes are visible? Y5: Can I continue to use to within the Harewood Juniors domain and to work completed in and out of school to their class address. (Monitored by teachers)(e-safety)? Can I collaborate on a project using a range of web 2.0 tools to support their work- including, but not limited to, Google documents and sites? Can I develop further my use of Kid s blog and Word Press for blogging in a controlled environment? Can I begin to collaborate with other children outside of Harewood Junior at other schools (e-safety paramount) use of class addresses only directly accessible by teacher / Head teacher? Can I upload files to an online area e.g. Video, photo story, sounds, images. (Not of children). Y6: Can I continue to collaborate on a project using a range of web tools to support their workincluding, but not limited to, google documents and sites- both with children in their class, other classes (VLE?) and children from other schools? Can I develop use of a word press account to create a class blog. (Private)? Can I respond to s sent from outside the Harewood Junior domain (other partner schools) using their Harewood Junior class account. (e-safety paramount)(monitored and can only be accessed directly by class teacher? Can I talk about the different forms of electronic communication and web tools, discuss appropriateness of using different tools in different contexts and the advantages and disadvantages?

7 Creating and publishing (To use a variety of software to produce and publish work on a single work station or online collaboarative tool) Can I extend my publishing ability to create documents which contain a variety of multimedia for select audiences? Y3: Can I continue to word process a range of work in other curriculum areas, using more advanced word processing features such as columns and borders? Can I work with others to collaboratively produce a presentation using cloud based tools such as Google Docs, Kid s blog (VLE)? Can I understand the differences between a word processor and desktop publishing tools and use desk top publishing tools to create posters, leaflets and other documents which require specific formatting? Y4: Can I work with others to create a website based on a topic, area of interest or event (for example using google sites or Word Press, kid s blog) which incorporates hyperlinks, images and embedded media/documents? Can I use ICT to create a finished product or set of linked products, making revisions to their work? Can I understand that evaluation and improvement is a vital part of a design process, and ICT allows changes to be made quickly and efficiently? Y5: Can I continue to regularly use word processing and desktop publishing to present their work, combing formatted text with other media and making choices about programs and features to use and justifying these choices to others? Can I continue to use ICT to create a finished product or set of linked products, developing consistency in style across linked products? Can I use an alternative presentation tool (for example Prezi or Ahead) to create a presentation linking into a topic, area of interest or event? Can I continue to create websites based on topics, area of interest or events, increasing the complexity of these sites. Word press, Google sites? Can I use technology to help them present their work, showing an increasing degree of skill and using advanced features of software and tools? Can I select tools which they can use to help them achieve a specific aim and justify these choices to others? Y6: Can I continue to create websites based on topics, area of interest or events, increasing the complexity of these sites?

8 Can I create presentations which link into a topic, area of interest or event, choosing an appropriate tool or service? Can I create a web based application for a smart phone or tablet with consideration for the audience- containing information about a topic, trip, the school or to support work in other areas of the curriculum? Can I create a non-linear presentation? Can I continue to regularly use word processing and desktop publishing to present my work, combining formatted text with other media and making choices about programs and features to use and justifying these choices to others? Can I continue to use ICT to create a finished product or set of linked products, developing consistency in style across linked products? Can I select tools to help me achieve a specific aim and justify my choices to others? I understand the importance of evaluation and adaptation of individual features to enhance the overall product. Can I productively use a range of interactive media products and incorporate their features in order to improve my finished work? Digital media (To use a range of multimedia tools within computing projects, in order to enhance their features) Y3: Can I independently record video for a range of purpose, paying attention to the quality of the video capture? Can I take photographs for a specific reason or project and/or find appropriate images on-line. Can I create a video out of still images? Can I use the computer to perform photo edits and create a range of digital creations using photos? Can I record sound using ICT that can be stored and played back and independently using a range of tools to record sound? Can I use a computer to sequence short pieces of music using a small selection of pre-recorded sounds? Y4: Can I record sound using ICT that can be stored and played back and independently using a range of tools to record sound, choosing appropriate tools for the situation and purpose? Can I create simple stop motion animations? Can I use a range of devices to create extended pieces of music using a wide range of pre-recorded samples? Can I independently record video for a range of purposes, paying attention to the quality of video capture?

9 Can I use a range of tools to create more complex images using a computer (no layering)? Can I edit video using a range of basic video editing applications? Can I take photographs for a specific reason or project and/or find appropriate images on-line? Y5: Can I use technology to electronically compose music or sounds including creating melodies and save these as a range of audio files? Can I use technology to capture and edit video, applying a range of different effects and incorporating numerous video clips? Can I use a range of devices to create music samples and sequence these? Can I create and plan film trailers incorporating a range of different scenes and effects? Can I use image creation tools to create more complex images, including using layers. Can I understand the differences between an image and a vector drawing? Can I continue to choose to independently record video for a range of purposes? Can I continue to take photographs for a specific reason or project and/or find appropriate images on-line? Y6: Can I create stop motion animations and combine with video and audio effects? Can I apply more complex effects to photographs using a computer? Can I compare and contrast different image creation and editing tools across a range of platforms? Can I choose to independently record video for a range of purposes? Can I take photographs for a specific reason or project and/or find appropriate images on-line? Can I begin to recognise the different layers of sound in a professional broadcast and use technology to record and manipulate music/sound refining for a given audience or project ( onwards)?

10 Using Data (To be able to present different forms of data using a range of appropriate software.) Can I use a variety of software, choosing the one which best suits my needs in presenting data accurately and effectively? Y3: Can I continue to use technology to create graphs and charts? Can I understand what a database is, and the basic structure of a database? Can I create graphs from pre-made databases, and enter their own data into a database and generate graphs using these? Can I use other software to present these findings as appropriate? (This will focus upon using Microsoft excel or Textease data for this year group). Y4: Can I plan and create my own database, creating fields and applying simple data validation? Can I use pre-made databases and those which they have created themselves to answer questions by constructing basic queries? Can I understand how to translate questions into queries to find information e.g to find the most common etc. Use other software to present these findings as appropriate? Can I begin to use a spread sheet to enter data and create graphs? Can I use a database to answer questions by constructing queries? Y5: Can I continue to use the computer and spreadsheets to create, present and alter graphs and charts? Can I continue to use, query and create their own databases as appropriate, linking into work across the curriculum? If appropriate and cross curricular links present the opportunity, begin to explore spreadsheets entering basic formulae. Y6: Can I continue to use, search, enter data into and create my own databases? Can I continue to use technology, including spreadsheets to create graphs and present data in different ways? I am able to design, construct, evaluate and modify simple models i.e. enter data, enter formulae, copy cells and use formatting in a spreadsheet. Can I use a spreadsheet to draw a graph to show data?

11 I understand that ICT allows quick and easy changes to be made to different variables once a spreadsheet is set up. Talk about how the spreadsheet helps them to manipulate a model easily Can I program software to perform a certain action? such as giving clear instructions to a sprite to perform actions? Can I control hardware linked in to programming software? Programming and Control (To be able to program a range of hardware and software to perform specif actions.) Y3: Can I continue to develop understanding of how a computer and technology works, focusing on computational thinking? Can I begin to plan more complex sequences of instructions for on-screen and floor turtles test and amend these instructions. (e.g. using Kodu)? Can I use software to make basic puzzles and quizzes, changing parameters (e..g time allowed, points, number of pieces etc) to customise the puzzle or quiz (e.g. Scratch)? Can I use a computer to create basic applications, investigating how different variables can be changed and the effect this has? Y4: Can I continue to develop my understanding of how computer and technology works and how computers process instructions and commands? Can I use templates on a computer to create a game, which can be controlled by external inputs, changing parameters and algorithms and investigating the effect this has on the response? Can I use computer game design software to plan, design and make their own, multi-level game, controllable by external inputs, changing parameters and responses. (e.g using Kodu or Scratch)? Y5: Can I continue to develop an understanding of how technology works, with a focus on developing computational thinking? Can I understand that software relies on codes to run and that a range of different coding languages exist? Can I explore different ways in which computer software can be planned? Can I use a range of assisted programming software (e.g Scratch and/or Kodu) to plan, design and create basic software (for example a simple game), which interact with external controllers (e.g. keyboard and/or mouse). Using the software control the movement and responses of different elements on screen.

12 Can I use visual programming based software to plan, design and create basic non-game software which uses logic, algorithms and calculations. (e.g. use scratch to create a quiz for a KS1 child) Y6: Can I continue to develop their understanding of how computer and technology works and how computers process instructions and commands, including the use of coding languages? Can I continue to explore different ways in which computer software can be planned? Can I continue to develop an understanding of how technology works, with a focus on developing computational thinking? Can I use a range of visual programming software to plan and design more complex software (for example a multi-level game)? Can I control an on-screen icon using text based controls, including responding to sensors and repeating written algorithms (e.g. Robomind)? Can I begin to explore text based programming languages and create basic scripts (for example writing a python script to identify if a number is odd or even)?

13 Modelling and Simulations (To be able to use a range of increasingly complex simulations to display real life and imaginary situations and scenarios..) Can I use a range of software to accurately simulate the world around me? Can I use a range of software to create an imaginary world? Y3: Can I use a range of increasingly complex simulations to represent real life situations? Can I continue to explore simulations as appropriate and as link with other curriculum areas and discuss the benefits of using these simulations? Can I use simulations to make and test predictions? Y4: Can I understand that ICT allows for situations to be modelled, or those which it would be impractical to try out in real life and investigate the effect of changing variables in these simulations? Can I begin to use software to represent 3D objects or items? Can I continue to explore simulations as appropriate and as link with other curriculum areas? Y5: Can I understand that ICT allows for situations to be modelled, or those which it would be impractical to try out in real life and investigate the effect of changing variables in these simulations? I know that simulations are often guided by hidden rules Can I use software to model 3D objects? Can I use software to create models of 3D objects, landscapes or items? Can I explore a range of increasingly complex simulations, exploring the effect of changing variables and recording the results? Y6: Can I use software to create models of 3D objects, landscapes or items, including creating to scale? Can I use a range of more complex simulations, exploring the link to real life and the impact of changing variables. Link the work exploring simulations to creating their own basic simulations in excel? (See Using Data strand)? I understand that ICT allows for complex situations to be modelled, or those which it would be impractical to try out in real life investigate the effect of changing variables in these simulations. I know that simulations are often guided by hidden rules.