Broadmayne First School
Computing Curriculum
(April, 2014)
This document sets out the Computing curriculum for Broadmayne First School.
The use of technology within Broadmayne First School is currently developing, and this curriculum
has been written to support this development, and help to make varied and appropriate technology
use a day-day feature of learning and teaching within the school.
Children’s learning experiences with ICT
Within both KS1 and KS2 children this curriculum should be covered primarily through day-day
teaching and full integration with other subjects and cross curricular work, making use of the range
of technology which is available within school.
KS1 and KS2 teachers will also need to cover aspects of the ICT curriculum through specific skills
based sessions.
The core principles of the Computing curriculum
The following core principles should underpin all ICT teaching and technology use within
Broadmayne First School. [These elements are taken from the Naace ICT Framework, and the text
below is adapted from this framework].
Digital literacy (DLi)
Digital literacy forms the backbone of the ICT curriculum at Broadmayne First School.
Children should develop ICT skills that can thoughtfully be applied in a range of different
situations, with children developing increasing independence in the choices they make over
which technology to use to help them reach the desired outcome. As they progress
through KS1 and 2 children will become increasingly confident in the application of their
digital skills, becoming increasingly efficient and effective communicators, collaborators and
analysts, showing imagination and creativity in their use of ICT in different aspects of their
learning and life beyond school.
Skills (Sk)
Children should be provided with the opportunity to learn, refine and improve their digital
skills, across the range of ICT curriculum areas outlined above.
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Technology in the world (TIW)
Children should develop an understanding of how technology makes a difference in all
aspects of life- at home, at school and in the workplace, as well as considering the impact
technology has had on society over the years.
Children will, for example, identify the different elements of a webpage (EYFS), develop an
awareness of how different technology is used in the world around us (KS1) and begin to
evaluate web pages, software and applications and use this evaluation in the planning of their
own digital artefacts (KS1 KS2)
Technical understanding (TU)
Children should develop the knowledge and understanding of how technology works.
This extends from an awareness that there is ‘something inside’ a piece of technology to
make it work (EYFS), progressing through KS1 and KS2 to children creating their own
simple programs including games, utilities and applications with exposure computer codes
and scripts.
Safe and Responsible Use. (SRU)
See E-Safety section below.
Curriculum Structure
To help ensure children have the opportunity to develop a wide range of skills, experiences and
competencies with technology, the curriculum has been broken down into 9 key areas, with the
core principles permeating through each area.
Using a computer- mouse skills, typing etc
Using the internet - Researching, finding information etc...
Communicating and Collaborating On-line- E-mails, Collaborative working, Video
Conferencing etc…
Creating and Publishing:- Anything that involves presenting information in some way using
ICT- word processing, presentations, blogging, websites etc...
Digital Media- Photo editing and image manipulation, video and video editing, audio
recording and editing and animation (some animation can also be programming)
Programming and Control- making something ‘happen’ using ICT (control, movement
etc..).
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Modelling and Simulations- Representing real life situations, scenarios or items on the
computer.
Using Data- Spreadsheets (including using formulas), Databases and any other work which
involves either sorting, presenting or manipulating data of some sort.
E-Safety- E-safety is a fundamental element of ICT teaching and technology use at Broadmayne
First School. The school has a separate E-Safety policy, and E-Safety sessions should take
place regularly in each year group as part of both ICT and PSHE sessions.
The coverage of each area will vary year group by year group, with some areas being covered
primarily in KS1 and others primarily in KS2. The emphasis on Programming increases as
children move through Broadmayne First School.
It is important that technology is used as a day-day element of school life and across all subject areas,
therefore if opportunities to use ICT arise which do not fall within the curriculum for each year
group they should be taken advantage of.
Broadmayne First School
Broadmayne First School
The Computing Curriculum 2014
Developing Digital Literacy
This computing curriculum has been compiled in conjunction with materials from Manor Park First School
DASP ICT group, Sunninghill Prep School, Damers First School, Dorchester, Woodlands Primary School, and the Naace ICT Framework, April, 2014
Broadmayne First School
Area of EYFS
40-60 months PSED
- Making
Relationships
40-60months
Understanding the
World Technology
Reception - Computing Curriculum
Key Skills

Takes turns

Listens to what others say and takes account of
their ideas


Operates
Suggested resources/ideas
Playing games with partners on ipads or Internet
Creating a picture with a partner on ipad or Internet
Pic Collage

simple equipment
o
o
password)
o
internet/a program
o

o
o

simple computer programme
Completes a

PCs
Using a mouse
Basic typing (logging on,
Opening and closing the
Using a hyperlink (safely) –
e-safety link to teach chn that not all hyperlinks are
safe and if they’re not sure then to ask an adult
ipads
swipe gestures
opening and closing an app
Basic typing
PCs
o
Purple Mash
o
Poisson Rouge
ipads
o
2 Simple - Paint a Picture

o
Using the camera/video
Recording (speaking and listening
See Context and activity - left

Shows an
interest in technological toys such as cameras,


Bee Bots
Taking pictures with a
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mobile phones, pulleys.
digital camera
Role play including with mobile phone

40-60 months
Mathematics Shape, Space and
Measure (SSM)

The child understands and sometimes uses
everyday language to describe position, for
example ‘under’, ‘over’, ‘in’, ‘on’.
Writing

Gives meaning
to marks they make when drawing and painting


apps / websites
Explores the different sounds of instruments.

40-60months
Expressive Arts
and Design Exploring and using
media


Uses simple tools and techniques competently




Speaking
instrument sounds.
Ipad apps
Art
Letter formation -
ABC: Free
Using websites to explore
 Websites e.g.
http://www.classicsforkids.com/music/orchestra.asp
http://www.philharmonia.co.uk/explore/instruments

Being imaginative
Bee Bots

Creates simple
representations of events, people and objects.
Choose
particular colours to use for a purpose.
video and photography
Websites

recording on the ipad,
Purple
Mash
Book Creator:
Cost
Fifty Three Paper: Cost
Express themselves effectively
Recording using ipads

Ipad
video and mic
Audiobo:
Free
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Understanding the
World
Exploring the globe.
 Barefoot World Atlas app
E-Safety (threads throughout the curriculum)



Children know
that they can use
the Internet to
communicate with
family and friends.
Children are
aware that they
can use the
internet to play
and learn
supported by a
trusted
adult/teacher.
Children begin to
understand the
difference
between real and
online
experiences.

Children understand that they can share
information online, e.g. via email or the school
learning platform.

Children understand that there is a right and wrong
way to communicate and this may be different
depending on who you are communicating with.

Children need help from their teacher or trusted
adult before they go online.






Ongoing Activities available from CEOP ThinkUKnow
Activities based on Lee & Kim
http://thinkuknow.co.uk/5_7/leeandkim/
http://thinkuknow.co.uk/Teachers/Resources/
Activity 1B: ‘Keeping safe on the Internet storybook’
Activity 2B: ‘Keeping safe game’
Activity 6A & B ‘Song and Dance’

Access online resources, e.g.;

Poisson Rouge


ICT Games
Cbeebies games
Children explore onscreen activities that mimic real 
life.

Fun with Spot
BBC Broadband clips
http://www.bbc.co.uk/learningzone/clips/

Children talk about the differences between real
and online experiences.

www.kenttrustweb.org.uk (games)
Broadmayne First School
Broadmayne First School
Year 1- Computing Curriculum
Learning Objectives
Key Skills
Suggested resources/ideas
Using technology (threads throughout the curriculum)
 To become skilful in using different tools to
 Continue to develop their familiarity with
 Flip cameras
control technology.
a computer and keyboards
 To understand the purpose of, and begin to
 Digital cameras
 Continue to develop their skills in using a
use a range of different technology.
 i pads/i touch
mouse and/or trackpad to control a
 To begin to develop typing speed and
 Talk pods
computer/laptop.
accuracy to enable independent access to a
 Talking phot albums
 Begin to develop their typing speed, using
computer.
 Easi speak microphones
a range of games and programs in school.
 Dance mat typing (BBC website)
Children should also be encouraged to
play these games at home.
 Continue exposure to a range of
technology, including cameras, tablets,
microphones/recording devices and
computers.
Using the Internet (assessment link: Communication and Networks)
 To understand that information comes from
 Select appropriate buttons to navigate web
different sources e.g. books, web sites, TV etc
sites or stored information
 To understand that ICT can give access quickly  Begin to understand that computers use
to a wide variety of resources
icons, menus, hyperlinks to provide
information and instructions e.g. Select a
 To talk about their use of ICT and the Internet
specific part of the CBeebies site to find an
and other methods to find information
activity
 To be able to explore a variety of electronic
 Access different types of information from
information as part of a given topic
different sources e.g. using CD players, web
 To know buttons/icons can represent different
sites, TV, video, DVD etc
functions e.g. record, pause, play
These skills rely on the teacher directing
children to specific content. It is not expected
for children to do open searching at this
stage.
Broadmayne First School










Communicating and Collaborating Online (assessment link: Communication and Networks)
To start to understand that messages can be
 Contribute ideas to a class email and
sent electronically over distances.
together respond to messages- this can be
to real life or ‘fictitious’ characters.
Creating and Publishing (assessment link: Information Technology)
To use technology to combine text with
 Add text to photographs, graphics, drawings
Book Creator: Cost
photographs, graphics and drawings.
and sound using a computer.
Fifty Three Paper: Cost
To create their own text based content,
 Use simple authoring tools to create their
including adding basic effects to sections of
own content and begin to add basic effects to
text.
sections of text, changing the font size and
colour.
Digital Media (assessment link: Information Technology)
To know they can explore sound and music
 Use a computer to compose and record
2simple software- 2explore and 2beat
using technology and that they can create
basic rhythms.
sound using computer programs.
 Continue to take photographs for a
To know they can record sound using ICT
Audiobo: Free
range of different purposes.
that can be stored and played back
 Begin to record video
To take photographs for a range of different
 Begin to record sounds using a range of
purposes.
different tools.
To understand that video can be recorded
using technology and to begin to record video.
To understand that a range of different
technology can be used to record sounds.
Using Data (assessment link: Data and Data Representation)
Most application software - Using most programs involves
To use ICT to begin to organise items.
 Use ICT to sort objects into groups
retrieving data, manipulating it and then storing it. Open files in a
according to a give criteria, or criteria
text or hex editor to see how the program stores its data.
which the child identifies themselves.
To begin to use technology to create graphs
and pictograms, recognising there is a link
The Magic Cloud (paid) - Simple Pc software, lets children
between data collected and the information
 Begin to use technology to create
choose what happens if their object is placed on a cloud cushion
presented on screen.
graphs and pictograms.
(usb). Intro to computing and 'what if' possibilities.
Media trials - Bring in a USB stick, CD-RW, DVD-RW, access to
cloud storage (E.g. Google Drive) and an external hard drive. Then
conduct an experiment to store a small file or picture. Ask children
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which is the easiest to do, how they can share the files with each
other, how fast it is and how breakable each device is. Also do a
Maths lesson with MB, GB and TB. Show them how much each
drive can store. Perhaps with bricks or sand to show relative sizes.
Paper data cards - Get children to fill in a data card with series
of fields. Create block graph so children can see answers to other
questions. Manually sort cards in various ways then show how this
looks on computer using software eg 2Investigate Software
Giant branching tree created on carpet using paper and items
eg sports equipment/toy animals. As above - manually get children
to find a question with yes/no answer to sort objects - create giant
branching tree on carpet using strips of paper, YES/NO cards.
Children manually move objects past questions along the correct
branches. Then show how this looks on computer
Use school photocopiers, digital cameras etc




Programming and Control (assessment link: Algorithms/Programming and Development)
To understand that devices respond to
 Explore a range of control toys and devices
1 Sandwich Bot- Students begin to understand how algorithms
work by creating sandwiches and the teacher is a sandwich bot.
commands
 Begin to develop computational thinking by
To begin to understand how a computer
following instructions to move around a
1,2 Blind Navigation - Blindfold a student and ask pupils to
processes instructions and commands
course and creating a series of instructions
create instructions to move around the room.
(computational thinking)
to move their peers around a course
To understand that they can programme a
 Explore outcomes when individual buttons
1 Pack of cards (digit cards would be good, or just a set with
simple sequence of commands into a
are pressed on robots, such as floor turtles
random numbers on) - Lots of opportunities for getting pupils to
think creatively about algorithmic solutions. cards with the smallest
programmable robot or toy to send it on a
and combine these together to draw simple
difference? Competitive group work - Which table can find the
route
shapes or follow a route.
To understand computer representations
allows the user to make choices and that
different decisions produce different outcomes
smallest number? Which table can put the cards in order fastest?
Which table can find the two. From here to working on lists in
Scratch is a big, but not insurmountable step.
1
Lego Models (or other construction toys) Teach
students to follow a series of instructions.
www.codeclub.org.uk Robo Boogie
1,2,3 BeeBots or
Bee-Bot: Free
1,2,3 2go (from 2Simple, or 'Purple Mash')
Broadmayne First School
 In pairs, one describes how to draw a shape or letter from
a card or whiteboard, partner follows instructions and
compares
 Getting from A to B - use the backgrounds to plot a route
Turn on the extra features (Ctrl, Shift + O) to allow programming
of sequences for more able - plan the whole route before trying.
2 Simple: '2 Control' NXT Software

NXT Robot - build your own courses to navigate using
the onscreen lego blocks
1,2,3 Logo - Move onto written commands (and sequences) using
Logo language.
1,2,3 Flobot Sherston software, get Flobot dancing
1,2,3 Scratchel (Flash required) New problem solving approach to
introduce students to computer programming through MIT Scratch
with Funky robots. New problems ranging in difficulty added each
week
Pixies - programmable floor robots - more controls than beebots,
easier than roamers
Lego We Do - build models following instructions and then
program to move (software with easy instructions)
Textease turtle, Roamer For resources:
http://www.kenttrustweb.org.uk/kentict/kentict_ct_roam_index.cfm
Daisy Dino: Free
Cargobot: Free
Cato’s Hike Lite: Free
Cato’s Hike: Cost
ALEX:Free
Charlie Chimps Big Modelling Party; Sherston Software
3. Computer games. playing a computer game is about figuring
out how it will respond to what you do - reverse engineering some
aspects of its algorithm. Start simple, get harder.
Broadmayne First School


To understand computers can represent real
or fantasy situations
To understand computer representations
allows the user to make choices and that
different decisions produce different outcomes









Children begin to
identify characteristics of people who are
worthy of their trust.
Children know what is meant by personal
information and develop awareness of why
it is special.
Modelling and Simulations
Understand that computers and technology
can be used to represent and model
situations.
Use an art package or drag and drop
software to create a representation of a real
or a fantasy situation
Explore a simulation to support a given topic
and talk about what happens and why
E-Safety (threads throughout the curriculum)
CEOP Thinkuknow resources, based on Hector’s World;
 Know that some information (full name,
www.thinkuknow.co.uk/5_7/
address, birthday etc…) is special as it
Lesson 1 – personal information is special: Watch and
applies to them.

Children know that personal information is
as valuable online as offline and that it should
not be shared without a parent, carer or
teacher’s permission.

Discuss with children, school rules for
using the Internet.
Children understand that they can find a
range of information on the internet.
Children are able to navigate ageappropriate websites.
Children know what to do if they find
something inappropriate online.

For children to understand the importance
of talking to a trusted adult about their
online experiences.
Children know that the Internet can be
used to communicate with other people

Introduce Hector’s World Safety Button:

Discuss how to use this if children see
something that makes them feel confused or
scared when they are using the Internet and
tell a trusted adult.

Use simple navigation skills to open a
teacher selected website from a favourites
Discuss Cartoon 1 about personal information. Download
and complete the Episode Storybook.
Variety of websites, suitable for online research and
exploration, e.g.
Poisson Rouge
ICT Games
Cbeebies games
V & A Museum of Childhood
www.naturegrid.org.uk/woodland
www.naturegrid.org.uk/pondexplorer
www.naturegrid.org.uk/grassland
Download and use Hector Protector (used to cover the
screen if children find something they think maybe unsafe).
http://www.thinkuknow.co.uk/5_7/hectorsworld/HectorsWorld-Safety-Button1/
Broadmayne First School
link or shortcut.

Make choices by clicking on buttons in a
webpage and navigate between pages by
using the forward and back arrows.

Start to evaluate web sites by giving opinions
about preferred or most useful sites.

Know how to return to the home page of a
teacher directed website.

Know that email is a method of sending and
receiving messages through the Internet.

Participate in the sending of class emails e.g.
messages to Santa, Barnaby Bear, partner
classes.

Understand the need to keep passwords
private.
It’s Learning – School Learning Platform
FauxPaw video from iKeepSafe.org
www.sebastianswan.org.uk (online books)
Museum of Childhood (sending e–cards to class friends)
Broadmayne First School
Year 2- Computing Curriculum
Broadmayne First School
Learning Objectives
Key Skills
Resources/Suggested ideas
Using technology (threads throughout the curriculum)
Typing speed refers to copying WPM, composition
 To continue to develop typing speed and
 Work on developing typing speed, aiming
accuracy to enable independent and efficient
for a minimum speed of 13wpm by the end
WPM will be slower.
access to a computer.
of the year.
 To understand the purpose of, and begin to
 Continue exposure to and increasingly
See ‘tools for teaching typing’ document for software
independently use a range of different
independently use a range of technology,
and websites to use.
technology.
including cameras, tablets,
microphones/recording devices and
computers
Using the Internet (assessment link: Communication and Networks)
 To talk about the different forms of
 Recognise that not all information is useful
information (text, images, sound, multimodal)
some information is more useful
and understand some are more useful than
 Use web based resources to find answers to
others
questions
 To understand and talk about how the
 Develop questions about a specific topic and
information can be used to answer specific
use information to answer those questions
questions
 Begin to navigate within a website using
 To begin to develop key questions and find
hyperlinks and menu buttons to locate
information to answer them
information
 To recognise the layout of a web page,
 Begin to manipulate information using copy
recognise web addresses, menu buttons and
and paste for a specific purpose
links
 Enter given text into a search engine to find
 To understand that the internet contains a
specific given web sites
large amount of information and recognise the  Understand that web sites have a specific
need to use search tools and search engines to
address e.g. www.bbc.co.uk/
begin to find information
 Locate links to web sites from Favourites or
saved hyperlinks, intranet or from the
Learning Platform
 Use basic information from the internet.
Communicating and Collaborating Online (assessment link: Communication and Networks)
Broadmayne First School


Look at the different ways that messages
can be sent, letters, telephone, email, text,
instant messaging etc

 Continue to contribute ideas to a class or
group email and together respond to
messages- this can be to real life of
‘fictitious’ characters.
Creating and Publishing (assessment link: Information Technology)
 To use technology to word process work,
 Word process work, changing the font, font
making a wide range of edits and using
size, colour and adding images and using text
common features of word processing tools.
Book Creator: Cost
boxes, word art, and cut, copy and paste
 To use technology to create basic
Fifty Three Paper: Cost
ensuring they can save and load their work.
presentations giving consideration to the
Show Me Interactive
layout of slides and combining images and
Whiteboard: Free
 Create basic presentations (for example using
sound.
Microsoft PowerPoint) changing the layout of
 To use the skills and techniques learnt to
slides and adding images and sound.
organise, reorganise and communicate ideas
for a specific purpose in different contexts





To start to understand that messages can be
sent electronically over distances.
To understand that email can be used to send
messages electronically and people can reply
to emails
Digital Media (assessment link: Information Technology)
Images- paint and http://canvastic.net, and
To know they can explore sound and music in  Use a computer to compose and record basic
http://pencilmadness.com/pencil_madness
ICT using keyboards, and onscreen music
rhythms. (only if not covered in Y1)
software
To know they can record sound using ICT
 Record video for a range of purposes.
Fifty Three Paper: Cost
that can be stored and played back and
independently using a range of tools to
record sound.
 Use a computer to create basic images.
Audio- use 2simple software- 2explore and 2beat
To independently record video and sound
using a range of tools.
 Continue to take photographs for a range of
To use the computer to create basic images.
Audio Boo: Cost
different purposes, developing
To choose to take photographs for a range of
independence.
different purposes.

Independently record sounds using a range
of different tools.
Using Data (assessment link: Data and Data Representation)
Broadmayne First School


To use technology to create graphs and amend 
created graphs.
To begin to create their own branching
databases using ICT, identifying objects and

questions to classify data.
Use technology to create graphs and
pictograms, adding labels and amending the
charts as appropriate.
Begin to create their own branching database
using ICT, identifying objects using yes or no
questions.
Most application software - Using most programs involves
retrieving data, manipulating it and then storing it. Open files in a
text or hex editor to see how the program stores its data.
The Magic Cloud PC software, lets children choose what
happens if their object is placed on a cloud cushion (usb). Intro to
computing and 'what if' possibilities.
Media trials - Bring in a USB stick, CD-RW, DVD-RW, access to
cloud storage (E.g. Google Drive) and an external hard drive. Then
conduct an experiment to store a small file or picture. Ask children
which is the easiest to do, how they can share the files with each
other, how fast it is and how breakable each device is. Also do a
Maths lesson with MB, GB and TB. Show them how much each
drive can store. Perhaps with bricks or sand to show relative sizes.
Paper data cards - Get children to fill in a data card with series
of fields. Create block graph so children can see answers to other
questions. Manually sort cards in various ways then show how this
looks on computer using software eg 2Investigate.
Giant branching tree created on carpet using paper and items
eg sports equipment/toy animals. As above - manually get children
to find a question with yes/no answer to sort objects - create giant
branching tree on carpet using strips of paper, YES/NO cards.
Children manually move objects past questions along the correct
branches. Then show how this looks on computer
Fifty Three Paper: Cost
Use school photocopiers, digital cameras etc



Programming and Control (assessment link: Algorithms/Programming and Development)
To continue to develop their understanding of  Further develop their understanding of
Bee-Bot: Free
how a computer processes instructions and
computational thinking.
Hopscotch: Free
commands.
 Continue to explore floor turtles, combining
Kodable: Free
To understand that devices or on screen
sequences of instructions to follow a pattern
turtles are controlled by sequences of
or create a shape.
1 Pack of cards (digit cards would be good, or just a set with
instructions or actions, and that these can be
random numbers on) - Lots of opportunities for getting pupils to
 Explore an on screen turtle navigate it
think creatively about algorithmic solutions. cards with the smallest
inputted using icons of by text.
around a course or grid and/or draw shapes
difference? Competitive group work - Which table can find the
To create, edit and refine sequences of
by inputting a sequence of instructions.
smallest number? Which table can put the cards in order fastest?
instructions for a variety of programmable
 Begin to understand that the on screen
Which table can find the two. From here to working on lists in
devices.
turtle can be directed through the use of
Scratch is a big, but not insurmountable step.
text.
1 Lego Models (or other construction toys) Teach students to
Broadmayne First School
follow a series of instructions.
1,2,3 BeeBots or
Bee-Bot: Free
1,2,3 2go (from 2Simple, or 'Purple Mash')
 In pairs, one describes how to draw a shape or letter from
a card or whiteboard, partner follows instructions and
compares
 Getting from A to B - use the backgrounds to plot a route
Turn on the extra features (Ctrl, Shift + O) to allow programming
of sequences for more able - plan the whole route before trying.
1,2,3 2 Simple: '2 Control' NXT

NXT Robot - build your own courses to navigate using
the onscreen lego blocks
1,2,3 Logo - Move onto written commands (and sequences) using
Logo language.
1,2,3 Sherston Software: Flobot; get Flobot dancing
1,2,3 Scratchel - New problem solving approach to introduce
students to computer programming through MIT Scratch with
Funky robots. New problems ranging in difficulty added each week
Pixies - programmable floor robots - more controls than beebots,
easier than roamers
Lego We Do - build model following instructions and then
program to move (software with easy instructions)
Textease turtle, Roamer For resources:
http://www.kenttrustweb.org.uk/kentict/kentict_ct_roam_index.cfm
Daisy Dino: Free
Cargobot: Free
Cato’s Hike Lite: Free
ALEX: Free
Sherston Software: Charlie Chimp’s Big Modelling Party
3. Computer games. playing a computer game is about figuring
Broadmayne First School
out how it will respond to what you do - reverse engineering some
aspects of its algorithm. Start simple, get harder.
Cato’s Hike Lite: Free

To use a range of basic simulations to
represent real life situations and explore the
effects of changing variable and the benefits of
using the simulations.
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Develop awareness of relevant e-Safety
issues and understand that personal
information is unique to them.
Identify
characteristics of people who are worthy
of their trust.
Modelling and Simulations
Enter information into a basic computer
simulation and explore the effects of changing
the variables in simulations and discuss the
benefits of using these simulations.
Discuss their use of simulations and compare
with reality
E-Safety (threads throughout the curriculum)
Children are aware that not everyone they meet CEOP Thinkuknow resources, based on Hector’s
World. http://www.thinkuknow.co.uk/5_7/hectorsworld/
online is automatically trustworthy.
Children understand that personal information is including downloadable Teacher Resources.
lesson 1 – personal information is special
unique to them and should not be shared
(Recap work done in Year 1)
without a teacher or parent’s permission.
lesson 2 – not everyone is trustworthy
Children identify characteristics of people who
lesson 3 – assessing trustworthiness
lesson 4 – being alert to unsafe situations
are worthy of their trust.
lesson 5 – check with an adult
School Internet Acceptable Use Policy

Children use the internet purposefully to
answer specific questions.

Remind the children of the Hector’s World
Safety Button and discuss possible Internet
Dongle Stay Safe quiz and reinforce SMART rules from
CBBC Staysafe
Broadmayne First School

dangers, including what to do if they find
something inappropriate online.
Children know that not everything they
encounter on the internet is true.
Learning Objectives
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Children know the difference between
communicating via email and online in a
discussion forum

Children are aware of the different forms of
online communication (email, forums, instant
messaging and social networking sites) and find
out about their associated risks.
Key Skills
Children explore a range of age-appropriate
digital resources.
Children to know that not everything they
find online is accurate.

Know that some websites contain
advertisements (often embedded) and learn
how to ignore them.

Children discuss, understand and abide
by the school’s e-Safety/AUP.

Develop understanding of the concept of the
Internet using Endless Forest Resources.
Children are able to send suitable and purposeful
emails, developing awareness of appropriate
language to use.
Children know that passwords help to keep
information safe and secure and that they should
not be shared
Children contribute to a class discussion forum.
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

www.bbc.co.uk/schools/famouspeople
ideas
Websites to Resources/suggested
aid research, e.g.;
Barnaby website to find out about his trips and how he
travels.
http://www.learnict.org.uk/resources/intsafety/ks2_endless.htm - Endless
Forest Introduction to the Internet
It’s Learning – Use of School Learning Platform
Year 3- Computing Curriculum
Broadmayne First School
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
Using technology (objectives throughout KS2) (threads throughout the curriculum)
To continue to develop typing speed and
 Throughout KS2 children should:accuracy to develop competency in typing
 Continue to become familiar with a range of Just like handwriting, it is important that children type
To understand the purpose of and use
devices, for example tablets, desktop
themselves when using a computer- no matter how slow
independently a range of different
computers, laptops, microphones, cameras
they may be!
technology.
etc and increasingly develop their
independence and confidence in using
To make choices about when to use
Typing speed refers to copying WPM, composition
these devices.
technology, which piece(s) of technology to
use, which software/tools they are going to
 Continue to increase their typing speed, and WPM will be slower.
use on the technology and be able to explain
be encouraged to play games at home and
their choices to others.
school which help with this. Aim to reach
See ‘tools for teaching typing’ for software and
the accepted competency rate for children of websites to use.
20WPM by the end of Year 4.
 Be encouraged to increasingly make sensible
choices about the technology they use to
help them work, and to justify their choicesfor example, why they have chosen to use a
tablet rather than a laptop, or why they have
chosen to use an easi-speak microphone
rather than the computer to record sound.
Using the Internet (assessment link: Communication and Networks)
Broadmayne First School
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To follow a simple search to find specific
information from a web site
To find and use appropriate information
To identify how different web pages are
organised e.g. graphics, hyperlinks, text
To navigate a web page to locate specific
information
To know that ICT enables access to a wider
range of information and tools to help find
specific information quickly
To understand a website has a unique address
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Develop key questions to search for specific
information with purpose to answer a
problem e.g. to find out about different
Roman Gods.
Understand how a search engine works and
begin to create and enter appropriate search
strings.
Save and retrieve accessed information
through the use of Favourites, History, and
Save As
Understand that some information found
through searching is more relevant than
others
Use the information purposefully to complete
specific tasks e.g. copy, paste and edit relevant
information (ref. creating and publishing unit)
Talk about and describe the process of finding
specific information
Delivered as part of the ‘Creating and Publishing’ unit and
alongside the day-day curriculum.
The Manual search engine (Dictionary Search) 1. Ask
students to do a manual search for a word.
2. They then look it up in a dictionary.
3. Use a dictionary program or Spreadsheet to show how a
computer finds it.
4. Tell pupils that Google uses something called Pagerank, which
finds all the results and then sorts them by popularity. So a
search for Dinosaur would give you the most popular page.
Mozilla Webmaker: Mozilla Popcorn, Mozilla Thimble
Create web pages whilst learning basic principles of code.
Give Us a Clue -Choose a busy picture with children in it. Ask
the children what they can tell about the children from the
picture. Once they have established what can be found out, ask
them to think about pictures they have online and how they
could be giving away their personal identities. Encourage them to
establish rules for what they post online.
School search - Ask the students to search for their school in
Google. Do these results show the teacher or school in a good
light? What should be done to make sure that the wrong things
do not appear online? How should children be very careful?
(Please check searches in advance to avoid embarrassment)
‘Where the Internet lives - Beautiful photos of Google’s data
centres. Find the stormtrooper!
Welcome to the Web Great site from Mark Warner
@markw29 of Teaching Ideas fame By working your way
through the web site and taking part in the challenges and
activities, you will learn all about the Internet.
Communicating and Collaborating Online (assessment link: Communication and Networks)
Broadmayne First School

To understand that Cloud based tools can
allow multiple people to contribute to shared
documents and Google Sites

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
Email/skype
Edmodo: Free
(Free resource to introduce safe and easy networking for
children)
Mozilla Hackasaurus Use basic coding skills to mash up existing
web pages. Easy to follow site that walks you through your hack.
Mozilla Thimble Create web pages whilst learning basic
principles of
code.
SketchUp software-Teach students to design 3D graphics.Can
also be used to show how students can collaborate via the
Sketchup Warehouse.
Draw my school network (Google Drawings, Gliffy or pen
and paper.) Students take a tour of the school to see how all
the computers are connected. Complete lesson kit here:
https://drive.google.com/folderview?id=0BtNSVgcXSshbGk1RGx3ZjV0Y3M&usp=sharing
Packetville -Show students how a network works and how data
flows around the Internet. Lots of fun with cartoon games, but
note that this is a CISCO branded activity
Digital Revolution Excellent BBC series exploring the Internet
and the Web. The first two episodes are available online, but the
interviews which make up the programme are also available for
download Get children to make their own ‘Understanding the
Internet’ programme?
Tubes, behind the scenes at the Internet Blum’s accessible
introduction to the hardware of the web.
Host your own blogs.
(Instructions for LAMP and Wordpress on Ubuntu) Find an old
computer (or build a new one). Install Linux. Install Apache.
Tada. One webserver ready to go.
Install MySQL, PHP and Wordpress, and host your own blogs.
Open up port 80 on your router, point it to the new box and
get to these from anywhere on the Internet.
Scratch - Free download. Use basic programming skills to create
Broadmayne First School
games, animations and more. Start with the scratch cards and
check Simon Haughton’s blog for more ideas.
Scratchel - New problem solving approach to introduce students
to computer programming through MIT Scratch with Funky
robots. New problems ranging in difficulty added each week
Minecraft/Minecraft edu - Encourage children to set up their
own Servers on Minecraft and then ask them what is the
difference between a server on their local network and one on
the Internet. (Should be faster) This can be done on PCs, iPads,
Raspberry Pis etc.
Welcome to the Web Great site from Mark Warner
@markw29 of Teaching Ideas fame By working your way
through the web site and taking part in the challenges and
activities, you will learn all about the Internet.






Creating and Publishing (assessment link: Information Technology)
To continue to produce work using a
 Continue to word process a range of work in
computer, using more advanced features of
other curriculum areas, using more advanced
programs and tools.
word processing features such as columns
and borders.
To work collaboratively together to create
documents, including presentations.
 Work together to collaboratively produce a
presentation using cloud based tools.
To use desk top publishing tools effectively
and understand the differences between a
 Understand the differences between a word
word processor and desk top publisher.
processor and desktop publishing tools and
use desk top publishing tools to create
posters, leaflets and other documents which
require specific formatting.
Digital Media (assessment link: Information Technology)
To understand they can compose music using
 Use a computer to sequence short pieces of
icons to represent musical phrases
music using a small selection of pre-recorded Audio- use 2simple 2sequence software
sounds.
To understand ICT allows easy creation,
manipulation and change
 Independently record video for a range of
purpose, paying attention to the quality of
To know they can record sound using ICT
the video capture.
that can be stored and played back and
independently using a range of tools to
 Take photographs for a specific reason or
Broadmayne First School
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
record sound.
To independently record video using a range
of devices and for a range of purposes.
To independently take photographs taking into
account the audience and/or purpose for the
image.
To create digital artefacts using photographs
which they have taken or found.
To edit photographs using a range of basic
tools.


project and/or find appropriate images online.
Create a video out of still images.
Use the computer to preform photo edits
and create a range of digital creations using
photos.
Using Data (assessment link: Data and Data Representation)
Use TextEase Data for database work.
To understand the basic structure of a
 Continue to use technology to create graphs
Mozilla Popcorn Add video and audio web pages
database.
and charts.
SketchUp Software-Teach students to design 3D graphics.
To be able to add data to a pre-made database.  Understand which a database is, and the basic
Resources available here. Can also be used to show how
structure of a database.
To use the data in a pre-made database to
students can collaborate via the Sketchup Warehouse.
generate graphs and charts.
 Create graphs from pre-made databases, and
enter their own data into a database and
To use technology to create graphs and charts.
Mozilla Hackasaurus Use basic coding skills to mash up existing
generate graphs using these. Use other
web pages. Easy to follow site that walks you through your hack.
software to present these findings as
Mozilla Thimble Create web pages whilst learning basic
apppropaite.
principles of code.
Blogging - Twitter quad blogging 100 word challenge. KidBlog
Google Apps for
Education: Free
Python - raspberry pi lots of basic intro to python on R-Pi on
the net, also contact @nightzookeeper & @oliverquinlan
@mberry

Programming and Control (assessment link: Algorithms/Programming and Development)
Scratch - Free download. Use basic programming skills to create
To continue to develop their understanding of  Continue to develop understanding of how a
games, animations and more. Start with the scratch cards and
how computer and technology works and how
computer and technology works, focusing on
Broadmayne First School


computers process instructions and
commands.
To create, edit and refine more complex
sequences of instructions for a variety of
programmable devices.
To use a computer to create basic
applications, investigating how different
variables can be changed and the effect this
has..


computational thinking.
Begin to plan more complex sequences of
instructions for on-screen and floor turtles
test and amend these instructions. (e.g. using
RoboMind)
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. 2DIY)
check Simon Haughton’s blog for more ideas.
Scratchel - New problem solving approach to introduce students
to computer programming through MIT Scratch with Funky
robots. New problems ranging in difficulty added each week
Kodu - free resource to create and play your own games. Easy
to follow tutorials, needs downloading.
Sketch Up Software-Teach students to design 3D graphics.
Resources available here. Can also be used to show how
students can collaborate via the Sketchup Warehouse.
Computercraft Mod with MinecraftEdu - Use the computercraft
mod with Minecraftedu (or vanilla Minecraft) to add
programmable computers, turtles etc. Using the language Lua
pupils can quickly learn basic programming concepts such as if,
while, for and many other concepts in an engaging scenario.
Robomind - By programming a robot, students learn about logic,
computer science and robotics.Starlogo - alternative to scratch
Msw logo - free logo program.
APPInventor - Create Apps for android phones. This tool from
MIT builds on Scratch building blocks and takes children into
more advanced coding. It has a design mode, blocks editor and
emulator (although you can test your apps directly on your
android smart phone by reading the QR code and downloading
your creation.) also Appshed
Turtle Art - Like other Logo tools but uses similar block
building structure to scratch. A nice tool to lead children into
scratch and build on Logo / Kids Ruby capability.
http://llk.media.mit.edu/courses/software/turtleart/
Activities/Cards:
http://llk.media.mit.edu/courses/readings/TurtleArt.pdf
Probots fabulous robots at a more advanced level than beebots, but the same family! use repeats as well as more specific
commands to complete missions
http://www.tts-group.co.uk/shops/tts/Range.aspx?search=probot
Crystal ICT Sherston Software allowing children to program
Broadmayne First School
in LOGO to solve problems.
Big Trak truck: £28 Teach sequences of instructions to
navigate obstacle courses.
Philip Harris. Data logging. Different input & output sensors.
CoCo Control. Both onscreen simulation & physical devices
program input sensors to effect out motors
Lightbot
Puzzle games on Hodda Maths site
Python - raspberry pi lots of basic intro to python on R-Pi on
the net, also contact @nightzookeeper & @oliverquinlan
@mberry
ALEX (BA chn): Free
CargoBot: Free
Hopscotch: Free
LightBot: Free
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
To use a range of increasingly complex
simulations to represent real life situations.
Use simulations to make and test predictions.

Children develop awareness of online
protocols, in order to stay safe on the
web.
Modelling and Simulations
 Continue to explore simulations as
appropriate and as link with other curriculum
areas and discuss the benefits of using these
simulations
 Use simulations to make and test predictions.
E-Safety (threads throughout the curriculum)
 Develop awareness of relevant e-Safety issues, Top Tips for Safe Surfing poster from LGFL
KS2 Internet Safety poster from KGFL
such as cyber bullying.
 Children understand and abide by the
school’s AUP and know that it contains
rules that exist in order to keep children
safe online.
 Understand what personal information should
be kept private.
 Know that passwords keep information secure
and that they should be kept private.
Dongle Stay Safe quiz
http://www.bbc.co.uk/cbbc/help/web/staysafe
Dongle’s factsheet
http://www.bbc.co.uk/cbbc/help/web/factsheet.html
CEOP ThinkUKnow Activities based on Lee & Kim
http://thinkuknow.co.uk/5_7/leeandkim/
http://thinkuknow.co.uk/Teachers/Resources/
Broadmayne First School
Activity 1A: ‘Keeping Safe on the Internet Cartoon’
Activity 2A: ‘Keeping Safe game’
Activity 3: ‘Make an Internet Safety Poster’
DigitalME 2010 – SAFE Level One
www.digitalme.co.uk/safe (Teachers will need to sign
up)
Radiowaves account or school Learning Platform
www.radiowaves.co.uk (Teachers will need to create a
school account)
Activity 1 – Personal Profile

Children develop strategies for staying
safe when using the Internet.

Children to use the Internet to undertake
independent and appropriate research and
attempt to distinguish between fact and
fiction.

Children begin to use a range of online
communication tools, such as forums,
email and polls in order to formulate,
develop and exchange ideas.

Use child-friendly search engines
independently to find information through
key words. Discuss the importance of
becoming discerning in the information we
look for during an Internet search.
Children’s search engines;
http://www.squirrelnet.com/search/Google_SafeSearch.asp
http://kids.yahoo.com/
www.askforkids.com

Understand that the Internet contains fact,
fiction and opinions and begin to distinguish
between them.
Inaccurate information online;
Captain Kara and Winston’s SMART Adventure
(KnowITall), chapter 2, “What is Reliable?”
http://www.childnetint.org/KIA/primary/smartadventure/chapter2.aspx

Use a range of online communication tools,
such as email, forums and polls.

Know how to deal with unpleasant forms of
electronic communication (save the message
and speak to a trusted adult).
Unsolicited emails and attachments;
Captain Kara and Winston’s SMART Adventure
(KnowITall), chapter 1, “What should you keep Accept?”

Be able to discern when an email should or
should not be opened.
Personal information; Inaccurate information online;
Captain Kara and Winston’s SMART Adventure
(KnowITall), chapter 3, “What should you keep Safe?”
Broadmayne First School
Year 4 - Computing Curriculum
Broadmayne First School
Learning Objectives
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

Key Skills
Notes
Using Technology (threads throughout the curriculum)
Throughout KS2 children should:Just like handwriting, it is important that children type
To continue to develop typing speed and
accuracy to develop competency in typing
 Continue to become familiar with a range
themselves when using a computer- no matter how slow they
of devices, for example tablets, desktop
To understand the purpose of and use
may be!
computers, laptops, microphones, cameras
independently a range of different
etc and increasingly develop their
technology.
Typing speed refers to copying WPM, composition WPM
independence and confidence in using
To make choices about when to use
will be slower.
these devices.
technology, which piece(s) of technology
 Continue to increase their typing speed,
to use, which software/tools they are
See ‘tools for teaching typing’ for software and websites
and be encouraged to play games at home
going to use on the technology and be able
and school which help with this. Aim to
to explain their choices to others.
to use.
reach the accepted competency rate for
children of 20WPM by the end of Year 4.
 Be encouraged to increasingly make
sensible choices about the technology they
use to help them work, and to justify their
choices- for example, why they have
chosen to use a tablet rather than a laptop,
or why they have chosen to use an easispeak microphone rather than the
computer to record sound.
Using the Internet (assessment link: Communication and Networks)
To draw information from a question to
 Know that they can use search engine tools
develop keywords to find relevant
for different types of media e.g. Google
information e.g. What did Romans eat?
Image Search, video, sound but understand
that the results are not always what you
To understand the dynamics of a search
expect
engine and know that there are different
search engines (some within specific sites
 Be aware that web sites are not always
e.g. BBC, and some the whole of the
accurate and that information should be
Internet e.g. Google, Yahooligans, Ask
checked before it is used.
Jeeves)
 Develop keywords and enter them into a
To be able to skim read and sift information
chosen search engine, using more advanced
to check its relevance and modify their
search engine features.
search strategies if necessary
 Present their findings using a word
To understand that the information they
processing or multimedia/publishing package
use needs to be appropriate for the
for a specific audience
Broadmayne First School
audience they are writing for e.g. copying
and pasting difficult language
 To evaluate different search engines and
explain their choices for using these for
different purposes
 To 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
Communicating and collaborating online (assessment link: Communication and Networks)
To understand a small range of web 2.0
 Understand how e-mails work, and send etools that can help them work together
mails between people within the woodlandsand collaborate; forums, shared
primary domain, including using the ‘cc’ and
documents etc
‘bcc’ fields.
 To use the web 2.0 tools to work
 Use e-mail to e-mail work completed in
collaboratively on a project (e.g. sharing
school to their teachers and peers.
comparative data, creating a story)
 Collaborate with peers on a project to
 To understand how e-mails work and be
produce a finished piece to support topic
able to send an e-mail, including
work- using google documents within the
choosing a suitable subject and entering
woodlands-primary domain.
addresses in the ‘to’, ‘cc’ and ‘bcc’ fields.  Contribute/edit/refine contributions to a
 To share and exchange their ideas using
shared document and understand that all
e-mail and electronic communicationchanges are visible
inside the school environment.
Creating and Publishing (assessment link: Information Technology)
 To create a website, giving thought to it’s
 Work together to create a website based on
audience and including links, images and
a topic, area of interest or event (for example
embedded media and documents.
using goggle sites) which incorporates
hyperlinks, images and embedded
 To understand that evaluation and
media/documents.
improvement is a vital part of a design
process and ICT allows changes to be made
 Use ICT to create a finished product or set
quickly and efficiently.
of linked products, making revisions to work.
Digital Media (assessment link: Information Technology)
 To know they can record sound using ICT
 Create simple stop motion animations.
Broadmayne First School
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




that can be stored and played back and
 Use a range of devices to create extended
independently using a range of tools to
pieces of music using a wide range of prerecord sound, choosing appropriate tools
recorded samples.
for the situation and purpose.
 Independently choose to record video for a
To use a range of technology to sequence
range of purposes, paying attention to the
sound samples, giving consideration to the
quality of video capture.
audience and purpose.
 Use a range of tools to create more complex
To create basic stop motion animations
images using a computer (no layering)
using technology.
 Edit video using a range of basic video editing
To independently record video using a
applications.
range of devices and for a range of

Continue to take photographs for a specific
purposes.
reason or project and/or find appropriate
To use technology to create images and
images on-line.
apply effects to these images.
To use technology to edit video, applying
basic effects and transitions.
To independently take photographs taking
into account the audience and/or purpose
for the image.
Using Data (assessment link: Data and Data Representation)
To continue to use technology, including
 Plan and create their own database, creating Use Text Ease Data software for database work.
spreadsheets to create graphs and present
fields and applying simple data validation.
data in different ways.
 Use pre-made databases and those which
To be able to design and create a basic
they have created themselves to answer
database, including using basic data
questions by constructing basic queries.
validation.
Understand how to translate questions into
queries to find information e..g to find the
To use a database to answer questions by
most common etc. Use other software to
constructing queries.
present these findings as appropriate
 Begin to use a spread sheet to enter data and
create graphs. (2013-14 onwards)
Programming and Control (assessment link: Algorithms/Programming and Development)
To continue to develop their understanding  Begin to plan more complex sequences of
Broadmayne First School




of how computer and technology works
and how computers process instructions
and commands.
To create, edit and refine more complex
sequences of instructions for a variety of
programmable devices (2012-13 only)
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.

To 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.
TO use software to model 3D objects made
up of cuboids.

Understand and abide by the schools
acceptable use policy.

Children are aware of the need to
develop a set of online protocols in
order to stay safe online.

Children develop awareness of relevant
e-Safety issues.
instructions for on-screen and floor turtles, test
and amend these instructions. (e.g. using
RoboMind) (2012-13 only)
Use computer game design software to plan,
design and make their own, multi-level game,
controllable by external inputs, changing
parameters and responses. (e.gf using 2DIY)
Modelling and Simulations
Begin to use software to represent 3D
objects or items.
Continue to explore simulations as
appropriate and as link with other
curriculum areas.
Use Lego Digital Designer for 3D modelling task.
E-Safety (threads throughout the curriculum)
 Children understand and abide by the school Top Tips for Safe Surfing poster from LGFL
KS2 Internet Safety poster from KGFL
AUP and aware of the implications of not
following the rules.
KnowIT All Activity 3 (The SMART Adventure); drama
 Children understand that a password can
keep information secure and the need to
keep it a secret.
activity highlighting an e-Safety issue
http://www.childnet.com/kia/primary/furtherresources/
“Where’s Klaus” video from CEOPS (teachers will need
to register at the ThinkUKnow website in order to
download this video).
ThinkUKnow Cybercafe
http://www.thinkuknow.co.uk/Teachers/Resources/
Lesson Plan 1 – Using Technology to Communicate
Lessons Plan 2 -‘Introducing ThinkUKnow’s Cybercafe
website’
Lesson Plan 3 - ‘Communication & Information’
Broadmayne First School
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Children safely use the Internet for
research and follow lines of enquiry.
Children understand the function of a
search engine and the importance of
using correct search criteria.
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Children use the internet as a resource
to support their work, and begin to
understand plagiarism.
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Understand the importance of framing
questions into search criteria when
conducting web searches.
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Children know that not everything they
find on the Internet is true and know
what to do if they find something they
are uncomfortable with.
Children use a range of communication
tools to collaborate and exchange
information with others, e.g. email,
blog, forums.
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Be aware that not everything they find
online is accurate and that information
needs to be checked and evaluated.
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Children use online communication tools
to exchange and develop their ideas in a
range of curricululm opportunities.
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Use sensitive and appropriate language
when using online communication tools.
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Use email as a form of communication, use
the “To” box and add a subject heading.
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Add an attachment to an email.
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Develop understanding of when it is unsafe
to open an email or an email attachment.
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Use internet search engines to gather
resources for their own research work.
Be aware of different search engines and
discuss their various features (e.g. Google
image & video search).
DigitalME 2010 – SAFE Level One
www.digitalme.co.uk/safe (Teachers will need to sign
up)
Radiowaves account or school Learning Platform
www.radiowaves.co.uk (Teachers will need to create a
school account)
Activity 2 – Blogging
Activity 3 – Connecting and Commenting
Children’s search engines;
http://www.squirrelnet.com/search/Google_SafeSearch.asp
http://kids.yahoo.com/
www.askforkids.com
KnowITall Activity 2 (The SMART Adventure); complete
the website treasure hunt
http://www.childnet.com/kia/primary/furtherresources/
Spoof website www.allaboutexplorers.com (use to
consolidate the concept that information isn’t always
reliable)
ThinkUKnow Cybercafe Lessons 1 & 4 ‘Using Technology
to communicate’ ‘Using E-mail safely’
http://www.thinkuknow.co.uk/Teachers/Resources/
‘It’s learning’ School Learning Platform
Broadmayne First School
Year 5- ICT Curriculum
Broadmayne First School
Learning Objectives
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To continue to develop typing speed and
accuracy to develop competency in typing
To understand the purpose of and use
independently a range of different technology.
To make choices about when to use
technology, which piece(s) of technology to
use, which software/tools they are going to
use on the technology and be able to explain
their choices to others.
To use a range of sources to check validity and
recognise different viewpoints and the impact of
incorrect data
To save and use pictures, text and sound and
be able to import into a document for
presentation (ref. multimedia presentation)
To recognise that the Internet may contain
material that is irrelevant, bias, implausible and
inappropriate
To understand the issues of copyright and how
they apply to their own work
Key Skills
Using technology
Throughout KS2 children should: Continue to become familiar with a range of
devices, for example tablets, desktop
computers, laptops, microphones, cameras etc
and increasingly develop their
independence and confidence in using
these devices.
 Continue to increase their typing speed, and be
encouraged to play games at home and school
which help with this.
 Be encouraged to increasingly make sensible
choices about the technology they use to help
them work, and to justify their choices- for
example, why they have chosen to use a tablet
rather than a laptop, or why they have chosen
to use an easi-speak microphone rather than the
computer to record sound.
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Using the Internet
Discuss different strategies for finding relevant
information e.g. using different keywords to find
information on a given enquiry
Use a range of keywords to find different
sources of information and enter them into a
chosen search engine
Modify searches further to find relevant
information for a report
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
Be aware that web sites are not always accurate
and that information should be checked before
it is used.
Discuss issues of copyright and downloading
Notes
Just like handwriting, it is important that children type
themselves when using a computer- no matter how slow
they may be!
Typing speed refers to copying WPM, composition
WPM will be slower.
See ‘tools for teaching typing’ for software and
websites to use.
Delivered alongside ‘Creating and Publishing’ unit.
Broadmayne First School
material e.g. mp3s, images, videos etc. Find
images which are creative common licenced and
understand the importance of stating their
sources.
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To share and exchange their ideas using e-mail
and electronic communication- inside the
school environment.
To use collaboration tools to work together to
produce a joint piece of work
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 To create non-traditional presentations using a
range of tools, for a specific purpose (2012-13
only)
 To create websites for a specific purpose and
improve these sites.
 To use technology to help them present their
work, showing an increasing degree of skill and
using advanced features of software and tools.
 To select tools which they can use to help them
achieve a specific aim and justify these choices to
others.
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To use a range of technology to sequence sound
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Communicating and collaborating online
All delivered as part as general curriculum.
Continue to use e-mail to e-mail within
woodlands-primary and to e-mail work
completed in and out of school to their teachers
and peers.
Collaborate on a project using a range of web
2.0 tools to support their work- including, but
not limited to , goggle documents and sites
(within the woodlands-primary domain)
Begin to collaborate with other children outside
of Woodlands-primary (e-safety paramount)
Upload files to an online area e.g. video, photo
story, sounds, images
Creating and Publishing
Use an alternative presentation tool (for example
Prezi or Ahead) to create a presentation linking
into a topic, area of interest or event.
Continue to create websites based on topics, area
of interest or events, increasing the complexity of
these sites.
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.
Continue to use ICT to create a finished product
or set of linked products, developing consistency
in style across linked products.
Digital Media
 Use a range of devices to create extended
Audio- use web based on-line tools and iPad apps.
Broadmayne First School
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samples, giving consideration to the audience and
purpose. (2012-13 only)
To use technology to electronically compose
music or sounds including creating melodies and
save these as audio files.
To use technology to capture and edit video,
applying a range of different effects and
incorporating numerous video clips.
To use technology to create images including
using layers.
To understand the difference between a image
and a vector drawing.
To independently take photographs and record
video taking into account the audience and/or
purpose for the image/video.
To continue to use, search, enter data into and
create their own databases
To continue to use technology, including
spreadsheets to create graphs and present data
in different ways..
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To continue to develop their understanding of
how computer and technology works and how
computers process instructions and commands,
including the use of coding languages.
To explore ways in which software can be
planned.
To use assisted programing software to create
basic software which interacts with external
controllers, and elements on screen, creating
algorithms and using logic and calculations.
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pieces of music using a wide range of prerecorded samples. (2012-13 only)
 Use a range of devices to create music
samples and sequence these.
 Create and plan film trailers incorporating a
range of different scenes and effects.
 Use image creation tools to create more
complex images, including using layers.
Understand the differences between an
image and a vector drawing.
 Continue to choose to independently
record video for a range of purposes.
 Continue to take photographs for a specific
reason or project and/or find appropriate
images on-line.
Using Data
Continue to use the computer and spreadsheets
to create and alter graphs and charts.
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.
Programming and Control
Continue to develop an understanding of how
technology works, with a focus on developing
computational thinking.
Understand that software relies on codes to run
and that a range of different coding languages
exist.
Explore different ways in which computer
software can be planned.
Use a range of assited programing 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.
Broadmayne First School
keyboard and/or mouse). Using the software
control the movement and responses of
different elements on screen.
Use visual programing based software to plan,
design and create basic non-game software
which use logic, algorithms and calculations. (e.g.
use scratch to create an interactive maths quiz for a
KS1 child)
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To 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.
Know that simulations are often guided by
hidden rules
To use software to model 3D objects.
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Modelling and Simulations
Use software to create models of 3D objects,
landscapes or items.
Explore a range of increasingly complex
simulations, exploring the effect of changing
variables and recording the results.
Use Trimble Sketch Up for the 3D modelling task.