April, 2014) This document sets out the Computing curriculum for Manor Park ce (VC) First School

Manor Park CE (VC) First School

Computing Curriculum (April, 2014)
This document sets out the Computing curriculum for Manor Park CE (VC) First School.
The use of technology within Manor Park School is currently developing, and this curriculum has been written to support this development, and help to make varied and appropriate technology use a day-day feature of learning and teaching within the school.

Children’s learning experiences with ICT

Within both KS1 and KS2 children this curriculum should be covered primarily through day-day teaching and full integration with other subjects and cross curricular work, making use of the range of technology which is available within school.
KS1 and KS2 teachers will also need to cover aspects of the ICT curriculum through specific skills based sessions.

The core principles of the Computing curriculum

The following core principles should underpin all ICT teaching and technology use within Manor Park CE (VC) First School. [These elements are taken from the Naace ICT Framework, and the text below is adapted from this framework].
Digital literacy (DLi)

Digital literacy forms the backbone of the ICT curriculum at Manor Park CE (VC) First School. Children should develop ICT skills that can thoughtfully be applied in a range of different situations, with children developing increasing independence in the choices they make over which technology to use to help them reach the desired outcome. As they progress through KS1 and 2 children will become increasingly confident in the application of their digital skills, becoming increasingly efficient and effective communicators, collaborators and analysts, showing imagination and creativity in their use of ICT in different aspects of their learning and life beyond school.

Skills (Sk)

Children should be provided with the opportunity to learn, refine and improve their digital skills, across the range of ICT curriculum areas outlined above.

Technology in the world (TIW)

Children should develop an understanding of how technology makes a difference in all aspects of life- at home, at school and in the workplace, as well as considering the impact technology has had on society over the years.

Children will, for example, identify the different elements of a webpage (EYFS), develop an awareness of how different technology is used in the world around us (KS1) and begin to evaluate web pages, software and applications and use this evaluation in the planning of their own digital artefacts (KS1 KS2)
Technical understanding (TU)

Children should develop the knowledge and understanding of how technology works.

This extends from an awareness that there is ‘something inside’ a piece of technology to make it work (EYFS), progressing through KS1 and KS2 to children creating their own simple programs including games, utilities and applications with exposure computer codes and scripts.
Safe and Responsible Use. (SRU)

See E-Safety section below.

Curriculum Structure

To help ensure children have the opportunity to develop a wide range of skills, experiences and competencies with technology, the curriculum has been broken down into 9 key areas, with the core principles permeating through each area.
Using a computer- mouse skills, typing etc
Using the internet - Researching, finding information etc...
Communicating and Collaborating On-line- E-mails, Collaborative working, Video Conferencing etc…
Creating and Publishing:- Anything that involves presenting information in some way using ICT-  word processing, presentations, blogging, websites etc...  
Digital Media-  Photo editing and image manipulation, video and video editing,  audio recording and editing and animation (some animation can also be programming)
Programming and Control- making something ‘happen’ using ICT (control, movement etc..).
Modelling and Simulations- Representing real life situations, scenarios or items on the computer.
Using Data-  Spreadsheets (including using formulas), Databases and any other work which involves either sorting, presenting or manipulating data of some sort.
E-Safety- E-safety is a fundamental element of ICT teaching and technology use at Manor Park

CE (VC) First School. The school has a separate E-Safety policy, and E-Safety sessions should take

place regularly in each year group as part of both ICT and PSHE sessions.

The coverage of each area will vary year group by year group, with some areas being covered primarily in KS1 and others primarily in KS2. The emphasis on Programming increases as children move through Manor Park CE (VC) First School.

It is important that technology is used as a day-day element of school life and across all subject areas, therefore if opportunities to use ICT arise which do not fall within the curriculum for each year group they should be taken advantage of.
The Computing Curriculum 2014

Developing Digital Literacy

This computing curriculum has been compiled in conjunction with materials from Manor Park First School DASP ICT group, Sunninghill Prep School, Damers First School, Dorchester, Woodlands Primary School, and the Naace ICT Framework, April, 2014

Area of EYFS	Reception - Computing Curriculum Key Skills	Suggested resources/ideas
40-60 months PSED - Making Relationships	Takes turns	Playing games with partners on ipads or Internet
	Listens to what others say and takes account of their ideas	Creating a picture with a partner on ipad or Internet Pic Collage
40-60months Understanding the World - Technology	Operates simple equipment	PCs Using a mouse Basic typing (logging on, password) Opening and closing the internet/a program Using a hyperlink (safely) – e-safety link to teach chn that not all hyperlinks are safe and if they’re not sure then to ask an adult ipads swipe gestures opening and closing an app Basic typing
	Completes a simple computer programme	PCs Purple Mash Poisson Rouge ipads 2 Simple - Paint a Picture Using the camera/video Recording (speaking and listening See Context and activity - left
	Shows an interest in technological toys such as cameras, mobile phones, pulleys.	Bee Bots Taking pictures with a digital camera Role play including with mobile phone
40-60 months Mathematics - Shape, Space and Measure (SSM)	The child understands and sometimes uses everyday language to describe position, for example ‘under’, ‘over’, ‘in’, ‘on’.	Bee Bots
Writing	Gives meaning to marks they make when drawing and painting	Art ABC: Free Letter formation - apps / websites
40-60months Expressive Arts and Design - Exploring and using media	Explores the different sounds of instruments.	Using websites to explore instrument sounds. Ipad apps Websites e.g. http://www.classicsforkids.com/music/orchestra.asp http://www.philharmonia.co.uk/explore/instruments
	Uses simple tools and techniques competently	recording on the ipad, video and photography Websites
Being imaginative	Creates simple representations of events, people and objects.	Book Creator: Cost Fifty Three Paper: Cost Purple Mash
	Choose particular colours to use for a purpose.
Speaking	Express themselves effectively	Recording using ipads Audiobo: Free Ipad video and mic
Understanding the World		Exploring the globe. Barefoot World Atlas app
E-Safety (threads throughout the curriculum)
Children know that they can use the Internet to communicate with family and friends.	Children understand that they can share information online, e.g. via email or the school learning platform. Children understand that there is a right and wrong way to communicate and this may be different depending on who you are communicating with.	Ongoing Activities available from CEOP ThinkUKnow Activities based on Lee & Kim http://thinkuknow.co.uk/5_7/leeandkim/ http://thinkuknow.co.uk/Teachers/Resources/ Activity 1B: ‘Keeping safe on the Internet storybook’ Activity 2B: ‘Keeping safe game’ Activity 6A & B ‘Song and Dance’
Children are aware that they can use the internet to play and learn supported by a trusted adult/teacher. Children begin to understand the difference between real and online experiences.	Children need help from their teacher or trusted adult before they go online. Children explore onscreen activities that mimic real life. Children talk about the differences between real and online experiences.	Access online resources, e.g.; Poisson Rouge ICT Games Cbeebies games Fun with Spot BBC Broadband clips http://www.bbc.co.uk/learningzone/clips/ www.kenttrustweb.org.uk (games)