Menu
Home Page
Home Page

Greenfield Primary School

Imagine, Believe, Succeed

Computing

The Computing Curriculum covers skills and knowledge.  Pupils learn computing, including aspects of coding. In KS1 this could include floor and screen turtles (logo programming). This moves onto building blocks of code in both Key Stages using  Scratch. At the end of KS2 pupils learn the basics of textual coding in Python.  Developing knowledge and skill with programming, data, algorithms and networks, enables pupils to develop an understanding of the principles of computer science.  Problem solving, debugging and computational thinking are developed through our scheme of work.

 

Computing - solving problems by writing algorithms / programs

ICT skills & knowledge- managing, collaborating and manipulating all forms of data

Digital literacy - understanding how to work and interact with online technologies in a safe and productive manner.

 

The purpose of the new curriculum at Greenfield is to develop the skills that will be needed not just to work on computers, but to build the core skills and awareness to decide how pupils want digital technologies to work for them. At Greenfield Primary pupils are taught computing.  Pupils also have the opportunity to use ICT within the class across a range of subjects, such as Literacy or during topics. Children have access to both PCs and tablets. Pupils are also taught about how to keep themselves safe online and about their E-Responsibilities. 

 
Computing Subject Overview
 
- For Foundation Stage information see Foundation stage overview
 

Phase

Planning cycle

A

Autumn

A walk in the woods

Spring

Fire & Ice

Summer

Trainers, Tracks & Tyres

 

Computing Overview

Key Stage 1

History

Mini-topic: Remembrance

Great Fire of London

Stevenson & Brunel

Geography

 

 

 

 

 

Pupil Task:

Digital Literacy

We are Scientists.

Collect and organise data from a walk in the woods into graphs and diagrams.

 

Pupil Task:

Digital Literacy

web based collaboration

We are storytellers.

Create digital storybooks / podcasts to retell the story of the Great Fire of London

Pupil Task:

Coding

We are pioneers.

Write logo language programs (on and off screen) to arrive at the treasure’s location and haul it back home.

Computing Overview

Key Stage 1

Planning cycle B

 

A world of difference

– Come with me

Dungeons & Dragons

 

Queen Elizabeth II

In the secret garden

 

Mini- topic: Gunpowder plot

 

 

 

Pupil Task:

Digital Literacy 

web based collaboration

Coding

We are messengers.

Communicate electronically using email, instant messaging, webcams to other people, pupils or experts both in and out of school.

Use on screen robots to physically deliver messages / items around floor maps / school.

 

Pupil Task:

Digital Literacy 

web based collaboration

We are Animators.

Make an animation / shadow puppet theatre show using visualisers / webcams  / Pivot / Photostory or stop-motion filming to make a video linked to the story themes. Share story with another location.

 

 

Pupil Task:

Digital Literacy 

web based collaboration

We are TV presenters.

Create a TV episode of Gardeners World.

produce a filmed (or stills) sequence of instructions. Add on screen captions for instructions, in photostory.

Share online to receive and respond to comments. Use temperature sensors / data capture.

Digital  Responsibility  Curriculum / e-Safety for Key Stage 1 

In Key Stage 1 children develop an understanding of different means of communication and learn that they must know the person they are communicating with, unless an adult has agreed the communication is safe (e.g. a request for information to a specific museum).  They begin to learn about the Internet and they use websites under supervision to look for information and to play games, particularly games for learning.  They know that the Internet has advertising on some websites.  They use passwords to access some ICT at school and learn that they need to keep passwords private.  They know that they cannot always copy things they find on the Internet because they belong to other people.  They know how to act if they find an unsuitable website.  They treat other people, and other people’s work, with respect when working and communicating with ICT.

 
 

Phase

Planning cycle A

Autumn

Spring

Summer

Computing Overview Lower KS 2

cycle A

Cycle - A

 

ONGOING PROJECT

Can be repeated for any topic over the year.

 

Italian Adventure

 

Unit 3 – Roman Empire & its impact on Britain -  ‘Eagle of the ninth’ by

Rosemary Sutcliffe

We’ll meet again

 

Battle of Britain

Thatch & Kilt

 

Unit 4 – Britain’s settlement by Anglo-Saxons & Scots - Part I

Pupil Task:

web based collaboration

We are web designers.

(class or individual)

 

Create a topic linked web / blog page, recording with photos, film clips and text the learning journey & experiences over a topic. Share online messages and collaborative documents. Observing safe online practices. Respecting online property and web publishing responsibilities.

Pupil Task:

Digital skills

We are film directors.

 

Make a film / animation / photostory report for a tourist attraction in Ancient Rome / Ancient Britain

 

Unit outline:

Working collaboratively research an Ancient Rome / Ancient Britain site, prepare a script / storyboard for a film or animation.

 

 

Pupil Task:

Coding

We are in control.

 

Write a Scratch program to control an on screen  aeroplane, make a controller using Makey Makey

 

Unit outline:

To create an on screen sprite of an aeroplane, control its movement around the screen using Makey Makey and a programming script in Scratch. Extend into an avoiding game.

Pupil Task:

Coding

We make Information Kiosks

 

Write a Scratch program to create an interactive educational map linked to the topic theme

 

Unit outline:

Use Scratch to create on screen hot spots that pop up extra information about the topic. Could be presented for feedback as an information kiosk.

 

Phase

Planning cycle B

Autumn

Spring

Summer

Computing Overview Lower KS 2

cycle B

Cycle - B

 

ONGOING PROJECT

 

Can be repeated for any topic over the year

Stig

 

Unit 2 – Changes to Britain from Stone age to Iron age

 

 

Out of Africa

 

 

 

Walk like an Egyptian

 

Unit 7 – Ancient Egypt

Pupil Task:

web based collaboration

We are web designers.

(class or individual)

 

Create a topic linked web / blog page, recording with photos, film clips and text the learning journey & experiences over a topic. Share online messages and collaborative documents. Observing safe online practices. Respecting online property and web publishing responsibilities.

Pupil Task:

Digital skills

We are Walt Disney

 

Create a stop motion animation (with voice over) of a new / scene for Stig of the Dump.

 

Unit outline: To create a stop motion animation (using Monkey Jam) Some pupils adding audio, scripted by pupils.

 

 

Pupil Task:

Coding

We are game designers

 

Create a Scratch game in the style of “Frogger” - crossing a river whilst avoiding moving hazards. Extend by controlling its movement around the screen using Makey Makey and a programming script in Scratch

 

Unit outline:

Learn how to program and create sprites using Scratch programming.

Learn how to create scripts that detect collisions between sprites.

 

 

Pupil Task:

Digital skills

We are virtual reality creators.

Using Computer Aided Design & Modelling to make a scale model of the tomb of Tutankhamen.

 

Unit outline: use Google Trimble (Sketch up) to 3D model the tomb. Create a fly through video in 3D of the tomb.

Digital  Responsibility  Curriculum / e-Safety for Key Stage 2

In years 3 and 4 children develop more independence in their use of the Internet, carrying out searches for information within websites and using child-friendly search engines.  They begin to assess the information they find on the Internet for its fitness for purpose and its accuracy.  They discuss the use of communication tools, what it may be unsafe to reveal when using these tools and when the use of a nickname provides for greater safety online.  Children’s management of email is extended to develop an awareness of spam and the risks involved in opening attachments.  They know that work and other material on the Internet may be copyrighted and that they should acknowledge the sources of information they use in reports or presentations.  They understand that new technologies may be used inappropriately by others, including their peers, and they know what to do if this happens to them or to others.

 

 

Phase

Planning cycle A

Autumn

Spring

Summer

Computing Overview Upper KS 2

cycle A

A

 

ONGOING PROJECT

 

Can be repeated for any topic over the year

Viking Invasion

 

Unit 5 – Viking & Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor.

 

Unit 4 part II – Christian conversion

NEW IDEA – DRAFT

Hard times!

 

Local History Study Unit 1 & unit 6 an aspect or theme beyond 1066– canals, leather industry

 

Charles Dickens

Mountain High

 

Explorers & journeys

Pupil task:

web based collaboration

We are web masters.

 

Create a topic linked web page, send online messages and share collaborative online documents. Respecting online safe and respectful practices.

 

Unit outline:

Communicate and collaborate online. Learn web design and creation using Google+ Sites editor and link to HTML code. Learn the legal and moral responsibilities of becoming a web-master, including respecting / acknowledging copyright appropriately; online safety and how to manage online risks as well as their public identity. Pupils will make their own web site linked to any aspect of our topics.

Pupil task:

Coding

Textual Programming

My Computer speaks!

 

Firstly use Scratch to code a solution for a text based adventure game. Then recode in Python using inputs to create a classic text based adventure game. Take the first steps in ‘real’ programming, at the Command Line using the Python IDLE. Commands such as: Print, Input, variables and loops.

 

Unit outline:

 

Use a programming language to write programs that interact with the user via on screen inputs / outputs and variables that have logical decisions made about them.

Pupil Task:

Digital skills

We are digital image makers

 

Pupils will compose digital images using layers to ‘fake’ themselves into an existing picture. Could incorporate 3D CAD to build models of canal boats, importing artwork designs onto model.

 

Unit outline:

Find topic related famous images or possibly an image from a topic book or website. Could combine images into class / group information site / slide show.

 

Pupil Task:

Coding

We vary our variables

Create an explorer themed game that asks maths questions.

 

Unit outline:

Using Scratch to make a maths game, answering randomly generated questions and checking answers before allowing player to proceed.

 

Phase

Planning cycle B

Autumn

Spring

Summer

Upper KS 2 Computing Overview Upper KS 2

Cycle B

 

B

 

ONGOING PROJECT

 

Can be repeated for any topic over the year

The Greeks

Unit 9

Iliad & Odyssey

 

Ice Worlds

Jungle Fever

Unit 8 - Non-European society,

Mayan civilisation c AD 900

Pupil task:

web based collaboration

We are web masters.

 

Create a topic linked web page, send online messages and share collaborative online documents. Respecting online safe and respectful practices.

 

Unit outline:

Communicate and collaborate online. Learn web design and creation using Google+ Sites editor and link to HTML code. Learn the legal and moral responsibilities of becoming a web-master, including respecting / acknowledging copyright appropriately; online safety and how to manage online risks as well as their public identity. Pupils will make their own web site linked to any aspect of our topics.

Pupil task:

Coding

We design games

 

To create an Odyssey themed computer game ( or Theseus and the minotaur)

 

Unit outline:

Design and build a computer game linked to the topic, based upon classic maze type games.

Pupil task:

Digital skills

We are animators

Make a stop motion animation film linked to the Iron Will story.

 

Unit outline:

Working in collaboration, create scenes for a retell of a story they know. Such as: the classic Nanook of the North or Disney's Iron Will, as a stop motion animation combined with digital effects.

 

 

 

Pupil task:

Textual Programming

We speak Python

 

Use Logo to produce some theme inspired geometrical designs based on repeating patterns. Take the first steps in 'real' programming, at the Command Line' using the Python IDLE. Build links from Turtle / logo graphics which is included in Python then add in command such as: Print, Input, variables and loops

 

Unit outline: To link the process and programming / control of an on screen Turtle in logo to the Python coding language. Use Python programming language to write programs that interact with the user via on screen inputs / outputs and variables that have logical decisions made about them.

Y5/6 Digital  Responsibility  Curriculum / e-Safety for Key Stage 2

In years 5 and 6 children develop a greater understanding of the potential risks involved in using on-line communications tools and they develop skills to help them manage those risks.  They begin to select appropriate collaboration tools for their learning and they use them responsibly.  They create and use strong passwords.  They have more independence in using the Internet and begin to refine their skills of assessing information and to look at bias and commercial interests as well as accuracy.  They take more responsibility for their own safety and wellbeing and that of others when using the Internet and on-line communications tools, recognising their own right and that of others to be treated with respect and courtesy online.  

"Code Stars" - Short Film

The National Curriculum for Computing

 

Subject content Key stage 1 Pupils should be taught to:

 
  • 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 logical reasoning to predict the behaviour of simple programs

  • use technology purposefully to create, organise, store, manipulate and retrieve digital content

  • use technology safely and respectfully, keeping personal information private; know where to go for help and support when they have concerns about material on the internet

  • recognise common uses of information technology beyond school.

 

Key stage 2 Pupils should be taught to:

 
  • design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts

  • use sequence, selection, and repetition in programs; work with variables and various forms of input and output

  • use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs

  • understand computer networks including the internet; how they can provide multiple services, such as the world-wide web; and the opportunities they offer for communication and collaboration

  • use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content

  • use technology safely, respectfully and responsibly; know a range of ways to report concerns and inappropriate behaviour

  • select, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting data and information.

Top