General School Statement:
Across the curriculum, Computing is fast becoming a necessity for children’s literacy in the modern digital world of increasing technological advancements. All children across each key stage in their development are expected to secure their knowledge in the four main areas; Understanding Technology, Programming, Digital Literacy and E-Safety.
Early Years Foundation Stage (EYFS):
In the early years of study, the children may have some early encounters with a range of technology including television, IPADS and technological or digital toys. The early years is therefore their introduction to refining and igniting their curiosity into technology further.
Children growing up today are immersed in new technologies. In the home, going shopping, at the doctors and in the street – technology is embedded in children’s everyday experiences sometimes to the point where it is almost invisible to them. As part of some of their first activities, early technology experiences will include push button activities, remote control devices, musical keyboards, televisions, cash registers, microwave ovens, tills, scanners and interactive books, as well as computers, tablets and phones (1).
Forever mindful of the recommended times for screen viewing for children of this age group and for children to be sometimes screen free, engagement with technology achieves the best outcomes for young children when it is not a solitary, isolated encounter but enhanced by supported interaction with adults and collaboration with peers (1).
The best practice would be where technology (1):
- is a co-operative activity shared with another child or an adult
- involves doing things together and giving opportunities to take turns
- provides opportunity for talking and listening together -explaining, confirming, elaborating,
- feeds the imagination
- encourages further investigation and exploration
- challenges and encourages solving problems
The Computing targets for EYFS are shown in the following table and are related to the Early Learning Goals:
|Understanding Technology||Programming||Digital Literacy||E-safety|
|ELG 13 People and communities: children talk about past and present events in their own lives and in the lives of family members. They know that other children don’t always enjoy the same things, and are sensitive to this. They know about similarities and differences between themselves and others, and among families, communities and traditions.
ELG 15 Technology: children recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular purposes.
|ELG 02 Understanding: children follow instructions involving several ideas or actions. They answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events.
ELG 04 Moving and handling: children show good control and co-ordination in large and small movements. They move confidently in a range of ways, safely negotiating space.
|ELG 16 Exploring and using media and materials: children sing songs, make music and dance, and experiment with ways of changing them. They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.
ELG 17 Being imaginative: children use what they have learnt about media and materials in original ways, thinking about uses and purposes. They represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role-play and stories.
NB: Aspects of almost all of the other ELGs could be enhanced or evidenced though the use of technology e.g. ELGs 01, 02, 09 and 10 would all benefit from the use of eBooks and recording devices.
|ELG 06 Self-confidence and self-awareness: children are confident to try new activities, and say why they like some activities more than others. They are confident to speak in a familiar group, will talk about their ideas, and will choose the resources they need for their chosen activities. They say when they do or don’t need help.
ELG 07 Managing feelings and behaviour: children talk about how they and others show feelings, talk about their own and others’ behaviour, and its consequences, and know that some behaviour is unacceptable. They work as part of a group or class, and understand and follow the rules. They adjust their behaviour to different situations, and take changes of routine in their stride.
Source: (Cambridgeshire County Council. 2014)
National Curriculum for Computing: Key Stage 1 and Key Stage 2
Purpose of Study: National Curriculum Statement
A high-quality computing education equips pupils to use computational thinking and creativity to understand and change the world. Computing has deep links with mathematics, science, and design and technology, and provides insights into both natural and artificial systems. The core of computing is computer science, in which pupils are taught the principles of information and computation, how digital systems work, and how to put this knowledge to use through programming. Building on this knowledge and understanding, pupils are equipped to use information technology to create programs, systems and a range of content. Computing also ensures that pupils become digitally literate – able to use, and express themselves and develop their ideas through, information and communication technology – at a level suitable for the future workplace and as active participants in a digital world. (2)
The Aims of the National Curriculum for Computing across Key Stage 1 and 2 are:
to ensure that all pupils (2):
- can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation
- can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems
- can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems
- are responsible, competent, confident and creative users of information and communication technology.
Key Stage One (KS1):
When the children reach their Key Stage 1 curriculum, the children will have had plenty of opportunity to pick up on basic skills and practises. At this stage in their learning, the children will be building on a foundation of experiences and further exploring technology and computing skills.
In KS1, pupils will:
- 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
- recognise common uses of information technology beyond school
- use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies
Key Stage Two (KS2):
As children enter the Key Stage 2 curriculum they will have a secure foundation of knowledge and skills on which to build on, develop and refine. As Lower Key Stage 2 engage further with experimentation and creation Upper Key Stage 2 will be developing these skills at greater depth and fluency striving towards mastery of the materials and skills have developed across the primary curriculum.
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
- 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 data and information
- use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.
Springfield’s Computing Resources, Materials and Software
The children are extremely fortunate to have a range of modern technology and computing equipment available to them at their school. This includes a brand new computing suite, fitted with green screen, desktop computers and virtual reality headsets. The school has a set of Chromebooks that the classes use frequently in lessons to engage with software related to the computing curriculum through Purple Mash. Other technology also include Interactive teaching whiteboards and BeeBots (Robots) that the children can creatively programme to travel in different directions.
Computing References/ Source:
- Cambridgeshire County Council (2014). Cambridgeshire Progression in Computing Capability. Technology in the Early Years Foundation Stage. The ICT service education (June, 2015). email@example.com. Cambridgeshire County Council 2014. This work is licensed under the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. To view a copy of this license, visit. https://creativecommons.org/licenses/by-nc-sa/4.0/. Contains public sector information licensed under the Open Government Licence v2.0.
- DFE (2014). Computing programmes of study: key stages 1 and 2. The National Curriculum in England. Available at: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/239033/PRIMARY_national_curriculum_-_Computing.pdf