Computing

Choose a subject

Computing at Perryfields Infant School

Intent

Our intent is for our children to leave the school with all the skills and knowledge outlined in the National Curriculum for computing, together with other ICT skills which we, as a school, have decided will enable them to use technology to support their learning in other areas of the curriculum.

The subject leader, in consultation with staff, has been responsible for plotting the skills to be covered into 6 blocks of learning for year 1 and 2. An element of e-safety is included in every block of teaching. Each year group builds on work done in the previous year and each block of lessons gives children opportunities to apply and practise skills already learned, as well as making cross-curricular links wherever possible. The order in which some blocks should be taught is specified but other blocks can be taught in the order which best suits the topics and circumstances at the time.

The blocks of learning are as follows:

In Year 1

Using Paint + e-safety

Using Word (1) + e-safety

Creating Graphs + e-safety

Using the Internet + e-safety

Using email + e-safety

Coding and debugging + e-safety

In Year 2

Using Word (2) + e-safety

Creating PowerPoints + e-safety

Using the Internet (2) + e-safety

Email (2) and blogging + e-safety

Databases + e-safety

Coding and debugging (2) + e-safety

In EYFS, the teachers focus on developing mouse and keyboard skills so that children will be ready to access the KS1 curriculum in Year 1.

 

EYFS

Once the children have settled at school, there are usually weekly sessions in the computer suite in small groups plus additional time in class using I-Pads and Beebots.

The order of skills & knowledge are taught: according to our EYFS curriculum overview and our progressive blocks of learning (3 across the year).

How and when we assess: on-going observations

By the end of the year we expect children to be able to:

  • use a mouse
  • log on and shut down a computer
  • type their name
  • create a simple picture on the computer
  • find and use simple familiar programs with only a little support.
  • They will also begin to understand e-safety and will have used Beebots.

Children who do not meet age related expectations: are supported by more support from the adult with the group or from partnership with a more capable child. Some children struggling with mouse control may be in fine motor skills groups. Key skills and language are used regularly to help develop fluency.

Key Stage 1

Weekly sessions are held in the computer suite in half-class groups.

I-pads are also available in class to support learning across the curriculum.

The order of skills & knowledge

The blocks of learning set out the sequence of lessons for each given area. The sequence of some blocks is identified (recommended to start with pictures) but others can be taught in whichever order suits the topic best. E-safety is part of every block of lessons.

How and when we assess

Assessment is made at the end of each block, using a Proof of Progress (POP) task that matches the assessment criteria in the Assessment and Coverage document. Assessments are also informed by on-going observations made throughout the block.

By the end of Year 1 we expect children to be able to:

  • produce a picture with different effects (on Purple Mash)
  • create a simple word document with spaces, capitals and new lines
  • create a pictogram and graph using a familiar program (on Purple Mash)
  • use algorithms to program the direction of a toy or sprite and carry out simple debugging (on DBPrimary)
  • carry out a simple search using a search engine for images or facts and navigate a familiar online program,
  • send an email to a classmate (on DBPrimary)
  • know what to do if they see something online they don’t feel comfortable with.

By the end of Year 2 we expect children to be able to:

  • create a Word document, including changing the size and style of writing, inserting a picture and saving work
  • create a PowerPoint document, including changing background, adding new slides and animation
  • use algorithms to perform a task, including numbers, directions, time and debug simple programs (on Purple Mash)
  • read, compose and send emails and contribute to own and class blogs (on DBPrimary)
  • Navigate familiar websites and carry out and refine searches for pictures and facts
  • Ask yes/no answers to separate items on a list and use them to create simple branching databases (on J2data)
  • Know how to stay safe online: don’t share personal information or passwords, tell a grown up of something worries you.

Children who do not meet age related expectations: are supported by partner work, visual cue cards, reinforcement of previous learning at the start of each lesson and more adult support.

Back