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ICT

COMPUTING CURRICULUM

Each year group is taught the statutory requirements as set out in the National Curriculum 2014. Links to these objectives can be found below. Exemplified objectives for Computing can be found on each class page. Each year group focuses on a unique set of programmes and technology.

KEY STAGE 1 

In Year 1 the children use 2Simple, Beebots, cameras, the iPad cameras and the Beebot iPad app. 

They are taught to:

– 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 technologies.

In Year 2 the children use Pivot Stick Animator, Scratch, Hour of Code, cameras and the iPad cameras.

They are taught to:

– 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 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 technologies.

KEY STAGE 2

In Year 3 the children use digital cameras, the iPad cameras, Hour of Code and Word.

Children are 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.

– 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 search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content.

– Use technology safely, respectfully and responsibly; recognise acceptable / unacceptable behaviour; identify a range of ways to report concerns about content and contact.

In Year 4 the children use Kodu, cameras, iPad cameras, MaKey MaKey boards and the internet.

The children are 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.

– 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.

In Year 5 the children use iPad cameras, the internet, Microsoft Office and Movie Maker.

They are taught to:

– 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 technology safely, respectfully and responsibly; recognise acceptable / unacceptable behaviour; identify a range of ways to report concerns about content and contact.

In Year 6 the children use Barefoot Computing, Scratch, Microsoft Office and the internet.

They are 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.

– 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 technology safely, respectfully and responsibly; recognise acceptable / unacceptable behaviour; identify a range of ways to report concerns about content and contact.

ONLINE SAFETY

SAFER INTERNET DAY – This is celebrated globally in February each year to promote the safe and positive use of digital technology for children and young people, and inspire a national conversation. On this day, we will be discussing how to protect yourself whilst using the internet and increasing the children’s awareness of ways to stay safe. This would be a good time to start a conversation with your child reminding them of the importance of staying safe online, and check their settings on any devices they have access to.  This link gives you up to date information as a Parent/ Guardian www.lancashiresafeguarding.org.uk/online-safeguarding

Top 5 tips for keeping safe online:

1.      Be careful what you share. Once something is online, it’s out of your control. …

2.     NEVER meet people you don’t know in person. Even if you get on with them online, you never know who they really are.

3.     Use a complex password. …

4.     Check your privacy settings. …

5.     Talk about it.

The internet is such an integral part of children’s lives these days. It opens up so many educational and social opportunities, giving them access to, quite literally, a world of information and experiences.

Whether on a computer at school, a laptop at home, a games console or mobile phone, children and young people are increasingly accessing the internet whenever they can and wherever they are.

As you would protect your child in the real world, you will want to make sure that they are safe whatever they are doing. Like learning to cross the road, online safety skills are skills for life. If your child understands the risks and can make sensible and informed choices online, they can get the most from the internet and stay safe whilst doing so – particularly from those people who might seek them out to harm them.

SO, HOW CAN YOU PROTECT YOUR CHILD ONLINE?

The answer is simple. If you understand the internet and understand what the risks are, there are a number of things you can do that will make your child safer online…

The following link to Lancashire County Council’s Intranet Site will give you a wealth of information and other websites:

http://www.lancsngfl.ac.uk/esafety/?s=4ecf8c11362a34159cd25ebc03240064

 ‘The Parents’ and Carers’ Guide to the Internet’, has been created by CEOP to provide a light hearted and realistic look at what it takes to be a better online parent.

https://www.thinkuknow.co.uk/parents/parentsguide/

How to set up the parental controls offered by your internet provider (UK Safer Internet Centre).
http://www.saferinternet.org.uk/advice-and-resources/parents-and-carers/parental-controls

A Parents’ Guide to Instagram
http://dwn5wtkv5mp2x.cloudfront.net/downloads/A_Parents_Guide_to_Instagram.pdf

The ‘Digital Parenting Guide’ from Vodaphone “Read about the very latest technology and challenges in our new magazine – our Expert View articles, ‘How to’ guides and Take Action checklists will help you to stay up-to-date and feel more confident about getting involved.”
http://www.vodafone.com/content/index/parents/about_digital_parenting/Resources.html