ICT
Curriculum intent
At SSJS we provide a progressive computing curriculum that enables children to develop conceptual understanding of computing, whilst acquiring and practising the skills required to use digital technology efficiently and responsibly in a wide range of contexts.
We recognise that computing is a constantly changing and growing industry, and will continue to play a significant part in the future of the children that we teach. We consistently model and teach our pupils how to use digital technology positively, responsibly and safely.
Beyond teaching computing discretely, we provide pupils with the opportunity to apply and develop their skills across wider learning in the curriculum. We seek opportunities to use technology to allow our pupils to be creative and independent. Computing is also valued as a tool to ensure learning is accessible to all, providing additional support and challenge across the curriculum.
Our computing curriculum involves four core strands:
E-safety is an integral part of digital literacy, but at SSJS we consider it as a separate fourth strand, to highlight the importance of safeguarding children within this constantly growing and changing digital world. We prepare our children to stay safe online through specific lessons, and also through constant reinforcement whenever technology is used. We promote positive discussion around e-safety, which is also a part of our robust PSHE curriculum.
“ilearn2” is the scheme of work that our school uses; it makes computing fun for pupils, inspiring them to develop skills beyond the classroom and building an awareness of all the opportunities the subject provides.
Below is our curriculum map, showing units covered in each year group.
| Year 3 | Year 4 | Year 5 | Year 6 | |
|
Term 1
|
E Safety (1-2hrs) DL Infographics (1hr) IT |
E Safety (1-2hrs) DL Inside a computer (1hr) DL |
E Safety (1-2hrs) DL Computer networks (2-3hrs) DL |
E Safety (1-2hrs) DL Data Detectives (1hr) IT |
|
Term 2 (+antibullying week-cyberbullying lesson) |
programming in Scratch (4-6hrs) CS
|
programming in Scratch (6-8hrs) CS
|
programming in Scratch (5-7hrs) CS
|
programming in Scratch (7-9hrs) CS
|
|
Term 3 (+Internet Safety Day) |
comic creation (3hrs) IT |
Data Handling (3-4hrs) IT
|
Data Handling (3-4hrs) IT
|
Graphic design (2hrs) |
|
Term 4 (+1 esafety lesson) |
digital art (4-6hrs) IT |
Graphic design (1hr) animation (5-7 hrs) IT |
music creation (2-3hrs) IT |
Image editing (3-4 hrs) IT |
|
Term 5 (+ esafety lesson in PSHE) |
music creation (2-3hrs)/document editing (1-2hrs)IT |
Internet research (3-4hrs) |
Physical devices (1-3hrs) CS
|
Binary code(1-2hrs) CS Python programming language (2-3hrs) CS |
|
Term 6
|
3D design (3-5hrs) IT |
3D design (6-8hrs) IT |
App design (4-6hrs) IT
|
web design (5-8hrs) IT |
Progression
For each unit there are skills that will be taught and assessed. Units of work are sequenced so prior knowledge and skills are built upon as the children progress through KS2. We provide opportunities to recap and revisit prior learning, and to be aware of the next steps in the learning journey; we do this through the use of floor books, displays, flashback 4 challenges and knowledge organisers. Here is an example of progression through one of the strands:
| Computer Science | ||||
| Year 3 | Year 4 | Year 5 | Year 6 | |
| NC Content | Design, write and debug programs that accomplish specific goals; 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. | |||
| Unit 1 | 1. Design, write and debug programs that accomplish specific goals. (Including outputs) 2. Use repetition in programs. 3. Work with various forms of inputs; keyboard, mouse and touch screen. 4. Write programs to simulate physical systems. |
1. Program inputs with loops, selection and sensing for interactions. 2. Work with variables and various forms of input and output. 3. Debug programs that accomplish goals. (correcting errors) 4. Use selection, data variables and operators. 5. Program a virtual robot using Scratch blocks. |
1. Program inputs for control, selection (conditions) and sensing for interaction and data variables for scoring and a game timer. 2. Program distance sensing and movement. 3. Program inputs, outputs, loops, selection (conditions), sensing and variables. 4. Program list variables that chooses randomly. |
1. Program keyboard/touch screen inputs, selection (conditions), loops and random variables for unpredictability (operators). 2. Program inputs, selection, sensing, random variables, operators for direction and data variables for scoring. 3. Use inputs, selection, loops, sensing, costume changes and broadcasts. 4. Work with multiple sprites to send broadcast messages between them. |
| Additional Units | 1. Understand that computers use physical inputs and outputs and give examples. 2. Program physical inputs, outputs (e.g program LED lights) and random variables. 3. Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems. |
1. Understand why computers/electronics use binary.
1. Use the PRINT command for text. |
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Our vision is to equip young people with the knowledge, skills and understanding they need to thrive in the digital world of today and the future. We want our children to become independent, creative, safe, respectful and problem-solving digital citizens with broad and transferrable skills.