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4073011239500 ComputingHEARTS CURRICULUM - KNOWLEDGE PROGRESSION MAPAll pupils at HEARTS have the right to have a rich curriculum that balances all the aspects of computing. With technology playing such a significant role in society today, we believe ‘Computational thinking’ are skills children must be taught if they are to be able to participate effectively and safely in this digital world. A high-quality computing education equips pupils to use creativity to understand and change the world.At HEARTS, we aim for children to:be digitally literate, able to express themselves and develop ideas through a range of information and communication technologyextract, interpret and evaluate information apply their skills independently across the curriculum, making thoughtful choices about effective use of technology.Through the HEARTS computing curriculum, children will develop ‘computational thinking’ so that they can:think logically and solve problems, including breaking down problems into smaller stepslook for similarities between problems and applying prior learningfocus on relevant details in a problem work out step by step a plan of action, creating algorithms.At HEARTS, we follow a mastery curriculum; we are determined that all children learn to apply their skills confidently and independently. The curriculum is specifically designed to overcome significant barriers to learning within our school communities, including a focus on discussing ideas and giving clear explanations using appropriate vocabulary. In the computing programme, topics are revisited and developed through different key stages. This allows children to build upon prior knowledge, develop their curiosity and embed essential knowledge into their long-term memory. We teach computing skills and knowledge explicitly in lesson and where appropriate, children apply this knowledge in other lessons.??We teach computing through these elements: Online Safety, Information Technology, Digital Literacy and Computer Science.??In Computer Science, which is a key focus, children learn how to create and de-bug programmes. At HEARTS we?use direct, instructional teaching and modelling, but in every lesson there are opportunities for children to independently explore programmes and technologies.??This enables children to use logical reasoning as they predict the behaviour of simple programmes; detect and correct errors in algorithms and solve problems.??It also allows children to explore for themselves the features of programmes and use them for effect.??Children are encouraged to find answers to questions such as: “What happens if?”, “How can I achieve this?”INTERNET SAFETYHEARTS?Academy Trust takes internet safety extremely seriously. We have an On-line Safety Policy that provides guidance for teachers and children about how to use the internet safely.?Children will learn how to be safe and alert online through specific online safety lessons and through regular reminders in lessons.EYFSKS1LKS2UKS2Online SafetyBecome responsible, competent, confident users of information &communication technology.EYFS Framework – PSED: 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.Self-confidence and self-awareness: They say when they do or do not need help.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. Know there are online safety rules to follow. Know their own logon is personal to them.Know to tell someone if they view content they think is inappropriate or upsetting. Start to know they can minimise the screen. Know they can share their content with others (e.g. printing).Know to tell a trusted adult if anyone asks them to do something that makes them feel sad, embarrassed or upset.Understand simple examples of personal information (e.g. name, address, age, birthday) and describe the people they trust to share this with.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.Content:Can identify safe people who they know in the real world and what do if they see anything that makes them unhappy or upset.Save their own content in a folder. Know there are different ways of searching the internet (e.g. images only, keyword search or voice activation).Contact: Identify some risks presented by online technologies outside school (e.g. strangers in online games, social media, messaging and online bullying). Identify where to go for help. Know a stranger is someone you don’t know in the real world. Identify some risks presented by online technologies. Know that an online identity may be very different than their real-life identity.Conduct:Learn to respect the work of others when stored on a shared drive. Know to keep personal information private when communicating online. Know that some content on the internet and some digital games are age related to protect young people from unsuitable content and therefore they should be making appropriate choices.Personal, Social and Health Education:Children can ask for help. Children will be taught to recognise what they like and dislike, what is fair and unfair and what is right and wrong. Pupils should be taught to recognise how their behaviour affects other people. Children should consider social and moral dilemmas that they come across in everyday life.Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.Content:Know what to do if content is inappropriate or upsetting. Understand strategies for effective searching of the Internet. Be aware that taking text and images from some sites may be stealing other people’s work. Understand strategies for effective searching of the internet (e.g. precise unambiguous keywords). Know when an email should not be opened or when messages should be ignored. Understand the Internet contains fact, fiction and opinion and begin to distinguish between themContact: Understand that online communication is not always confidential and that it can be monitored. Know that bullying can take place online through a range of media. Know that bullying can take place online through a range of media. Know who to report to if anything makes them feel uncomfortable. Know that anyone can create an alias or avatar when online. Know that anyone can create a user showing any age or gender and people you meet online may not be who they say they are (social networking, chat rooms, message boards, gaming and instant messengers).Conduct:Know whenever they are online, they are creating a digital footprint, which is very hard to delete. Know to keep personal information and passwords private when communicating online (including email, blogging and instant messaging). Know the importance of not uploading other people’s images or content without their permission. Know how to respond to unpleasant communications via mobile phone, text, IM or email, chat rooms. (Save the message and show to a trusted adult). Understand what is meant by an 'online identity' and how others can perceive you.Personal, Social and Health Education:Pupils should be taught to recognise how their behaviour affects other people. Pupils will be taught how to look for help, make responsible choices and take action. Pupils should be taught to recognise how their behaviour affects other people.Content: Use a range of sources to evaluate information found online, consider plausibility and develop strategies to make judgements on the sources used e.g. cross-referencing a number of websites. Start to check the validity of a website e.g. look for the author via ‘contact us’ or ‘about us’ area of the website. Understand the media can bias our understanding of the world around us (gender stereotypes, homophobia, radicalisation etc.). Understand that age restrictions on games are in place to protect young people from inappropriate content. Contact:Know that some people use the internet inappropriately by bullying others. Know who to talk to if they encounter this behaviour. Understand some malicious adults use the internet to make contact and ‘groom’ children. Know how to report any suspicions. Understand that age restrictions on social networks are in place to protect young people from inappropriate others and from sharing too much personal content and information. Understand some malicious adults use the internet to make contact and “groom” children. Know how to report any suspicions (Think You Know REPORT ABUSE page).Conduct:Know a digital footprint may last a lifetime and some of it can tracked by others. Recognise acceptable and unacceptable online behaviour and that online bullying is unacceptable.Demonstrate safe practice when selecting images or content. Understand the need for privacy settings on any social networking sites (and that those privacy settings may not be observed by online ‘friends’ who can use/share/download your images/content). Know that copying other people’s work is called plagiarism.Personal, Social and Health Education:Pupils need to recognise the different risks in different situations and then decide how to behave responsibly and judging what kind of physical contact is acceptable or unacceptable. Pupils should be taught to realise the consequences of anti-social and aggressive behaviours, such as bullying and racism, on individuals and communities. Pupils should be taught that there are different types of teasing and bullying, that bullying is wrong, and how to get help to deal with bullying. Children should consider social and moral dilemmas that they come across in everyday puter Scienceunderstand and apply the fundamental principles and concepts of computer sciencecan analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problemsBee Bot Emulator website Bee BotsPro Bots (Briscoe)InO-BotScratch JuniorScratchSwift PlaygroundExcel and Microsoft packages/ Google Suite for EducationEYFS Framework - Technology: children recognise that a range of technology is used in places such ashomes and schools.Opportunities for playing and exploring: Find out and explore through controllable devices andsimulations.Opportunities for creating and thinking critically: Start to show critical thinking through exploringcontrollable devices.Children start to use Bee Bots to begin programming – Following the course taken by a programmable robot. Give instructions to each other to move around a course (pretend they are the robot).Use a digital camera to photograph all the instances of control the children can find on a short walk from the school/setting.Use a controllable/programmable robot such as Bee-Bot with a number line to investigate adding on, taking away etc.Children use programmable toys (e.g. Bee Bot,) or remote-control toys to sequence and retell favourite stories e.g. We’re Going on a Bear Hunt, Rosie’s Walk.Understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructionscreate and debug simple programsuse logical reasoning to predict the behaviour of simple programs.Control/ProgrammingCan write algorithms away from the computer for everyday tasksProgram a simple floor robot (Bee Bots) to carry out sequence of steps. Debug where necessary.Input algorithms into a program to create a simple shape on screen or to control a device. Use logical reasoning to make predictions when programming devices (actual or on screen), estimating distances and turns.Input algorithms into a program to create a simple shape on screen or to control a device. Use a mouse, pen or finger to move and place items accurately on a screen to explore simulation in other curriculum areas and talk about what happens. Scratch is used in Year 2. Using Scratch, the children follow instructions to make a car drive across the city. They predict the behaviour of simple programs. Children use logical reasoning to make predictions when programming devices (actual or on screen), estimating distances and turns. ContextStart to discuss ways technology is used in the world (home electrical devices, traffic lights etc). Know that ICT can help in other areas of learning. Know that algorithms implemented as programs can be applied to many devices. Identify ways 'control technology' is used in the world (home electrical devices, traffic lights, cashpoints, level crossings etc.)Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller partsuse sequence, selection, and repetition in programs; work with variables and variousforms of input and output.Use logical reasoning to explain how some simple algorithms work and to detect andcorrect errors in algorithms and programs.Control/ProgrammingCan complete tasks with a floor robot (Bee Bots pro Bots). In KS2, children investigate further with the Bee Bots by using decomposition. This means that the children are taught how to break down a more complex task:Complete simple closed tasks with a floor robot (Bee bots) or other programmable devices. Test to detect errors and debug were necessary. Explain the sequence. (year 3)Complete complex closed tasks with a Bee bot. Test to detect errors and debug where necessary (year 4) Use Bee Bots to create simple shapes/patterns. Use computational thinking to create flow diagrams for a specific purpose. Write algorithms for specific programs (Scratch) which use various outputs to control events within a computer programKnow what an input and output is. Use outputs to control events (& inputs within Scratch) and physical simulations.Use some basic features to design and write a program to change or move a character in Scratch.Use some basic features (sequence and repetition to design and write a program to change or move a character (Scratch).Use decomposition to explain what the different parts of the coding is doing in a simple game.Begin to use 'selection' to include "if… then... else" type actions or statements.Use a spreadsheet in Excel to explore patterns in numbers or to solve problems (using simple formulae) . Use a spreadsheet to explore patterns in numbers or to solve problems .ContextDiscuss ways simulations are used to help us. (e.g. flight simulations to teach pilots, driving simulators, weather pattern simulations etc.)Discuss how spreadsheets have enabled high level calculations to be made in an instant (e.g. show how easy data can be sorted in a spreadsheet) Evaluate some safe online games to know what makes a good game. Evaluate some safe online games and simulations to know what makes a good game. What does the game need? What would their own game look like? What would it do?Control/ProgrammingUsing coding software, control and/or coding programs, develop flow diagrams/sequences for a specific purpose using selection, repetition and variables in algorithms.Write sequences using InoBots which use outputs and inputs to control events in response to conditions.Detect and correct errors (debug) to improve desired outcomes throughout the process.Make shapes by breaking the instructions into smaller parts – for example the children create a procedure for different shapes, then they create a sequence that draws a shaped procedure. Make a sequence for a specific purpose using selection, repetition and variables.Design own game, simulation or app and use a programming tool to create it for use by others.Identify and enter the correct formulae into cells, modify the data, make predictions of changes and test them. Using Scratch and or Swift Playground develop sequences for a specific purpose using selection. Use computational thinking (the thinking that is undertaken before starting work on a computer – describes the processes and approaches we draw on when thinking about problems) to decompose the code to make it easier to detect and correct errors in the program. Using Scratch and or Swift Playground use computational thinking to develop more complex sequences. Debug where necessary to improve desired outcomes. Design own game or simulation and explain how algorithms show an understanding of the logical steps.Enter labels and numbers into a spreadsheet. Enter formulae into a spreadsheet and modify the data. (Excel )Use sum and average in spreadsheets and link formulae to other cells to explore how the output of a formula is affected by the input. Identify and enter the correct formulae into cells, modify the data, make predictions of changes and test them. Use more advanced formulae. Change data and formulae in a spreadsheet to test variables in cells that are linked to answer ‘what if…?’ Enter labels and numbers into a spreadsheet. Enter formulae into a spreadsheet and modify the data, (simple calculations + - × ÷).ContextView code in their own sequences to start to understand how commercial games are created. How are games written? Find some examples of game code. Evaluate ready-made games before designing their own. What is the impact of games in our society (e.g. able to play games with friends/strangers all over the world)?EYFSKS1LKS2UKS2Information TechnologyUse technology purposefully to create, organise, store, manipulate and retrieve digital content.Evaluate and apply information technology, including new or unfamiliartechnologies, analytically to solve problemsSearch digital textsKiddleGoogle EYFS Framework - Technology: They select and use technology for particular purposes.Opportunities for playing and exploring - engagement: Sorting activitiesOpportunities for active learning - motivation - searching online.Data Handling:Know that information is stored on a computer.Sort and a classify a group of items.Internet Research:With help, search for and choose images on the internet using Kiddle with an adult. Recognise different types of information, inc. text, images, buttons. With support, enter text into a search engine (Kiddle)Context:Start to recognise simple technologies in the world around us. Begin to understand that computers provide access to a variety of information in different forms. Recognise common uses of information technology beyond school.Use technology purposefully to create, organise, store, manipulate and retrieve digitalContent.Data Handling:Develop simple classification skills by carrying out sorting activities. Use simple graphing programs to produce pictograms and answer questions. (2Simple) Manipulate the way a graph displays the data (e.g. pictogram to bar chart). Interpret graphs, discuss information and answer questions. Use a branching database (2 Simple). Recognise basic incorrect data. Sort and classify a group of items by asking simple yes/no questions and use a branching database. Internet Research: Use appropriate buttons, menus and hyperlinks to navigate a given website (school network). Enter text and ULRs into a search engine ( Kiddle). Start to apply research skills using different search engines and websites. Understand that some information is stored on single computers or devices (a hard drive) some is stored on a small network (school server) and some is stored on big servers and accessed by everyone in the world (internet)Context:Discuss how ICT makes some jobs much easier when using data for example, supermarket till, banks and online shopping at Amazon. Also discuss jobs that use ICT for research .e.g. medicine, space industry, geographers. Understand computer networks including the internet; how they can provide multipleservices, such as the world wide web; and the opportunities they offer for communication and collaboration.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.Data Handling:Consider how much easier it is using ICT for data handling. Collect appropriate information and generate charts and graphs (using graphing software) (maths is fun website, excel)Internet Research:Develop key questions and key words to search for specific Information to answer a problem. Skim read and sift information to check its relevance and modify search strategies. Save and retrieve accessed information. Understand the dynamics of search engines and know that there are different search engines.Context:Discuss the impact of ICT on society. What would life be like without ICT for collecting, analysing, evaluating real world data? What would certain jobs be like without computerised databases?Data Handling:Determine the data needed to solve a specific problem; organise, present, analyse and interpret data in diagrams. Design questions using key words, to search a large pre-prepared database. Check for accuracy by checking data, using different views, search tools and graphing. Become increasingly proficient and discerning when finding information and data, using higher level thinking skills to evaluate its veracity. Construct and interpret frequency tables, bar charts, line graphs. Find ways of validating information to ensure it is correct. Internet Research: Using Google, select an appropriate search engine to find information related to their topic. Cross-check with other websites. Develop skills to question where web content might originate. Understand that the internet is a massive network of worldwide computers and that the world wide web (www) is a collection of webpages found on this network of computers. Become increasingly proficient and discerning when finding information and data, using higher level thinking skills to evaluate it veracity. Context:Learn about and discuss the evolution of the Internet. How long has it been around? What has been the impact on the world in which we live? Discuss jobs where data loggers are used in the world e.g. meteorologists, volcanologists. Children can research to find out how they log data. Digital LiteracyUse technology purposefully to create, organise, store, manipulate and retrieve digital content.Become confident and creative users of information & communication technology.2 Microsoft packagesGoogle Suite for EducationGreen ScreenEYFS Framework - Technology: They select and use technology for particular purposes.Opportunities for creating and thinking critically: Start to develop creativity through use of artPackagesOpportunities for creating and thinking critically: Start to develop and link conceptsOpportunities for active learning - motivation: persevering with mouse/keyboard/camera controlBegin to understand that in addition to touch screens, a keyboard and mouse are tools for navigating a computer and entering text. Understand that messages can be in pictures, sound and text and can be electronically sent over distances. The children use IPADS to take photos.The children use 2Simple to draw a picture and write a captionUse technology purposefully to create, organise, store, manipulate and retrieve digitalcontentStart to develop familiarity of, and use the keyboard keys effectively - spacebar, backspace, return, shift and return.Use images and text in simple presentations. Begin to format text. The children use a graphics app on 2Simple to create a picture to communicate their ideas. Add captions to photographs and graphics. With help, save work in own folder. With help, open saved documents. Use a digital camera to take a picture or record their work. Begin to edit digital photographs.Context:Start to use different text styles for different jobs and purpose. For example, poster, newspaper, story.Start to be aware of online identities. Explore ways the media is used in the world around us (video clips, images, sounds).Select, use and combine a variety of software (including internet services) on a range ofdigital devices to design and create a range of programs, systems and content thataccomplish given goals, including collecting, analysing, evaluating and presenting dataand informationDevelop further familiarity of the keyboard. Use different font sizes, colours and effects to communicate meaning. Copy and Paste to make a repeating pattern and resize elements on Excel. Microsoft Sway Photo Story 3 is used to make a presentation or a visual, digital story. A Green screen is used and ‘Do Ink’ app to record themselves and then share with their peers. This allows the children to evaluate and reflect on their work. The children also use to use different layers to manipulate images. Use ICT to select and record voice and sounds. Discuss different computer networks.Collect data and create various types of graphs (bar, line, pie) for different purposes checking data and graphs for accuracy.Start to apply research skills using search engines for different media. Check two sites to verify facts.Select and import images from digital cameras, and other sources and prepare for use. Capture video footage and arrange to create a short film to convey meaning. Context:Begin to understand about online identities and differences between private (school logon) or public presence (social networks). Start to evaluate media used in the world around us and look at what the message of the clip/image and sound is? Does it work and why?Make effective use of hyperlinks, transitions in presentations. Make effective use of transitions in presentations. Combine stills, video and sound using a video editing package. Select, edit and combine sound files. Create their own sounds and compositions to add to their presentations. Independently select and use a variety of appropriate devices to record sounds. As a class or group make use of video technology to exchange ideas and collaborate on projects. Children will use /Microsoft Sway/ Photo Story 3 and Google Suite for Education/Green Screen. The children also use A Green screen is used and ‘Do Ink’ app to record themselves and then share with their peers. This allows the children to evaluate and reflect on their work. Upper KS2 use Green Screen to work collaboratively and work on projects together. is used to manipulate different layers of images for effect. They can combine different images to create a ‘story’.Context:Understand about online identities and the differences between private (school) or public presence (social networks). Know what acceptable behaviour is. Skills and knowledge should be applied in different applications and contexts with pupils frequently making their own choices about the software or hardware choice. ................
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