At Kippax Ash Tree Primary School we use the Kapow scheme of work and resources to ensure we adhere to the 3 main components of the National Curriculum: Digital Literacy, Information Technology & Computer Science. All pupils will have opportunities to develop their skills in these areas through the following topics: computing systems and networks, programming, creating media, data handling and online safety. Through this varied computing curriculum, the children will be able to establish themselves as competent technology-users, in a world that is ever more dependent on it.
Early Years
Our children’s computing journey begins in Foundation Stage where they will focus on all three strands of the National Curriculum. They will explore the hardware of technology by learning how to: operate a camera to take photographs of meaningful creations or moments; explore and tinker with hardware to develop familiarity and introduce relevant vocabulary; recognising and identifying familiar letters and numbers on a keyboard; develop basic mouse skills such as moving and clicking; using a simple online paint tool to create digital art; represent data through sorting and categorising objects in unplugged scenarios; exploring branch databases through physical games; recognising that a range of technology is used for different purposes and learning to log in and log out.
Key Stage One
In Key Stage 1, they will continue to develop their skills in by learning about: what a computer is and that it’s made up of different components; how buttons cause effects and that technology follows instructions; how we know that technology is doing what we want it to do via its output; the basics of touch typing; word processing skills, including altering text, copying and pasting and using keyboard shortcuts; word processing software to type and reformat text; using software (and unplugged means) to create story animations; creating and labelling images; searching for appropriate images to use in a document; collecting and inputting data into a spreadsheet; interpreting data from a spreadsheet and learning how computers are used in the wider world; how to create a strong password; how to stay safe when talking to people online and what to do if they see or hear something online that makes them feel upset or uncomfortable; identifying whether information is safe or unsafe to be shared online; how be respectful of others when sharing online and ask for their permission before sharing content and strategies for checking if something they read online is true.
Key Stage Two
As the computing curriculum follows a cyclical pattern, many similar topics are covered but to a more advanced level in Key Stage 2. Some of these skills include: decomposing a program into an algorithm; using past experiences to help solve new problems; writing increasingly complex algorithms for a purpose; debugging quickly and effectively to make a program more efficiently; mixing existing code to explore a problem; using and adapting nested loops; programming using the language Python; changing a program to personalise it; evaluating code to understand its purpose; predicting code and adapting it to a chosen purpose; learning about the history of computers and how they have evolved over time; using the understanding of historic computers to design a computer of the future; understanding how barcodes, QR codes and RFID work; understanding and identifying barcodes, QR codes and RFID. Identifying devices and applications that can scan or read barcodes, QR codes and RFID; using logical thinking to explore software independently, iterating ideas and testing continuously; using search and word processing skills to create a presentation; understanding how search engines work; gathering and analysing data in real time; creating formulas and sorting data within spreadsheets; learning how ’big data’ can be used to solve a problem or improve efficiency; learning about the positive and negative impacts of sharing online; learning strategies to create a positive online reputation; understanding the importance of secure passwords and how to create them; learning strategies to capture evidence of online bullying in order to seek help; using search engines safely and effectively and recognising that updated software can help to prevent data corruption and hacking.
The children will be assessed with an end of unit assessment quiz. This will be triangulated with other sources, such as their ability to articulate the key concepts and their final pieces of work. The grading will be inputted into an assessment spreadsheet that can be added to and referred back to throughout the child’s school career.
The National Curriculum states that by end of key stage 2, pupils should be able 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.
