April, 2014) This document sets out the Computing curriculum for Manor Park ce (VC) 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 control technology. To understand the purpose of, and begin to use a range of different technology. To begin to develop typing speed and accuracy to enable independent access to a computer.	Continue to develop their familiarity with a computer and keyboards Continue to develop their skills in using a mouse and/or trackpad to control a computer/laptop. Begin to develop their typing speed, using a range of games and programs in school. 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.	Flip cameras Digital cameras i pads/i touch Talk pods Talking phot albums Easi speak microphones Dance mat typing (BBC website)
Using the Internet (assessment link: Communication and Networks)
To understand that information comes from different sources e.g. books, web sites, TV etc To understand that ICT can give access quickly to a wide variety of resources To talk about their use of ICT and the Internet and other methods to find information To be able to explore a variety of electronic information as part of a given topic To know buttons/icons can represent different functions e.g. record, pause, play	Select appropriate buttons to navigate web sites or stored information Begin to understand that computers use icons, menus, hyperlinks to provide information and instructions e.g. Select a specific part of the CBeebies site to find an activity Access different types of information from different sources e.g. using CD players, web sites, TV, video, DVD etc These skills rely on the teacher directing children to specific content. It is not expected for children to do open searching at this stage.
Communicating and Collaborating Online (assessment link: Communication and Networks)
To start to understand that messages can be sent electronically over distances.	Contribute ideas to a class email and 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 photographs, graphics and drawings. To create their own text based content, including adding basic effects to sections of text.	Add text to photographs, graphics, drawings and sound using a computer. Use simple authoring tools to create their own content and begin to add basic effects to sections of text, changing the font size and colour.	Book Creator: Cost Fifty Three Paper: Cost
Digital Media (assessment link: Information Technology)
To know they can explore sound and music using technology and that they can create sound using computer programs. To know they can record sound using ICT that can be stored and played back To take photographs for a range of different purposes. 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.	Use a computer to compose and record basic rhythms. Continue to take photographs for a range of different purposes. Begin to record video Begin to record sounds using a range of different tools.	2simple software- 2explore and 2beat Audiobo: Free
Using Data (assessment link: Data and Data Representation)
To use ICT to begin to organise items. To begin to use technology to create graphs and pictograms, recognising there is a link between data collected and the information presented on screen.	Use ICT to sort objects into groups according to a give criteria, or criteria which the child identifies themselves. Begin to use technology to create graphs and pictograms.	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 (paid) - Simple 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 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 commands To begin to understand how a computer processes instructions and commands (computational thinking) To understand that they can programme a simple sequence of commands into a programmable robot or toy to send it on a route To understand computer representations allows the user to make choices and that different decisions produce different outcomes	Explore a range of control toys and devices Begin to develop computational thinking by following instructions to move around a course and creating a series of instructions to move their peers around a course Explore outcomes when individual buttons are pressed on robots, such as floor turtles and combine these together to draw simple shapes or follow a route.	1 Sandwich Bot- Students begin to understand how algorithms work by creating sandwiches and the teacher is a sandwich bot. 1,2 Blind Navigation - Blindfold a student and ask pupils to create instructions to move around the room. 1 Pack of cards (digit cards would be good, or just a set with random numbers on) - Lots of opportunities for getting pupils to think creatively about algorithmic solutions. cards with the smallest difference? Competitive group work - Which table can find the 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. Lego Models (or other construction toys) Teach students to follow a series of instructions. www.codeclub.org.uk Robo Boogie Bee-Bot: Free 1,2,3 BeeBots or 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. 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.
Modelling and Simulations
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	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)
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. Children understand that they can find a range of information on the internet. Children are able to navigate age-appropriate websites. Children know what to do if they find something inappropriate online. Children know that the Internet can be used to communicate with other people	Know that some information (full name, address, birthday etc…) is special as it 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. For children to understand the importance of talking to a trusted adult about their online experiences. 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 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.	CEOP Thinkuknow resources, based on Hector’s World; www.thinkuknow.co.uk/5_7/ Lesson 1 – personal information is special: Watch and 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/Hectors-World-Safety-Button1/ 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)