Computing and ICT
Computing and information and communication technology is an integral part of the
national curriculum and is a key skill for everyday life: in an increasingly
technological world, it is vital that children develop computational skills and
understanding. Computing is concerned with how computers and computer systems
work, and how they are designed and programmed. ICT encompasses the use of
technology to investigate, organise and communicate information and ideas.
The schools’ aims for Computing and ICT are:
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To teach pupils to use ICT and Computing confidently, purposefully and
appropriately
To provide a relevant, challenging and enjoyable curriculum for ICT and
computing for all pupils.
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To meet the requirements of the national curriculum programmes of study for
computing.
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To respond to new developments in technology.
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To equip pupils with the confidence and capability to use ICT and computing
throughout their later life.
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To enhance learning in other areas of the curriculum using ICT and
computing.
To develop the understanding of how to use ICT and computing safely and
responsibly.
For children to be trained in safe procedures for the use of the Internet
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The national curriculum for computing aims to ensure that all pupils:
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can understand and apply the fundamental principles of computer science,
including logic, algorithms, data representation, and communication
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can analyse problems in computational terms, and have repeated practical
experience of writing computer programs in order to solve such problems
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can evaluate and apply information technology, including new or unfamiliar
technologies, analytically to solve problems.
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are responsible, competent, confident and creative users of information and
communication technology.
Safe use of the internet
We believe that providing access to the internet in school raises educational
standards and supports the professional work of staff.
Teachers and pupils have access to web sites world-wide (including museums and
art galleries) offering educational resources, news and current events. There are
opportunities for discussion with experts in many fields and to communicate and
exchange information with students and others world-wide.
We acknowledge that some material available on the internet is unsuitable for pupils
and the safety of pupils in our school is our primary concern. The following key
measures have been adopted to help ensure that our pupils are not exposed to
unsuitable material:
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In school, we access the Internet through a broadband connection to County
Hall which provides a service designed for pupils including a "firewall" filtering
system intended to prevent access to material inappropriate for children.
There are two levels of filtering with the stronger filtering on pupil accounts
and a lower level of filter on Teacher accounts. For this reason, all pupils
using the Internet in school should be logged on to pupil accounts.
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children using the internet will normally be working in the classroom, during
lesson time and will be supervised by an adult (usually the class teacher) at
all times;
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staff will check that the sites pre-selected for pupil use are appropriate to the
age and maturity of pupils;
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staff will be particularly vigilant when pupils are undertaking their own search
and will check that the children are following the agreed search plan;
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pupils will be taught to use e-mail and the internet responsibly in order to
reduce the risk to themselves and others;
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pupils are taught to tell a teacher immediately if they encounter any material
that makes them feel uncomfortable.
Year 1 & 2 Computing Long Term Plan
First year of cycle (2014 – 15)
Switched on Computing Expectatations
unit
1.1 We are treasure
Using programmable toys
hunters
Software/apps/resources
Computing POS
Programmable toys
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1.6 We are celebrating
Creating a card electronically
Productivity
PowerPoint/Word/Clicker 6,
Paint/2Paint A Picture
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1.2 We are TV chefs
Filming the steps of a recipe
Computational thinking Paint,
Movie Maker/iMovie
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1.3 We are painters
Illustrating an eBook
Creativity Tux
Paint/Paint/2Paint A Picture,
IWB software, Word
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understand what algorithms are; how they are implemented as
programs on digital devices; and that programs execute by
following precise and unambiguous instructions
create and debug simple programs
use technology purposefully to create, organise, store,
manipulate and retrieve digital content
recognise common uses of information technology beyond
school
use logical reasoning to predict the behaviour of simple
programs
recognise common uses of information technology beyond
school
use technology purposefully to create, organise, store,
manipulate and retrieve digital content
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 technologies.
1.4 We are collectors
Finding images using the web
Computer networks Web
browser, PowerPoint/IWB
software
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1.5 We are storytellers
Producing a talking book
Communication/Collaboration
PowerPoint/2Create A
Story/IWB software
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Software/apps/resources
Computing POS
Programming
Scratch/Kodu/Scratch Jnr
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Second year of cycle (2015 – 16)
Switched on Computing Expectatations
unit
2.1 We are astronauts
Programming on screen
use technology purposefully to create, organise, store,
manipulate and retrieve digital content
understand what algorithms are; how they are implemented as
programs on digital devices; and that programs execute by
2.2 We are games
testers
2.3 We are
photographers
Exploring how computer games work
Taking, selecting and editing digital
images
Computational thinking
Scratch, Screencast-O-Matic
Creativity Picasa
Web/Pixlr.com
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2.4 We are researchers
Researching a topic
Computer networks FreeMind, 
bit.ly, web browser,
PowerPoint
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2.6 We are zoologists
Recording bug hunt data
Productivity Excel/IWB
software
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2.5 We are detectives
Communicating clues
Communication/Collaboration
Email system, Excel
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following precise and unambiguous instructions
create and debug simple programs
use logical reasoning to predict the behaviour of simple
programs
create and debug simple programs
recognise common uses of information technology beyond
school
use technology purposefully to create, organise, store,
manipulate and retrieve digital content
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 technologies.
use technology purposefully to create, organise, store,
manipulate and retrieve digital content
use technology purposefully to create, organise, store,
manipulate and retrieve digital content
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 technologies.
Year 3 & 4 Computing Long Term Plan (draft)
First year of cycle (2014 – 15)
Switched on Computing Expectatations
unit
3.1 We are
programming an animation
 Create an algorithm for an animated
programmers
scene in the form of a storyboard
 write a program in Scratch to create
the animation
 correct mistakes in their animation
Software/apps/resources
Computing POS
Scratch/PowerPoint
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3.2 We are bug fixers
3.4 We are network
engineers
Finding and correcting bugs in programs
 develop a number of strategies for
finding errors in programs
 build up resilience and strategies for
problem solving
 increase their knowledge and
understanding of Scratch
 recognise a number of common
types of bug in software
Scratch/PowerPoint
Understand and use a network
 understand the physical hardware
connections necessary for computer
networks to work
 understand some features of
internet protocols
 understand some diagnostic tools
for investigating network
connections
 develop a basic understanding of
how domain names are converted to
IP addresses
Access to school network
and command prompt
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design, write and debug programs that accomplish specific goals,
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 detect and correct errors in algorithms
and programs
select, use and combine a variety of range of programs, systems
and content that accomplishes given goals, including presenting
information
debug programs that accomplish specific goals, 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
use technology safely, respectfully and responsibly; recognise
acceptable/unacceptable behaviour; identify a range of ways to
report concerns about content and contact.
3.5 We are
communicators
4.5 We are co-authors
4.4 We are HTML editors
email and video conferencing,
communicating safely on the internet
 develop a basic understanding of
how email works
 gain skills in using email
 be aware of broader issues
surrounding email, including
‘netiquette’ and e-safety
 work collaboratively with a remote
partner
 experience video conferencing.
producing a wiki
 understand the conventions for
collaborative online work,
particularly in wikis
 be aware of responsibilities when
editing other people’s work
 become familiar with Wikipedia,
including potential problems
associated with its use
 practise research skills
 write for a target audience using a
wiki tool
 develop collaboration skills
 develop proofreading skills.
Email system, video
conferencing software,
presentation software
editing and using HTML
 understand some technical aspects
of how the internet makes the web
possible
 use HTML tags for elementary mark
up
 use hyperlinks to connect ideas and
sources
 code up a simple web page with
Firefox, Brackets
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MediaWiki/Google Sites
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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
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
solve problems by decomposing them into smaller parts
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
a variety of software (including internet services) to create
content, including presenting 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
use technology safely, respectfully and responsibly; recognise
acceptable/unacceptable behaviour; know a range of ways to
report concerns about content
useful content
understand some of the risks in
using the web.
Second year of cycle (2015 – 16)
Switched on Computing Expectatations
Software/apps/resources
unit
4.1 We are software
Developing a simple educational game
Scratch/Snap!
 develop an educational computer
developers
Apps: Snap!
game using selection and repetition
 understand and use variables
 start to debug computer programs
 recognise the importance of user
interface design, including
consideration of input and output.
4.2 We are Toy
Prototyping an interactive toy
Scratch
 design and make an on-screen
designers
prototype of a computer-controlled
toy
 understand different forms of input
and output (such as sensors, switches,
motors, lights and speakers)
 design, write and debug the control
and monitoring program for their toy.
Producing digital music
Isle of Tune, Audacity,
4.3 we are musicians
LMMS/GarageBand,
 use one or more programs to edit
MuseScore
music
 create and develop a musical
composition, refining their ideas
through reflection and discussion
 develop collaboration skills
 develop an awareness of how their
composition can enhance work in
other media.
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Computing POS
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3.6 we are opinion
collecting and analysing data
 understand some elements of survey
Google Forms, Google
Sheets and Google Slides/
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design, write and debug programs that accomplish specific goals
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
design, write and debug programs that accomplish specific goals,
including controlling or simulating physical systems
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
use sequence, selection, and repetition in programs; work with
variables and various forms of input and output
understand computer networks including the internet and the
opportunities they offer for communication and collaboration
evaluate 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
select, use and combine a variety of software (including internet
services) on a range of digital devices to design and create a
pollsters
design
understand some ethical and legal
aspects of online data collection
 use the web to facilitate data
collection
 gain skills in using charts to analyse
data
 gain skills in interpreting results.
videoing performance
 gain skills in shooting live video, such
as framing shots, holding the camera
steady, and reviewing
 edit video, including adding narration
and editing clips by setting in/out
points
 understand the qualities of effective
video, such as the importance of
narrative, consistency, perspective
and scene length.
presenting the weather
 understand different measurement
techniques for weather, both
analogue and digital
 use computer-based data logging to
automate the recording of some
weather data
 use spreadsheets to create charts
 analyse data, explore inconsistencies
in data and make predictions
 practise using presentation software
and, optionally, video.
InspireData/Excel, Word
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3.3 We are presenters
4.6 We are
meteorologists
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Movie Maker/iMovie
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Excel/Google Sheets,
PowerPoint/IWB
software
5.1
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range of programs, systems and content that accomplish given
goals, including collecting, analysing, evaluating and presenting
data and 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
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
work with various forms of input and output
use technology safely, respectfully and responsibly
work with variables and various forms of input and output
use logical reasoning to explain how some simple algorithms
work
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