Computing Curriculum Overview Textease Paint (design ideas house for 3 Little Pigs) Espresso KS1 making a tune.

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1 Computing Curriculum Overview Year Autumn Spring Summer R Use of appropriate software programs on the computers eg. Tizzy s Toybox. Some use of CBBC games to get children used to using the mice and other basic skills. Some use of programmable toys. Some basic uses of the ipad eg. for taking photos. EYFS Technology Goal: Children recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular purposes. 1 Programming using Beebots and the Beebot app. on the ipads. Basic movements and algorithms. Treasure map colouring and programming a route to the treasure. understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions use logical reasoning to predict the behaviour of simple programs Online-safety CEOP resources - Lee and Kim s Adverntures - Animal Magic Cartoon and discuss. Make puppets, Keeping safe game.listen to Sid s song use technology safely and respectfully, keeping personal information private; identify where to go for Textease Paint (design ideas house for 3 Little Pigs) Espresso KS1 making a tune. use technology purposefully to create, organise, store, manipulate and retrieve digital content recognise common uses of information technology beyond school Beebots maps and routes (At the top of the beanstalk.) Espresso Coding 1a Making things move, Fairy Stories, Click and go, Another planet, Your own app. understand what algorithms are; how they are implemented as programs on digital Storyland Amazing animals Textease Paint (tiger pictures, Klee fish) ICT Simulations 0 Design yourown gingerbread house. use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online Espresso Coding 1b Simple inputs, Burst the bubbles, Catch the fish, Magic Castle, Emergency, My own app, Debugging understand what algorithms are; how they are implemented as programs on digital devices; and 1

2 help and support when they have concerns about content or contact on the internet or other online technologies. Textease Paint (self-portraits, snowflake pictures) ICT Simulation Design a castle/a snowman. Use of Espresso labelling body parts game, labelling adjectives for old and new toys. Use of basic Word skills. Espresso KS1 Capital letters activity use technology purposefully to create, organise, store, manipulate and retrieve digital content recognise common uses of information technology beyond school 2 Programming and algorithms. Unit 2 Espresso coding. understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and devices; and that programs execute by following precise and unambiguous instructions use logical reasoning to predict the behaviour of simple programs Online-safety (CEOP) ThinkUknow.co.uk 5 7 year olds. Revise our main Top Tips Can we design a whole class Top Tip poster? (Reminders about Sid s top Tips.) use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online Online-safety. CEOP resources Activity 4 Write a story about Find the Treasure safely. Design and fill a Treasure chest. use technology safely and respectfully, that programs execute by following precise and unambiguous instructions use logical reasoning to predict the behaviour of simple programs Online-safety Design an Internet safety poster. Look at Sid s character and hear song. Over a series of sessions, watch 1-6 Hector s World Videos. Use image bank to illustrated events and characters. Discuss how we should behave over the Internet what should we do if we are unhappy with something etc. use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online Programming Scratch basics or Beebots app. understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and 2

3 unambiguous instructions use logical reasoning to predict the behaviour of simple programs We are Zoologists recording and collecting data about bugs (Productivity Rising Stars) Using Textease to create pictures Creation picture God s Wonderful World, Minibeast Pictures, Nativity scene. Using ICT games and Woodlands Junior Maths programs to reinforce maths teaching. use technology purposefully to create, organise, store, manipulate and retrieve digital content recognise common uses of information technology beyond school Online Safety CEOP resources Lee and Kim s Adventures Animal Magic Cartoon and discuss. Make puppets, Keeping Safe game Listen to Sid s song. use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online Word processing saving and retrieving digital content. Changing font size and colour (manipulating digital content) Creating posters using Textease or Word Textease Paint. Designing an Easter card. We are Photographers adapted from Rising Stars. (Using a camera, uploading, saving and retrieving images of Andy Goldsworthy environmental art to make a class portfolio.) use technology purposefully to create, organise, store, manipulate and retrieve digital content recognise common uses of information technology beyond school unambiguous instructions use logical reasoning to predict the behaviour of simple programs Textease Superhero picture. Create a painting in the style of Jackson Pollock see QR Code quiz or treasure hunt. use technology purposefully to create, organise, store, manipulate and retrieve digital content recognise common uses of information technology beyond school 3

4 content or contact on the internet or other online 3 Online safety - Look at School agreement and discuss what it means. use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact. Use of Word to Design a front cover for the Legenland Book, also the Nature folder. Children search for images on the internet to use on their covers. Coding Espresso Units 1 and 2 This Year: Unit 3a design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts 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 Design a Christmas Fair Poster children use Word or Textease, selecting font type, colour Use of Word to make a cover for the Topic book. Coding Scratch Children write a program for 2 characters and get them to move, use sound, speech, and change costume. National Curriculum KS2 Subject Content links:: design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts 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 Use of the Internet Webcams around the world. Online safety discussion re. webcams and their dangers. 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 Online safety Animal Magic CEOP lessons use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact. Download from Internet pictures of volcanoes and earthquakes for booklets/leaflets. and Science for kids on dinosaurs. Find facts and information about dinosaurs to use in a presentation using IMovie. 4

5 and size, and imported images from the internet. and collaboration use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content Interactive Science BBC Bitesize Light and Shadows simulations 4 Online safety lessons about ways of communicating and how to be safe online. Adapted from CEOP lesson resources. Use of Smart Crew resources too. use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact. Coding using Y4 and above Espresso lessons. Coding using Scratch - We are toy designers (Adapted from Rising Stars plans) Children create a toy prototype, incorporating National Curriculum KS2 Subject Content links: (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 We are toy designers continued if necessary. design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts 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 We are musicians - adapted from We are co-authors adapted from Rising Stars plans. Children collaborate to create a mini- Wikipedia. Use of Google Docs Slides too. We are meteorologists adapted from Rising Stars plans. Children take on the role of meteorologists and weather presenters. 5

6 sensors and outputs and pitch an idea to an audience. design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts 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. 5 Online safety lessons about Spam, Computer Viruses and Cyberbullying. Adapted from CEOP lesson resources. Using BBC Bitesize information too. use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact. Look at how to access and use Spellodrome too if necessary. Blogging, using the school blog site. Use of text, images and voice files; e-safety issues too. Rising Stars plans. Children produce music for any purpose they choose or which fits with another topic. National Curriculum KS2 Subject Content links: (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. Coding using Espresso plans Y5 and above to remind children about important aspects such as repeat instructions, sequencing, if commands and algorithms We are game developers adapted from Rising Stars plans. (Coding using Scratch ) Children create a game for others to play design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts programs; work with variables and various We are artists adapted from Rising Stars Children use vector and turtle graphics to explore and create geometric art. We are architects adapted from Rising Stars. Children use Sketch-up or a similar program to design an art gallery including the children s own pictures. 6

7 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. Research into Mountains, using the Internet to collect information and the use of Powerpoint to re-present the information. 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 6 Online safety lessons adapted from CEOP lesson resources. Look at simulated text messages and decide whether how safe they are and what to do if not. Create dramas to show situations which might arise and how to deal with issues using the Green Screen app on the ipads. use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; Continuing the app design work. Presenting work to judges for approval. Consideration of how computers and networks and search engines work. 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 Animation/Video work related to Curriculum work. Use of other tools/apps to support curriculum work. 7

8 identify a range of ways to report concerns about content and contact. Coding using Espresso Y6 lessons as a starting point before moving on to creating an App in groups. National Curriculum KS2 Computing Subject Content links: 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 National Curriculum KS2 Subject Content links: (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 Using the Apps for Good mini-course as a basis for an app design. Working in groups, considering the whole of the process, including idea generation, visual and interface decisions, technical requirements and app creation, marketing and evaluation. 8

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