Bidbury Junior School
Computing
Computing at Bidbury Junior School
Bidbury Junior School aims to provide a computing education that equips our pupils to start to use computational thinking and creativity in order to understand and change the world they live in.
At Bidbury, our learning in computing is based on the Kapow Primary Computing scheme of work. This aims to instil a sense of enjoyment around using technology and to develop pupils' appreciation of its capabilities and the oportunities technology offers to create, manage, organise and collaborate. Tinkering with software and programs forms a part of the ethos of our approach as we want to develop pupils' confidence when encountering new technology, which is a vital skill in the ever-evolving and changing landscape of technology. Though our curriculum, we intend for pupils not only to be digitally competent and have a range of transferable skills at a suitable level for the future workplace, but also to be responsible online citizens.
In line with national curriculum guidance, our computing curriculum content is organised into three strands: computer science, information technology and digital literacy. There is a clear progression of skills and knowledge within these strands across each year group. The Kapow Primary scheme for computing is organised into five key areas, creating a cyclical route through which pupils can develop their computing knowledge and skills by revisiting and building on previous learning:
- Computer systems and networks - Identifying hardware and using software, while exploring how computers communicate and connect to one another.
- Programming - Understanding that a computer operates on algorithms, and learning how to write, adapt and debug code to instruct a computer to perform set tasks.
- Creating media - Learning how to use various devices and to record, capture and edit content such as videos, music, pictures and photographs.
- Data handling - Ensuring that information is collected, recorded, stored, presented and analysed in a manner that is useful and can help to solve problems.
- Online safety - Understanding the benefits and risks of being online — how to remain safe, keep personal information secure and recognising when to seek help in difficult situations.
In addition, skills showcase units give children the chance to combine and apply skills and knowledge gained, from a range of the five key areas above, to produce a specific outcome.
Kapow Primary’s computing scheme of work has been designed as a spiral curriculum with the following key principles in mind:
- Cyclical: Pupils revisit the five key areas throughout KS2.
- Increasing depth: Each time a key area is revisited, it is covered with greater complexity.
- Prior knowledge: Upon returning to each key area, prior knowledge is utilised so pupils can build on previous foundations, rather than starting again.
Primary National Curriculum for computing
The aims of our computing curriculum align with those in the National Curriculum and enable pupils to meet the end of key stage attainment targets.
Primary National Curriculum for computing aims (by the end of key stage 2):
- can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation (computer science)
- can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems (computer science)
- can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems (information technology)
- are responsible, competent, confident and creative users of information and communication technology (digital literacy)
By the end of 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
- 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.
DfE National Curriculum: computing programme of study: key stage 2
DfE's Education for a Connected World framework:
- aims to help equip children for life in the digital world, including developing their understanding of appropriate online behaviour, copyright issues, being discerning consumers of online information and healthy use of technology.
Year 3
| Computing systems and networks |
Programming |
Computing systems and networks | Computing systems and networks | Creating media | Data handling | Online safety |
| Networks | Scratch | Emailing | Journey inside a computer | Video trailers | Comparison cards databases | Online safety Y3 |
| Learning what a network is and how devices communicate and share information. | Exploring the programme Scratch, following the predict > test > review cycle. Using ‘loops’ and programming an animation, story and game. | Sending emails with attachments and understanding what cyberbullying is. | Assuming the role of computer parts and creating paper versions of computers to consolidate understanding of how a computer works. | Developing digital video skills to create trailers, with special effects and transitions. | Learning about records, fields and data and sorting and filtering data. | Learning the difference between fact, opinion and belief and how to deal with upsetting online content. Knowing how to protect personal information online. |
| Pupils should be taught to: | Journey inside a computer | Scratch | Networks | Online safety Y3 | Video trailers | Emailing | Comparison cards databases | |
| Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts (computer science). | ü | ü | ||||||
| Use sequence, selection, and repetition in programs; work with variables and various forms of input and output (computer science). | ü | |||||||
| Use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs (computer science) | ü | ü | ||||||
| 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 (digital literacy and information technology). | ü | ü | ü | ü | ||||
| Use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content (digital literacy and information technology). | ü | ü | ü | ü | ||||
| 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 (computer science and digital literacy). | ü | ü | ü | ü | ü | |||
| Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact (digital literacy). | ü | ü | ||||||
Year 4
| Computing systems and networks |
Programming |
Computing systems and networks | Computing systems and networks | Creating media | Data handling | Online safety |
| Collaborative learning | Further coding with Scratch | Website design | HTML | Computational thinking | Investigating weather | Online safety Y4 |
| Learning how to work collaboratively and exploring a range of collaborative tools. | Revisiting the key features of the programme Scratch and beginning to use 'variables' in code scripts. | Learning how web pages and sites are created and how to embed media and links. | Learning about the markup language behind a webpage; becoming familiar with HTML tags, changing HTML and CSS code to alter images and ‘remixing’ a live website. | Solving problems effectively using the four areas of abstraction, algorithm design, decomposition and pattern recognition. | Researching and storing data on spreadsheets and designing a weather station. | Searching for information and making a judgement about the probable accuracy; recognising adverts and pop-ups; understanding that technology can be distracting. |
| Pupils should be taught to: | HTML | Computational thinking | Further coding with Scratch | Investigating weather | Collaborative learning | Website design | Online safety Y4 | |
| Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts (computer science). | ü | ü | ü | |||||
| Use sequence, selection, and repetition in programs; work with variables and various forms of input and output (computer science). | ü | ü | ü | ü | ||||
| Use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs (computer science) | ü | ü | ü | |||||
| 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 (digital literacy and information technology). | ü | |||||||
| Use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content (digital literacy and information technology). | ü | ü | ||||||
| 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 (computer science and digital literacy). | ü | ü | ü | ü | ü | ü | ||
| Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact (digital literacy). | ü | ü | ü | ü | ||||
Year 5
| Computing systems and networks |
Programming 1 |
Data handling | Programming 2 | Creating media | Skills showcase | Online safety |
| Search engines | Programming music | Mars Rover 1 | Micro:bit | Stop motion animation | Mars Rover 2 | Online safety Y5 |
| Learning about how pagerank works and how to identify inaccurate information. | Building-on programming and music skills to create different sounds, beats and melodies which are put to the test with a Battle of the Bands performance! | Learning about the Mars Rover, exploring how and why it transfers data including instructions, and how messages can be sent using binary code. | Creating algorithms and programs that are used in the real world. Using the ‘predict, test and evaluate’ cycle to create and debug programs with specific aims. | Creating animations, storyboard ideas and decomposing a story into small parts before putting together to create the illusion of a moving image. | Exploring how the Mars rover: moves, follows instructions, collects and sends data; understanding how computers work, what data is and how it is transferred. | Learning about app permissions; the positive and negative aspects of online communication; that online information is not always factual; how to deal with online bullying and managing our health and wellbeing. |
| Pupils should be taught to: | Micro:bit | Programming music | Stop motion animation | Search engines | Mars Rover 1 | Online safety Y5 | Mars Rover 2 | |
| Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts (computer science). | ü | ü | ü | |||||
| Use sequence, selection, and repetition in programs; work with variables and various forms of input and output (computer science). | ü | ü | ü | |||||
| Use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs (computer science) | ü | ü | ||||||
| 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 (digital literacy and information technology). | ü | ü | ü | |||||
| Use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content (digital literacy and information technology). | ü | ü | ||||||
| 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 (computer science and digital literacy). | ü | ü | ü | ü | ü | |||
| Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact (digital literacy). | ü | ü | ||||||
Year 6
| Computing systems and networks |
Programming |
Data handling | Computing systems and networks | Data handling | Skills showcase | Online safety |
| Bletchley Park and the history of computers | Intro to Python | Big data 1 | AI | Big data 2 | Inventing a product | Online safety Y6 |
|
Discovering the history of Bletchley Park, historical figures and computer science. Children learn about code-breaking and password hacking as well as decoding messages. Children present information about historical figures and look back in time at how computers have evolved, finally designing a computer of the future and creating an audio advert for their designs. |
Learning the fundamentals of the programming language of Python, they will test, change and explain what their program does. Children use loops and explain what repeats do and what the parts of the loop do while recognising that computers choose random numbers and decompose the program into an algorithm. |
Understanding about the use of big data including barcodes, QR codes, infrared, and RFID technologies. Children will create and scan their own QR codes, manipulate real-time data in spreadsheets, and present their findings. They also analyse transport data to understand its usefulness to commuters. |
Exploring what AI is and how it generates text, images and code. Learning about creating and refining prompts to improve AI responses while also considering the ethical implications of AI and its potential to replace human roles. |
Understanding data usage through the use of mobile data vs WiFi, the Internet of Things, and big data. Identifying high/low data activities and preparing presentations on using Big Data/IoT to improve school efficiency while respecting privacy. |
Designing a new electronic product and using CAD software to design appropriate housing for it. Developing skills in website design, video editing, and persuasive language to promote their product. Evaluating and adapting existing code, debugging programs, and searching for accurate information online. |
Learning to deal with issues online; about the impact and consequences of sharing information online; how to develop a positive online reputation; combating and dealing with online bullying and protective passwords. |
| Pupils should be taught to: | Intro to Python | Inventing a product | Bletchley Park and the history of computers | Big data 1 | Online safety Y6 | AI | Big data 2 | |
| Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts (computer science). | ü | ü | ||||||
| Use sequence, selection, and repetition in programs; work with variables and various forms of input and output (computer science). | ü | ü | ||||||
| Use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs (computer science) | ü | ü | ||||||
| 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 (digital literacy and information technology). | ü | ü | ü | ü | ü | ü | ||
| Use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content (digital literacy and information technology). | ü | ü | ü | ü | ü | |||
| 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 (computer science and digital literacy). | ü | ü | ü | ü | ü | ü | ||
| Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact (digital literacy). | ü | ü | ü | ü | ü | ü | ||
Impact
The impact of our computing curriculum is constantly monitored through both formative and summative assessment opportunities. Teachers assess children against the learning objectives for each lesson. Each unit has a unit quiz and knowledge catcher, which can be used at the start or end of the unit to assess children’s understanding. The expected impact is that children will meet or exceed the end of key stage expectations outlined in the national curriculum for computing by the end of Year 6. After following our computing curriculum, pupils should leave junior school equipped with a range of technical and online skills to enable them to succeed in the secondary computing curriculum and be active participants in the ever-increasing digital world.
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