Computing Curriculum Intent
The intent of our curriculum is for all of our children to:
- Connect with learning through a relevant and reflective curriculum, which develops resilience and curiosity
- Connect with their community and consider themselves as unique individuals as well as global citizens
- Connect with others by developing respect and empathy
Connecting with learning
The ROTJS computing curriculum is designed to provide every child with the life skills they will need to be safe and confident when using digital technology. As technology evolves and becomes increasingly prevalent in today’s society, we understand the long-term benefits of digital literacy and want our children to be well-prepared for life in the 21st century – both at home and in the workplace. Computing is recognised as an exciting and popular subject amongst many children and therefore our role is to harness that excitement whilst making their learning purposeful and knowledge-based. As with all areas of the curriculum at ROTJS, we understand the need for learning to be fully inclusive and is therefore flexibly tailored to ensure all of the children’s needs are being met. Through a wide range of topics, we create memorable and meaningful learning experiences. Our computing curriculum is carefully sequenced and focuses on the progression of skills in digital literacy, computer science, information technology and online safety to ensure that children become competent in safely using and understanding technology. In line with metacognitive principles and ‘sticky knowledge’, these strands are revisited repeatedly through a range of themes during children’s time in school to ensure learning is embedded and skills are successfully developed.
Connecting with our community
In line with one of the key ROTJS values, ‘Be Unique’, we aim to help children to develop their individuality through computing. Our curriculum is shaped by our school vision which aims to enable all children, regardless of background, ability, additional needs, to flourish to become the very best version of themselves. We recognise that there is considerable scope for children to ‘shine’ in computing since the digital world is so vast and diverse. As such, we create opportunities for children to explore a wide range of topics – from the creative to the more technical. Online platforms allow children to explore and make connections within the global community. Therefore, we strive to support them in creating a positive digital footprint and become responsible digital citizens.
Connecting with others
We strive to provide children with a range of opportunities to use technology to communicate their thoughts, ideas and feelings. Children learn to express themselves and develop their thinking through technology, including through writing and presenting as well as exploring art and design using multimedia. Our school Be Values are integral to our computing curriculum with a particular focus on ‘Be Understanding and Respect Others’. As such, a significant portion of our computing curriculum is dedicated to e-safety which promotes safe online behaviour as well as providing children with a sense of moral and social responsibility with regards to their online conduct. Our goal is for all children to leave ROTJS having developed the skills needed as digital citizens to use technology to make positive contributions to the world.
ROTJS Computing Curriculum
Pupils will 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. Pupils will be taught to use sequence, selection and repetition in programs; work with variables and various forms of input and output. Pupils will be taught to use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs.
Programming in Scratch
1. Write a simple program with text outputs, wait commands and movement
2. Write a program with movement and repetition
3. Write a program using different inputs; keyboard, mouse and touch screen
Programming in Kodu
1. Create a 3D place using various design tools
2. Write a program to control using keyboard inputs
3. Write a program with conditions
4. Write a program with variables
Programming in Scratch
1.Program inputs with loops. Use conditions and sensing for interactions.
Programming in Scratch
1. Program list variables that chooses randomly.
1. Change the variables of text-based commands.
1. Understand that computers use physical inputs and outputs and give examples.
Programing in Scratch
1. Program inputs,
1. Add and align text and change colour.
1. Understand why computers/electronics use binary.
Programming in Python
1. Program movements using Python Turtle.
Pupils will be taught to understand computer networks including the internet; how they can provide multiple services such as the world wide web; and the opportunities for communication and collaborations. Pupils will be taught to use search technologies effectively, appreciate how results are selected and ranked and be discerning in evaluating digital content. Pupils will be taught to 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 date and information.
1. Add, resize and organise colour or picture backgrounds.
2. Add, resize, organise characters/object to different panels
3. Add narration using text and direct speech using speech bubbles
1. Create scales, chords, arpeggios, melodies and rhythm to build a song
2. Build a mix using sampled sounds
Document editing and creation
1. Copy and paste text and images
2. Find and replace words
Format text for a purpose
1. Use stamps to build graphics and copy and paste to speed up process.
Game Creation (non-coding)
1. Design, add and animate backgrounds
2. Design and add characters/objects
3. Design and add platforms
4. Create an app store listing with icon, effective description and screen shots.
1. Create a stop-motion video by duplicating slides (frames).
1. Adjust slide size to mimic a phone/tablet size.
1. Use search technologies to find specific pieces of information.
1. Add clips then order and resize them.
1. Understand 3D spacial awareness.
1. Add page colour and style then position and format text.
1.Select cells and resize them, fill with colour and add borders.
1. Be discerning in evaluating digital content.
1. Add page colour and style then position and format text.
1.Find data from internet
1. Edit sampled music with code by changing variables and using loops.
3. Build tracks of music using virtual instruments. Adjust levels and effects of each track.
Computer Networks and the Internet
1. Understand what each part of a computer network does, the internet and cloud computing plus the advantages/disadvantages of each.
Computers: Past, Present, Future
1. Design and create digital content to accomplish goals.
1. Take and crop a screenshot and understand ratios.
1. Understand what virtual reality is and how it can be used to help people.
1. Add and format text within a website.
Pupils will be taught to use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and conduct.
1. To understand the function of a password and know how to make a secure password.
2. To know what is personal information and who this can be shared with online
3.To identify ways websites, online adverts and emails may ‘trick’ users into sharing personal information.
4. To know how, where and who to report online concerns to.
5. To identify the good and bad things about online use and technology
1. To understand digital work and images online have ownership (copyright) and can require permission/payment.
2. To understand the term ‘digital footprint’
3. To identify the pros and cons of sharing information online.
4. To know the differences between offline/online friends and how online identities can be misleading.
5. To create a ‘device diet’ include healthy use of time and know that use of technology can affect sleep
1. To be able to identify Fake News and ways of checking reliability of information online.
2. To identify ‘spam’ email and ways to deal with this.
3. To know ways online bullying occurs and its consequences.
4. To know that age restrictions apply to certain online activities and why.
5. To know that images can be altered digitally and identify the pros and cons of this.
6. To understand the term ‘viral’ and how digital content once shared isn’t able to be deleted easily.
1. To know what ‘trolling’ is and the impact this can have.
2. To know how to record bullying content such as screen captures
3. To know how to block unwanted messages and report inappropriate content using ‘report’ buttons.
4. To know the legalities of sharing images including ‘sexting’
5. To understand live video streams are ‘unfiltered’ and the risks associated with this.
6. To evaluate materials posted on social media sites and identify risks.
Consolidate from KS1
1. To know how to save to a specified location on a computer.
2. To be able to open a file from a specified location.
3. To be able to open the internet and perform a simple search.
4. To know how to print a document
5. To know which personal information should not be shared online.
6. To know how, where and who to report online concerns to.
1. To know that a sequence of instructions in computing is called an algorithm.
2. To be able to identify an error and correct it(debug) in a set of instructions
3. To be able to write a simple program with a successful outcome.
4. To be able to resize images appropriately to suit an outcome
5. To know that online and technology use can affect sleep.
1. To be able to choose an appropriate result when searching on the internet
2. To know that computers are used to control physical equipment
3. To know that digital images can be manipulated to create certain effects.
4. To know that not all information online is accurate and ways to check validity
5. To be able to write a program for a specific purpose.
1. To recognise the consequences of online comments.
2. To know how to report and block unwanted content online.
3. To know the positive changes technology has impacted on society.
4. To know the positive use of virtual reality e.g. pilot training.
5. To be able to evaluate and give constructive feedback about an online creation.
VR virtual reality